Generated by All in One SEO Pro v5.0.1.1, this is an llms-full.txt file, used by LLMs to index the site. # edCircuit (EdTech) Education Technology News, Voices, Resources ## Posts ### [Chronic Trauma vs. Acute Trauma in the Classroom](https://edcircuit.com/chronic-trauma-vs-acute-trauma-classroom/) **Published:** February 1, 2018 **Author:** EdCircuit Staff **Excerpt:** In this episode, Dr. Pamela Cantor discusses her groundbreaking research across the Five Boroughs and the effect the attack had on New York City’s students **Content:** After the terrorist attack on September 11th, 2001, [Dr. Pamela Cantor](https://www.pamelacantormd.com/) was asked to co-author a study about the traumatic effect the attack had on New York City’s students. She did groundbreaking research across the Five Boroughs but had an eye-opening experience when a drawing from a young student in the Bronx showed what that day meant to him. The subject matter he drew was not what she or other researchers expected. ## ## **Systems of Stress** The drawing shows the Twin Towers smoking in the background, but in the foreground are two stick-figure boys pointing guns at each other. It was an epiphany for Dr. Cantor and her team. They were studying the effects of acute trauma, and the signs of chronic trauma were everywhere they looked. Dr. Cantor explains, ”When you look at what that picture meant, and you actually look at what showed up in the data, we found that these symptoms of stress associated with 9/11 were much more prevalent in our high-poverty communities and schools. And the reason for that was that there were clear and present dangers and risks that kids confront daily in their communities.” ## **Impacting the Learning Environment** The results show that while some of the anxiety symptoms were set off or re-triggered by the 9/11 attacks, poverty, and many other daily adversities are a stronger and more prevalent source of stress in children’s everyday lives. They are significant factors in the types of issues kids bring into the classroom. Everyday stresses seriously impact the learning environment and prevent students from feeling safe and secure. They feel alienated and alone, unable to learn while coping with multiple distractions outside the classroom. ## **How Adults Can Help With Stress Factors** But Dr. Cantor cautions that children’s brains are very malleable. She discusses the malleability and resilience side of the equation in overcoming stress factors and says there is a lot that adults can do both in the classroom and at home to help kids cope. “From enabling kids to know why they should feel safe, why they should feel protected, it’s important that parents and school staff need to be embedded in powerful relationships with their children,” she says. She has learned that the human relationship is the most robust buffer against the effects of stress. Just as stress produces cortisol that courses through children’s systems, the experience of a connected and robust relationship actually releases another hormone that opposes cortisol. So, kids’ connection with their families, whether or not it’s just one parent, is the key ingredient of a child’s healthy development. “There is a lot that parents, that one parent, can do or just one teacher can do to make a child feel protected and safe in the school classroom to foster a healthy learning environment,” Dr. Cantor says. Just being present and providing a sense of security, continuity, and acceptance in the child’s life can make all the difference in the world. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) - [ ![Pamela Cantor](https://edcircuit.com/wp-content/uploads/lovable-avatars/pamela-cantor-265.webp) ](https://edcircuit.com/author/dr-pamela-cantor/) [Pamela Cantor](https://edcircuit.com/author/dr-pamela-cantor/ "Pamela Cantor"): Author Pamela Cantor, M.D., of Turnaround for Children, a nonprofit organization that connects the dots between science, adversity and school performance to catalyze healthy student development and academic achievement. Dr. Cantor practiced child psychiatry for nearly two decades, specializing in trauma. She founded Turnaround after co-authoring a study on the impact of the 9/11 terrorist attacks on New York City schoolchildren. In high-poverty schools, she saw students traumatized by the circumstances in their lives, teachers struggling to meet the intense needs of their students and principals unable to build an environment that is physically and emotionally safe or supportive. Specifically, she recognized that the scientific research on stress and the developing brain that she had learned in medical school should be translated into practices to help children and schools challenged by with the effects of unrelenting adversity. Dr. Cantor started Turnaround to help schools understand the impact of adversity on learning and to put children on a healthier developmental trajectory so they can live the lives they choose. Today, Dr. Cantor’s organization applies tools and strategies, grounded in science, to equip a diverse set of educators – from teachers and principals working in high-poverty schools, to district, charter and state leaders. In 2016, Turnaround published Building Blocks for Learning, a framework for comprehensive student development, grounded in science, in service of equity. The paper explores the roots of higher-order skills and mindsets, such as agency, perseverance and academic tenacity that all children need to flourish, and suggests a path to acquire them. [ View all posts ](https://edcircuit.com/author/dr-pamela-cantor/ "View all posts") [ ](mailto:pcantor@mrmg.com) **Categories:** CoffeEd, Educators, Interviews, K-12 Teachers **Tags:** Headline --- ### [New York City Schools Ban AI Through Grade 8](https://edcircuit.com/new-york-city-schools-ban-ai-through-grade-8/) **Published:** September 4, 2026 **Author:** Sean Ryan **Excerpt:** New York City schools ban AI through eighth grade while introducing screen-time limits and guided AI instruction for high school students. **Content:** New York City schools ban AI for students through eighth grade this year, and the effects may be visible in some of the most ordinary classroom moments. A third grader may spend less time working alone on a laptop. A middle school student will not be able to use a school-provided, student-facing chatbot for help finishing an assignment. Teachers may continue using approved AI tools to plan lessons, but decisions about grades, behavior, placement, and promotion will remain in human hands. The changes follow a September 2 announcement from Mayor Zohran Mamdani and Schools Chancellor Kamar H. Samuels. For the 2026–27 school year, New York City Public Schools will place a one-year moratorium on student-facing generative artificial intelligence in grades 2-K through 8. Nearly 600,000 students—about two-thirds of the district’s enrollment—will be affected. The headline is a ban. The policy itself is more revealing. New York City is separating AI use by age, purpose, and level of supervision while giving the nation’s largest school district a year to decide which technologies actually belong in its classrooms. ## **What the New York City AI Policy Changes** The moratorium applies specifically to student-facing generative AI: software that responds to prompts by producing text, images, audio, feedback, or other content. According to the [official New York City Public Schools guidance](https://www.schools.nyc.gov/about-us/policies/guidance-on-artificial-intelligence), those features will not be available to students through eighth grade. Companion chatbots are prohibited across all grade levels. Approved exceptions remain for assistive technology, multilingual learners, and career-readiness programs that require students to develop AI-related workplace skills. High school students will follow a different path. Every student in grades 9–12 will complete two 45-minute AI literacy modules covering how the technology works, privacy, bias, appropriate school use, and its possible effect on careers. A smaller group may use AI through one of five centrally approved pilots: Quill, Edia, Brisk Teaching, Playlab, and Intel AI-Ready Schools. Those pilots may reach no more than 50,000 students, approximately 5% of the city’s public school population. Students may participate in only one pilot, and use must take place under the supervision of a trained educator. Teachers and staff may continue using approved AI for lesson planning and operational work. The district draws a firm boundary around high-stakes uses: AI may not grade students, monitor behavior, or make decisions about placement, promotion, graduation, or other student outcomes. Special education documents, counseling, crisis intervention, and therapeutic services remain the work of qualified professionals. ## **The Bigger Story May Be Screen Time** The AI announcement arrived with another major change. New York City is also limiting how much time younger students spend individually using laptops and tablets during the school day. One-to-one screen use will be restricted for students in 2-K through second grade. The district recommends no more than 30 minutes per day for grades 3–5 and no more than 45 minutes for grades 6–8. This does not mean every screen will disappear. Teachers may still use computers, tablets, and interactive displays for group instruction. The guidance includes exceptions for assessments, remote learning, e-books, coding, robotics, simulations, and accessibility tools. The target is the routine habit of placing every student in front of an individual device, even when a book, conversation, experiment, handwritten response, or teacher-led lesson may work better. That is a meaningful change in direction. For years, school technology conversations focused on whether students had enough access. Now districts are being pushed to examine what students are doing with that access and what may be lost while their attention is directed toward a screen. Recent [U.S. ](https://www.ed.gov/about/news/press-release/us-department-of-education-releases-guidance-responsible-use-of-education-technology-classroom)[Department of Education guidance](https://www.ed.gov/about/news/press-release/us-department-of-education-releases-guidance-responsible-use-of-education-technology-classroom) asks schools to apply a basic test to education technology: What learning problem does the tool solve? Who should use it? For how long? What evidence demonstrates that it improves learning? New York City is applying those questions across an enormous and complicated school system. ## **Why Younger Students Are the Focus** Generative AI can produce an answer long before a child has developed the knowledge needed to judge whether that answer is accurate, useful, or even appropriate. That matters because learning is often found in the struggle that comes before an answer. A student sounds out an unfamiliar word. Another crosses out the first sentence of a paragraph and tries again. A class debates two possible explanations for a science result. A teacher notices confusion on a student’s face and asks a different question. None of those moments is especially efficient. All of them matter. When a chatbot repeatedly enters that space, the completed assignment may look stronger while revealing less about what the student understands. Younger students are particularly vulnerable because they are still building the reading, writing, reasoning, communication, and self-regulation skills that AI can appear to perform for them. There are other concerns as well: inaccurate responses, algorithmic bias, student privacy, and AI features quietly appearing inside programs that schools already use. A familiar tutoring or curriculum platform can change after it has been purchased, leaving teachers and families unaware that a generative tool has entered the experience. City officials said they are disabling AI features in 38 existing programs, although they have not released the complete list. [Chalkbeat reported](https://www.chalkbeat.org/newyork/2026/09/02/what-to-know-about-nyc-public-schools-generative-ai-ban-screen-time-limits/) that important questions remain about how acceptable AI will be defined, how products will be evaluated, and how the rules will be enforced across approximately 1,600 schools. ## **A Ban That Still Makes Room for AI Literacy** New York City’s approach acknowledges a reality that schools cannot ignore: high school graduates will enter colleges, training programs, and workplaces where AI is already present. That helps explain why the city is not extending the full moratorium through grade 12. Older students will receive structured instruction before they are expected to use AI independently. The pilots also give the district a chance to observe specific tools in limited settings instead of opening access across every classroom at once. The city has been here before. New York blocked ChatGPT on school networks and devices in January 2023, then reversed the decision several months later as educators began exploring the technology’s potential. The 2023 conversation was dominated by cheating and whether schools could keep ChatGPT out. The 2026 policy reaches further. It considers developmental readiness, screen time, accessibility, privacy, vendor accountability, instructional evidence, and the role of teachers in an AI-shaped world. That evolution may be the most important part of the story. The central question is no longer simply whether students should use AI. It is what students should already know—and what skills they should already possess—before they do. ## **The Hard Part Starts Now** The announcement came only days before students were scheduled to return, giving principals and teachers little time to identify affected products or adjust lessons. United Federation of Teachers President Michael Mulgrew supported the screen-time limits but said questions remain about safeguards in products purchased by the district, according to the [Associated Press](https://apnews.com/article/zohran-mamdani-ai-ban-nyc-schools-647f6a968eea0399521b7934418b1aff). Some advocates wanted a two-year moratorium and tighter limits on the high school pilots. Other critics worry that broad restrictions could remove useful tools or leave students less prepared for a changing economy. The city is forming a Technology in Schools Coalition made up of students, educators, parents, union representatives, advocates, elected officials, and experts. Its work over the coming year will matter more than the announcement itself. The coalition will need to determine which products contain student-facing AI, what evidence vendors must provide, how teachers will receive clear and timely guidance, and how the district will measure the results. A change in policy is easy to document. A change in student attention, participation, skill development, or academic performance is much harder to prove. ## **What Other Districts Should Ask** Other school systems do not need to adopt New York City’s moratorium to learn from it. They should, however, take a harder look at the AI already inside their classrooms. Start with the inventory. Which tutoring platforms, learning management systems, search tools, writing programs, and curriculum products now include generative features? Were those features present when the product was approved? Can they be disabled? Then look at age and purpose. A kindergartner using an AI reading companion, an eighth grader asking a chatbot to explain an equation, and a senior examining bias in an AI-generated response are not having the same educational experience. One districtwide rule cannot account for every developmental stage or instructional goal. Districts should also identify decisions that must remain human. An algorithm may organize information or help prepare materials. It should not become the unaccountable voice behind a grade, disciplinary judgment, special education decision, or graduation outcome. Finally, schools should teach students how to question AI before asking them to rely on it. Students need to know that a confident response can be wrong, that an answer may carry hidden bias, that sources can be missing or invented, and that every convenient tool has a data trail. ## **Has AI Earned Its Place in the Classroom?** New York City’s decision will be watched far beyond the five boroughs. The district is attempting something difficult: reducing unnecessary technology use without denying that students will need to understand AI. There will be confusion. Some useful tools may be caught in the moratorium. Some schools may struggle to apply the rules consistently. A single year may not produce all the evidence city leaders want. Still, the pause forces a question that school systems too often ask only after purchasing and deploying new technology: Does this help students learn better? Availability is not evidence. Novelty is not a learning outcome. A polished response generated in seconds is not proof that a child understands the idea behind it. For the next year, New York City’s policy is designed to give its youngest students more time to read, write, talk, build, question, and work through problems with teachers and classmates. Its high school students will begin learning where AI is useful, where it fails, and why they remain responsible for the thinking. That is more than an AI ban. It is a decision to make technology earn its place in the classroom. ### **Watch: New York City’s New School AI Policy** Watch the video below for more on New York City’s decision to restrict student-facing generative AI through eighth grade. [Mamdani announces ban on AI for young students in NYC public schools](https://www.youtube.com/watch?v=zjpGvPUh0iU) – [NBC News](https://www.youtube.com/@NBCNews) [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Artificial Intelligence **Tags:** Headline --- ### [Measuring Technology Impact in Schools](https://edcircuit.com/measuring-technology-impact-in-schools/) **Published:** September 3, 2026 **Author:** EdCircuit Staff **Excerpt:** Measuring technology impact in schools requires more than usage statistics. District leaders must identify meaningful outcomes and align metrics with goals. **Content:** Measuring technology impact in schools has become increasingly important as district leaders face growing expectations around accountability, strategic planning, and the effective use of limited resources. While schools have access to more data than ever before, determining which metrics truly matter remains[ one of the biggest challenges facing educational leaders](https://ncce.org/end-of-year-reflections-measuring-the-impact-of-technology-on-learning-growth/). Technology departments can generate enormous amounts of information. Application usage reports, device inventories, help desk tickets, uptime statistics, cybersecurity logs, and analytics dashboards provide valuable insights into operations. Yet the availability of data does not automatically translate into understanding. In many districts, leaders are discovering that having more information is not the same as having more clarity. Schools are not investing in technology simply to increase login counts or produce attractive dashboards. They are [investing in tools and systems that support learning](https://www.edutopia.org/article/how-forward-thinking-schools-are-shaping-the-future-of-ai-in-education/), improve operations, strengthen communication, and create opportunities for students and educators. Measuring those outcomes requires more than collecting numbers. It requires thoughtful leadership and a clear understanding of what success actually looks like. ## **The Challenge Isn’t a Lack of Data** School systems have never had more information at their disposal. Modern platforms make it possible to track nearly everything. Leaders can monitor application usage, network uptime, device inventories, cybersecurity incidents, and countless other operational metrics. The sheer volume of information available today would have been unimaginable just a decade ago. But more information does not necessarily lead to better decisions. One of the biggest challenges facing educational leaders is determining which data points deserve attention and which merely create noise. Technology teams can become overwhelmed by dashboards and reports while losing sight of the larger purpose behind their work. It is entirely possible to have sophisticated analytics and still struggle to answer a simple question: Are we measuring the things that truly matter? That question forces leaders to move beyond operational statistics and focus on outcomes. After all, a district’s mission is not to maximize application usage or produce impressive reports. Its mission is to support students, empower educators, and strengthen the organization as a whole. ## **Activity Does Not Always Equal Impact** Modern analytics have created a temptation to equate activity with success. If usage rates are high, leaders may assume an initiative is working. If help desk requests decline, they may conclude that systems are performing better. Yet numbers without context can be misleading. Consider application usage. High login rates may indicate strong adoption, but they do not necessarily mean students are learning more effectively. Likewise, lower help desk ticket volumes might reflect improved reliability, or they may signal that users have become frustrated and stopped reporting problems. An increase in support requests after implementing a new platform might actually represent healthy engagement as teachers and staff actively learn new tools. The challenge is that metrics rarely tell the whole story. They require interpretation and context. Effective leaders understand that numbers alone cannot explain outcomes. Data must always be viewed through the lens of teaching, learning, and organizational priorities. Ultimately, the goal is not to collect the most data. The goal is to understand what the data reveals and how it connects to the experiences of students and educators. ## **Success Should Be Defined Before Implementation** One of the most valuable disciplines technology leaders can develop is establishing clear definitions of success before an initiative ever begins. Too often, organizations implement new systems and only afterward begin discussing how results should be measured. By that point, expectations may be unclear, and stakeholders may hold different assumptions about what the investment was intended to accomplish. This lack of alignment can make even successful projects difficult to evaluate. Strong leaders approach the process differently. Before moving forward, they ask important questions: - What problem are we trying to solve? - What outcomes do we expect to achieve? - How will we know whether we succeeded? - Which metrics matter most? - How does this initiative align with district priorities? These conversations create clarity and establish realistic expectations. More importantly, they provide a framework for evaluating progress after implementation. For example, a district introducing a new communication platform might be tempted to measure success through parent logins or message counts. Those statistics provide useful information, but they may not capture the larger goal. If the objective is stronger family engagement, leaders may also need to examine parent satisfaction, response rates, and the quality of communication between schools and families. Defining success early helps ensure that measurement remains connected to purpose. ## **Some of the Most Meaningful Metrics Are Invisible** Not every important outcome can be captured by a dashboard. In fact, some of the most valuable benefits technology provides are difficult to quantify because they are experienced rather than observed. Consider network reliability. Teachers and students rarely think about infrastructure when everything works as expected. Yet every minute of downtime represents lost instructional time. Reliable systems allow educators to focus on teaching instead of troubleshooting. They create continuity during assessments and reduce disruptions that can negatively affect learning. The absence of problems often represents tremendous value, even if that value is largely invisible. Cybersecurity provides another example. Success in cybersecurity often means nothing happened. There was no ransomware attack, no data breach, and no interruption to instruction. Those outcomes may never appear in a headline or an annual report, but they reflect significant value for the district and the community it serves. Sometimes the greatest impact comes from the problems that never occur. Effective leaders recognize that prevention and resilience deserve just as much attention as visible accomplishments. ## **Leading Indicators and Lagging Indicators Tell Different Stories** Technology initiatives often require patience because meaningful change rarely happens overnight. Leading indicators provide early signs that an initiative is moving in the right direction. Professional development participation, teacher confidence, staff engagement, and adoption rates can offer valuable insights during the early stages of implementation. These measures help leaders understand whether momentum is building. Lagging indicators, however, take much longer to emerge. Student achievement, graduation rates, college readiness, and long-term outcomes may not become visible for months or even years. Those measures are often influenced by many variables beyond technology itself. Understanding the distinction between leading and lagging indicators helps leaders maintain realistic expectations. District transformation is rarely instantaneous. Sustainable change unfolds over time, and effective leaders recognize that meaningful progress often requires patience, persistence, and continuous evaluation. Balancing short-term indicators with long-term outcomes creates a more complete picture of impact. ## **Dashboards Cannot Replace Stories** Technology leaders frequently rely on dashboards and reports to communicate results. While those tools provide valuable evidence, they rarely create understanding by themselves. People connect with experiences. Teachers remember how a platform simplified their workflow. Parents recognize improvements in communication. Board members understand how reliable infrastructure protects instructional time during state assessments. Stories provide context that raw numbers often cannot. Consider two ways of describing a network upgrade. One approach highlights improved uptime percentages and reduced latency. Another explains that teachers experienced fewer interruptions, students maintained access to digital resources, and assessments proceeded without disruption. Both statements describe the same outcome, but one connects the technical achievement to a meaningful experience. Data establishes credibility, but stories create understanding. The most effective leaders know how to combine both. They use metrics to provide evidence and stories to illustrate impact. Together, those elements help stakeholders see how technology investments support students, educators, and district goals. ## **Measuring What Matters Requires Leadership** At its core, measuring technology impact in schools is not a technical exercise. It is a leadership exercise. Effective measurement requires clarity, communication, and the discipline to focus on outcomes rather than activities. Leaders must resist the temptation to chase vanity metrics and instead concentrate on indicators that align with district priorities and community expectations. As artificial intelligence, advanced analytics, and increasingly sophisticated platforms continue to evolve, districts will have access to more information than ever before. Yet the central challenge facing leaders is unlikely to change. Success will not be determined by who collects the most data, but by who understands which data matters and how those measurements connect to the larger mission of the organization. Because measuring technology impact in schools is not ultimately about dashboards or reports. It is about understanding whether technology is helping students, supporting educators, and advancing the work of the district. And those are outcomes worth measuring. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [E-Bike Safety Is the New School Commute Challenge](https://edcircuit.com/e-bike-safety-is-the-new-school-commute-challenge/) **Published:** September 2, 2026 **Author:** EdCircuit Staff **Excerpt:** E-bike safety is becoming a school priority as more students arrive on electric bikes and scooters amid changing rules and rising injuries. **Content:** E-bike safety is becoming a new back-to-school responsibility for districts as more students ride electric bikes and scooters to class. Consider the morning arrival line. Buses are turning into the lot. Parents are pulling away from the curb. Students are crossing between cars, and staff members are trying to keep traffic moving. Then a student on a nearly silent electric bike enters the same space at 20 miles per hour. It may look like a bicycle, but it does not always move like one. Its speed, weight and acceleration give drivers and pedestrians less time to react. That is why e-bikes and e-scooters are beginning to force a conversation that many school districts have not yet had. Which devices are allowed? How old should a student be before riding one to school? Can the bike be operated on campus, or must it be walked? Where should it be stored? What happens when a student arrives on a modified device capable of traveling far faster than a traditional bicycle? These questions belong in district transportation and safety planning now—not after a serious accident. ## **The Appeal Is Easy to Understand** For students, an e-bike can mean independence. It can make a longer commute manageable, provide transportation to after-school activities, and give families another option when bus service or a parent ride is unavailable. Schools may benefit, too. Every student who safely rides instead of arriving in a car potentially removes one vehicle from an already crowded drop-off lane. The concern is not simply that these devices have motors. It is that a young rider can reach the speed of an experienced adult cyclist without having the same balance, judgment or understanding of traffic. Some students ride without helmets, carry passengers or move unpredictably between sidewalks and streets. Others use phones or wear headphones while riding. A growing number are operating electric motorcycles or modified devices that are marketed and described as e-bikes even though they may not meet the legal definition. That distinction matters. A legal low-speed e-bike and a 35-mile-per-hour electric motorcycle should not be treated as the same vehicle simply because both have pedals and are parked near a bicycle rack. ## **Doctors Are Seeing More Serious Injuries** Trauma doctors in Central California told [ABC30](https://abc30.com/post/back-school-campuses-putting-restrictions-bikes-scooters-doctors-see-rise-injuries/19672851/) that they are treating young riders for traumatic brain injuries, facial injuries, broken bones and internal bleeding. The report followed the death of a 15-year-old student who crashed an e-scooter while leaving football practice. The [latest national report from the U.S. Consumer Product Safety Commission](https://www.cpsc.gov/s3fs-public/Micromobility-Products-Related-Deaths-Injuries-and-Hazard-Patterns_2017-2023.pdf), covering 2017 through 2023, estimated 448,600 emergency-department visits involving e-bikes, e-scooters and hoverboards. Annual micromobility-related emergency visits increased from approximately 34,000 in 2017 to 87,800 in 2023. The CPSC found that e-bike injuries increased nearly tenfold during that period. Motor-vehicle collisions and loss-of-control incidents were among the leading hazards associated with e-bike and e-scooter deaths. Those numbers extend well beyond school-age riders, but the trend is difficult for districts to ignore when the devices are becoming part of the daily student commute. ## **Most States Have Laws—But the Rules Differ** It would not be accurate to say that many states have no laws governing e-bikes. Most states regulate them through specific e-bike legislation or existing laws covering bicycles, motorized bicycles, mopeds and similar vehicles. By the end of 2024, [PeopleForBikes reported that 43 states](https://www.peopleforbikes.org/news/peopleforbikes-2024-policy-wins) recognized some version of the common three-class system: - **Class 1:** Pedal assistance that stops at 20 miles per hour - **Class 2:** Throttle-powered operation that stops providing assistance at 20 miles per hour - **Class 3:** Pedal assistance that stops at 28 miles per hour The problem is consistency. Federal law addresses the manufacturing and consumer-product definition of a low-speed electric bicycle. States and local communities determine where it may be ridden, how old an operator must be, whether helmets are required, and whether the device belongs on a street, sidewalk, bike path, or trail. E-scooters may fall under a different section of state law. Local governments may also establish restrictions that go beyond statewide requirements. Devices exceeding the power or assisted-speed limits for e-bikes may legally be considered mopeds, motorcycles, or another type of motor vehicle. A student and parent may believe a device is legal because it was purchased as an “e-bike.” That label alone does not settle the question. School districts must understand their state and local rules, but they also need policies for their own property. Something that may be operated legally on a neighborhood street is not automatically appropriate for a crowded school sidewalk or bus loop. ## **Districts Are Beginning to Respond** Orange County Public Schools in Florida is implementing one of the clearest K–12 responses. Beginning after Labor Day, students must have a learner’s permit or driver’s license before riding an approved e-bike or e-scooter to school. They must also obtain a permit from their school. That effectively prevents elementary and middle school students from bringing the devices to campus. The district is emphasizing family communication before moving into progressive discipline, according to [ClickOrlando](https://www.clickorlando.com/news/local/2026/08/17/ocps-e-bike-e-scooter-ban-to-take-effect-after-labor-day/). A [News 6 report](https://www.youtube.com/watch?v=CikY-hH1bjA) shows how the new rules are affecting Central Florida families while local police help parents distinguish legal e-bikes from faster electric motorcycles. Individual high schools are translating the district policy into specific arrival instructions. [Windermere High School](https://windermerehs.ocps.net/index.php?articleID=84395678&pageID=smartSiteFeed&psqFeed=true), for example, requires approved devices to be walked once they reach campus and stored in designated locations. Modified e-bikes, Class 3 devices, and electric motorcycles are prohibited. Students may not charge batteries or bring detached batteries into school. Fairfield Public Schools in Connecticut adopted a similarly firm policy. Its [district notice](https://www.fairfieldschools.org/district-information/news/news-details/~board/district-news/post/notice-regarding-prohibited-motorized-vehiclesdevices-at-fps) prohibits students under 16 without a valid driver’s license from bringing motorized devices onto school grounds. Approved riders are limited to roadways and designated parking areas. Sidewalks, athletic fields, playgrounds and grassy areas are off-limits. These districts are not waiting for families to interpret a patchwork of traffic laws. They are telling students exactly what is permitted once they reach school property. ## **A Policy Should Match the Campus** Not every district will conclude that a ban is necessary. A high school with protected bike lanes, secure storage and a separate entrance for riders faces a different situation from an elementary campus where every bicycle must cross the bus loop. The review should begin with what is actually happening. Administrators need to know how many students are arriving on electric devices, where they enter the property, and whether they are mixing with buses, cars or large groups of students on foot. From there, a district should answer several practical questions: - Which types and classes of devices are permitted? - Is there a minimum rider age or license requirement? - Must students register the device and display a decal? - Where must riders dismount and walk? - Are helmets and single-rider operation required? - Where will devices and batteries be stored? - Are charging and detached batteries prohibited? - How will modified or higher-powered devices be identified? - What accommodations are available for students with disabilities? - What happens when a student violates the policy? The district should also decide how the rules apply after the final bell. Students may arrive for practices, games, rehearsals, and evening events when the normal traffic plan is no longer in place. Local police, fire officials, legal counsel, and the district’s insurance carrier should be part of the review. A police department can explain traffic laws and enforcement limitations. Fire officials can help evaluate battery storage and charging risks. School leaders can identify where pedestrian conflicts are already occurring. ## **The Ride to School Still Matters** A campus policy only controls school property. It does not protect a student during the ride from home. Families need to know the device’s classification, assisted-speed limit and manufacturer age recommendation before handing over the keys or charger. Students should be able to brake quickly, signal, ride with traffic and recognize that drivers may not see a small, quiet device approaching an intersection. A helmet should be part of every ride. Passengers should not be carried on a device designed for one person. Phones, headphones and unpredictable movement between sidewalks and streets add risk to a trip that already requires a young rider’s full attention. Schools can reinforce those habits through permit programs, safety sessions and partnerships with police departments, hospitals and local bicycle organizations. Fresno Unified, for example, worked with the Fresno State Transportation Institute and the Fresno County Bicycle Coalition to offer students a summer bike academy focused on safe riding and injury prevention. Electric bikes are not going away, nor should every one of them be treated as a threat. For many students, they are affordable, efficient and dependable transportation. But schools cannot continue treating a 28-mile-per-hour electric device as if it were simply another bicycle at the rack. The school commute has changed. District safety plans need to change with it. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Community, Hot Topics - controversial, School Safety **Tags:** Headline --- ### [Teacher In-Service Is No Longer One Size Fits All](https://edcircuit.com/teacher-in-service-is-no-longer-one-size-fits-all/) **Published:** September 1, 2026 **Author:** EdCircuit Staff **Excerpt:** Teacher in-service is becoming more personalized, giving educators professional learning tailored to their roles, experience, and career growth. **Content:** Teacher in-service once operated on a simple assumption: if every educator received the same information, everyone would benefit equally. It was a practical approach. Gather everyone in the same room, deliver the same presentations, distribute the same materials, and ensure every employee leaves with a common understanding of district priorities. Whether someone was a first-year kindergarten teacher, a veteran chemistry instructor, a school counselor, or a high school principal, they often spent the day participating in the same professional development. For decades, this model served schools well. It created consistency, helped communicate expectations, and reinforced district initiatives before the school year began. Today, however, districts are embracing a very different philosophy. Professional learning is no longer defined by giving every educator the same experience. Instead, schools are increasingly recognizing that the most effective teacher in-service reflects the needs of the individual learner. Ironically, one of the biggest transformations in professional learning has come from applying the same instructional philosophy teachers have used with students for years. Differentiation is no longer just for the classroom. It is becoming the future of teacher in-service. ## **Every Educator Brings Different Needs** Imagine the first morning of in-service. Emily is beginning her first year as a third-grade teacher. She is excited but understandably nervous. She wants practical strategies for classroom management, lesson planning, family communication, and building relationships with students. Across the auditorium sits Marcus, a veteran high school physics teacher with more than twenty years of experience. Classroom management is second nature to him. Instead, he is looking for professional learning focused on artificial intelligence, updated laboratory safety procedures, new STEM resources, and emerging instructional technologies. Down the row is Sarah, an assistant principal. Her priorities include instructional leadership, educator evaluations, school safety, staff coaching, and strengthening school culture. Should all three spend six hours attending the exact same presentations? Probably not. Each educator is preparing for a different year, facing different responsibilities, and pursuing different professional goals. Yet for decades, teacher in-service frequently treated them the same. Schools are increasingly recognizing that [professional learning should reflect those differences rather than ignore them](https://fi.ncsu.edu/news/customized-growth-the-power-of-personalized-professional-development-in-k-12-education/). ## **Differentiation Isn’t Just for Students** Walk into almost any classroom today, and you’ll find teachers differentiating instruction. Some students need additional support. Others need enrichment. Some learn best through hands-on activities. Others thrive through independent exploration or collaborative discussion. Teachers adjust instruction because they understand that every student learns differently. Professional learning is beginning to embrace that same philosophy. Educators also have different experiences, strengths, certifications, interests, and career aspirations. Providing identical professional development for every employee simply because it is easier to organize no longer reflects what we know about effective learning. The shift toward personalized teacher in-service represents more than a technological advancement. It represents a change in educational thinking. Schools are beginning to recognize that adult learners deserve the same thoughtful approach to learning that educators provide to students every day. ## **Technology Makes Personalization Possible** Not long ago, individualized professional learning for hundreds—or even thousands—of employees would have required an enormous amount of manual planning. Today, technology has changed that equation. Modern learning management systems can automatically assign required training based on an educator’s role, certification, grade level, or department. Professional learning platforms recommend courses aligned with district initiatives, while digital dashboards help administrators monitor progress and identify additional support when needed. Artificial intelligence is beginning to take personalization even further. Imagine logging into your district’s professional learning platform. Instead of searching through hundreds of available courses, the system immediately recommends learning opportunities based on your position, completed certifications, previous professional development, district priorities, and long-term career goals. A first-year teacher receives mentoring resources and classroom management strategies. A science educator is presented with updated laboratory safety guidance and STEM innovations. An instructional coach discovers leadership resources and collaborative facilitation tools. Rather than asking educators to search for learning opportunities, technology increasingly brings relevant learning directly to them. Professional learning becomes proactive instead of reactive. ## **Teachers Want Learning That Matters** One of the biggest misconceptions surrounding professional development is that teachers dislike it. Most educators value opportunities to grow professionally. What they often dislike is spending valuable time participating in learning that has little connection to their daily responsibilities. Teachers consistently say they want professional learning that is practical, relevant, immediately applicable, and respectful of their experience. A veteran educator rarely needs the same foundational training as someone entering the profession for the first time. Likewise, an elementary art teacher and a district technology director should not necessarily follow identical professional learning pathways. Personalization acknowledges that educators are professionals. It respects their expertise while providing opportunities to continue growing in meaningful ways. When learning feels relevant, participation becomes engagement. ## **Beyond Compliance** [Compliance training](https://youcompli.com/blog/compliance-and-business-strategy/three-tips-for-strong-compliance-education-practices/) will always remain an important part of teacher in-service. Schools have legal and ethical responsibilities to ensure educators understand topics such as student safety, mandatory reporting, cybersecurity awareness, student data privacy, accessibility requirements, emergency procedures, and workplace policies. Those responsibilities are not changing. What is changing is the conversation surrounding professional learning. Districts are increasingly investing in instructional coaching, artificial intelligence, digital citizenship, culturally responsive teaching, educator wellness, leadership development, innovation, and collaborative learning communities. Professional learning is expanding beyond asking one simple question: “Did everyone complete the required training?” Instead, districts are beginning to ask something much more meaningful: “What learning will help this educator become even more effective?” That subtle change represents one of the most significant philosophical shifts in teacher in-service over the past decade. ## **Personalization Doesn’t Mean More Work** For some district leaders, personalized professional learning may sound overwhelming. How can one district create different learning experiences for hundreds or thousands of educators? Technology is making that challenge far more manageable than it once was. Professional learning platforms now automate course assignments, certification tracking, reminders, progress monitoring, transcript management, and reporting. Rather than creating additional work for administrators, many systems simplify it. District leaders gain better visibility into professional learning across the organization while educators receive experiences that [better reflect their individual responsibilities](https://www.edutopia.org/article/teacher-driven-professional-learning/). Personalization has become scalable. ## **Data Is Supporting Better Decisions** Modern districts have [access to professional learning data that simply did not exist a decade ago](https://www.rand.org/pubs/research_reports/RRA956-31.html). Certification records. Evaluation feedback. Professional growth plans. Completed learning pathways. District priorities. School improvement goals. Instead of using that information solely for accountability, schools are increasingly using it to provide better support. A principal may receive leadership coaching based on district initiatives. A science department can automatically receive updated laboratory safety training before new equipment arrives. Teachers implementing artificial intelligence tools may receive additional professional learning as new resources become available. Professional learning becomes an ongoing conversation instead of an annual event. ## **Personalized Doesn’t Mean Isolated** Some worry that individualized learning could reduce collaboration among educators. In reality, personalization often strengthens it. When teachers participate in learning that directly supports their work, they return to grade-level meetings, department discussions, and professional learning communities with new ideas to share. One teacher introduces an innovative instructional strategy. Another shares insights from leadership coaching. A technology integration specialist demonstrates a new classroom tool. A counselor contributes updated mental health resources. Collectively, the organization becomes stronger because individuals continue growing in different ways. Shared learning remains important. Personalized learning simply ensures everyone has something valuable to contribute. ## **Looking Ahead** The future of teacher in-service will almost certainly become even more personalized. Artificial intelligence, learning analytics, adaptive learning platforms, competency-based professional development, and digital coaching are making individualized learning easier to deliver than ever before. Technology is certainly driving much of this transformation. But the greatest lesson extends beyond technology itself. Education has finally begun applying to educators the same instructional principles teachers have successfully used with students for decades. Every learner is different. Every educator is different as well. The future of teacher in-service will not be measured by how many people attend the same presentation. It will be measured by how effectively schools help every educator learn, grow, and succeed in ways that matter most to their students. That may be the most meaningful evolution of professional learning yet. --- ### The Future of Professional Learning Series **Part 1:** [*Teacher In-Service Has Changed*](https://edcircuit.com/how-teacher-in-service-has-changed/) **Part 2:** [*Teacher In-Service Beyond the Auditorium*](https://edcircuit.com/teacher-in-service-beyond-the-auditorium/) **Part 3:** [*Teacher In-Service Is No Longer One Size Fits All* *(Current Article)*](https://edcircuit.com/teacher-in-service-is-no-longer-one-size-fits-all/) **Coming Next:** *Teacher In-Service Meets Microlearning* — exploring why districts are replacing marathon workshops with short, focused learning experiences that fit naturally into the modern school day. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Article Series, Educators, Hot Topics - controversial **Tags:** Headline --- ### [Digital Footprint: Why Schools Must Teach It Now](https://edcircuit.com/digital-footprint-why-schools-must-teach-it-now/) **Published:** August 31, 2026 **Author:** EdCircuit Staff **Excerpt:** A student's digital footprint follows them for life. Here's why schools must teach digital citizenship before it's too late. **Content:** Every child today builds a digital footprint long before they understand what that phrase even means. A first-grader’s tablet game, a middle schooler’s group chat, a high schooler’s gaming clip posted to a public server, each of these actions leaves a trace. That trace does not disappear. It compounds, year after year, into a record that colleges, employers, coaches, and even future acquaintances can find with a simple search. For superintendents, principals, curriculum directors, CTOs, IT leaders, teachers, parents, and school board members, the question is no longer whether to address this issue. It’s how quickly, and how well. ## **A Generation Growing Up in Public** Previous generations made mistakes in relative privacy. A poor decision at a party, an unkind comment, an embarrassing moment, these lived on in memory, maybe in a photograph tucked in a drawer. They rarely lived on in a searchable, shareable, permanent format. Today’s students do not have that luxury. Social media platforms, gaming communities, group texts, and livestreaming apps have turned adolescence into a documented, broadcastable experience. This is not a minor cultural shift. It is a fundamental change in how identity is formed and evaluated. A 14-year-old’s comment on a gaming platform, a 16-year-old’s photo posted in a moment of poor judgment, a 12-year-old’s participation in a group chat that turns cruel, all of it can resurface years later, often at the worst possible moment. Society has not fully reckoned with what it means to raise a generation whose missteps, jokes, and unfiltered thoughts may be preserved indefinitely on servers they will never control. Schools are uniquely positioned, and arguably obligated, to help students understand this reality before it shapes their futures in ways they never intended. ## **What Exactly Is a Digital Footprint?** A digital footprint is the trail of data a person leaves behind through their online activity. It includes obvious things like social media posts, comments, and photos, but also less visible traces: search histories, app permissions, location data, gaming chat logs, in-game purchases, and metadata attached to shared files. There are two categories worth teaching explicitly: - **Active footprints** — content students intentionally post, share, or comment on, such as a TikTok video, an Instagram story, or a message in a Discord server tied to a game they play. - **Passive footprints** — data collected without deliberate posting, including cookies, location tracking, app usage patterns, and behavioral data gathered by gaming platforms and social apps. Most digital citizenship conversations in schools focus narrowly on “don’t post mean things” or “watch out for strangers online.” Well-intentioned, but this barely scratches the surface. The real lesson is about permanence, searchability, and consequence. ## **Why Gaming Platforms Deserve Equal Attention** Much of the digital citizenship conversation in K-12 education centers on social media. Gaming platforms, though, represent an enormous and often overlooked piece of a student’s digital footprint. Platforms like Roblox, Fortnite, Minecraft servers, Discord, and Twitch involve voice chat, text chat, user-generated content, and public profiles, all of which can be recorded, screenshotted, or archived. Students often behave differently in gaming spaces than in classroom-monitored environments, partly because these spaces feel less formal. A comment made in the heat of a competitive match, a username chosen as a joke, a livestream clip capturing an unfiltered reaction — all can become part of a searchable history. CTOs and IT directors evaluating school technology policies should treat gaming platforms with the same seriousness as social media when designing digital citizenship curricula and acceptable use policies. ## **The Consequences Are Documented, Not Hypothetical** It is easy for a 13-year-old to dismiss warnings about “the future.” Adolescents are wired to focus on the present, and abstract consequences years down the road can feel unreal. This is exactly why schools need to make the stakes concrete, and the record on this is no longer speculative. **College admissions.** In 2017, [Harvard rescinded the admission offers](https://www.npr.org/sections/ed/2017/06/06/531591202/harvard-rescinds-admission-of-10-students-over-obscene-facebook-messages) of at least ten incoming students after learning they had traded racist and sexually offensive Facebook messages in a group chat. The consequences aren’t limited to recent posts, either: in 2019, Harvard revoked an offer from a student who had [used racial slurs in a document two years earlier](https://www.edweek.org/teaching-learning/yes-colleges-can-rescind-admission-offers-heres-what-educators-need-to-know/2019/06), illustrating how far back a resurfaced post can reach. A [2017 survey of admissions directors](https://www.insidehighered.com/admissions/article/2020/06/22/colleges-reverse-admissions-offers) found that 4 percent of independent colleges had revoked acceptances or denied applicants over social media at least four times in the prior two years, and 14 percent had done so at least once. Separately, a [Kaplan Test Prep survey found](https://www.insidehighered.com/admissions/article/2018/04/23/new-data-how-college-admissions-officers-view-social-media-applicants) that 29 percent of admissions officers said they check applicants’ social media as part of evaluating them. **Employment.** The screening doesn’t stop at graduation. [A CareerBuilder survey conducted by the Harris Poll](https://www.prnewswire.com/news-releases/more-than-half-of-employers-have-found-content-on-social-media-that-caused-them-not-to-hire-a-candidate-according-to-recent-careerbuilder-survey-300694437.html) found that 70 percent of employers use social networking sites to research job candidates. Among those who do, 57 percent reported finding content that caused them not to hire a candidate. The monitoring continues after hiring, too — the[ same survey found employers regularly review current employees’ social media](https://www.prnewswire.com/news-releases/more-than-half-of-employers-have-found-content-on-social-media-that-caused-them-not-to-hire-a-candidate-according-to-recent-careerbuilder-survey-300694437.html) as well. These aren’t scare tactics. They’re data points that education leaders are responsible for translating into something a student can actually picture. ## **A Shared Responsibility Across the School Community** Addressing digital footprint education effectively requires coordination across every level of a school system, not a single assembly, not a one-off lesson. **Superintendents and school boards** set the tone by prioritizing digital citizenship as a core competency, not an afterthought. Policy language should explicitly name digital footprint education as part of the district’s technology and curriculum strategy, with measurable goals tied to student outcomes. **Curriculum directors** should embed digital footprint concepts across grade levels, not confine them to a single technology class. Frameworks already exist to build from: the [**ISTE Standards for Students**](https://www.thinkinghabitats.com/blog/a-closer-look-at-iste-standards-for-students) include a “Digital Citizen” competency focused on managing one’s digital identity and understanding the permanence of online actions, and[ **Common Sense Media’s Digital Citizenship curriculum**](https://www.commonsense.org/education/digital-citizenship) offers free, grade-banded lessons from kindergarten through 12th grade covering exactly this territory. Districts don’t need to build this from scratch; they need to adopt, adapt, and commit to it consistently. **Teachers** are on the front lines and need practical, age-appropriate language, not abstract warnings. “If a college admissions officer searched your name in four years, what would they find?” lands harder than a generic reminder to “be careful online.” **CTOs and IT directors** model responsible data practices at the infrastructure level, including vetting third-party edtech tools for their own data collection practices. Students learn as much from what a school system does with their data as from what it says in a classroom lesson. **Parents** need to be brought in as partners, not bystanders. Many underestimate how much time their children spend on gaming platforms with social components, and schools can offer practical guidance on setting boundaries and keeping the conversation ongoing at home. **Education policy experts** help translate classroom-level efforts into sustainable, scalable frameworks, ensuring digital citizenship standards stay consistent and evidence-based as platforms and behaviors evolve. ## **Moving From Awareness to Action** Awareness alone isn’t enough. Districts serious about this issue should consider concrete steps: 1. **Integrate digital footprint education starting in elementary school**, using age-appropriate language about permanence and audience, well before students have their own social media accounts. 2. **Adopt an existing framework rather than building one from scratch**. ISTE’s Digital Citizen standard and Common Sense Media’s K-12 curriculum are both free, tested starting points. 3. **Update acceptable use policies** to explicitly reference gaming platforms and third-party apps, not just district-issued devices and networks. 4. **Run real-world exercises**, such as having students search their own names or imagine how a post might read to a college admissions officer or hiring manager years later. 5. **Train teachers and counselors** to recognize when digital footprint issues intersect with student well-being, since online reputational harm can contribute to anxiety and social exclusion. 6. **Communicate consistently with families**, offering resources that help parents understand the platforms their children use and practical conversation starters. ## **Conclusion** The numbers are no longer abstract. Ten Harvard offers were rescinded over messages traded in a private chat. A slur resurfacing two years later, costing a student their spot. Seven in ten employers check before they ever pick up the phone. This is the world students are entering, whether schools prepare them for it or not. A digital footprint isn’t a niche technology topic anymore; it’s a life skill, as fundamental as financial literacy or civic education. Students are building a permanent, searchable record of themselves years before they’re equipped to understand what that record will cost or earn them. Schools can’t control which platforms exist or how fast they change. What they can control is whether a student turns 18 having never once been told, clearly and concretely, that the internet remembers. Superintendents, teachers, curriculum leaders, CTOs, IT staff, parents, school board members, and policy experts each hold a piece of this responsibility. Aligned around a consistent, honest, age-appropriate approach, they give students something worth more than any single post: the ability to make informed choices today that protect the opportunities they’ll want tomorrow. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Digital Citizenship, Hot Topics - controversial, Innovation **Tags:** Headline --- ### [Teacher Input in Edtech Adoption Drives Success](https://edcircuit.com/teacher-input-in-edtech-adoption-drives-success/) **Published:** August 28, 2026 **Author:** EdCircuit Staff **Excerpt:** Teacher input in edtech adoption helps districts select better tools, strengthen training, support classrooms, and improve student learning. **Content:** Teacher input in edtech adoption can determine whether a new solution improves learning or becomes another expensive platform that educators quietly stop using. Picture a familiar back-to-school scene. Teachers return in August ready to prepare classrooms, reconnect with colleagues, study student information, and plan for the opening weeks of instruction. Their schedules are already packed when they are told to bring their laptops to an afternoon training session. A new digital platform is about to be introduced. The demonstration is polished. The dashboard is colorful, the features appear intuitive, and the presenter explains how the solution will save time, personalize instruction, increase engagement, and provide better data. Teachers receive login information, watch someone move through a few screens, and are told that the platform will become an important part of the new school year. Then students arrive. Passwords fail. Class rosters do not sync. Teachers cannot remember how to access the feature they saw during training. Students open the wrong assignment, families have questions, and the help desk begins receiving requests. Within a few weeks, some teachers are using only the platform’s most basic function, while others have quietly returned to the tools and routines they know. The problem may not be the technology itself. The problem is often how it was selected, introduced, and supported. ## **A Contract Does Not Create Classroom Adoption** A district can purchase a platform, activate thousands of accounts, and still never achieve meaningful adoption. Purchasing provides access. Adoption happens when teachers understand why a solution was selected, feel confident using it, and can connect it to an authentic classroom need. Until that happens, the platform remains another icon on a screen. This distinction has become increasingly important as digital tools touch nearly every part of the school day. The [CoSN 2026 State of EdTech report](https://www.cosn.org/wp-content/uploads/2026/05/U.S.-State-of-EdTech-2026.pdf) describes nearly universal one-to-one device implementation across grade levels while also highlighting ongoing concerns involving artificial intelligence, cybersecurity, procurement, staffing, and screen time. Schools are no longer deciding whether technology belongs in education. They are deciding which technology deserves a place in learning—and how to use it responsibly. Those decisions cannot be made effectively through technical reviews and vendor demonstrations alone. Teachers understand the pace, complexity, and unpredictability of actual classrooms. They know how much time students need to log in, how easily directions can be misunderstood, which learners may need additional support, and whether a platform complements or competes with existing instruction. Teacher feedback is not an obstacle to innovation. It is one of the best ways to determine whether an innovation can work. ## **Begin With the Problem, Not the Product** The most effective technology decisions begin with a clearly defined educational need. Before comparing products, leaders need to understand what they are trying to improve. Are students waiting too long to receive feedback? Are teachers struggling to monitor progress across multiple systems? Does the district need stronger intervention tools, better family communication, more accessible instructional materials, or new opportunities for collaboration? Without a defined problem, even an impressive solution can become technology searching for a purpose. Teacher input can reveal whether the perceived problem is the actual problem. A district may believe educators need another assessment platform when teachers really need more time and support to interpret the data they already collect. Leaders may consider purchasing an engagement tool when students are actually struggling with complicated logins, inconsistent device access, or too many disconnected platforms. Involving teachers early can also prevent duplication. Many schools already have tools with features that educators have never been trained to use. Before adding another platform, it is worth asking whether an existing solution can meet the need with better professional learning or a change in implementation. This is not an argument against investing in new technology. It is an argument for making every investment purposeful. ## **Teacher Voice Needs to Be Broad and Honest** Teacher involvement cannot mean asking one enthusiastic technology user to attend a demonstration and speak for an entire district. Classrooms vary dramatically across grade levels, subjects, programs, and student populations. A platform that works beautifully in a high school social studies classroom may not translate well to elementary literacy instruction. A tool that is easy for independent learners may create barriers for younger students or those who rely on assistive technology. A useful review process includes educators with different responsibilities and different levels of technological comfort. Teachers who are cautious about new platforms can provide insight that confident early adopters may overlook. They often identify confusing directions, unnecessary steps, accessibility concerns, and training needs before those problems reach a larger rollout. Teachers also need to know that honest criticism is welcome. If educators believe a platform will consume instructional time, duplicate an existing tool, or make a classroom routine more complicated, they should be able to say so without being labeled resistant to change. The goal is not to find a product that every person immediately loves. The goal is to identify a solution that addresses a real need, works in realistic conditions, and provides enough value to justify the time and resources required to implement it. ## **Ask What Students Will Actually Do** Every edtech decision eventually reaches the same question: How will this improve the student learning experience? It is easy to be impressed by a long list of features. It is more difficult—and more important—to picture what students will be doing when those features reach the classroom. Will students use the platform to investigate, create, collaborate, practice, communicate, or demonstrate understanding? Will it provide useful feedback at the moment students need it? Will it help teachers recognize misconceptions earlier? Will students become more active participants in learning, or will they spend more time passively clicking through screens? The 2024 National Educational Technology Plan identified a digital-use divide between passive technology use and more active opportunities for students to explore, create, and critically analyze information. It also identified a digital-design divide involving educators’ access to the professional learning needed to create effective technology-supported experiences. [New Mexico’s summary of the plan](https://web.ped.nm.gov/bureaus/educational-technology/national-educational-technology-plan) provides a helpful overview of these access, design, and use priorities. These questions are particularly important as communities express concerns about screen time. Adding technology does not automatically improve a lesson. In some situations, a digital platform can provide access, immediate feedback, creativity, or collaboration that would otherwise be difficult to achieve. In others, a conversation, physical model, hands-on investigation, book, or blank sheet of paper may remain the better instructional choice. A successful implementation gives teachers the professional judgment to understand the difference. ## **Test the Platform in Real Classrooms** A vendor demonstration usually takes place under ideal conditions. Classrooms do not. Students forget passwords. Devices have different settings. Wireless connections slow down. Lessons are interrupted. Some students finish early while others require additional directions. Teachers move between classes, responsibilities, and instructional priorities throughout the day. A small pilot can reveal how a solution performs under those real conditions before it is introduced across an entire district. During a pilot, teachers need enough time and support to use the platform in authentic lessons. Their feedback should explore more than whether they liked it. Did it save instructional time or consume it? Could students navigate the platform independently? Did the content align with the curriculum? Was the information it produced useful? Did the solution improve something meaningful, or did it simply change how an existing task was completed? Student feedback can also reveal issues adults may miss. Students can explain where navigation becomes confusing, whether instructions are clear, how the platform compares with tools they already use, and whether it helps them understand their own learning. A pilot that uncovers problems has not failed. It has done exactly what it was designed to do. The findings may lead to changes in training, configuration, timing, or expectations. They may also show that the platform is not the right fit. It is far better to discover that before a long-term contract and districtwide launch. ## **Training Must Be More Than a Product Tour** One of the most common implementation mistakes is treating a demonstration as professional learning. Teachers need more than a tour of menus and buttons. They need to understand the purpose of the platform, how it connects to instruction, when it is most useful, and what successful student use looks like. Strong training begins with the reason behind the adoption. Instead of opening with a feature list, the session can begin with the classroom problem the district is trying to solve. Teachers can then see a complete lesson, workflow, or student experience demonstrating how the platform addresses that problem. They also need time to practice. Educators should be able to enter a training environment, create an assignment, view it from a student’s perspective, examine sample results, and work through common difficulties. That kind of guided practice builds confidence in a way that watching someone else click through a presentation cannot. Training is most useful when it reflects how different educators will use the solution. An elementary teacher, high school science teacher, intervention specialist, and school counselor may have very different reasons for entering the same platform. Relevant examples help teachers see the connection to their own work. Most importantly, training cannot end before students arrive. Research shared by the [Institute of Education Sciences](https://ies.ed.gov/) has found that technology adoption can remain limited without sustained, embedded professional learning. A [Regional Educational Laboratory examination of technology use](https://ies.ed.gov/learn/blog/new-report-examines-technology-use-instruction-rural-schools) similarly emphasized the importance of ongoing support. Teachers will develop their best questions after they begin using the solution with students. Follow-up sessions, short tutorials, coaching, planning time, office hours, and peer support give them somewhere to take those questions. ## **Comfort Grows Through Support and Time** Teachers do not need to master every feature before using a new platform. They do need enough confidence to begin, experiment, ask for help, and recover when something goes wrong. That confidence rarely develops during a single afternoon session. A phased rollout can be more effective than expecting educators to use every capability immediately. Teachers might begin with one high-value function, establish a routine, and then add more advanced applications as their comfort grows. Small successes create momentum. Support also needs to address two different kinds of problems. Technical assistance can resolve login errors, device compatibility, and roster issues. Instructional support helps teachers determine when the platform adds value, how it fits into a lesson, and what to do with the information it provides. Those responsibilities may involve different people, but teachers need a clear path to both. Early adopters can become valuable mentors because they speak the language of the classroom. However, their leadership should be recognized rather than treated as an invisible extra duty. Providing release time, stipends, leadership opportunities, or formal recognition signals that implementation support is important work. ## **Look Beyond the Classroom Demonstration** Instructional value is essential, but it is not the only consideration. A solution also needs to function within the district’s existing digital environment. Leaders need to examine how it handles single sign-on, rostering, student information, accessibility, technical support, and integration with current systems. A platform that requires teachers to manually enter students or repeatedly transfer information between systems can quickly lose support. Privacy questions are equally important. What student information does the platform collect? Why is that information necessary? Who can access it? How long is it retained? Can it be used to train an artificial intelligence model? What happens to the data when the contract ends? The U.S. Department of Education’s [Student Privacy Policy Office](https://studentprivacy.ed.gov/audience/education-technology-vendors) provides resources concerning vendor responsibilities and the handling of personally identifiable student information. These protections need to be examined before students begin using a platform. The total cost also extends beyond the subscription price. Implementation may require staff time, system integrations, additional training, new devices, upgraded infrastructure, or future add-on features. The revised [Better Edtech Buying guide](https://cms-live-media.iste.org/Better-Edtech-Buying_-A-Practical-Guide-_Revised-Edition.pdf) emphasizes educator participation and encourages a more comprehensive review of procurement and implementation. A product can be exciting and still be the wrong fit. Responsible decision-making creates room for both possibilities. ## **Evaluate Whether the Solution Delivered** The evaluation process should not end once accounts are activated. Several weeks into the school year, teachers may have a very different perspective than they had during the pilot or initial training. They now know how the platform performs during a busy school day. They know where students struggle, which features provide value, and which parts of the implementation need adjustment. Districts can use that feedback to improve training, solve technical problems, clarify expectations, and share effective classroom examples. The same feedback should also inform renewal decisions. Login totals alone do not prove that a platform is successful. A required tool can produce high usage without producing meaningful learning. Evaluation needs to return to the original purpose of the purchase. Did students receive better feedback? Did teachers gain useful information? Did the solution improve access, engagement, collaboration, or academic growth? Did it save time, or did it add another dashboard to monitor? Tools that no longer serve a clear purpose should be reconsidered. Removing an ineffective or duplicative platform can be just as important as purchasing a new one. It reduces confusion, protects instructional time, and allows training resources to focus on solutions that provide genuine value. ## **Give Teachers a Meaningful Place in the Process** Teachers do not need to control every purchasing or technical decision. They may not agree on every platform, feature, or implementation strategy. But their involvement must be meaningful because they will ultimately turn the district’s investment into a student learning experience. When teachers are included early, they can identify problems before contracts are signed. When they receive relevant training and continued support, they are more willing to experiment and more capable of using the platform beyond its most basic functions. When their feedback remains part of the process, implementation can improve throughout the year. The strongest edtech adoption is not the one with the most impressive launch. It is the one that still provides value months later. That success becomes visible in a very different back-to-school scene. A teacher enters the year understanding why the platform was selected. The login works. Students know where to go. The technology supports the lesson without becoming the lesson. When a problem arises, help is available. When the teacher discovers a better way to use the solution, there is an opportunity to share it. Most importantly, the platform helps the teacher do something that matters for students. Technology can open doors, expand access, provide timely information, and create new ways for students to learn. But it cannot accomplish those things through a contract or dashboard alone. Teachers are the bridge between an edtech investment and its classroom impact. When their voices shape the decision, their professional learning is treated as a priority, and their experience guides the implementation, a new solution has a much better chance of becoming more than another platform. It can become a meaningful part of teaching and learning. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [Walton County Teacher Finds a Districtwide Solution to Boosting Literacy Schools for Readers of All Levels](https://edcircuit.com/walton-county-teacher-finds-a-districtwide-solution-to-boosting-literacy-schools-for-readers-of-all-levels/) **Published:** August 27, 2026 **Author:** Alyssa Reynolds **Excerpt:** The result of this coordinated, districtwide approach has been a consistent improvement in literacy scores. **Content:** After spending years as a first-grade teacher, Carla Sconiers became the Instructional Support Coordinator overseeing K-12 literacy instruction in Northwest Florida’s [Walton County School District](https://www.walton.k12.fl.us/). These days, she bases her districtwide work on a simple truism that she has learned alongside ELA teachers around the country: “Not all students in a classroom are going to be on the same reading level.” To complicate matters for ELA teachers, “reading level” isn’t one skill. It’s composed of five pillars: phonemic awareness, phonics, vocabulary, fluency, and comprehension. A student might have a grade-level vocabulary but be performing below grade level when it comes to phonemic awareness. Traditionally, teachers have managed ELA classrooms by grouping students into reading levels, but with so many permutations and variations of skills, they can only group and regroup students so many times. For Sconiers, this is where a balance of technology and written materials become especially helpful. ## **Getting Students Excited About Reading** For the past five years, Walton County has placed a strong emphasis on teaching foundational reading skills, especially in pre-K through second-grade classrooms. In the 2023-2024 school year, the district conducted a pilot of a program called [Reading Eggs](https://readingeggs.com/) that they had been using for targeted intervention since 2020. Wider application of the program garnered an enthusiastic response from teachers and, importantly, students, who were charmed by what Sconiers calls its “fun” appearance. Sconiers, who was a classroom teacher at the time, remembers, “The students were so excited about the program.” The next year, Walton County adopted the program districtwide as part of its ongoing commitment to teaching the Science of Reading while also remaining mindful of screen time. ## **Moving Between On-Screen and Off-Screen Learning** Having a curriculum that’s board-approved for K-12 classrooms has helped teachers looking for supplementary resources avoid the temptation of printing out what Sconiers calls “random worksheets from just anywhere,” which might not align with the district’s wider goals. Instead, if a teacher is introducing their classroom to a certain vowel or consonant sound, they can access worksheets that are aligned to core instruction and don’t require them to open a browser. Having printed materials is essential for kindergarten teachers, who Sconiers sees using handwriting worksheets to teach students how to form letters. Having both printed and on-screen materials gives teachers a choice of how to teach each individual skill. They might have students use devices for independent reading, but hand out worksheets to teach skills that come to life more vibrantly on paper. The idea is not to reject technology but to use it when it is clearly the most effective pedagogical tool. ## **Reporting at the District, School, and Classroom Level** As with any districtwide implementation, a key to the success of Walton County’s literacy program is tracking progress and celebrating success. Sconiers’ team tracks usage of Reading Eggs at the district and campus level. During meetings with the principals, she makes a point of highlighting the schools that are making the most progress, which has created a sense of friendly competition among schools. At the classroom level, reading coaches pair their own day-to-day observations with data to identify which skills individual students are struggling with so they can provide support for each individual student. The result of this coordinated, districtwide approach has been a consistent improvement in literacy scores. As Sconiers concludes, “Each year we are seeing an increase in proficiency for our ELA scores in all of the grade levels who utilize Reading Eggs. We would like to assume that some of that success has come from being able to use Reading Eggs as a support.” [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Alyssa Reynolds](https://edcircuit.com/wp-content/uploads/lovable-avatars/alyssa-reynolds-525.webp) ](https://edcircuit.com/author/alyssapandopublicrelations-com/) [Alyssa Reynolds](https://edcircuit.com/author/alyssapandopublicrelations-com/ "Alyssa Reynolds"): Author [ View all posts ](https://edcircuit.com/author/alyssapandopublicrelations-com/ "View all posts") [ ](mailto:alyssa@pandopublicrelations.com) **Categories:** edLeaders, Educators, Hot Topics - controversial, K-12 Teachers, Parents **Tags:** Education, Headline --- ### [AI in Rural Schools: How Districts Can Get Started](https://edcircuit.com/ai-in-rural-schools-how-districts-can-get-started/) **Published:** August 27, 2026 **Author:** EdCircuit Staff **Excerpt:** Rural districts can use AI to expand access and support teachers by starting small, targeting real needs, and building trust before scaling. **Content:** AI in rural schools is becoming a practical solution for[ districts facing growing pressure to do more with less](https://edtechmagazine.com/k12/article/2025/12/rural-school-districts-embrace-artificial-intelligence)—expanding access, supporting teachers, and improving outcomes despite limited resources. In one rural district, a superintendent sits at a conference table reviewing next year’s staffing plan. A key position remains unfilled. Another teacher is covering multiple subjects outside their expertise. Course offerings are already limited, and expectations from families continue to rise. The question is no longer whether change is needed. The question is how to move forward—without overextending a system that is already stretched thin. That’s where artificial intelligence is beginning to enter the conversation. Not as a complete overhaul, but as a starting point. ### **Start with Teachers, Not Systems** For many rural leaders, the instinct is to begin with platforms, programs, or district-wide initiatives. But the districts seeing real progress are starting somewhere else—teachers. In classrooms across rural communities, educators are already testing small ways to use AI to support their daily work. In one district, a teacher uses AI to generate differentiated reading materials for students at different levels. In another, a math teacher builds practice sets that adapt based on student performance. *Before AI:* *Teachers built everything from scratch, often late into the evening.* *Now:* *They start with a draft, refine it, and spend more time focusing on students.* This is where momentum begins. Because when teachers see immediate value, adoption becomes organic—not forced. ### **Focus on Real Gaps, Not Broad Solutions** Once early success builds, the next step is not expansion—it is focus. In many rural districts, the challenges are clear. A principal may struggle to offer advanced coursework. An intervention team may be stretched thin. Teachers may be managing workloads that are not sustainable long-term. AI becomes meaningful when it addresses these specific gaps. In one district, leaders used AI-supported tools to expand access to coursework they could not staff. In another, they focused on personalized learning to support struggling readers. *Before AI:* *Districts tried to stretch limited resources across too many needs.* *Now:* *They can target those needs with greater precision.* And in rural education, precision matters. ### **Pilot First, Then Build** There is a natural temptation to move quickly once something shows promise. But in rural districts, where resources are limited and trust is critical, scaling too fast can backfire. The districts making the most progress are taking a different approach. They pilot. One school. One grade level. One group of teachers. They[ test what works, identify challenges, and adjust before expanding](https://leadingeducators.org/blog/how-rural-educators-are-co-designing-the-future-of-ai-in-learning/). In one district, a single classroom pilot led to broader adoption after teachers shared their experiences. The credibility came from within—not from outside vendors or mandates. *Before AI:* *New initiatives often required full commitment before results were clear.* *Now:* *Districts can build confidence before scaling.* ### **Invest in Practical, Ongoing Training** Even the best tools will fall short without the right support. And this is where many implementations struggle. Teachers do not need abstract conversations about AI—they need practical guidance they can use immediately. In districts seeing success, training is focused and ongoing. Teachers learn: - How to use AI for lesson planning - How to differentiate instruction - How to evaluate outputs - How to use tools responsibly In one rural district, teachers met regularly to share what was working and what wasn’t, building confidence together over time. *Before AI:* *Professional learning was often limited by time, location, and access.* *Now:* *Support can be continuous, embedded, and responsive.* When teachers feel prepared, they are far more likely to integrate new tools effectively. ### **Communicate Early and Often** In rural communities, schools are deeply connected to families. Change does not happen in isolation. Parents want to understand what is happening in their children’s classrooms—especially when it involves new technology. Districts that are succeeding with AI are making communication a priority from the beginning. They explain: - What AI is and how it is being used - How student data is protected - How these tools support—not replace—teachers In one district, early communication helped address concerns before they became barriers. *Before AI:* *Technology decisions were often internal.* *Now:* *Community understanding is part of implementation.* And in rural districts, trust is everything. ### **Build for the Long Term** AI is not a one-time initiative. It is a long-term shift. Districts that approach it this way are seeing more sustainable results. They expand what works, continue to train staff, and refine their approach over time. They are not chasing every new tool. They are building systems that support their students and teachers. *Before AI:* *Change often came in cycles—new programs, new priorities.* *Now:* *AI becomes part of the foundation, evolving alongside instruction.* ### **The Reality Districts Are Facing** For rural schools, the pressure is real. Teacher shortages are not easing. Student needs are becoming more complex. Expectations for college and career readiness continue to grow. Waiting for perfect conditions is no longer an option. The districts that move forward—carefully, thoughtfully, and intentionally—are the ones creating new opportunities for their students. Not because they have more resources. But because they are using what they have more effectively. ### **A Smarter Way to Start** Getting started with AI in rural schools does not require a massive investment or a full system overhaul. It requires clarity and discipline. Start with teachers. Focus on real needs. Pilot before expanding. Support your people. Communicate openly. Build over time. These are not just steps. They are a strategy for moving forward in a system where every decision matters. ### **The Cost of Waiting** Across rural education, the conversation around AI is changing. This is no longer about exploring possibilities. It is about keeping pace. Districts that delay risk falling further behind—not because they lack effort, but because the gap continues to widen as others move forward. AI is not a quick fix. But it is a tool that can help rural schools stay competitive, expand access, and better support the students they serve. And for districts willing to start small and build intentionally, the path forward is already there. The only question is whether they are ready to take the first step. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [AI Literacy for Students: A Grade-by-Grade Guide](https://edcircuit.com/ai-literacy-for-students-a-grade-by-grade-guide/) **Published:** August 26, 2026 **Author:** EdCircuit Staff **Excerpt:** AI literacy for students should grow with age, from recognizing AI and protecting privacy to verifying sources, disclosing use, and exercising judgment. **Content:** AI literacy for students cannot begin and end with learning how to write a better prompt. Imagine a fifth grader asking an AI chatbot why leaves change color. The response appears immediately, sounds convincing, and includes scientific vocabulary. One detail, however, is wrong. Does the student know to check it? A middle school student uploads a photograph to create an AI-generated character. Has anyone explained where that image might go, how it could be used, or why personal information matters? A high school student asks AI to strengthen an essay. The final draft sounds polished, but when the teacher asks about one of the sources, the student cannot explain where it came from. These are not technology problems alone. They are literacy problems. Knowing where to click is not the same as knowing what to trust. ## **AI Use Is Not the Same as AI Literacy** Schools can provide access to AI tools without developing AI-literate students. The 2026 OECD and European Commission report, *[Empowering Learners for the Age of AI](https://www.oecd.org/en/publications/empowering-learners-for-the-age-of-ai_65cd27d4-en.html)*, draws an important distinction between using AI and understanding it. Simply interacting with an AI tool does not develop the knowledge, skills, and judgment students need to evaluate the technology or use it responsibly. AI literacy includes a basic understanding of how AI works, but it is not limited to technical knowledge. Students also need to question outputs, recognize limitations, protect their information, consider ethical consequences, and decide whether AI is appropriate for the task in front of them. [UNESCO’s AI Competency Framework for Students](https://www.unesco.org/en/articles/ai-competency-framework-students) organizes this learning across four areas: a human-centered mindset, AI ethics, AI techniques and applications, and AI system design. Students progress from understanding AI to applying what they know and eventually creating with it. That progression matters. A second grader, a seventh grader, and a high school senior should not receive the same lesson, use the same tools, or carry the same level of independence. ## **Elementary School: Begin With Curiosity and Caution** Elementary students do not need independent access to open-ended chatbots to begin learning about AI. In fact, some of the most valuable early lessons can happen through teacher-led conversations. A fourth-grade teacher might show the class two short descriptions of a historical figure—one from an approved classroom source and one generated by AI. Working together, students identify similarities, notice missing details, and check whether the AI response is accurate. The activity is not really about the chatbot. It is about building the habit of asking, “How do we know?” At the elementary level, AI literacy can begin with three ideas. ### **AI Is Made by People** Young children often talk about technology as if it possesses human knowledge or intentions. They may say that a device “knows,” “thinks,” or “wants” something. Teachers can explain that AI systems are created by people and operate using data, rules, and patterns. An AI tool may produce an answer, image, or recommendation, but it does not understand a child’s feelings, classroom, family, or experiences in the way a trusted adult does. This distinction does not require a technical lecture. Students can compare how a person and an AI tool complete a simple task, then talk about what each needed to produce the result. ### **AI Can Sound Right and Still Be Wrong** Elementary students are accustomed to looking to adults, books, and educational websites for answers. AI complicates that relationship because it can present incorrect information in a confident voice. Suppose a class asks an AI tool to describe an animal. The response claims that the animal lives in a habitat where it is not normally found. Rather than simply correcting the mistake, the teacher can ask students how they might investigate it. They could check a library book, consult a trusted website, or ask someone with relevant knowledge. The correction matters, but the process of finding it matters more. ### **Some Information Stays Private** “Do not share personal information” is too vague for a young child. Students need specific examples: passwords, addresses, school schedules, health details, private photographs, full names connected to personal information, and details about family members. Teachers can present short scenarios and ask students whether the information is safe to share. If a game, website, or AI tool asks for a photograph or personal detail, the expected response should be clear: Stop and ask a trusted adult. By the end of elementary school, students do not need to understand the mathematics behind machine learning. They should be able to recognize common examples of AI, explain that people created it, understand that it can make mistakes, protect personal information, and ask for help when they are unsure. That is a meaningful beginning. ## **Middle School: Move From Accepting to Investigating** Middle school students are more independent online, but independence does not automatically produce good judgment. Consider a seventh-grade science class studying ecosystems. Students ask an AI tool to explain what might happen if a predator disappeared from a food web. Instead of accepting the first response, the teacher asks them to compare it with their textbook, identify an unsupported claim, and rewrite the answer using evidence. The AI output becomes something to investigate rather than something to submit. This age is particularly important because students are beginning to encounter AI through search engines, social media, homework tools, image generators, and consumer applications—sometimes without realizing it. ### **Explain What Generative AI Is Actually Doing** Middle school students are ready for a basic explanation of how generative AI produces content. The system looks for patterns and predicts what should come next based on its training and the user’s instructions. It does not automatically determine whether a claim is true, whether a source exists, or whether an answer is appropriate for a particular classroom. Students can test this for themselves. Ask the same question several times, change one phrase in the prompt, or ask for two different perspectives. The responses will often change. That variation opens the door to a useful conversation: If the answer changes so easily, what responsibility does the user have? ### **Build Three Habits: Verify, Compare, and Disclose** Middle school students need routines they can use across subjects. First, verify important claims. Students can locate the original source, compare information across credible references, check the date, and determine whether evidence supports the conclusion. Second, compare rather than accept. An AI-generated answer can be placed beside a textbook explanation, primary source, data set, or student-created response. Students can identify what is accurate, what is vague, and what is missing. Third, disclose how AI contributed to the work. A short statement is often enough: > I used an AI tool to create practice questions before the assessment. I completed the graded assignment independently. Disclosure makes the process visible without treating every use of AI as misconduct. ### **Talk Honestly About Bias** AI systems learn from data created and collected in the real world. That data may reflect stereotypes, unequal representation, historical patterns, and gaps in whose experiences were recorded. A teacher might ask an image generator to depict a scientist, an executive, a family, or a successful student several times. The class can examine patterns across the images. Who appears most often? Who is missing? What assumptions seem to be repeated? Students do not need to conclude that every output is intentionally unfair. They need to become comfortable noticing patterns and asking why they exist. ### **Clarify Assistance Versus Substitution** Middle school students are also ready to discuss a difficult boundary: When does AI support learning, and when does it replace the work? Generating practice questions, asking for another explanation, or receiving organizational feedback may help a student learn. Asking AI to complete the assignment may remove the thinking the assignment was designed to develop. The answer depends on the objective. That is why teachers need to state clearly when AI is allowed and what kind of assistance is acceptable. By the end of middle school, students should no longer see an AI response as an answer to collect. They should see it as information to examine. ## **High School: Build Independence and Accountability** High school AI literacy needs to prepare students for decisions that extend beyond a single assignment. In a government class, students might ask AI to summarize a local policy debate. They then compare the response with meeting minutes, local reporting, public documents, and statements from people affected by the proposal. One group discovers that the AI summary leaves out an important community concern. Another finds that a cited source does not support the claim attached to it. The students are not merely fact-checking. They are examining how technology can shape public understanding. That is the level of judgment high school students need as they prepare for college, employment, and civic life. ### **Look Beyond the Surface of a Polished Answer** High school students should be able to evaluate the reasoning behind an AI-generated response. Is the evidence relevant? Are assumptions being presented as facts? Is an important counterargument missing? Do the citations exist? Is the wording more confident than the evidence justifies? A polished answer is not necessarily a sound one. Students can improve this skill by annotating AI outputs, identifying logical gaps, replacing weak evidence, and explaining why a revision is necessary. This is more valuable than asking whether an answer is simply “good” or “bad.” ### **Understand Data and Different Types of AI** Not every AI system is a chatbot. Students encounter recommendation systems, facial recognition, predictive models, automated screening, image generators, voice systems, and algorithms that help determine which information they see. They do not all operate in the same way or create the same risks. High school students should understand that AI systems depend on data and that data can contain errors, exclusions, copyrighted material, and historical inequalities. They should also consider who selected the data, what the system was designed to accomplish, and who may be affected when it fails. Students do not need to become programmers to ask informed questions. ### **Examine Ownership, Voice, and Originality** Generative AI introduces questions that schools cannot answer with a traditional definition of plagiarism alone. If AI restructures an essay, how much of the final voice still belongs to the student? If an image generator imitates the style of a living artist, is the result original? If an AI system produces a false accusation or harmful recommendation, who is accountable? Students need opportunities to discuss these questions before they encounter them in college, the workplace, or public life. For substantial AI-assisted work, a short process record can help. Students might identify the tool used, the prompts provided, what they accepted, what they rejected, how they verified the output, and what they contributed independently. The purpose is not paperwork. It is accountability. ### **Know When AI Is the Wrong Tool** One of the most mature decisions a student can make is choosing not to use AI. A personal reflection may lose its meaning if generated by a machine. A student practicing algebra may need the struggle of working through the steps. Uploading a scholarship essay, private record, or original creative work may create unnecessary privacy or ownership concerns. Students who automatically turn to AI for every task are not demonstrating mastery. They may be demonstrating dependence. Before graduation, students should be able to: - Explain the basic operation and limitations of common AI systems - Evaluate claims, evidence, reasoning, and sources - Recognize bias and investigate where it may come from - Protect personal, academic, and organizational information - Document and disclose meaningful AI assistance - Preserve their own voice and intellectual contribution - Consider the social and civic effects of automated decisions - Decide when human work is the better choice - Accept responsibility for anything they submit or publish These are not temporary skills tied to one generation of tools. They are habits students will carry into adulthood. ## **AI Literacy Belongs Across the Curriculum** AI literacy cannot sit exclusively inside the technology department. English teachers can address authorship, evidence, voice, and source verification. Science teachers can examine models, data quality, and the difference between prediction and proof. Social studies teachers can explore power, representation, and automated decision-making. Art teachers can discuss creative ownership and imitation. Mathematics teachers can help students understand data, probability, and patterns. Career and technical education programs can examine how AI is changing specific industries. Librarians can lead work on research, credibility, citation, and information verification. Computer science remains important, especially for students who want to understand or design AI systems more deeply. But AI literacy also belongs wherever students encounter information, create work, or make decisions. In other words, it already belongs in nearly every classroom. ## **Teachers Need Time to Learn** Students cannot develop strong AI judgment if their teachers receive only a list of approved tools and a short demonstration. [UNESCO’s AI Competency Framework for Teachers](https://www.unesco.org/en/articles/ai-competency-framework-teachers) identifies human-centered thinking, ethics, AI foundations, pedagogy, and professional learning as essential areas for educators. Professional learning needs to include opportunities to test tools, identify errors, examine privacy concerns, discuss ethical questions, and redesign assignments. Teachers also need shared language for explaining when AI is permitted and what students must disclose. A product demonstration can show an educator how to generate a lesson plan. It cannot determine whether that lesson is accurate, appropriate, or worth teaching. That decision still depends on professional expertise. ## **Families Need a Place in the Conversation** AI use will not remain inside the school day. Students will encounter it while completing homework, using social media, playing games, searching online, and creating content. Families do not need to become experts on every platform. They do need enough information to ask useful questions: - What tool are you using? - What did you ask it to do? - How do you know the answer is accurate? - Did you share any personal information? - Is AI allowed for this assignment? - What part of the work is still yours? The OECD and European Commission framework recognizes parents and caregivers as trusted adults who can help young people examine how AI affects their well-being, relationships, and decisions. Schools can support those conversations with plain-language guidance, examples of appropriate home use, privacy reminders, approved-tool information, and consistent expectations for academic honesty. ## **Build a Progression, Not a One-Time Lesson** A school assembly about AI may create awareness. It will not create literacy. Students need to revisit these ideas as their independence and access grow. Elementary students begin by recognizing AI and asking for help. Middle school students investigate outputs, verify claims, and disclose assistance. High school students evaluate systems, examine consequences, and take responsibility for their choices. Schools do not need to create an entirely separate course before beginning. They can map AI literacy onto work already happening in digital citizenship, research, media literacy, computer science, academic integrity, and subject-area instruction. The [TeachAI Guidance for Schools Toolkit](https://www.teachai.org/toolkit-guidance) recommends helping students and staff understand how AI works, its limitations, its ethical implications, and its relationship to human agency and academic integrity. A practical first step is to select a small number of outcomes for each grade band. Teachers can then identify where those skills naturally fit within existing lessons and where new instruction is needed. The tools will change. The names students recognize today may be replaced before they graduate. The habits of questioning, verifying, protecting information, acknowledging assistance, and accepting responsibility will remain. The goal of AI literacy for students is not to produce faster users. It is to develop thoughtful young people who can use powerful technology without surrendering their privacy, honesty, creativity, or ability to think for themselves. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Why Students Need Relationships Before Rigor](https://edcircuit.com/why-students-need-relationships-before-rigor/) **Published:** August 26, 2026 **Author:** EdCircuit Staff **Excerpt:** Why students need relationships before rigor starts with belonging. Strong connections create the foundation for academic success. **Content:** Why students need relationships before rigor begins with a simple but powerful reality. A student sits quietly in the back of a classroom on the first day of school. No one noticed the anxiety they carried through the doors that morning. No one sees the uncertainty behind their smile. No one hears the questions running through their mind. Will I fit in? Will I make friends? Will my teachers care about me? Will I succeed here? Before that student can focus on a lesson, solve a problem, write an essay, or participate in a discussion, they must answer a much more important question: > Do I belong here? For decades, educators have focused on curriculum, instruction, assessment, and accountability. These elements remain essential to student success. Yet growing research and everyday experience continue to reinforce a truth that many educators have always understood instinctively: learning is deeply connected to relationships. Students learn best when they feel connected. They learn best when they feel valued. They learn best when they feel that they belong. Relationships are not separate from learning. They are the foundation of learning. ## **Every Student Wants to Be Seen** One of the most powerful questions educators can ask is deceptively simple: > Does every student feel known? Students arrive at school carrying different experiences, challenges, strengths, and dreams. Some enter the building eager to engage. Others arrive carrying burdens that classmates and teachers may never fully understand. For many students, school may be the most stable environment in their lives. It may be the place where they encounter caring adults, supportive peers, and opportunities to succeed. For others, school may represent uncertainty or anxiety. Regardless of circumstance, every student wants to know that they matter. A teacher greeting students at the classroom door, a counselor checking in after a difficult week, a principal attending extracurricular activities, or a bus driver remembering a student’s name may seem like small gestures. Yet these moments communicate something powerful. You belong here. Students rarely remember every lesson they receive. They remember how people made them feel. ## **Belonging Drives Engagement** Engagement is often discussed as a goal in education, but engagement does not happen by accident. Students who feel connected to their school community are more likely to participate in class, attend regularly, complete assignments, and seek support when needed. They are more likely to join activities, develop friendships, and view themselves as valued members of the school community. Belonging creates investment. When students believe they are part of something larger than themselves, they become more willing to contribute, collaborate, and challenge themselves academically. The opposite is also true. Students who feel disconnected often withdraw. They may stop participating, avoid opportunities, or disengage entirely. In many cases, what appears to be an academic issue is actually a relationship issue. Before schools can improve outcomes, they must first ensure students feel connected. ## **Students Show Up for People** Schools across the country continue to focus on improving attendance, reducing chronic absenteeism, and increasing student engagement. While attendance data often highlights the problem, relationships frequently reveal the solution. Students are more likely to show up when they know someone is expecting them. They are more likely to attend when they feel connected to a teacher, coach, counselor, advisor, or support staff member who genuinely cares about their success. For many students, the motivation to come to school is not a schedule, a program, or even a class. It is a person. A trusted adult can become the difference between engagement and withdrawal, participation and isolation, persistence and giving up. Students show up where they feel connected. And connection begins with relationships. ## **Relationships Create Safe Places to Learn** [Learning can be uncomfortable](https://barkleypd.com/blog/pushing-through-discomfort-the-pathway-to-learning-and-growth/). Students are asked to solve unfamiliar problems, express new ideas, take academic risks, and confront concepts they do not immediately understand. These experiences require courage. Students are far more willing to embrace those challenges when they trust the adults guiding them. A classroom built on strong relationships becomes a place where mistakes are viewed as part of growth rather than evidence of failure. Students become more willing to ask questions, share ideas, and persevere through difficult tasks because they know they will be supported along the way. Psychological safety is not a luxury. It is a prerequisite for learning. The most effective educators understand that creating safe learning environments begins long before instruction starts. It begins with relationships. ## **Teachers Are the Difference** Few people influence a student’s experience more than a teacher. Teachers have the opportunity to create classrooms where students feel respected, encouraged, and challenged. They establish the tone, shape expectations, and often become the adults students trust most within the school setting. The strongest teachers understand that relationships and rigor are not competing priorities. They are complementary. Students are more likely to embrace high expectations when they know those expectations come from someone who genuinely believes in their potential. Trust creates the confidence necessary to tackle difficult work and overcome obstacles. Great teachers do not lower standards to build relationships. They build relationships that allow students to meet high standards. ## **Support Staff Strengthen Connections** The adults who impact students extend far beyond classroom teachers. Office professionals, paraprofessionals, counselors, cafeteria employees, bus drivers, custodians, coaches, and countless others contribute to the relationships that shape student experiences. Many students develop meaningful connections with adults they encounter outside the classroom. A counselor may help a student navigate a personal challenge. A bus driver may provide a consistent source of encouragement. A cafeteria employee may offer a smile that changes the trajectory of a difficult day. These interactions matter because belonging is built throughout the school, not just inside classrooms. Every adult contributes to the culture students experience. And every adult has the potential to become the trusted person a student needs. ## **Student Voice Matters** Students are more likely to feel connected when they believe their voices matter. Schools that actively seek student input often discover valuable insights about culture, engagement, and learning. Students want opportunities to contribute ideas, share perspectives, and participate in decisions that affect their daily experiences. Listening to students communicates respect. It demonstrates that schools view learners not simply as recipients of education but as active members of the community. When students feel heard, they become more invested. When they become more invested, they become more engaged. And engagement leads to growth. ## **Families Help Build the Bridge** Relationships do not stop at the school doors. Families play a critical role in helping students feel connected to their learning environments. Strong partnerships between schools and families create consistency, trust, and shared expectations. Parents and guardians want to know that educators care about their children as individuals. Communication that focuses on strengths, progress, and partnership helps build confidence and trust. When schools and families work together, students benefit. They receive a powerful message that the adults in their lives are united in supporting their success. ## **Rigor Still Matters** The argument for relationships before rigor is not an argument against academic excellence. In fact, it is the opposite. Strong relationships create the conditions necessary for rigorous learning. Students who trust their teachers are more likely to embrace challenges. Students who feel connected are more likely to persevere through setbacks. Students who believe they belong are more likely to engage fully in the learning process. Relationships do not replace rigor. They make rigor possible. The most successful schools are not forced to choose between academic excellence and meaningful relationships. They understand that the two are inseparable. ## **Great Schools Start With Belonging** Schools will continue to evolve. Technology will change. Curriculum will change. Assessment models will change. Educational initiatives will come and go. Yet one truth remains remarkably consistent. Students learn best when they know someone cares. They learn best when they feel safe enough to take risks. They learn best when they believe they belong. Long after the lessons are forgotten, and the grades fade into memory, students remember the adults who saw potential in them before they saw it in themselves. They remember the teacher who believed in them. The counselor who listened. The coach who encouraged them. The bus driver who greeted them. The cafeteria employee who knew their name. The adults who helped them feel seen. Because relationships leave lasting impressions. Relationships create belonging. Relationships build confidence. Relationships unlock potential. And relationships are not an obstacle to academic achievement. They are the pathway to it. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial, Students **Tags:** Headline --- ### [Ohio School Attendance Law Shifts Focus to Support](https://edcircuit.com/ohio-school-attendance-law-shifts-focus-to-support/) **Published:** September 2, 2026 **Author:** EdCircuit Staff **Excerpt:** Ohio’s school attendance law brings earlier notices and tiered support as the state works to reduce chronic absenteeism. **Content:** The Ohio school attendance law is changing not only when families hear from their school, but what is supposed to happen after that first call or letter. For families, the first visible change may be a notice arriving sooner than expected. A student who has missed about a week and a half of school could trigger one even when every absence was excused. It may feel punitive, but it is intended to begin a conversation before more instructional time disappears. That concern is already showing up in Ohio homes. Shenika Johnson, a Garfield Heights mother of four, [told Spectrum News](https://spectrumnews1.com/oh/columbus/news/2026/08/24/ohio--school-attendance--absences--house-bill-96-) that two of her children regularly see specialists. The new rules have her thinking more carefully about when appointments are scheduled and how much school they may miss. Her situation gets to the difficult part of the policy. Necessary absences remain necessary. A child with the flu should stay home, and a medical appointment does not become misconduct because it counts toward chronic absence. The law simply requires schools to notice the accumulating time and respond before the pattern becomes harder to reverse. ## **Why Ohio changed its approach** Chronic absenteeism remains one of the most stubborn problems facing Ohio schools. According to the [Ohio Department of Education and Workforce’s 2026 attendance guide](https://education.ohio.gov/getattachment/Topics/Student-Supports/Attendance-Support/Ohio-s-Attendance-Guide.pdf.aspx?lang=en-US), more than 25% of Ohio students were chronically absent during the 2024–25 school year. Those absences are not always consecutive or dramatic. Two days missed in September, another appointment in October, several sick days during the winter, and a few late arrivals can quietly accumulate. Ohio notes that missing only two or three days per month can place a student on track to become chronically absent. The concern is not simply a number on a report card. Regularly missing instruction can weaken early literacy, create academic gaps and increase the risk that a student will not graduate. ## **What the new law requires** The changes were included in House Bill 96, Ohio’s 2025 state budget. The revised statute took effect Sept. 30, 2025, and required districts to adopt updated local policies by Aug. 1, 2026. That makes the 2026–27 school year the first full year many families will see the new approach in action. Under [Ohio Revised Code Section 3321.191](https://codes.ohio.gov/ohio-revised-code/section-3321.191), a student is chronically absent after missing at least 10% of the minimum instructional hours required for the school year. Excused, medically excused, and unexcused time all contribute to that calculation. Hours lost to tardiness, early dismissal, or leaving school for part of the day can also add up. Schools cannot wait until a student reaches the 10% mark to make contact. A district’s policy must require family notification no later than when a student has missed 5% of the minimum instructional hours. The state estimates that threshold at approximately 45 to 50 hours, or about 7.5 to 8.5 school days, depending on the student’s grade and school schedule. Each district’s policy must also: - identify strategies that prevent chronic absence; - establish increasingly intensive tiers of intervention; - provide resources that address the reasons students are missing school; - use one or more absence intervention teams to work with students and families; - involve families, juvenile courts and appropriate state or local agencies in policy development; and - prohibit suspending or expelling a student because of attendance. In practice, the policy asks schools to notice the pattern sooner, find out what is causing it and match the response to the student’s needs. [“Ohio’s school attendance rules have changed”](https://www.youtube.com/watch?v=K9lgB2bo2b4) ## **Chronic absence is not the same as truancy** This is the part families—and sometimes schools—can easily misunderstand. Chronic absenteeism measures all missed instructional time, regardless of the reason. Truancy applies only to absences without a legitimate excuse. A child who is home with a documented illness is not automatically truant, even though those missed hours still count toward chronic absence. Ohio’s habitual-truancy thresholds remain based on unexcused time: 30 consecutive hours, 42 hours in one month, or 72 hours in one school year. When a student reaches one of those thresholds, a juvenile-court complaint is still possible. The district must file if the student and family are not making satisfactory progress, or if progress stops. Ohio has therefore not eliminated enforcement. It has placed a broader support system in front of it. Court remains available for habitual truancy, but chronic-absence work is designed to begin well before a family reaches that point. ## **What support should look like** A form letter can satisfy a notification requirement. It cannot fix unreliable transportation, untreated anxiety, unstable housing, bullying, chronic illness, or a teenager’s need to care for a younger sibling. Whether the change matters will depend on what happens after the letter arrives. At the universal level, districts can provide clear information, recognize improvement instead of demanding perfect attendance, and connect every student with an adult at school. Targeted support may include mentoring, counseling, academic recovery, or help accessing health and transportation services. Students facing the most serious barriers may need coordinated case management. Schools should also examine their own practices. A bus route that routinely runs late, a school climate that leaves a student feeling unsafe, or a discipline policy that pushes students out of class can contribute to the same attendance number as a family vacation. The response should not be identical. Ohio’s law gives districts room to define their local systems, but that flexibility carries responsibility. Families should receive understandable communication—not threatening legal language. Attendance teams need current data and a consistent way to document why students are absent. Staff also need community partners when the problem is larger than the school can solve alone. ## **Other states are moving in the same direction** Ohio is not acting alone. Across the country, lawmakers are separating chronic absence from truancy and pushing schools to respond sooner. One of the clearest comparisons is [New Mexico’s Attendance for Success Act](https://www.nmlegis.gov/Sessions/19%20Regular/final/HB0236.PDF). Enacted in 2019, it replaced a largely compliance-driven law with prevention, early intervention and intensive support. Schools must use broad attendance strategies for all students and provide more individualized help as absences increase. [Washington’s attendance rules](https://app.leg.wa.gov/WAc/default.aspx?cite=392-401-045) take a similar approach. Districts monitor excused and unexcused absences, contact families through multiple methods and use increasingly targeted school and community resources. Both states begin with the idea that an attendance number should prompt questions before it prompts consequences. More recent laws show how quickly the issue has moved onto state agendas. In 2025, [Georgia enacted Senate Bill 123](https://gov.georgia.gov/press-releases/2025-04-28/gov-kemp-signs-bills-strengthening-education-and-school-safety), requiring attendance review teams in districts with chronic-absence rates of at least 10% and at individual schools reaching 15%. [Indiana’s Senate Enrolled Act 482](https://iga.in.gov/legislative/2025/bills/senate/482) defined chronic absence, called for better data and intervention resources, and limited punitive discipline based solely on attendance. The movement continued in 2026. [Mississippi’s Senate Bill 2103](https://www.legislature.ms.gov/media/1368/26-summary.pdf) requires tiered interventions for students at risk of chronic absence and funds additional attendance officers. [Vermont’s Act 122](https://legislature.vermont.gov/bill/status/2026/H.930) emphasizes preventive, restorative and assistance-based measures before legal action. The details vary, and several states still retain strong enforcement provisions. But the direction is clear: more lawmakers are treating chronic absence as an early warning about something happening in a student’s life, not simply as defiance. ## **The real test begins now** Ohio has changed when schools must act and what their policies must contain. It has not removed the barriers that keep students from attending. Families should expect earlier calls and letters, but they should also expect schools to listen. District leaders should examine whether their new policies create genuine paths to health care, transportation, mentoring, academic recovery and family support. School boards should ask not only how many notices were sent, but how many students returned to regular attendance and why. Ohio’s law can count every hour a student misses. Its success will depend on whether schools use those hours to understand what is happening in a child’s life and help that student return. That is much harder than sending a letter, but it is also where the real work begins. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Community, Hot Topics - controversial **Tags:** Headline --- ### [How High School Media Programs Prepare Future Creators](https://edcircuit.com/how-high-school-media-programs-prepare-future-creators/) **Published:** August 24, 2026 **Author:** EdCircuit Staff **Excerpt:** High school media programs prepare future creators through journalism, video, podcasts, AI, broadcasting, and digital storytelling. **Content:** High school media programs are preparing future creators by teaching students how to tell stories, communicate with purpose, and produce content for a rapidly changing digital world. There was a time when the heartbeat of a high school media department could be heard in the shuffle of paper, the clacking of keyboards, and the urgency of a looming print deadline. In classrooms tucked away near English departments or administrative offices, student journalists hurried to finish articles, finalize layouts, and send the next edition of the school newspaper to print. Reporters chased down quotes in hallways. Editors debated headlines. Photographers rushed to develop film or upload images before the final bell. By the next morning, stacks of freshly printed newspapers would appear throughout the building. Students grabbed copies between classes, flipping pages to find their friends, read about last night’s game, or catch up on school news. It was simple, tangible, and powerful. The message was clear: stories mattered, and students had a voice in telling them. ## **From Print to Broadcast: Expanding the Student Voice** That voice did not stay confined to print. As technology advanced, many schools expanded their media programs to include [student-run radio stations](https://current.org/2025/06/with-boost-from-high-school-programs-gen-z-is-heading-to-public-radio/). Suddenly, storytelling was no longer just written—it was spoken. Students stepped behind microphones, learned how to script segments, manage sound, conduct interviews, and deliver content with clarity and confidence. The radio booth became a new kind of classroom, one that rewarded preparation, presence, and personality. Then came another shift. Television studios began appearing in high schools, transforming morning announcements into full-scale productions. Cameras rolled. The lights turned on. Teleprompters guided student anchors through daily broadcasts. Behind the scenes, production teams managed audio, switching, graphics, and editing. What had once been a simple announcement over a loudspeaker became a polished program watched by an entire school community. Each step in this evolution added something new, but it never replaced what came before. It expanded it. ## **Today’s Media Classroom: A Working Production Lab** Today, high school media programs no longer fit into a single category. They are no longer just newspapers, radio stations, or TV studios. They are dynamic, multimedia environments where students learn to create content across platforms. [A single media class may include](https://www.edutopia.org/article/setting-high-school-student-media-program/) journalism, video production, podcasting, photography, graphic design, livestreaming, and social media strategy—all within the same program. Walk into a modern media classroom, and the transformation is clear. One group of students may be editing a highlight reel from last night’s football game, cutting together footage captured from multiple cameras and even drone angles. Another group may be recording a podcast, discussing school events, or interviewing a guest. Across the room, a student is designing graphics for social media, while another writes a feature story for the school website. In a corner, a livestream team prepares to broadcast an upcoming event, checking audio levels and testing connections. It is not one class. It is a working media lab. ## **Real-Time Storytelling: Friday Night Lights, Reimagined** On a Friday night, that lab often moves outside the classroom. At a high school football game, a full student media team may be at work. One student operates the main camera, tracking every play. Another manages a secondary angle, capturing sideline reactions. A third student handles the livestream, ensuring the broadcast reaches families who cannot attend. In the press box, two students call the game, providing play-by-play and analysis. On the sidelines, another student clips highlights in real time, posting key moments to social media before the next drive begins. By Saturday morning, a polished recap video is already live, complete with interviews, graphics, and music. What once took days now happens in hours. ## **Schools as Media Companies** This shift reflects a much larger change happening beyond school walls. The way people consume information has transformed dramatically. Audiences no longer rely on a single source or format. They move seamlessly between video, audio, social media, and written content, often within minutes. News is no longer something that arrives once a week or even once a day. It is constant, immediate, and interactive. Schools have responded to this shift in a powerful way: they have become their own media companies. Across the country, districts now produce a steady stream of content: videos, newsletters, podcasts, social media updates, livestreams of athletic events and graduations, and features highlighting student achievement. These are not side projects. They are essential tools for communication, transparency, and community engagement. In many cases, students are at the center of this work. They are filming games on Friday nights, editing recaps on Saturday mornings, and posting highlights before the weekend ends. They are interviewing principals, teachers, and community leaders. They are producing content that reaches not just their peers, but families, alumni, and the broader community. They are learning, in real time, what it means to communicate with an audience. ## **Tools of the Trade: Professional Skills in High School** And they are doing it with tools that mirror professional environments. [Today’s media students work with high-quality](https://www.mys3tech.com/blog/getting-started-with-video-production-in-schools) cameras, audio equipment, lighting setups, editing software, and livestreaming platforms. They learn how to frame a shot, capture clean audio, edit video, design graphics, and analyze engagement. They understand how different platforms require different approaches. A long-form feature story is not the same as a short video clip. A podcast requires a different rhythm than a social post. A livestream demands preparation and adaptability. ## **AI in the Media Classroom: Power and Responsibility** Increasingly, they are also learning to work with emerging technologies. Artificial intelligence is becoming part of the modern media classroom in ways that are both practical and powerful. Students use AI tools to generate captions, transcribe interviews, translate content for broader audiences, clean up audio, and organize large amounts of footage quickly. For some students, AI is also helping improve accessibility, making content easier to consume for viewers with different needs. It allows them to produce more content, more efficiently, and with greater reach. But these tools also introduce important questions. Just because something can be created faster does not mean it should be published immediately. Students must learn how to balance speed with accuracy, creativity with responsibility, and automation with human judgment. AI can assist with production, but it cannot replace critical thinking, ethical decision-making, or the ability to ask the right questions. Those remain at the core of every strong media program. ## **From Classroom to Career Pathways** This is where the true value of modern media programs becomes clear. They are not simply teaching students how to create content. They are teaching them how to communicate with purpose. That skill extends far beyond the classroom. Students who participate in media programs graduate with experience that translates directly into real-world opportunities. Some will pursue careers in journalism, broadcasting, filmmaking, or photography. Others will move into marketing, public relations, digital media, or communications. Increasingly, students are entering fields like sports media, social media management, content creation, and brand storytelling. Some launch their own photography or video businesses before they even graduate. Others manage social accounts, produce highlight reels for athletes, or create content that builds a following online. These are not future skills. They are current ones. In a world driven by information, communication is no longer a niche skill. It is a universal one. ## **Confidence, Voice, and Impact** And perhaps most importantly, media programs give students something that cannot be measured on a test: confidence. There is a unique sense of ownership that comes from creating something for an audience. When students publish a story, produce a video, or host a podcast, they are putting their work into the world. They are learning to take risks, accept feedback, and improve. They are learning that their voice matters. That lesson stays with them. ## **The Future of Storytelling Starts Here** Somewhere today, a student is walking into a high school media classroom for the first time. They may think they are there to learn how to edit video, record audio, or operate a camera. What they are really learning is how to tell stories that matter. The newspaper may have become a podcast. The radio station may have become a livestream. The television studio may now include drones, digital editing, and artificial intelligence. But the mission has remained remarkably consistent. Give students a voice. Teach them to use it responsibly. And help them tell the stories that bring a community together. Every school has stories worth telling. Every student has a voice worth hearing. And in today’s world, knowing how to communicate may be just as important as what you know. **[Winthrop High School- Media Department](https://www.youtube.com/@WHSDigitalMediaDepartment) – [Wake Up Winthrop 6.12.2026 \*LAST EPISODE OF THE SCHOOL YEAR\*](https://www.youtube.com/watch?v=6vECxcl1ubU)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Students **Tags:** Headline --- ### [Teacher In-Service Beyond the Auditorium](https://edcircuit.com/teacher-in-service-beyond-the-auditorium/) **Published:** August 20, 2026 **Author:** EdCircuit Staff **Excerpt:** Teacher in-service has expanded beyond the auditorium, giving educators flexible, technology-driven professional learning throughout the year. **Content:** Teacher in-service has expanded far beyond the traditional school auditorium, transforming professional learning into a flexible, year-round experience for today’s educators. District leaders welcomed staff back for another school year, keynote speakers shared their vision, departments gathered for breakout sessions, and teachers left carrying binders filled with notes, handouts, and ideas they hoped to put into practice. For generations, this tradition marked the official beginning of a new academic year. It was an opportunity to reconnect with colleagues, celebrate accomplishments, hear district priorities, and prepare for the students who would soon fill classrooms. Those experiences still have tremendous value. What has changed is that they no longer represent the entirety of professional learning. Over the last decade, teacher in-service has evolved from a handful of scheduled events into a continuous learning experience that follows educators throughout the school year. Technology has allowed districts to move beyond the limitations of time and place, creating opportunities that are more flexible, more accessible, and increasingly personalized to the needs of individual educators. The auditorium has not disappeared. It has simply become one stop along a much larger professional learning journey. ## **Why Schools Needed Something Different** Traditional in-service worked well for many purposes. It brought entire districts together under one roof, creating shared experiences that helped establish culture and communicate priorities. School leaders could introduce new initiatives, celebrate success stories, recognize employees, and ensure everyone began the year with a common understanding of district goals. Those moments remain important today because relationships remain at the heart of education. Yet even the most successful in-service days had limitations. Teachers were expected to absorb hours of information while simultaneously preparing classrooms, organizing curriculum, responding to emails, attending department meetings, and getting ready for students to arrive. Presentations covered a wide range of topics, often leaving little opportunity to revisit information once the day had ended. If an educator missed a session because of illness, coaching responsibilities, or another obligation, catching up could be difficult. If new legislation, instructional practices, or safety requirements emerged during the school year, districts frequently had to wait months before formally addressing them. School leaders increasingly recognized that [professional learning should not be confined to a few days](https://www.edweek.org/leadership/when-should-schools-make-time-for-pd-what-educators-and-families-think/2026/05) on the calendar. Learning needed to become continuous. ## **Technology Changed More Than Delivery** Technology did far more than digitize presentations. It [fundamentally changed access to professional learning](https://pmc.ncbi.nlm.nih.gov/articles/PMC10106886/). Learning management systems gave districts centralized libraries for professional development. Video conferencing platforms connected educators across multiple buildings without requiring travel. Recorded webinars allowed teachers to revisit presentations whenever questions arose. Podcasts turned commutes into learning opportunities, while mobile devices placed professional development in educators’ hands wherever they happened to be. Artificial intelligence is now beginning to shape this evolution even further. Educators can use AI to summarize research, generate lesson ideas, explore instructional strategies, and increasingly receive personalized professional learning recommendations based on their role, interests, or professional goals. Technology removed barriers that had existed for decades. Teachers no longer needed to be in one room at one specific time to receive meaningful learning. Instead, professional development became available whenever educators had the time, energy, and need to engage with it. A literacy teacher could watch a webinar after school. A principal might complete leadership training before a board meeting. A science teacher could review updated laboratory safety procedures before introducing a new experiment. Learning shifted from being calendar-driven to being need-driven. ## **The Pandemic Accelerated an Existing Trend** The COVID-19 pandemic did not create virtual professional learning. It accelerated changes that were already underway. Almost overnight, districts learned how to conduct workshops, coaching sessions, faculty meetings, conferences, and collaborative planning through digital platforms. Educators became comfortable participating in webinars, virtual professional learning communities, cloud-based collaboration, and online coaching. When schools returned to more traditional operations, they did not abandon those innovations. Instead, districts kept what worked. Today, many professional learning programs combine face-to-face collaboration with digital resources that remain available throughout the year. Rather than choosing between in-person and online learning, districts are increasingly blending both approaches to create more flexible experiences. The result is professional learning that is available far beyond opening day. ## **Learning That Fits Real Life** Perhaps the greatest advantage of today’s approach is flexibility. Teaching has always been demanding, but today’s educators juggle instruction, assessment, technology integration, parent communication, extracurricular activities, committee work, and countless unexpected challenges throughout every school day. Finding several uninterrupted hours for professional development is not always realistic. Modern learning models recognize that reality. Instead of asking every educator to stop what they are doing for a full day of training, districts increasingly provide opportunities that fit naturally into existing schedules. A teacher staying late after volleyball practice can watch a recorded instructional technology session that evening. Another educator completes a fifteen-minute cybersecurity refresher during a planning period. An assistant principal listens to a leadership podcast while commuting between schools. A first-year teacher revisits classroom management videos several times during the opening weeks of school. Professional learning becomes more manageable because it becomes more accessible. Educators gain greater control over when, where, and how they continue developing professionally. ## **Learning When It Matters Most** One of the most powerful changes is not where learning happens. It is when learning happens. Traditional professional development often required educators to wait until the next scheduled workshop before learning something new. Today’s teachers rarely need to wait. A teacher curious about artificial intelligence can complete an introductory course that evening and begin using new strategies the following morning. A counselor responding to updated mental health guidance can immediately access new training. A science teacher introducing unfamiliar laboratory equipment can review safety procedures minutes before instruction begins. Five- and ten-minute microlearning modules now allow educators to gain practical knowledge exactly when they need it rather than months before they are able to apply it. Professional learning has become immediate, relevant, and actionable. That shift dramatically increases the likelihood that new knowledge will improve classroom practice. ## **Collaboration Has Expanded Beyond School Walls** Technology has transformed collaboration just as dramatically as it has transformed instruction. Professional learning no longer ends when teachers leave the auditorium. Instead, conversations continue throughout the year. Educators collaborate through virtual [professional learning communities](https://www.discoveryeducation.com/blog/educational-leadership/professional-learning-communities/), shared workspaces, discussion boards, video meetings, and professional networks that connect teachers across districts, states, and even countries. An elementary teacher in Ohio can exchange literacy strategies with colleagues in Texas. A technology director can participate in national cybersecurity discussions without leaving the office. A science teacher can learn directly from university researchers and national organizations while planning new laboratory experiences. [Podcasts](https://open.spotify.com/show/67p4rUfCQbOt1lyr4NJsJM) have also become one of the fastest-growing forms of professional learning. Educators now consume leadership insights, instructional strategies, technology updates, and classroom innovations while commuting, exercising, or preparing classrooms. Professional learning no longer requires sitting in front of a screen to make a meaningful impact. Geography is no longer the defining factor in who educators can learn from. ## **Finding the Right Balance** Despite the rapid growth of online learning, few educators believe every aspect of teacher in-service should become virtual. There is still tremendous value in gathering together. Opening-day celebrations. Collaborative planning. Shared problem-solving. Relationship building. Those experiences strengthen school culture in ways technology cannot fully replace. The future is not about replacing auditoriums with laptops. It is about giving educators the right learning experience for the right purpose. Sometimes that experience happens in a room filled with colleagues. Sometimes it happens through a webinar, podcast, coaching session, or short online learning module. The strongest professional learning programs recognize the value of both. ## **Looking Ahead** The movement from auditoriums to anytime learning represents far more than a technological advancement. It reflects a deeper understanding of how adults learn and grow. Professional learning is no longer confined to a room, a schedule, or a handful of days before students return to school. It is continuous. It is flexible. It is increasingly personalized. That is good news not only for educators, but for students. Every opportunity a teacher has to learn, reflect, refine instruction, and explore new ideas ultimately creates better learning experiences inside the classroom. The biggest lesson of the past decade is not that schools replaced auditoriums with laptops. It is that professional learning is no longer tied to a place. It is tied to opportunity. The auditorium will always have a place in education. But the future of teacher in-service will not be defined by where educators learn. It will be defined by how often they have the opportunity to learn. ### **The Future of Professional Learning Series** **Part 1:**[ *How Teacher In-Service Has Changed*](https://edcircuit.com/how-teacher-in-service-has-changed/) **Part 2:** *From Auditoriums to Anytime Learning* *(Current Article)* **Coming Next:** *Why One-Size-Fits-All Professional Development Is Disappearing*, exploring how districts are replacing universal training with personalized learning pathways designed around each educator’s role, experience, and professional goals. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Article Series, Educators, Hot Topics - controversial **Tags:** Headline --- ### [One CIO's EdTech Journey](https://edcircuit.com/one-cios-edtech-journey/) **Published:** May 22, 2017 **Author:** Ian Egan **Excerpt:** Knowing the tools, platforms, and systems to use in an educational environment **Content:** Many say that the one position in education that has evolved the most in recent years is Chief Information Officer (CIO). Whether it’s K-12 or higher education, the scope of fast-paced changes in technology are breathtaking. edCircuit recently talked to Georgia Allen, CIO at the [Kenan-Flagler Business School](https://www.kenan-flagler.unc.edu/) at the [University of North Carolina at Chapel Hill](https://www.unc.edu/)(UNC), who has experienced this advancement firsthand. Georgia works with students of today – advanced digitally literate students who have used technology their entire lives. There are challenges in presenting EdTech to students where technically complex improvements need to appear simple. For instance, a single sign-on platform for identity management across all campus platforms. Georgia expands on ways UNC integrates multiple cloud and cloud-based platforms to allow students and faculty to access all personal campus-related data through one online identity. Additionally, Georgia shares her remarkable 20-year journey as an EdTech professional. A job that began as Manager of Commodity Services, purchasing servers and installing operating systems, eventually morphed into a multi-faceted entrepreneurial position. Today, Georgia Allen acts as a strategic partner with students, faculty, and staff, working to leverage technology to improve education and research in new and extraordinary ways. Through it all, Allen has remained focused on the intricacies facing [identity](https://www.pingidentity.com/en.html)management as it relates to higher education systems. The role of Chief Information Officer is more important and exciting than ever before and it appears to be on an upward trajectory. The interview below pulls the curtain back to give an inside look at the life and ever-changing role of a CIO in higher education. ### Interview **edCircuit:** Georgia, we were talking earlier about the excitement around campus on winning the national championship. What does it do for your role as a CIO when you get to participate in the campus and the university in a way that transcends the day-to-day that we’re all trying to do in supporting students and faculty and objectives at the campus level? **Georgia Allen:** Certainly as the CIO for the Kenan-Flagler Business School ─ the Dean Dome is right out our front door ─ we feel the impact of the national championship. But, more importantly, those players are student athletes and some of those student athletes are here at the business school. It’s about making sure that our education is a space of learning excellence. It’s a world where we have students coming up through K-12 who are digital natives. They’ve been using technology since they started kindergarten. It’s important that technology is a part of their education, but doesn’t get in the way of learning excellence. It should enable our faculty in their teaching, and allow our students, who have an expectation of “anywhere at anytime,” that it’s about what education technology can bring where the traditional face-to-face has its limits. **edC:** I’m talking to a number of folks in higher ed about creating opportunities through technology that are fueled by identity.dC Tell me about your perspective on that and how you sniff out the good from the bad. There are a lot of technologies out there that sound great in practice and theory, but when you put that layer over an entire university with all of the integrated systems, it’s a different story. How do you look at that when you think about being fueled by identity or for identity? **GA:** In today’s world where we’re moving towards a more nimble IT environment, and we need to deliver faster. We are leveraging cloud services, cloud platforms, and software as a service in many ways to increase the speed of delivery. But along with that, many of those platforms come with their own identity and access. In our particular case, we are leveraging identity access management tools that allow for a single sign-on for our students across platforms. It’s important that our students have a seamless experience, whether they are in the face-to-face classroom or they are in our learning management systems with online instruction. As they move to another platform through that learning management system, the experience of their identity needs to be consistent across the experience. We have our internal systems that we build, custom-developed applications versus the platforms, and our students experience it all seamlessly. They don’t know that they have traveled from one in-house system to a cloud platform; and identity access tools allow us to do that. **edC:** How do you manage expectations? I think what’s really fascinating about someone in your role is understanding that you’ve got faculty, you’ve got students, and you have different generations with different expectations of the ways in which they should be interfacing with this seamless identity through technology. I would imagine that there are varied experiences that you have with the different levels, whether it’s student or faculty or program chair or dean, to help not only convince, but to lay the foundation for what you know to be the best path forward. How does that play out for you? **GA:** I’ll address that answer when I go back to the question you’ve asked before and that is: “How do we know what tools, platforms, and systems to use in an educational environment?” With our faculty, which has truly started to embrace learning technologies in their teaching, we do a lot of pilots. We will look at new platforms or a services. Sometimes they are start-up platforms. Sometimes they fit the Gartner Magic Quadrant so they’re heavy lifters. We look at all of that and test it with a classroom and faculty member. We talk to the faculty member about their learning goals. We talk about what they want that student experience to be. We try it out. As the CIO, I bring in both this innovation experience and pilot experience, as well as the thought process of enterprise delivery. So if it’s successful, how do we deliver that across multiple programs, multiple degrees, and multiple courses? Is this start-up in a state in their business that they can support an enterprise rollout? Those are some of the ways in which we transition innovation into mainstream educational experience for our students. I’m sorry I forgot the second question. **edC:** \[laughs\] What I think is fascinating is the way in which you have to be a bit of marketer, not only with yourself but with your team. You’ve potentially established that this pilot has worked out. Now, you start thinking about large-scale adoption. The conversations that you have at the faculty level versus the student level can be very different but with the same goal in mind. **GA:** Yes. I do a lot of shark tanking, if you will. I do a lot of explaining, creating momentum, and creating excitement. My office sits right on the hallway. I get elevator pitches all the time. The students love technology. They want to come and talk about it. We talk about “How do I transition or how do we transition the idea you’re presenting into something that could be used at the business school?” The faculty themselves are truly engaged in technology. They will invite me to come and listen to the ideas that their students are bringing in or ideas that they are bringing in. How can we leverage that? Is it something that could be leveraged across the multiple programs that we offer? **edC:** Give me the state of the union. Are we at a point where you could safely say that faculty in general, even outside of UNC, are at a place where they’ve got buy-in and technical savvy? They’ve had the professional development to get them to the point where half of the problems or challenges are not just in pitching in and getting the ideas sold, but also in technically getting people up to speed so that they can jump in have a successful implementation? **GA:** I would say to you that I’m quite lucky here at the Kenan-Flagler Business School. We have a very successful online MBA program. It’s the top MBA online program in the country. Our faculty is fully bought into the idea of virtual learning. We’ve moved past the basic “you should do it” and more into the innovation: “How do we do more with it? How do we introduce new ideas?” For instance, we have a faculty member by the name of Steven King who is bringing in virtual reality. If we are talking about global business, how can we leverage that virtual reality experience in negotiating, in starting a business in China, or in starting a business in a different country without actually packing up our students and sending them over to that country? We are very fortunate in our position that I don’t have to do much pitching that technology can be useful anymore. They’re already there. In fact, they’re at the point where we are leveraging instructional designers, which is a new field. We are growing in that area for the business school, leveraging our instructional designers, leveraging multimedia, and leveraging the newer innovative ideas, like how to take those tools and bring them into the educational experience. I’m part of the group of the top CIOs for business schools across the country. Some of them struggle with telling the faculty that virtual learning, and using technology in learning, can deliver the same educational excellence that these business schools want, need, and are proud of. **edC:** Is there a lesson that can be learned from what you’re working on at the university level with regards to K-12? I think that we look at some different parallels and we say, “Okay, we’re doing a little bit better job of understanding that K-12 does tether to our higher-ed experience, and to college and career readiness.” In the end, these young people grow up and have very successful, rewarding, and desirable positions in the workforce. What can we learn with technology in the same way? Are there things that would help support your role and what you’re doing if K-12 was aware of what higher ed is doing and vice versa? **GA:** I would actually question an assumption that you might have. I think that K-12 is, in fact, leveraging technologies more so than we give them credit. Certainly, over in the UK, they are using technologies in the K-12 experience that we in higher education can learn from. I would say that we should be entertaining more conversations with our K-12 partners. We should be learning together. We can bring some of the research and the undergrad and graduate student experiences to K-12. There are things to learn from what K-12 is doing **edC:** That’s a very refreshing perspective. You’re right. The narrative is that there have been a lot of mistakes along the way, and they’re being forced by policy and procedure to implement when they’re not ready. Let’s close with this and talk a little bit about your role. I think what’s fascinating is that with every day that passes, there’s something new. There’s a new world of college students and a new way in which they look at higher education and how you can play a very pivotal role in connecting the dots for them. How do you see your role changing over the next few years and what excites you about the unknown? **GA:** I’ve been in higher education IT leadership for 20 years, and it has changed significantly. When I first came in, we were really focused on commodity services like servers and operating systems, email, web development, and those sorts of things. It has changed dramatically. I’m needed to do less of the commodity services which has opened up more areas of entrepreneurial innovation and engagement with our faculty in their research and in their teaching. Going forward, there is a desire to not be simply the operations or the enterprise thought leader, but to be the strategic partner with them as we move forward. A lot of the cloud services are giving us opportunities. And introducing us to these new technologies is making us figure out how we could leverage those new technologies through experimentation. Those are new doors for us in the CIO position that I’m thrilled about. I once had a faculty member tell me that it’s important is that we see every day through our students that the unimaginable is possible. I would say that with technology, that’s where we are as CIOs. It’s to listen to our students and our faculty and know that we can do something that we thought five years ago was impossible. I believe that every day. **edC:** I think you sit at an amazingly, never-ending, and exciting seat at the table of higher ed. It’s vital in redefining the role of what a CIO does on a day to day basis. The impact that you can have in the daily experiences of the students and the faculty is changing the narrative in a very positive way. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Ian Egan](https://edcircuit.com/wp-content/uploads/lovable-avatars/ian-egan-231.webp) ](https://edcircuit.com/author/ian-egan/) [Ian Egan](https://edcircuit.com/author/ian-egan/ "Ian Egan"): Author [ View all posts ](https://edcircuit.com/author/ian-egan/ "View all posts") [ ](mailto:ianegan@yahoo.com)[ ](https://edcircuit.com/) **Categories:** Innovation --- ### [10 CoSN Back-to-School Resources for Ed Tech Leaders](https://edcircuit.com/cosn-back-to-school-resources-ed-tech-leaders-2026/) **Published:** August 19, 2026 **Author:** EdCircuit Staff **Excerpt:** Explore 10 CoSN back-to-school resources for 2026, including tools for AI, cybersecurity, E-Rate, procurement, and professional learning. **Content:** CoSN back-to-school resources can help ed tech leaders begin the 2026–27 academic year with practical guidance on AI, cybersecurity, screen time, procurement, and federal policy. These 10 resources provide useful tools, professional learning opportunities, and connections to help technology teams address immediate needs while planning for the year ahead. ## **1. Purposeful Technology & Screen Time** ![Book cover titled purposeful technology powerful learning with the subtitle you cant ban possibility on a blue background notes that its a crowdsourced book from americas public schools](https://edcircuit.com/wp-content/uploads/2026/08/purposeful-technologypowerfullearning-300x216-1.webp "Purposefultechnologypowerfullearning300x216 | edcircuit") In today’s digital landscape, shifting the narrative from passive screen consumption to intentional, high-impact learning is paramount. CoSN’s Purposeful Education Technology and Screen Time Resources empower EdTech leaders to navigate state policy mandates, distinguish instructional technology from recreational use, and communicate the value of edtech to local communities. - CoSN Website Resources: Education technology is effective when it is centered on learning, students are protected online, and transparent, local decision-making guides implementation. Learn more at - [“Screens in Balance” Report & Policy Briefings](https://www.cosn.org/2025-blaschke-report-toolkit/): Practical resources providing clear definitions such as structured vs. unstructured screen time and actionable frameworks to inform school board policies and state leadership decisions. - [Upcoming Book](https://www.cosn.org/purposeful-edtech/) — Coming in September 2026! A crowdsourced book from America’s public schools—*Purposeful Technology, Powerful Learning: You Can’t Ban Possibility*, by [Stacy Hawthorne](https://www.cosn.org/person/stacey-hawthorne-edd/), Ed.D., CETL. ® Across the country, lawmakers are debating how much screen time belongs in schools. This book asks a different question: what happens to students when we take the possibility away? Thirteen districts. Real classrooms. Documented stories of technology used with intention. - Coming Soon: Free public Executive Summary for our member-only Screentime Policy Toolkit, a full 60+ page resource for members. - CoSN Screen Time Workshop: The first one begins on September 15, 2026. *From Digital Fear to Digital Trust: refracting the Screen Time Debate Workshop Fall 2026*[ Register Today!](https://www.cosn.org/event/from-digital-fear-to-digital-trust-reframing-the-screen-time-debate-workshop-fall-2026/) ## **2. EdTech Advocacy & E-Rate Funding** ![Quorum logo circular purple wave icon to the left of the bold quorum wordmark in navy text](https://edcircuit.com/wp-content/uploads/2026/08/quorum-final-300x76-1.webp "Quorumfinal300x76 | edcircuit") In today’s digital landscape, securing essential federal funding and shaping policy debates at the national and state levels is paramount. CoSN’s Advocacy and E-Rate Resources empower EdTech leaders to actively champion robust funding, protect broadband expansion, and bridge the digital divide—ensuring all students have safe, reliable access to high-speed learning environments. [Core Policy & Advocacy Tools](https://www.cosn.org/advocacy-policy/) - [Petition to protect E-Rate and Americas’s Digital Learning Connectivity](https://docs.google.com/forms/d/e/1FAIpQLScuw2CdJfA9vjvXRAZduv--rOE0M1midLWQBmY4OjTF0XpvDw/viewform). This form allows your school district or nonprofit organization to sign [this CoSN petition ](https://docs.google.com/document/d/1F3IQs3j71nV_J84b2eYljZrJyIideA9lpW_5GdPbOGY/edit?usp=sharing)urging Congress to protect and strengthen E-Rate. The petition asks Congress to encourage the FCC to preserve E-Rate’s core mission of expanding affordable broadband access for schools and libraries and reject efforts that would weaken or narrow the program. - An interactive grassroots platform providing direct access to Phone2Action tools, allowing district leaders to contact legislators and advocate on critical E-Rate, federal funding, and privacy legislation. - [Bookmark this page](https://www.cosn.org/advocacy-policy/) to stay updated on how to submit public comments on the FCC Notice of Proposed Rulemaking (NPRM). Highlighting the local impact of losing E-Rate funding for your school district or state is crucial to preserving these resources. To check your district’s current funding levels, visit [Save Our E-Rate](https://www.shlb.org/save-our-e-rate) . ## **3. State Chapters & Regional Leadership Networks** ![Blue map of the united states with all states shaded blue](https://edcircuit.com/wp-content/uploads/2026/08/chaptermap8-26-300x170-1.webp "Chaptermap826300x170 | edcircuit") Being involved with a[ CoSN chapter](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.cosn.org%2Fmembership-overview%2Fcosn-chapters%2F&data=05%7C02%7Cjbrown%40cosn.org%7Cdd98e9fe94ec48dbabd008def183c3aa%7Ccbeb8b0f21ee41de9cc79becd0db8f4c%7C0%7C0%7C639213745373504482%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=Q4fL%2FSbecQiA5tBdFXNlliOO8LRgg4clyMuRDVMN2GM%3D&reserved=0) connects you with local K–12 EdTech leaders, providing opportunities to build relationships, exchange ideas and best practices, and learn from peers who understand the unique challenges facing schools in your state or region. - Chapters offer professional learning through workshops, webinars, conferences, [CTO Clinics](https://www.cosn.org/education-events/cto-clinics/), and other local programs, while keeping members informed about state-level education technology issues, legislation, regulations, and initiatives. - Members can also get involved through volunteer and leadership opportunities, helping shape chapter programs and priorities while contributing to the growth of the EdTech profession. - Through their chapter, members also have a connection to the broader CoSN community and its national resources, events, and professional network. ## **4. Cybersecurity Rubric & Risk Mitigation** ![Cybersecurity rubric logo with a blue shield containing cr initials and the text cybersecurity rubric beside it](https://edcircuit.com/wp-content/uploads/2026/08/crcosn-300x82-1.webp "Crcosn300x82 | edcircuit") In today’s digital landscape, safeguarding school networks and benchmarked digital defenses are equally paramount. Integrating CoSN’s core cybersecurity resources with the K-12 Cybersecurity Rubric empowers EdTech leaders to measure their security maturity, mitigate operational risks, and secure funding across Planning, Prevention and Preparation, Implementation, and Response. - [CoSN K-12 Cybersecurity Rubric Framework](https://www.cosn.org/cybersecurity-rubric/): Benchmarks, aligned with the [NIST Cybersecurity Framework 2.0](https://www.nist.gov/cyberframework), your school district’s current security maturity across key domains, offering clear indicators to identify gaps and track continuous improvement. - The NIST Cybersecurity Framework provides a structured approach for organizations to protect their digital assets. Our [CoSN’s NIST Cybersecurity Framework Resource Alignment for K-12](https://www.cosn.org/edtech-topics/cybersecurity/cosns-nist-cybersecurity-framework-resources-alignment-for-k-12/) site seamlessly aligns it with a wealth of free and CoSN member resources, empowering school districts to fortify their cyber programs and safeguard their educational environments against evolving digital threats. Use this site to find the resources you need to build and expand your cybersecurity program. - [CoSN Cybersecurity Staffing Resource for K-12](https://www.cosn.org/tools-and-resources/resource/cosn-cybersecurity-staffing-resource-for-k-12/): Identifies best practices for structuring, hiring, and retaining cybersecurity talent across the entire organization. - [Using the Cybersecurity Rubric for Strategic Planning](https://www.cosn.org/cybersecurity-rubric/)[Using the Cybersecurity Rubric for Strategic Planning](https://www.cosn.org/cybersecurity-rubric/)[Using the Cybersecurity Rubric for Strategic Planning](https://www.cosn.org/cybersecurity-rubric/): Guides IT leaders in translating rubric assessment scores into actionable, prioritized security roadmaps and capital allocations. ## **5. AI Summits, Toolkits & Visual Infographics** ![Cosn ai initiatives logo with a purple brain inside the circular o of cosn](https://edcircuit.com/wp-content/uploads/2026/08/official-cosn-ai-logo-300x300-1.webp "Officialcosnailogo300x300 | edcircuit") In today’s digital landscape, ensuring that school systems are prepared to harness artificial intelligence responsibly is paramount. CoSN has a wide variety of resources and professional development opportunities designed to empower EdTech and executive leadership teams to move beyond awareness, evaluate AI readiness, develop governance strategies, and establish clear ethical guardrails. These tools support school districts across key operational and instructional dimensions—including Leadership, Data Privacy, Technical Infrastructure, Security, and Academic AI Literacy. - [AI District Leaders Action Summits](https://www.cosn.org/ai/): Interactive, cabinet-level workshops designed to offer dedicated time for superintendents, technology leaders, operations leaders, and academic leaders, to build an action-ready 3- to 9-month strategic roadmap for districtwide AI readiness and governance. - [**CoSN/CGCS K-12 Gen AI Maturity Tool & Readiness Checklist:**](https://www.cosn.org/the-gen-ai-maturity-model-organizational-assessment-readiness-and-planning-tool/) Self-evaluation frameworks that allow district teams to benchmark their readiness and capabilities across leadership, operational, technical, security, and legal/risk domains. - **Infographics & One-Pagers:** Visual, easy-to-share graphics designed for superintendents, school boards, and community stakeholders that map core values, guardrails, and implementation pillars. [cosn.org/ai/](https://www.cosn.org/ai/) - [A](http://teachai.org/toolkit)[I Readiness & Guidance Toolkit](http://teachai.org/toolkit): Practical guides and sample policy language—developed in partnership with national educational organizations—focused on data privacy, ethical use, and equity in AI integration. [cosn.org/ai/](https://www.cosn.org/ai/) - **Professional Learning:** A wide array of AI-focused webinars and other learning opportunities designed to help district leadership teams analyze trade-offs and clarify strategic priorities. [.cosn.org/education-events/event-calendar/](https://www.cosn.org/education-events/event-calendar/) ## **6. Smart EdTech Procurement Guidelines** ![Cover of edtech quality indicators guide two women collaborating in a classroom with organization logos beneath the image](https://edcircuit.com/wp-content/uploads/2026/08/edtechqualityindicatorsguide-232x300-1.webp "Edtechqualityindicatorsguide232x300 | edcircuit") In today’s digital landscape, modernizing vendor vetting and establishing rigorous purchasing standards are paramount. CoSN Tools and Resources on Smart EdTech Procurement empower leaders to evaluate software, hardware, and service providers efficiently, reduce contractual risks, and ensure every tool aligns with district standards for security, privacy, and instructional quality. **Core Procurement Guidelines** - [EdTech Quality Indicators Guide](https://www.cosn.org/tools-and-resources/resource/edtech-quality-indicators-guide-leveraging-the-five-edtech-quality-indicators-to-save-time-and-money-reduce-risk-and-improve-student-outcomes/): A strategic framework centered on five core indicators—evidence-based design, product safety, inclusivity, usability, and interoperability—to streamline software selection and post-procurement evaluation - [K-12 Community Vendor Assessment Tool (K-12CVAT)](https://www.cosn.org/tools-and-resources/resource/k-12cvat/): A standardized risk-assessment questionnaire designed for RFPs and purchase evaluations to verify vendor data privacy, cybersecurity, and infrastructure safety practices before signing contracts. - [Trusted Learning Environment (TLE) Seal Framework](https://www.cosn.org/edtech-topics/trusted-learning-environment/): Vendor guidance and district criteria that ensure third-party tools adhere to strict student data privacy policies and statutory compliance requirements. - [Sustainability Procurement Guidelines](https://www.cosn.org/cosn-news/cosn-setda-and-udt-release-sustainability-procurement-guidelines-to-help-schools-build-a-cleaner-more-efficient-future/): Practical strategies and RFP language to help districts evaluate hardware lifecycles, energy efficiency, and long-term repairability to minimize costs and environmental impact. - [TCO](https://www.cosn.org/tco/) and [VOI](https://www.cosn.org/voi/) in Procurement: Total Cost of Ownership (TCO) covers the full lifecycle costs of technology, including hardware, infrastructure, support, and training, preventing budget surprises and low-bid traps during procurement. Value of Investment (VOI) measures the broader returns, such as operational efficiency and strategic outcomes, helping teams justify budgets and negotiate better terms. Combined, they ensure procurement decisions are both financially accurate and high-impact.[ Unlocking Value of Investment (VOI) and Total Cost of Ownership (TCO) for EdTech Leaders Facilitated Online Workshop Fall 2026 Workshop](https://www.cosn.org/event/unlocking-value-of-investment-voi-and-total-cost-of-ownership-tco-for-edtech-leaders-facilitated-online-workshop-fall-2026/) begins 11/9. ## **7. Fall Professional Learning Courses & Bundles** ![](https://edcircuit.com/wp-content/uploads/2026/08/2024-01_cosn_sub-brand-logos_cosn-subbrand-logo-professionallearning-allblacktext-300x150-1.webp "202401cosnsubbrandlogoscosnsubbrandlogoprofessionallearningallblacktext300x150 | edcircuit") In today’s digital landscape, empowering EdTech teams through targeted, high-impact professional development is paramount. CoSN’s Fall Online Courses and Professional Learning Packages allow K-12 technology leaders, aspiring CTOs, and IT staff to deepen their technical expertise, earn CEA Credits toward CETL® and CCRE renewals, and build collaborative networks. **Core Fall Courses & Training Packages** - [CTO Academy for K-12 Early Career and Aspiring CTOs 2026-27](https://www.cosn.org/event/application-window-open-cto-academy-for-k-12-early-career-and-aspiring-ctos-2026_27/) (Applications due 11/1) A program to address the needs of education technology leaders who are new (less than four full years) to their CTO or Technology Leadership position or aspiring CTOs and EdTech leaders currently working in a technology department. Academy participants make a positive impact on student-centered and digital learning in their school district and enhance their career trajectory. - [CETL® K-12 CTO Framework Foundation Course](https://www.cosn.org/event/cetl-k-12-ctos-framework-of-essential-skills-foundation-facilitated-online-course-fall-2026/) (Starts 10/6) A comprehensive facilitated course aligned with CoSN’s Framework of Essential Skills, preparing leaders for the Certified Education Technology Leader exam. - [Cybersecurity in K-12 Schools Facilitated Course](https://www.cosn.org/event/cybersecurity-in-k-12-schools-facilitated-online-course-fall-2026/) (Starts 9/2) Focuses on enterprise security fundamentals, risk controls, and vulnerability mitigation designed specifically for school system IT infrastructure staff. - [The Intersection of Data Privacy and Cybersecurity Course](https://www.cosn.org/event/the-intersection-of-data-privacy-and-cybersecurity-facilitated-online-course-fall-2026/)[The Intersection of Data Privacy and Cybersecurity Course](https://www.cosn.org/event/the-intersection-of-data-privacy-and-cybersecurity-facilitated-online-course-fall-2026/)[The Intersection of Data Privacy and Cybersecurity Course](https://www.cosn.org/event/the-intersection-of-data-privacy-and-cybersecurity-facilitated-online-course-fall-2026/) (Starts 10/5) Explores legal compliance (FERPA), data governance, and procurement standards needed to safeguard student information in cloud-based environments. - [Project Management for K-12 School Leaders](https://www.cosn.org/event/project-management-for-k-12-school-system-technology-leaders-facilitated-online-course-fall-2026/) (Starts 10/13) A tailored course addressing budgeting, resource allocation, and project execution through the lens of school technology leadership. - [CoSN Professional Learning Packages (Essentials & Leadership Packs)](https://www.cosn.org/year-round-catalog/#costs): Flexible bundles that allow districts to prepay for combinations of full facilitated courses, online workshops, and incident response tabletop exercises at significant team and department discounts. ## **8. The CoSN Podcast & Video Channels** ![Podcast cover art for cesn the podcast on a purple background featuring a microphone icon and the text produced in partnership with edcircuit](https://edcircuit.com/wp-content/uploads/2026/08/podcast-logo-150x150-1.webp "Podcastlogo150x150 | edcircuit") In today’s digital landscape, accessing flexible, on-demand learning experiences is paramount. CoSN’s Interactive Webinars, On-Demand Podcasts, and YouTube Video Recordings empower EdTech and executive school leaders to consume high-impact professional development anytime, anywhere. - [The CoSN Podcast](https://open.spotify.com/show/67p4rUfCQbOt1lyr4NJsJM) (Produced with edCircuit): On-demand audio episodes featuring in-depth conversations with superintendents, Certified Education Technology Leaders (CETL®), and district changemakers tackling real-world K-12 challenges. Find **The CoSN Podcast** on you favorite streaming platform. - CoSN Official YouTube Channel ([@CoSNweb](https://www.youtube.com/@CoSNweb)): On-demand video archives containing full webinar recordings, virtual summits, keynote highlights, and expert panel sessions accessible anytime. ## **9. CoSN Blogs & Publications** In today’s digital landscape, keeping pace with rapidly evolving education technology trends, policies, and leadership strategies is paramount. Leveraging CoSN’s Blogs, Weekly Publications, and Searchable Resource Library empowers EdTech and executive school leaders to continuously sharpen their expertise and connect with national changemakers. - [CoSN Blogs & Thought Leadership Articles](https://www.cosn.org/news-publications/blogs/): Feature expert commentary, case studies, and practical guidance from practicing CETLs and national EdTech leaders covering emerging trends and policy shifts. - [EdTech Dispatch Weekly Newsletter](https://www.cosn.org/news-publications/cosn-news/): CoSN’s free weekly publication delivering curated news, emerging research, strategic insights, and policy updates directly to your inbox. - [CoSN Search-by-Topic Resource Library](https://www.cosn.org/tools-resources/resource-library/): Allows leaders to filter blogs, reports, playbooks, and media archives by targeted K-12 focus areas (e.g., Cybersecurity, AI, Student Data Privacy, Screen Time). - [CoSN District Membership](https://www.cosn.org/membership-overview/): Grants full access to exclusive member toolkits, peer network forums, chapter CTO clinics, and discounted event registration to shape the future of educational technology. ## **10. Annual Conference, Regional Networks & Peer Connection** In today’s digital landscape, connecting with a strong professional network and learning directly from peer leaders is essential to driving meaningful change. CoSN’s national conference, state chapters, and membership networks empower EdTech and executive leaders to build lasting relationships, share proven strategies, and solve complex K-12 challenges together. - CoSN2027 Annual Conference: Mark your calendars for the premier event in K-12 EdTech leadership! The [CoSN2027 Conference](https://www.cosn.org/cosn2027/) takes place in Orlando, April 12–14, 2027. Registration opens in September! It is the ultimate gathering to connect with national changemakers, explore cutting-edge solutions, and collaborate with peers across the country. - State Chapters & CTO Clinics: Connect with local K–12 EdTech leaders in your region through workshops, state-level legislative updates, webinars, and regional [CTO Clinics](https://www.cosn.org/education-events/cto-clinics/). Chapters provide a direct link to both local peer support and national initiatives. - CoSN District Membership & Peer Forums: Gain full access to exclusive member toolkits, peer network forums, chapter clinics, and discounted event registrations that keep your leadership team connected year-round. Learn more at [CoSN Membership](https://www.cosn.org/membership-overview/). Save the Date: Mark your calendars for the upcoming annual [**CoSN2027 Conference**](https://www.cosn.org/cosn2027/) **in Orlando, April 12-14, 2027; registration opens in September!** ***Editor’s Note:** This article was* [*originally published on the CoSN website*](https://www.cosn.org/10-key-cosn-back-to-school-resources-for-ed-tech-leaders-2026/)*.* [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** COSN, Educators, Hot Topics - controversial **Tags:** Headline --- ### [AI in Rural Classrooms: A Day in the Life](https://edcircuit.com/ai-in-rural-classrooms-a-day-in-the-life/) **Published:** August 19, 2026 **Author:** EdCircuit Staff **Excerpt:** AI in rural classrooms is changing daily instruction, helping teachers manage workloads, and giving students personalized learning opportunities. **Content:** AI in rural classrooms is [transforming what teaching and learning look like day to day](https://ascendeducation.com/news/ai-mentorship-in-rural-classrooms-bridging-the-educational-divide/), reshaping instruction, workload, and student engagement in meaningful ways. At 7:15 a.m., the classroom lights are already on. A teacher sits at her desk in a small rural school, coffee in hand, reviewing the day ahead. She teaches three different courses, across two grade levels, with students whose abilities span a wide range. A few years ago, planning for a day like this meant hours of preparation the night before—building lessons, modifying assignments, and trying to anticipate where students might struggle. Now, the process looks different. With the help of AI, she starts with a draft instead of a blank page. ### **Morning: Planning Before the Bell** Before students arrive, the teacher reviews lesson outlines generated with AI support. What used to take hours—creating differentiated materials, adjusting reading levels, building practice questions—now takes minutes to refine. *Before AI:* *Planning meant starting from scratch, often late into the night.* *Now:* *The teacher can generate aligned lessons, adjust them for her students, and spend more time thinking about how to teach—not just what to teach.* She is still the expert in the room. The decisions are still hers. But the workload has shifted, and the pressure has eased. That difference carries into the rest of the day. ### **First Period: One Classroom, Many Levels** By first period, the room is full. In rural classrooms, uniformity is rare. Some students are ahead, some are behind, and many fall somewhere in between. Delivering a single lesson that meets every need has always been a challenge. As students begin working, AI-supported tools help bridge that gap. One student reviews foundational concepts with guided support. Another moves ahead into more advanced material. A third gets immediate feedback on a mistake and tries again without waiting. *Before AI:* *The teacher delivered one lesson and hoped it reached most students.* *Now:* *Learning adjusts in real time, and the teacher moves through the room, focusing on students who need direct support.* The classroom feels less like a lecture and more like a workshop. ### **Mid-Morning: Expanding What’s Possible** Later in the morning, a different challenge emerges—access. The school does not have a full-time instructor for every subject. Advanced courses, specialized electives, and certain pathways have always been limited by staffing and resources. Now, students log into AI-supported learning modules for subjects the school cannot fully staff. The system guides instruction, checks for understanding, and adapts based on performance. The classroom teacher provides structure and support, even if the subject is outside their primary expertise. *Before AI:* *Some courses weren’t offered.* *Now:* *Students have access—imperfect, but real.* A student interested in a subject that once felt out of reach can now explore it. That shift matters. ### **Between Classes: The Work No One Sees** As students move between periods, the teacher turns to the work that often goes unnoticed. Grading. Emails. Tracking student progress and communicating with families. In smaller districts, where staff is limited, these responsibilities add up quickly. AI is beginning to reduce that burden. The teacher reviews a summary of student performance instead of sorting through raw data. She drafts a parent email in seconds and personalizes it before sending. Routine grading is handled more efficiently, allowing her to focus on meaningful feedback where it matters most. *Before AI:* *Administrative work stretched into evenings and weekends.* *Now:* *Time is still limited—but more manageable.* And in education, that difference is significant. ### **Afternoon: Students Taking Ownership** By the afternoon, something subtle but important becomes clear. Students are more independent. With immediate feedback and guided support, they are not waiting as long for answers. They try, adjust, and try again. They explore. *Before AI:* *Students often stalled, waiting for help or validation.* *Now:* *They move forward with more confidence.* For rural students, this independence can be powerful. Exposure to different ideas, tools, and ways of thinking expands what they see as possible for themselves. The teacher is still central—but the dynamic has shifted from delivering content to guiding learning. ### **After School: Learning Continues** When the final bell rings, the day is not necessarily over. For many rural students, [access to tutoring or additional support outside of school](https://www.americanprogress.org/article/preparing-rural-students-for-college-and-beyond-by-improving-access-to-coursework/) has always been limited by distance and availability. AI is beginning to extend learning beyond the classroom. Students revisit lessons, get help with assignments, and practice skills at their own pace. Families, too, benefit—especially those who may not feel equipped to support certain subjects. There are still challenges. Not every student has reliable internet access, and schools continue working to close those gaps. But the ability to continue learning outside the school day represents real progress. ### **The Teacher’s Reality** For the teacher, the impact of AI is not theoretical. It is practical. It shows up in saved time, reduced stress, and the ability to focus more on students. *Before AI:* *The job felt like a constant balancing act with too little time.* *Now:* *There is still pressure—but more room to teach, connect, and respond.* In rural schools, where relationships are everything, that shift matters. ### **The Student Experience** For students, the changes are often quieter—but just as important. It is the student who no longer falls behind because they can review material at their own pace. It is the student who discovers a new interest through exploration. It is the student who gains confidence through immediate, judgment-free feedback. *Before AI:* *Opportunities were often limited by what the school could offer.* *Now:* *Those limits are starting to expand.* ### **Challenges That Remain** The integration of AI in rural classrooms is not without obstacles. Connectivity remains inconsistent in some areas. Professional development is still evolving. Questions around privacy and responsible use continue to matter. And not every implementation is effective. Success depends on how thoughtfully AI is used—not just whether it is used. Rural schools must continue to invest in infrastructure, training, and communication with their communities. ### **What It All Adds Up To** At the end of the day, AI in rural classrooms is not about replacing teachers or redefining education overnight. It is about small, meaningful shifts. It is in the early morning planning that no longer feels overwhelming. It is in the classroom where instruction adapts in real time. It is in the moments when students take ownership of their learning. For rural schools, where limitations have long shaped what is possible, those shifts add up. Because when access expands, when time is reclaimed, and when students gain confidence, something changes. In classrooms where resources have always been limited, possibility no longer is. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Flock Cameras in Schools: Safety or Surveillance?](https://edcircuit.com/flock-cameras-in-schools-safety-or-surveillance/) **Published:** August 17, 2026 **Author:** EdCircuit Staff **Excerpt:** Flock cameras in schools can strengthen campus security, but their license plate tracking raises urgent privacy and oversight questions. **Content:** Flock cameras in schools are becoming a new layer of campus security, even though many educators, students, and families may not realize the cameras are there. A teacher turns into the staff parking lot at 7:12 a.m. A high school senior arrives a few minutes before the bell. A parent enters the pickup line, a delivery driver pulls behind the cafeteria, and a visitor comes to an evening school board meeting. To the people inside those vehicles, it feels like an ordinary trip onto school property. To an automatic license plate reader, each arrival may become a searchable record. The camera can capture a plate number, vehicle characteristics, its location, and the exact date and time. A second camera near the exit may record when that same vehicle leaves. The small, solar-powered device mounted near a driveway is not simply watching the parking lot. It is building a record of vehicle movement. That capability is drawing the attention of school leaders searching for better ways to respond to threats, theft, vandalism, and unauthorized visitors. It is also raising a harder question: How much surveillance should a school conduct in the name of safety? Automatic license plate reader technology, usually called ALPR or LPR, forces districts to confront two responsibilities at once. Schools must protect the people on campus, but they must also protect the trust of the community they serve. ## **What an ALPR Camera Actually Sees** An ALPR is different from a conventional security camera that records a wide view of a parking lot. It is built to detect passing vehicles, photograph them, and use optical character recognition and computer vision to convert what the camera sees into searchable information. According to [Flock Safety’s description of its system](https://www.flocksafety.com/trust/data-privacy), its readers capture license plate images, vehicle characteristics, timestamps, and camera locations. Flock says its ALPR product does not use facial recognition or collect biometric or driver information. The company also says data is generally deleted automatically after 30 days unless a customer’s contract, policy, or local law requires a different period. A license plate, however, is a persistent identifier attached to a vehicle. One camera sighting may reveal little. Repeated sightings can establish a pattern: where a vehicle appeared, when it arrived, and where it went next. On a school campus, the surrounding context can make the owner easy to infer. Administrators may know which student drives a particular blue sedan. Staff parking assignments, vehicle-registration records, security reports, and law enforcement databases can add another layer of information. The technology may not identify the person behind the wheel, but vehicle data can quickly become personal data in practice. ## **Why Schools Are Buying the Cameras** School campuses present a difficult security environment. They may include several buildings, open parking lots, athletic fields, delivery areas, and multiple entrances. Hundreds or even thousands of vehicles can pass through each day. Traditional security video is often reviewed after an incident. Staff must find the right camera, locate the correct time, and hope the plate is visible. An ALPR makes vehicle information searchable. It can also send an alert when a plate on an approved list passes a camera. For a district, that can mean learning that a vehicle connected to a documented threat or no-trespass order has entered school property. It can help investigators identify a car involved in theft, vandalism, an assault, or an abduction concern. During a missing-person or AMBER Alert investigation, it may show whether a vehicle entered or left campus. In an emergency, even a few minutes can matter. The [Licking Heights Local School District in Ohio](https://www.flocksafety.com/customers/licking-heights-school-proactively-leveled-up-security-with-flock-safety-falcon-cameras) began with four Flock cameras around its high school and middle school. The district’s safety supervisor described the cameras as another way to respond to vandalism, theft, unauthorized access, and the arrival of people prohibited from school property. The system was intended to provide faster alerts and strengthen coordination with local police. Colleges and universities cite similar benefits. [EdTech Magazine reported](https://edtechmagazine.com/higher/article/2025/08/license-plate-readers-monitor-vehicles-campus) that Ohio State University uses readers at entrances, exits, parking structures, and other locations. The university said plate-reader information helped investigators identify a potential suspect vehicle following a homicide near campus. The University of Georgia has also placed readers at major entry and exit points to give dispatchers and investigators another source of information during and after an incident. These are not hypothetical uses. A verified alert involving a credible threat can give school safety personnel valuable time. A readable plate can turn hours of video review into a faster lead. The concern begins with everything else the cameras capture. ## **A Security Tool That Records Everyone** An ALPR does not limit itself to suspicious vehicles. It records the cars of teachers, students, parents, coaches, volunteers, delivery workers, and visitors who are not suspected of doing anything wrong. The system may be installed to identify a handful of vehicles of concern, yet it creates records about everyone who crosses its field of view. The size of that collection can grow quickly. In 2026, [Signal Cleveland reported](https://signalcleveland.org/cmsd-faces-questions-about-its-201-flock-license-plate-readers-as-contract-renewal-approaches/) that Cleveland Metropolitan School District had 201 readers across 70 buildings, usually with a camera at both the entrance and exit. District officials pointed to investigations involving stolen vehicles, break-ins, and unauthorized vehicles. The annual contract cost was reported at $603,000. At that scale, privacy is only one part of the conversation. A school board should also ask whether the network is proportionate to the problems it is solving and whether it is producing measurable results. Would additional lighting, security staffing, secure entrances, threat-assessment resources, or student mental-health support address a greater need? ALPR may be one useful layer, but it should not become the entire strategy simply because it produces alerts and searchable data. The rapid spread of the technology has already produced public backlash. Some communities have paused or reconsidered their programs, while activists have created public maps of camera locations. [TechCrunch reported in February 2026](https://techcrunch.com/2026/02/23/americans-are-destroying-flock-surveillance-cameras/) that cameras had been vandalized in several states. More recently, an August 2026 [CBS Mornings report](https://www.youtube.com/watch?v=nipM_sts0CA) highlighted growing opposition across the country. Hood County, Texas, shut down and covered its cameras following privacy concerns, while residents gathered in Fargo, North Dakota, to protest the technology. Damaging cameras is not public oversight. The backlash does reveal what can happen when surveillance expands faster than the policies meant to govern it. A district may view an installation as a routine security purchase while families see a system they were never told would record their movements. ## **Who Else Can Search the Data?** The most important privacy question may not be how school employees use the system. It may be whether the district’s camera data can be searched by outside agencies. Flock says customers control their data, determine who has access, and choose whether to participate in sharing relationships. Those choices can keep school data tightly restricted or place it within a much broader law enforcement network. The difference may come down to contract language, system settings, and decisions that never received public discussion. A [2026 investigation by The 74](https://www.the74million.org/article/ice-taps-into-school-security-cameras-to-aid-trumps-immigration-crackdown-74-investigation-shows/) found that more than 100 public school systems nationally had installed Flock devices. Audit logs obtained from six Texas districts showed school-camera data was searched far more often by outside police agencies than by the districts themselves. In one month, more than 3,100 agencies reportedly conducted over 733,000 searches involving eight cameras operated by Alvin Independent School District. Some searches listed immigration-related reasons. The investigation found no evidence that the districts themselves conducted immigration searches or necessarily knew outside agencies were doing so. That is precisely why access and auditing matter. A school can purchase what it believes is a narrowly focused safety tool while its camera data is used in investigations that have no connection to campus. Flock has said federal immigration authorities do not receive direct access from the company and that customers control sharing. Local agencies, however, may conduct searches on behalf of federal partners, and a network search may include data from participating school cameras. For families, the technical distinction between direct and indirect access may offer little comfort. If parents believe a trip to school could expose their movements to agencies far beyond the district, some may avoid conferences, school events, student services, or routine contact with educators. A safety system that makes part of the community afraid to enter school property is creating a different kind of risk. ## **Retention Rules Are Changing** In August 2026, Flock announced that it was reducing its recommended default retention period from 30 days to seven days. Existing customers, however, may retain their previously approved settings, and individual customers will continue choosing the retention period that fits their policies. For districts, that makes verifying the school’s actual setting more important than relying on the company’s stated default. Seven days may sound brief, but across a busy school district, it can still produce thousands of records showing when vehicles arrived and departed. Some districts may retain that information for 30 days or longer, while records connected to an active investigation can be preserved beyond the standard retention period. Districts also need to know what happens after data leaves the primary system. Downloaded images, exported reports, screenshots, and evidence attached to a case may not disappear on the same schedule. A written retention rule means little if copies can remain indefinitely in email accounts, local folders, or outside agency files. The U.S. Bureau of Justice Assistance’s [license plate reader policy template](https://bja.ojp.gov/doc/lpr-policy-development-template.pdf) emphasizes written rules for collection, access, use, sharing, retention, deletion, accountability, and audits. The guidance was developed for justice agencies, but the same questions belong in any school district operating a vehicle-surveillance system. ## **Seven Decisions Districts Must Make in Public** Buying cameras is the easy part. Governing them requires a district to draw clear lines before the first plate is scanned. - **Define the purpose.** A policy should name the situations in which a search is allowed, such as a credible threat, stolen vehicle, missing person, documented no-trespass order, or investigation of a specific incident. “General school safety” is too broad to protect against mission creep. - **Prohibit misuse.** The same policy should bar searches driven by curiosity, routine monitoring of employee attendance, tracking students without a documented safety reason, or monitoring lawful protests, union activity, religious services, and other constitutionally protected activity. - **Limit and verify access.** Only employees with a legitimate operational need should be able to search the system. Each search should require a documented reason and, when appropriate, an incident or case number. A plate match must be verified before staff or police take high-risk action; an alert is an investigative lead, not proof. - **Control outside sharing.** District leaders should be able to name every agency with direct or network access to school-camera data. Sharing should be narrow, intentional, approved in writing, and reviewed regularly. Default settings should never substitute for a school board decision. - **Set a retention rule that covers copies.** The district should choose the shortest practical period and place it in both policy and contract language. The same rule must address downloads, exports, screenshots, investigative files, and data held by partners. - **Tell the community before installation.** Camera purposes, general locations, retention rules, sharing arrangements, and complaint procedures should be available in plain language. Public board discussion, visible notice near monitored entrances, and an accessible online policy should come before deployment, not after questions arise. - **Measure whether the cameras work.** An annual report should include the number of alerts, searches, confirmed matches, incidents assisted, false or unconfirmed alerts, outside-agency searches, policy violations, and total program cost. Renewal should require a fresh public review. If the cameras are not delivering enough safety value to justify their cost and intrusion, the district should reduce or end the program. ## **Safety Depends on Trust** The debate over Flock cameras in schools is often framed as a choice between safety and privacy. Schools cannot afford to surrender either one. An automatic license plate reader can provide crucial evidence after a crime and an early warning when a known threat reaches campus. It can also create a detailed record of when students, employees, families, and visitors arrive and leave, then make that information available beyond the people who collected it. That does not make the technology inherently good or inherently harmful. It makes the rules around it essential. Before turning on the cameras, a district should be able to explain what is collected, why it is needed, who can search it, who can receive it, how long it remains, and how the public will know whether the system is working. If a school cannot answer those questions openly, it is not ready to scan the first plate. ***edCircuit note:** Readers can explore [DeFlock Maps](https://maps.deflock.org), an open-source, community-driven map of reported ALPR locations. Because the information is crowdsourced through OpenStreetMap, locations may be incomplete, outdated, or incorrectly identified.* [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety **Tags:** Headline --- ### [Family Engagement Is the Intervention](https://edcircuit.com/family-engagement-is-the-intervention/) **Published:** August 13, 2026 **Author:** EdCircuit Staff **Excerpt:** CA law ends punitive truancy notices as Nuview, Gerber and Mountain View school districts prove family engagement, not compliance, drives real attendance gains. **Content:** For decades, the default response to a student’s mounting absences was a letter. If the letter failed, a meeting. If the meeting failed, a formal hearing. The logic was compliance: escalate consequences until behavior changed. It rarely worked. And the escalation often never reached the families who needed help most: those experiencing housing instability, living in rural communities where mail runs slow, or juggling multiple jobs. Punishment was never going to bring students back. California has now written that lesson into law. Since July 2025, Senate Bill 691 has required schools to strip the punitive language from initial truancy notices and replace it with offers of help: meetings with school staff, alternative programs, referrals to mental health and support services. On Jan. 1, 2026, Assembly Bill 461 repealed the Penal Code section that allowed the state to fine parents of chronically truant children up to $2,000 or jail them for up to a year. And under [Education Code 48326](https://law.justia.com/codes/california/code-edc/title-2/division-4/part-27/chapter-2/article-8/section-48326/), the California Department of Education must publish statewide guidance on reducing chronic absenteeism by the start of the 2026-27 school year, which is this summer. That guidance will include how to form school-site absence intervention teams that put attendance staff, counselors, health personnel, and community partners around the same table. Taken together with [California’s pledge](https://edsource.org/2025/california-chronic-absenteeism-reduction/739084) to cut chronic absence in half by 2030, these laws mark the end of the compliance era. The harder question is what replaces it. The districts already making the most meaningful progress have an answer. They stopped escalating consequences and started building relationships with families: consistently, proactively, and at scale. Their results make the case that family engagement isn’t a supplement to attendance work. It is the intervention. ## **The message families never got** In Nuview Union School District in rural Riverside County, about 10% of students experience homelessness. Mail is unreliable. Formal hearing notices went unanswered, not out of defiance, but because they never arrived or arrived too late to matter. Chronic absenteeism climbed as high as 40 percent. When Dr. Anny Iacono, the district’s director of special education and student services, supplemented letters with two-way text messages and emails, something unexpected happened. Families answered. Nearly all of them. Staff accustomed to silence suddenly had a hundred messages to answer, with many families responding to attendance outreach for the first time. What the messages said mattered as much as how they were sent. A warm note telling a parent their child was missed that day communicated something no compliance letter could: that the child was valued. Districtwide attendance rose from 92.7% to 94.9%. Every school improved. And parents began arriving at formal attendance review meetings, neither surprised nor defensive, because the school had already been talking with them for months. ## **A village, not a hearing** At Gerber Union Elementary School District and Mountain View School District in El Monte, the breakthrough came when attendance stopped being one person’s job. Under the old model, students slipped through the cracks not because no one cared, but because no one shared a full picture of what was happening, and no standing structure existed to act on it together. Gerber built a weekly attendance team that brings together the assistant principal, counselor, family engagement liaison, wellness coach, secretary, and a county office SARB representative to review data tier by tier every Wednesday. Mountain View consolidated principals, community liaisons, and health clerks across eight campuses into a single shared system, so multiple adults were watching the same student at the same time. These teams look strikingly like the school-site absence intervention teams the state’s forthcoming guidance describes. They simply didn’t wait to be asked. Families felt the difference immediately. Instead of hearing from one staff member about absences, they heard from a coordinated team with a different message. “Now you have a village behind a student, not just an individual who is hounding you down because you are not coming to school,” said Diego Reyes, Mountain View’s Student and Family Support Services Technician. Both districts also invested in something that costs almost nothing: positive outreach. Celebratory messages to the families of students who attend consistently. Recognition for improvement. Some Mountain View students told staff they came to school hoping to receive an encouraging note from their principal, and some families called the office just to say thank you. At Gerber, the response was the same. “We get a lot of positive feedback when we send our Tier 1 messages out. Parents say, ‘Thank you so much. We’re trying really hard, we appreciate the recognition,’” said Vanessa Ortiz, the district’s assistant principal. The results followed. Since launching weekly attendance meetings in February, Gerber has held daily attendance above 90%, up from a low of 84% in late January. Mountain View has sustained two consecutive years of districtwide gains across its eight schools. ## **What engagement at scale actually requires** The standing objection to relationship-based approaches is scale. A principal in a 300-student school can know every family personally. A district serving thousands of students in multiple languages cannot operate the same way. What these districts demonstrate is that the infrastructure for family engagement at scale is buildable, but it requires deliberate design. Shared attendance data keeps multiple staff aligned on the same student. Communication in a family’s home language removes barriers that paper never addressed. A weekly team cadence keeps students from slipping through. And positive outreach, sent routinely rather than reactively, builds the goodwill that makes harder conversations possible. Families who only hear from school in moments of conflict arrive defensively. Families who have received recognition, encouragement, and useful information all year arrive as equal partners. The common thread isn’t a program or a platform. It’s a set of choices: reaching families before the crisis, distributing responsibility across a team, leading with care alongside compliance, and connecting families to resources early enough to matter. As Dr. Iacono’s team learned, districts can offer every intervention and wraparound service available, but none of it works if families never hear about it. Unified, accessible family engagement infrastructure is foundational to this work. California’s new laws have settled the argument that chronic absenteeism is not a compliance problem. It is a connection problem. The state is giving districts a roadmap for what to start doing. Nuview, Gerber, and Mountain View are already showing it works. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Alex Meis, VP of Attendance Strategy at ParentSquare](https://edcircuit.com/wp-content/uploads/2026/08/alex-meis_2-1.png) ](https://edcircuit.com/author/alex-meis/) [Alex Meis](https://edcircuit.com/author/alex-meis/ "Alex Meis"): Author Alex Meis, MPA, is Vice President of Attendance Strategy at ParentSquare, leading attendance innovation efforts supporting 22 million families nationwide. She co-founded an attendance improvement company and published research on attendance interventions with Harvard’s Proving Ground and the Deputy Mayor for Education’s Office in Washington, D.C. [ ](https://www.linkedin.com/in/alexandrameis/) [ View all posts ](https://edcircuit.com/author/alex-meis/ "View all posts") [ ](https://www.parentsquare.com/) **Categories:** Community, Hot Topics **Tags:** Headline --- ### [From Learning Loss to Lasting Impact: How Our District Built Teacher Capacity Through Math Professional Learning](https://edcircuit.com/from-learning-loss-to-lasting-impact-how-our-district-built-teacher-capacity-through-math-professional-learning/) **Published:** August 14, 2026 **Author:** EdCircuit Staff **Excerpt:** Beaufort County Schools addressed post-pandemic math gaps by investing in teacher capacity, conceptual instruction, and student thinking. **Content:** Like many districts across the country, our district saw a concerning decline in student math achievement after the COVID-19 pandemic. We could see the gap growing, but we struggled to pinpoint *why* it was happening. As Director of Curriculum & Instruction, I decided to take a deep dive into our math assessment data. When I broke it down by strand, I found the problem: key foundational concepts, like fractions, were consistently the weak point across all levels. These skills are the building blocks for growth and success in mathematics, so we knew we had to take action to boost math achievement in our schools. If students don’t have a strong grasp on these early concepts, the gaps only widen over time. ### **Improving achievement begins with instruction** As we dug deeper to pinpoint the root of the issue, it became clear that this was not just a student deficit—it was also an instructional one. Many of our teachers, like many educators nationwide, learned math themselves through a procedural approach, following a series of steps to get the right answer. This method works during the learning phase when math problems are simple, but it doesn’t scale well as learners advance to more complex math. In the classroom, that meant that teachers often resorted to instruction focused on algorithms rather than conceptual understanding. Students often reached the right answer, but they didn’t understand the “why” behind it. Teachers had no trouble recognizing when students reached the wrong solution, but without the context of *why* the answer was wrong, teachers struggled to diagnose and address the underlying misconceptions. ### **Supporting teachers with a stronger foundation** It was clear that both our students and teachers needed support in mathematics, and we realized quickly that adopting a new curriculum or investing in technology would not be enough to solve this problem. If we wanted to improve student outcomes in a meaningful, sustainable way, we needed to invest in our teachers. We needed to build our educators’ capacity to understand mathematics deeply and to respond to student thinking in real time. That realization led us to implement the [Ongoing Assessment Project](https://www.bwwalch.com/) (OGAP), a professional learning solution for mathematics. We were drawn to the program because of its solid foundation in research and its focus on how students *actually* learn. It’s not a program that sits on top of instruction; it’s a deep professional learning experience that transforms how teachers understand math and think about math instruction. The program focuses on learning progressions, helping educators understand how mathematical concepts develop over time and how to meet students wherever they are in that progression. ### **Targeting implementation for the biggest impact** We began our implementation by focusing on the area where our data showed the greatest need: fractions. The first session was at a targeted group of schools, and in addition to our teachers, we invited instructional coaches and school leaders to participate in the training. This was intentional, supporting an extension of learning beyond individual classrooms to become part of the broader instructional culture across our district. Even in the early days of our implementation, we saw a noticeable shift in how teachers approached math instruction. They became more focused on the “why” behind math concepts, asking students to explain their thinking and discuss their strategies with their peers. Students responded well to this shift, engaging in mathematics at a whole new level. At the same time, something equally powerful happened among our educators. Instead of merely focusing on how to turn wrong answers into right ones, teachers began to examine students’ thinking and use that insight to improve future instruction. In our professional learning communities, teachers and instructional coaches began leveraging real student work to decide next steps. This created a shared language and framework for discussing math, supporting a collaborative environment for impactful instructional change. ### **A Transformative Professional Learning Experience** Our educators now have a deeper understanding of mathematical progressions and are better equipped to identify and address misconceptions. This shift in how they see their role in the learning process has led to greater confidence in teaching math conceptually and adapting instruction based on student needs. Perhaps most importantly, they see themselves as learners—continuously refining their practice to better serve their students. We are already seeing early signs that this initiative is making a difference. In some classrooms, we are seeing improvements in student performance and a reduction in the number of students struggling at the lowest levels. Across our district—even in some schools that have yet to hold their professional trainings—student engagement is noticeably stronger. When students understand the “why” behind math, they are more willing to participate, take risks, and persist through challenges. ### **Lasting impact for math instruction** Professional development is often viewed as something separate from the day-to-day work of teaching. But when it is connected to real classroom practice and equips educators with a whole new mindset on instruction, it becomes a powerful driver of change. Our district’s experience will continue to evolve, but the impact has already taken root. By focusing on teacher capacity, we are building a stronger foundation for math instruction and improved student outcomes. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Head-and-shoulders portrait of a smiling Black woman with shoulder-length black hair, wearing a dark blazer against a blue textured background.](https://edcircuit.com/wp-content/uploads/2026/08/1709864943448.jpeg) ](https://edcircuit.com/author/dr-mona-dickson/) [Dr. Mona Dickson](https://edcircuit.com/author/dr-mona-dickson/ "Dr. Mona Dickson"): Author Dr. Mona Dickson is the Executive Director of Curriculum & Instruction for Beaufort County Schools in South Carolina. [ ](https://www.linkedin.com/in/mona-dickson-0186bb28/) [ View all posts ](https://edcircuit.com/author/dr-mona-dickson/ "View all posts") [ ](https://www.beaufortschools.net/) **Categories:** Educators, K-12 Teachers, Professional Development **Tags:** Headline --- ### [Summer Jobs Build Skills Beyond the Paycheck](https://edcircuit.com/summer-jobs-build-skills-beyond-the-paycheck/) **Published:** August 14, 2026 **Author:** EdCircuit Staff **Excerpt:** Summer jobs help high school students gain confidence, workplace skills, financial responsibility, and real-world experience for future success. **Content:** Summer jobs have long been considered a rite of passage for high school students, but their value extends far beyond earning a paycheck. Whether students are serving ice cream on a hot July afternoon, stocking shelves at a local grocery store, lifeguarding at the community pool, assisting at a summer camp, working construction alongside family members, or helping customers at a neighborhood coffee shop, each experience teaches lessons that cannot be replicated inside a classroom. For many teenagers, [a summer job marks the first time someone outside their family relies on them](https://fortune.com/well/article/teen-summer-job-mental-health-self-esteem/). An employer expects them to arrive on time, complete responsibilities, solve problems, and contribute to a team. Customers expect courtesy and professionalism. Coworkers depend on them to carry their share of the workload. These expectations may seem ordinary to adults, but for a teenager, they represent a significant step toward independence and adulthood. While schools prepare students academically, summer employment provides a different kind of education—one grounded in responsibility, communication, resilience, and personal growth. It is often the place where young people begin to discover not only what they want to do in life, but also the kind of person they want to become. ## **The First Paycheck Means More Than Money** Ask almost any adult about their first job, and chances are they can still remember where they worked, who trained them, and how it felt to receive that very first paycheck. It is a milestone unlike any other. For the first time, students see a direct connection between effort and reward. They realize that every shift worked, every customer helped, and every task completed contributes to something tangible. That first paycheck often becomes more than spending money—it represents pride, accomplishment, and independence. Some students choose to save for college. Others purchase a first car, contribute to family expenses, or simply enjoy buying something with money they earned themselves. Regardless of how the paycheck is spent, the lesson remains the same: hard work creates opportunities. That understanding often changes how students view both work and money for years to come. ## **Responsibility Begins With Showing Up** Perhaps the greatest lesson a summer job teaches is [accountability](https://globalyouth.wharton.upenn.edu/articles/world-economy/value-summer-job/). Teachers may remind students about deadlines, and parents may encourage them to complete chores, but the workplace introduces a different level of responsibility. Employees are expected to be dependable. Arriving late affects coworkers. Missing a shift impacts the entire team. Forgetting a task may inconvenience customers or create additional work for someone else. These experiences help teenagers recognize that their actions have real consequences beyond themselves. Over time, students begin managing schedules, balancing social activities with work commitments, communicating professionally when conflicts arise, and taking ownership of their responsibilities. These are habits that serve them well throughout college, careers, and life. ## **Confidence Is Built One Conversation at a Time** For many teenagers, speaking with strangers can feel intimidating. A summer job changes that. Every interaction with a customer, coworker, supervisor, or vendor becomes an opportunity to strengthen communication skills. Students learn how to greet people professionally, answer questions, solve problems, and remain calm when situations become challenging. They also discover that confidence is not something people are born with. Confidence is developed through repetition. The student who nervously greeted their first customer in June may confidently manage a busy lunch rush by August. The teenager who once hesitated to answer the phone may eventually train new employees before summer ends. Growth happens gradually, often without students realizing just how much they have changed. ## **Teamwork Looks Different Outside the Classroom** Schools frequently assign group projects, but the workplace offers an entirely different perspective on teamwork. Success depends on everyone doing their part. Restaurant kitchens rely on cooks, servers, hosts, and dishwashers working together. Retail stores depend on cashiers, stock associates, and managers communicating effectively. Landscaping crews complete projects only when every person contributes. Summer camps succeed because counselors support one another throughout long days. Students quickly learn that every role matters. They also gain respect for people whose work may have previously gone unnoticed. Understanding the importance of collaboration helps students appreciate diverse skills and recognize that successful teams are built on trust, communication, and shared responsibility. ## **Mistakes Become Valuable Teachers** Every student will make mistakes. An incorrect order. A forgotten task. A scheduling mix-up. An unhappy customer. While these moments may feel discouraging, they often become the most valuable learning experiences of the summer. Students discover that mistakes do not define them. What matters is how they respond. They learn to apologize when necessary, ask questions, accept feedback, and improve. These moments build resilience and teach an important lesson: success is rarely about being perfect. It is about continuing to grow. That mindset often carries into academics, athletics, and future careers. ## **Learning the Value of Every Dollar** Before earning their own income, many teenagers view money differently. A summer job changes that perspective. Students begin to understand budgeting, taxes, savings, and financial planning in practical ways. They recognize how long it takes to earn enough money for a concert ticket, a new phone, or a weekend trip with friends. Many also begin saving for college tuition, books, transportation, or future expenses. This firsthand experience often encourages smarter financial decisions and creates habits that can last a lifetime. Financial literacy is one of the most valuable life skills students can develop, and summer employment provides an authentic classroom for learning it. ## **Discovering New Career Possibilities** Not every summer job becomes a lifelong career, but nearly every summer job teaches students something about the future. A student working in a veterinary clinic may discover a passion for animal care. Someone assisting at a daycare may decide to pursue education. A construction job might spark interest in engineering, architecture, or skilled trades. Working in a hospital cafeteria may introduce students to healthcare careers they had never considered. Even when students realize a particular career is not the right fit, that discovery is valuable. Every experience helps narrow future choices and provides greater clarity about personal interests and strengths. ## **Building a Résumé Before Graduation** One of the hidden advantages of summer employment is that it gives students meaningful experiences to discuss during future interviews. Employers and college admissions officers appreciate applicants who demonstrate initiative, responsibility, and perseverance. A high school student who can describe managing customers, solving problems, training coworkers, or balancing academics with employment brings real-world experiences that set them apart. Even jobs that may seem ordinary often reveal extraordinary growth. Future employers rarely expect teenagers to have decades of experience. They want evidence that applicants are dependable, willing to learn, and capable of working with others. Summer jobs provide exactly that. ## **Mentors Often Appear in Unexpected Places** Some of the most influential adults in a student’s life may never stand at the front of a classroom. Managers, supervisors, business owners, and experienced coworkers frequently become mentors. They encourage students after difficult days, celebrate successes, provide honest feedback, and demonstrate what professionalism looks like. These relationships can influence future career choices, inspire confidence, and even lead to internships, recommendations, scholarships, or future employment opportunities. Many adults can trace their professional journey back to someone who took a chance on them during their very first job. ## **Parents and Communities Benefit Too** The value of summer jobs extends beyond individual students. Families often see teenagers become more independent, responsible, and appreciative of the effort required to earn a living. Communities benefit from businesses investing in young workers and helping prepare the next generation of employees and leaders. Employers also gain fresh perspectives, enthusiasm, and energy while providing valuable mentorship that strengthens the local workforce. When communities invest in student employment opportunities, everyone benefits. ## **More Than a Summer** By the time school resumes, many students return with something far more valuable than extra spending money. They have learned how to communicate professionally. They understand the importance of reliability. They have experienced success, failure, teamwork, and perseverance. They have developed confidence that cannot be taught from a textbook. Those lessons often show up in classrooms as improved time management, stronger leadership, greater maturity, and increased motivation. Teachers notice it. Parents notice it. Students notice it. ## **Every Shift Builds the Future** Years from now, most adults will not remember exactly how much they earned during their first summer job. They may not remember every schedule or every task they completed. What they often remember are the moments that shaped them—the manager who believed in their potential, the coworker who taught them patience, the customer who thanked them for exceptional service, or the satisfaction of solving a difficult problem on their own. Those moments become part of who they are. Summer jobs remind students that success is not built overnight. It grows one shift, one challenge, one lesson, and one opportunity at a time. Whether a student dreams of becoming a teacher, entrepreneur, engineer, healthcare professional, skilled trades worker, business owner, or public servant, the habits developed during those first work experiences become building blocks for future achievement. The paycheck may be spent before autumn arrives, but the lessons remain for a lifetime. A summer job is never just a summer job. It is often the first chapter in a lifelong story of growth, purpose, and possibility. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Community, Hot Topics - controversial **Tags:** Headline --- ### [Why School Culture Matters More Than Ever](https://edcircuit.com/why-school-culture-matters-more-than-ever/) **Published:** September 7, 2026 **Author:** EdCircuit Staff **Excerpt:** Why school culture matters more than ever starts with relationships, trust, and belonging. Strong cultures help schools thrive. **Content:** Why [school culture](https://www.gse.harvard.edu/ideas/usable-knowledge/18/07/what-makes-good-school-culture) matters more than ever has become one of the most important conversations in education. A student walks into school feeling anxious about the day ahead. A first-year teacher wonders if they are truly prepared for the challenges that await them. A principal begins the morning facing a dozen unexpected issues before the first bell even rings. A parent sends an email hoping someone will listen. The experiences each of these individuals have throughout the day will be influenced by something that rarely appears on a report card, strategic plan, or accountability measure. School culture. At a time when schools are navigating teacher shortages, student mental health concerns, increasing expectations, and rapidly changing technologies, culture has emerged as one of the most important factors influencing success. It impacts how people feel, how they work together, how they respond to challenges, and ultimately how they serve students. School culture is often described as “the way we do things here,” but that definition only scratches the surface. Culture is the feeling people experience when they walk through the doors of a school. It is reflected in how students treat one another, how teachers collaborate, how support staff interact with families, and how leaders respond during both successes and setbacks. It is not found in posters hanging on walls. It is found in people. Every school has a culture. The question is whether that culture is being intentionally built or unintentionally created. ## **Culture Is More Than Climate** While the terms are often used interchangeably, culture and climate are not the same thing. Climate reflects how people feel in a particular moment. Culture reflects the beliefs, values, and behaviors that endure over time. A school may experience a positive climate because of a successful event, a championship season, or an exciting initiative. Culture, however, is deeper. It remains when challenges arise and difficult decisions must be made. Strong cultures create stability during uncertain times. They help schools navigate leadership transitions, staffing changes, budget constraints, and unexpected obstacles. When people share a common purpose and trust one another, they are more likely to work together to solve problems rather than allowing challenges to divide them. The strongest schools understand that[ culture cannot be addressed during a single professional development session or staff meeting](https://mentalhealthiness.com/2025/07/14/how-culture-shapes-what-we-feel-think-and-diagnose/). It must be nurtured every day. ## **You Can Feel Culture Before You Can Measure It** One of the most interesting aspects of culture is that people often experience it before they can describe it. Visitors know within minutes whether a school feels welcoming. Students notice whether adults greet them in the hallway. Families observe how they are treated when they enter the front office. Teachers pay attention to how colleagues interact and whether collaboration feels genuine. Support staff notice whether their contributions are respected and valued. These observations may seem small, but together they create powerful impressions. Culture becomes visible through behaviors long before it appears in survey results, improvement plans, or strategic goals. It can be seen in smiles, conversations, relationships, and daily interactions. People may not always be able to define culture. But they can certainly feel it. ## **Relationships Are the Real Curriculum** At the heart of every positive school culture are relationships. Students learn best when they feel connected to the adults around them. Teachers perform at their highest levels when they feel supported by colleagues and leaders. Families become stronger partners when they trust the people educating their children. Relationships create belonging. Belonging creates engagement. A student who feels valued is more likely to participate, attend regularly, and persevere through challenges. A teacher who feels connected to their colleagues is more likely to remain in the profession and contribute to the school community. A family that feels welcomed is more likely to engage with the school and support student success. Technology, curriculum, facilities, and resources all matter. But relationships remain the foundation upon which everything else is built. In many ways, relationships are the real curriculum. ## **Leadership Sets the Tone** Principals play a critical role in shaping culture because they influence the environment in which teachers, students, and staff work every day. The most effective school leaders understand that culture is built through consistency rather than slogans. It is created through visibility, communication, trust, and the willingness to listen. Teachers and staff pay close attention to how leaders respond to challenges, celebrate successes, and support people during difficult moments. Strong leaders recognize that culture cannot be mandated. It must be modeled. The way a principal treats teachers often becomes the way teachers treat students. The way administrators collaborate with staff frequently becomes the standard for collaboration throughout the building. Leadership matters because people pay attention to what leaders do far more than what leaders say. ## **Teachers Are Culture Builders** Teachers influence school culture every day through their interactions with students and colleagues. A welcoming classroom, a positive attitude, a willingness to collaborate, and a commitment to helping students succeed all contribute to the broader culture of the school. Students may interact with dozens of adults throughout the year, but few relationships influence their experience more than those developed with their teachers. Educators also shape the experiences of one another. Schools where teachers share ideas, celebrate successes, and support colleagues during difficult times tend to foster stronger cultures than those where individuals operate in isolation. Great cultures are rarely created by a single leader. They are built collectively by educators who believe in a shared purpose. ## **Support Staff Help Define the Experience** Some of the most important contributors to school culture work outside traditional classrooms. Support staff members often become the first faces students and families encounter each day. Office professionals welcome visitors, bus drivers greet students, cafeteria employees create connections, custodians maintain safe and welcoming environments, and paraprofessionals provide critical support for student success. These interactions may seem small, but they accumulate over time and shape how people feel about a school. Many support staff members become the institutional memory of a building, carrying traditions, stories, and relationships across generations. Their contributions help transform schools from organizations into communities. Culture is everyone’s responsibility. And support staff often help define it more than people realize. ## **Students Want to Belong** Students may not use the phrase “school culture,” but they understand it. They know whether they feel welcome. They know whether adults care about them. They know whether their voices matter. Students thrive in environments where they feel safe, respected, and valued. Schools that actively seek student input and create opportunities for meaningful engagement often experience stronger connections and better outcomes. Belonging is not a bonus feature of education. It is a fundamental human need. When schools create cultures where students feel seen, heard, and valued, academic success often follows. ## **Families Strengthen School Communities** Culture does not stop at the school doors. Families play an essential role in shaping school communities and reinforcing the values schools hope to promote. When parents and guardians feel welcomed and respected, partnerships become stronger and communication becomes more effective. Trust between schools and families is built over time through consistent actions. It grows when schools communicate openly, listen actively, and demonstrate a genuine commitment to student success. The strongest school cultures recognize that education is a partnership. Students benefit most when schools and families work together toward common goals. ## **Culture Impacts Retention** One of the most overlooked benefits of a strong school culture is its impact on retaining talented educators and staff. Teachers stay where they feel valued. Support staff remain where they feel respected. Leaders thrive where they feel supported. While compensation, benefits, and professional growth opportunities matter, culture often determines whether people choose to stay when challenges arise. Schools with strong cultures create environments where people feel connected to something larger than themselves. They foster relationships that help educators navigate difficult days and celebrate meaningful successes. In many ways, culture has become a school’s greatest competitive advantage. ## **Great Schools Are Built on Purpose** Academic achievement matters. Student growth matters. Innovation matters. But none of these things happen in isolation. They happen because people come together around a shared purpose and commit to creating environments where students and educators can thrive. Long after students forget a lesson, they remember how a school made them feel. Long after teachers leave a building, they remember whether they felt valued. Long after families move on, they remember whether they felt welcomed. Schools will continue to face new challenges, evolving expectations, and changing technologies. Yet one truth remains constant. People want to belong. Students want to belong. Teachers want to belong. Families want to belong. Support staff want to belong. Leaders want to belong. The strongest school cultures understand this simple reality and intentionally create environments where every person feels valued, respected, and connected to a shared purpose. Because when culture is strong, people thrive. And when people thrive, everything else becomes possible. **[Edutopia](https://www.youtube.com/@edutopia) – [4 Tried-and-True Ways Principals Can Strengthen School Culture](https://www.youtube.com/watch?v=gtjIur_2Xcs)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [Top AI Tools for Back to School in 2026](https://edcircuit.com/top-ai-tools-for-back-to-school-in-2026/) **Published:** August 12, 2026 **Author:** EdCircuit Staff **Excerpt:** Discover the top AI tools for back to school in 2026 and how educators can use them responsibly for planning, differentiation, feedback, and learning. **Content:** AI tools for back to school are arriving with ambitious promises: faster planning, personalized learning, immediate feedback, and less administrative work. For educators already managing new students, new schedules, and new expectations, those promises are difficult to ignore. But back-to-school season is also the wrong time to chase every new platform. Teachers do not need a larger collection of apps. They need a small number of approved tools that solve recurring problems, fit existing workflows, and protect the time and trust at the center of teaching. The question is no longer, “What are the best AI tools?” It is, “Which tools have earned a place in our schools, and what specific problem will each one solve?” A district may need to reduce lesson-planning time. A teacher may need to make grade-level content accessible to multilingual learners. A principal may want to analyze staff feedback. Students may need guided tutoring that strengthens their thinking without completing the work for them. No single platform is the best answer to all of these needs. The most effective back-to-school strategy is to match each tool to a defined purpose. ## **Choose One Core AI Assistant** ChatGPT, Gemini, and Microsoft Copilot overlap in many ways. All three can draft materials, summarize documents, develop questions, analyze information, and support planning. Most schools do not need teachers switching among all three. The best choice may be the one that aligns with the district’s existing technology environment. ### **ChatGPT for Teachers** [ChatGPT for Teachers](https://help.openai.com/en/articles/12844995-chatgpt-for-teachers) is a strong option for flexible, multistep work involving documents, research, images, data, and writing. A teacher preparing for the first week of school could upload a course outline and ask ChatGPT to identify essential concepts, develop opening activities, create a family introduction, and build a student-friendly overview. The teacher can then revise the materials to reflect the curriculum, school expectations, and their own voice. The teacher version includes a school-focused workspace, administrative controls, and education-grade privacy protections. It is free to verified U.S. K–12 educators through June 2027 but is not currently intended for student accounts. **Watch for:** A polished response can still contain errors, weak questions, or assumptions that do not fit the classroom. Educators must verify every instructional resource before using it. ### **Gemini for Education and Gemini Notebook** [Gemini for Education](https://edu.google.com/intl/ALL_us/ai/gemini-for-education/) is a natural fit for schools working primarily in Google Workspace. It can assist with lesson planning, assessment development, communication, differentiation, and administrative work. [Gemini Notebook](https://edu.google.com/ai-gemini-notebook/) adds an important layer of source control. Teachers can upload standards, course readings, policies, presentations, websites, and other approved resources. The tool then generates summaries, study guides, questions, audio overviews, and other materials grounded in those sources. A curriculum team, for example, could upload its pacing guide and required texts, then use Gemini Notebook to identify connections, develop discussion questions, and create a common study resource. **Watch for:** Source-grounded does not mean teacher-approved. The accuracy, rigor, and instructional value of the final material still require professional review. ### **Microsoft Copilot** [Microsoft Copilot for Education](https://www.microsoft.com/en-us/education/products/copilot-in-education) may be the most practical core assistant for districts already using Word, PowerPoint, Teams, OneDrive, and other Microsoft products. A school leader could use Copilot to summarize a staff survey, organize common concerns, draft an agenda, and prepare follow-up questions. Teachers can use it to develop lesson resources, presentations, rubrics, and communications without leaving the Microsoft environment. **Watch for:** Copilot capabilities vary by account type and license. District leaders should confirm which features, data protections, and administrative controls are actually available before rollout. ## **Reduce Workload Without Surrendering Judgment** General AI assistants are flexible, but education-specific platforms can make common teacher tasks easier to complete. ### **MagicSchool** [MagicSchool](https://www.magicschool.ai/) provides guided tools for lesson plans, rubrics, assessments, accommodations, intervention plans, family communication, and other educator responsibilities. Its structured approach is useful for teachers who are new to AI. Instead of writing a complex prompt, an educator can enter the grade, subject, objective, and desired format. A new teacher might use MagicSchool to develop a first draft of a classroom procedure, opening lesson, or parent newsletter. The value is the starting point—not a finished product ready to distribute. **Watch for:** Templates can make materials feel generic. Teachers must add local context, student needs, instructional priorities, and their own professional voice. ### **Brisk Teaching** [Brisk Teaching](https://www.briskteaching.com/) is useful for educators who want AI support inside the materials they already use. It works with documents, presentations, PDFs, websites, videos, and Google and Microsoft tools. A teacher reading an online article could use Brisk to create discussion questions, adjust the reading level, develop a quiz, or build a related lesson without copying the content into another platform. It can also help generate feedback on student writing. **Watch for:** Speed can encourage overproduction. More worksheets, questions, and feedback are not automatically better. Teachers should generate only what advances the learning objective. ## **Make Grade-Level Learning More Accessible** ### **Diffit** [Diffit](https://web.diffit.me/) addresses one of the hardest classroom challenges: helping students with different reading abilities and language backgrounds engage with the same essential content. Consider a middle school science class studying ecosystems. Rather than replacing the core text with a simpler topic, a teacher could use Diffit to create appropriate scaffolds, vocabulary support, comprehension questions, and accessible versions of the reading while preserving the scientific objective. That distinction matters. Effective differentiation changes the pathway into the learning, not the expectation that meaningful learning will occur. **Watch for:** Rewriting text can unintentionally remove important vocabulary, nuance, or disciplinary complexity. Teachers should compare adapted materials with the original before assigning them. ## **Put Guardrails Around Student-Facing AI** Student-facing AI requires more structure than teacher productivity tools. Giving students access to an open chatbot without a defined purpose is not an instructional strategy. ### **SchoolAI** [SchoolAI](https://schoolai.com/) allows teachers to create structured “Spaces” for activities, simulations, discussions, review, and guided practice. Its Mission Control feature helps teachers observe participation and identify where students may be confused or disengaged. A history teacher could create a Space in which students question a simulated historical figure, compare the responses with primary sources, and identify where the AI’s interpretation may be incomplete. That turns AI into an object of analysis rather than an unquestioned authority. **Watch for:** Monitoring tools support teacher awareness but do not replace active supervision, clear expectations, or direct interaction with students. ### **Khanmigo** [Khanmigo](https://www.khanmigo.ai/teachers) combines teacher-planning tools with tutoring connected to Khan Academy’s content library. Its student experience is designed to guide learners through questions and reasoning rather than immediately supplying an answer. A mathematics teacher might use Khanmigo for guided practice after direct instruction, then review student progress to identify misconceptions requiring small-group support. Student access generally requires parent enrollment or a participating school or district implementation. **Watch for:** AI tutoring should supplement instruction, not replace teacher explanation, peer discussion, productive struggle, or hands-on learning. ## **Support Visual and Creative Work** [Canva for Education](https://www.canva.com/ai-for-teachers/) can help educators create presentations, graphics, lesson materials, videos, and multimedia assignments. Its AI features can accelerate early design work, but students should not be graded simply on the quality of an AI-generated image or template. Strong assignments require students to explain their choices, revise the output, verify information, and connect the final product to the learning objective. **Watch for:** Visually impressive work can hide shallow thinking. Evaluate the reasoning and process behind the product, not just its appearance. ## **A Five-Question Test for Every AI Tool** Before introducing a platform, school leaders should ask: 1. What educational problem will this tool solve? 2. Does it fit the systems teachers already use? 3. What student or employee information does it collect, retain, or use? 4. Can teachers review and override its output? 5. How will we determine whether it improved teaching or learning? District approval must come before classroom experimentation with protected information. Educators should never enter student names, disability records, disciplinary information, confidential assessments, or other personally identifiable information into an unapproved AI platform. The U.S. Department of Education’s [Student Privacy Policy Office](https://studentprivacy.ed.gov/) provides guidance for evaluating educational technology and understanding FERPA responsibilities. ## **A Smarter Back-to-School Rollout** Schools do not need to wait for a perfect districtwide AI plan before beginning a careful, limited pilot. They do, however, need a disciplined starting point. During the first month, identify one recurring problem, select one approved tool, and test it with a small group of educators. Collect examples of what worked, what required correction, how much time was actually saved, and whether the final result improved instruction. Student-facing use should follow only after expectations, age requirements, privacy protections, teacher oversight, and learning objectives are clearly established. The schools that lead effectively with AI will not be the ones with the longest list of subscriptions. They will be the ones where educators can explain why a tool is being used, what learning it supports, what information it collects, and which decisions remain human. Start with one problem. Choose the tool intentionally. Keep the teacher responsible for the final decision. AI should provide educators with more time for judgment, creativity, feedback, and relationships—the work no platform can replace. ***Editor’s Note:** edCircuit is vendor-neutral and does not endorse any product, platform, or service mentioned in this article. Specific solutions are included solely to provide context and help readers evaluate the current AI landscape.* [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [New and Free Animated Series Tells the Story of the Father of Algebra](https://edcircuit.com/new-and-free-animated-series-tells-the-story-of-the-father-of-algebra/) **Published:** July 22, 2026 **Author:** Alyssa Reynolds **Excerpt:** A new, free AI-animated docudrama explores the life of Al-Khwarizmi and the origins of algebra and algorithms for today’s students. **Content:** Using up-to-the-minute technology to tell an ancient story, Spencer Striker Digital Learning recently released the first episode of [Al-Khwarizmi: Father of Algebra and the Algorithm](https://www.spencerstriker.com/media-kits). [An Original Docudrama Series](https://www.spencerstriker.com/al-khwarizmi). The 30-episode, AI-animated docudrama, presented in the vertical video format made popular by TikTok, tells the story of Al-Khwarizmi, a scholar who lived in ninth-century Baghdad. Al-Khwarizmi studied and wrote at The House of Wisdom, which was one of the world’s largest public libraries at the time, as well as a gathering place for writers, translators, and scientists exploring philosophy, mathematics, medicine, and astronomy. The series — available for free on [YouTube](https://www.youtube.com/@spencerstrikerdigitallearning) — dramatizes the young and hungry Al-Khwarizmi’s life at the House of Wisdom, where he combined Greek geometry and Indian arithmetic to create something new: the algorithm, which was named for him. Between 813 and 833, he compiled [*Al-Jabr*](https://en.wikipedia.org/wiki/Al-Jabr) (*The Compendious Book on Calculation by Completion and Balancing)*, which included the first system for solving linear and quadratic equations. When the title of the book was Anglicized, Al-Khwarizmi’s system became known as Algebra, the foundational advanced mathematics taught to middle-school age students around the world. The series was created by Spencer Striker, PhD, a professor of Digital Media Design at Northwestern University in Qatar. “Producing *Al-Khwarizmi: Father of Algebra and the Algorithm* is the culmination of deep research into the cultural and intellectual history of ancient Persia, combined with the prodigious talents of our creative team,” said Striker. “We are working at an exciting time, when AI film production in the hands of talented artists can create rich and beautiful work at a fraction of the cost and time of traditional filmmaking. Small, indie teams like ours can now produce original material with high production value relatively quickly and share the work with millions of people — and in our case, entirely for free.” Al-Khwarizmi: Father of Algebra and the Algorithm* was funded by the Doha Film Institute Web Series Grant and selected for the Qumra 2026 Series Lab. The first episode was published on July 15. On the date this article was published, five episodes were available on YouTube. The remainder of the series will be released daily at 10 a.m. ET throughout the summer of 2026. All 30 episodes will be available for free on [YouTube](https://www.youtube.com/@spencerstrikerdigitallearning). Striker, whose work includes interactive history, mobile games, VR, and documentaries, suggested that teachers could use *Al-Khwarizmi* as a teaching tool to engage their students in mathematics, social studies, or world history. Upon request, he will share his production notes so that high school teachers and college professors with classes in AI animation and filmmaking can share them with their students. Find contact information on the [series website](https://www.spencerstriker.com/media-kits). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Alyssa Reynolds](https://edcircuit.com/wp-content/uploads/lovable-avatars/alyssa-reynolds-525.webp) ](https://edcircuit.com/author/alyssapandopublicrelations-com/) [Alyssa Reynolds](https://edcircuit.com/author/alyssapandopublicrelations-com/ "Alyssa Reynolds"): Author [ View all posts ](https://edcircuit.com/author/alyssapandopublicrelations-com/ "View all posts") [ ](mailto:alyssa@pandopublicrelations.com) **Categories:** Artificial Intelligence, Educators, K-12 Teachers, Sponsored Article --- ### [Modern College Search Guide for Families](https://edcircuit.com/modern-college-search-guide-for-families/) **Published:** August 7, 2026 **Author:** EdCircuit Staff **Excerpt:** Modern college search strategies help families use AI, campus visits, admissions interviews, and career planning to find the right college fit. **Content:** Modern college search strategies have transformed nearly every aspect of how students and families find the right college. What was once a process built around guidebooks, brochures, and a handful of campus visits has evolved into a personalized journey powered by technology, meaningful conversations, and a growing emphasis on finding the right fit rather than simply the biggest name. Twenty years ago, many families gathered around the kitchen table with stacks of college catalogs, a notebook, and a highlighter. Weekend road trips were planned using printed maps, and much of what students learned came directly from admissions brochures. Today, a rising junior can compare dozens of colleges in an afternoon, explore residence halls through virtual tours, ask artificial intelligence to explain differences between engineering programs, and connect directly with an admissions counselor before ever stepping onto campus. The tools have changed. The expectations have changed. Even the definition of a successful college search has changed. Yet one thing remains exactly the same: every student is[ searching for a place where they can learn, grow](https://www.forbes.com/sites/brennanbarnard/2024/01/31/advice-for-kicking-off-your-college-search/), build lasting relationships, and begin writing the next chapter of their life. ## **The Search Begins Long Before Senior Year** For many students, the college search no longer starts during senior year. Increasingly, families begin exploring options during sophomore year, and many students spend their junior year refining their list rather than creating it. That extra time allows students to focus on what truly matters. Instead of rushing to submit applications, they can visit campuses, explore academic programs, consider career interests, and discover what type of learning environment will help them succeed. This shift has also changed the role of school counselors and educators. Rather than helping students simply meet application deadlines, they are guiding conversations about purpose, interests, financial planning, and long-term goals much earlier in a student’s high school career. The college search has become less about checking boxes and more about [thoughtful planning](https://www.carnegiehighered.com/nine-trends-shaping-student-search/). ## **Students Are Looking Beyond Prestige** Not long ago, conversations about college often centered on rankings and reputation. Today’s students are asking much different questions. Will professors know my name? Can I participate in undergraduate research? Will I have opportunities for internships during my first or second year? Is there support if I struggle academically? Can I see myself belonging here? Families are increasingly discovering that the “best” college is rarely the same for every student. A nationally recognized university may be the perfect fit for one learner, while another student may thrive at a smaller institution where class sizes are smaller, professors are more accessible, and leadership opportunities arrive much earlier. The conversation has shifted from **“What is the best college?”** to **“What is the best college for this student?”** That may be the most important change of all. ## **Admissions Offices Have Become Educational Partners** Perhaps one of the biggest misconceptions families still have is that admissions offices exist only to process applications. Today’s admissions professionals do much more. Many colleges encourage prospective students to contact the admissions office months before they apply. Those conversations can help families personalize campus visits, arrange meetings with faculty members, schedule admissions interviews, connect with academic departments, visit honors programs, speak with financial aid specialists, or even meet current students who share similar interests. Rather than simply arriving for a scheduled campus tour, students can create an experience tailored to their academic goals. An aspiring engineer may spend time inside engineering labs. A future teacher may meet faculty within the College of Education. A student-athlete might arrange time with the coaching staff. A student interested in cybersecurity could speak directly with professors about research opportunities and internship partnerships. Those personalized experiences often leave a much stronger impression than any brochure ever could. ## **Fall Has Become the Season to Visit** Summer campus visits remain valuable, but many admissions professionals believe the most meaningful visits happen after students return to campus. During the fall, colleges come alive. Residence halls are full. Student organizations are recruiting. Faculty members are teaching classes. Marching bands rehearse. Athletic events energize the campus. Dining halls buzz with conversation. Prospective students experience college as it truly exists. Many institutions now host large preview days that include admissions presentations, classroom observations, financial aid workshops, faculty panels, academic showcases, student-led tours, and opportunities to attend campus events. Students leave with something far more valuable than photographs. They leave with a feeling. Can I picture myself here? ## **Artificial Intelligence Is Changing the Conversation** Artificial intelligence has quickly become one of the most valuable planning tools available to families. Students are using AI to organize research, compare majors, summarize admissions requirements, identify scholarship opportunities, build travel itineraries, and prepare thoughtful questions before campus visits. Instead of asking generic questions online, students can now request customized comparisons based on academic interests, career goals, campus size, geographic location, or extracurricular opportunities. AI can help families narrow their choices, but it should never replace personal conversations or firsthand experiences. The most meaningful discoveries still happen while talking with professors, meeting current students, walking across campus, and imagining what everyday life might feel like. Technology can make the search smarter. People make the search meaningful. ## **Students Are Researching Colleges Differently** The college website is no longer the only source of information. Students want authentic perspectives. They explore student-created videos showing “a day in the life.” They read campus newspapers. They browse LinkedIn to see where graduates begin their careers. They watch student organization videos. They participate in virtual information sessions. They compare graduation rates, internship opportunities, research experiences, and alumni success stories. They even ask AI to organize everything into side-by-side comparisons. Today’s students expect transparency, and colleges are responding by sharing far more about campus life than ever before. ## **Career Outcomes Matter More Than Ever** Families continue asking an increasingly important question. “What happens after graduation?” The answer extends far beyond employment statistics. Students want to know whether internships are guaranteed, whether employers actively recruit on campus, whether undergraduate research is available, and whether graduates leave prepared for careers that continue evolving alongside technology. This focus has encouraged colleges to strengthen partnerships with employers, expand experiential learning opportunities, and better demonstrate the long-term value of their academic programs. Choosing a college has become as much about future opportunity as it is about the next four years. ## **Parents Are Guides, Not Drivers** Parents remain one of the most important influences during the college search, but their role has evolved. Rather than making every decision themselves, successful families often approach the process as partners. Parents ask thoughtful questions. Students provide honest answers. Together, they compare campuses, discuss finances, evaluate opportunities, and reflect after each visit. Admissions counselors consistently encourage students to lead conversations whenever possible. When students ask questions themselves, introduce themselves confidently, and engage with faculty and admissions representatives, they begin demonstrating the maturity colleges hope to see in future applicants. Parents help students prepare for the journey. Students ultimately choose the destination. ## **There Are More Pathways to Success** Another important change is the growing recognition that success looks different for every student. Four-year universities remain an outstanding option, but they are no longer viewed as the only pathway. Community colleges, technical education, apprenticeships, military service, industry certifications, transfer programs, and dual-enrollment opportunities have expanded educational choices in meaningful ways. Families are increasingly asking not, “Which college has the biggest name?” but rather, “Which pathway gives my student the greatest opportunity to succeed?” That shift reflects a broader understanding of higher education and workforce preparation. ## **The Search Is Becoming More Personal** Despite all the advances in technology, admissions strategies, and digital resources, the college search still comes down to something deeply human. Somewhere this fall, thousands of families will pull into campus parking lots before sunrise. They will walk across unfamiliar quads, listen to admissions presentations, peek inside residence halls, and quietly observe students hurrying to class. Most visits will end with conversations over lunch or during the drive home. “What did you think?” Sometimes the answer will be immediate. “I loved it.” Sometimes it will be uncertain. “I’m not sure.” And occasionally, a student will simply smile and say, “I could see myself here.” That feeling cannot be measured by rankings, enrollment numbers, or glossy brochures. It comes from finding a community where a student feels challenged, welcomed, supported, and inspired. Technology has changed how families search for colleges. Artificial intelligence has made research faster. Admissions offices have become more personalized. Career outcomes have become a larger part of the conversation. Students have more information than any previous generation. But the heart of the journey has never really changed. The goal is not to find the most famous college. The goal is to find the place where a student will discover who they are, who they hope to become, and where they will begin building a future filled with possibilities. And that is a search worth taking. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [Welcoming a New Principal Begins With Trust](https://edcircuit.com/welcoming-a-new-principal-begins-with-trust/) **Published:** August 6, 2026 **Author:** EdCircuit Staff **Excerpt:** Welcoming a new principal begins with trust, culture, and collaboration. Discover how school communities can help new leaders succeed. **Content:** Welcoming a new principal is about far more than introducing a new administrator to a building. It is an opportunity for an entire school community to demonstrate its culture, celebrate its traditions, and lay the foundation for a partnership that can positively impact students for years to come. While much attention is often focused on what a new principal should do during the first weeks and months, successful leadership transitions are never one-sided. Great schools understand that leadership is a shared responsibility and that everyone—from teachers and support staff to students, parents, district leaders, and school board members—plays a role in helping a new principal feel connected, valued, and supported. Walking through the doors of a new school for the first time as principal can be both exciting and intimidating. Behind the smiles and introductions are countless expectations, unanswered questions, and hopes for the future. New principals arrive eager to serve and ready to lead, but they are also entering communities with histories, traditions, and relationships that have been built over decades. Every school has its own personality, and understanding that personality takes time. The first impressions a principal experiences often shape not only their transition but also the culture they hope to foster moving forward. ## **Culture Is More Powerful Than Orientation** No handbook, strategic plan, or organizational chart can fully explain what makes a school special. Culture is not found in documents hanging on walls. It is experienced in hallways, classrooms, cafeterias, athletic fields, and front offices. It is revealed in how adults speak to one another, how students are treated, and how families are welcomed into the building. A new principal quickly notices whether people are optimistic or resistant, collaborative or isolated, supportive or skeptical. They see whether students are proud of their school and whether staff members genuinely enjoy working together. Those observations often communicate more than formal meetings ever could. Schools with strong cultures understand that welcoming a new leader is not about expecting immediate answers. Instead, it is about creating an atmosphere where listening, learning, and relationship-building can occur naturally. The most successful transitions begin with trust and patience rather than pressure and unrealistic expectations. ## **Teachers Help New Principals Understand the Heart of the School** Teachers are often the keepers of a school’s history and traditions. They understand the rhythms of the academic year, the stories behind annual events, and the values that have helped shape the community. Their knowledge and experience are invaluable to a principal who is trying to understand not only how the building operates but also why it operates that way. Successful teachers recognize that [every principal brings a unique leadership style and perspective](https://www.220leadership.com/blog/principal-leadership-styles/). Comparisons to previous administrators are inevitable, but continually measuring a new leader against the past can create barriers that prevent trust from developing. Strong relationships emerge when educators approach change with openness, professionalism, and a shared commitment to students. The most effective school communities are built when teachers and principals view one another not as separate groups but as partners working toward a common purpose. Honest communication, mutual respect, and a willingness to collaborate create the conditions necessary for both adults and students to thrive. ## **Support Staff Often Become a Principal’s Greatest Teachers** While teachers are central to the academic mission, support staff members are often the people who understand the daily heartbeat of the building better than anyone else. Office professionals, custodians, counselors, paraprofessionals, cafeteria employees, transportation personnel, and school resource officers possess a wealth of knowledge that cannot be found in reports or data dashboards. They know the traditions students cherish, the families who need additional support, and the routines that keep the school functioning smoothly. Their insights help new principals understand the unique character of the community they now serve. When support staff members are treated as respected partners, they become trusted advisors whose wisdom can make the difference between simply managing a building and truly leading a school. ## **Students Want Leaders Who Know Their Names and Their Stories** Students notice far more than adults sometimes realize. They observe how leaders interact with people, how decisions are made, and whether adults genuinely care about them. For students, a new principal represents possibility. Young people want leaders who know their names, celebrate their accomplishments, and believe in their potential. They want to feel heard and valued. The principals who leave lasting impressions are often those who spend time in classrooms, attend extracurricular events, greet students in the hallways, and prioritize relationships. Student voice is not merely an educational trend. It is an essential part of building trust. Schools that invite students into conversations about culture and community send a powerful message that everyone has a role in shaping the future. ## **Parents and Families Help Create Confidence** Families naturally wonder what changes a new principal might bring. Change often creates uncertainty, but open communication and a welcoming spirit can replace anxiety with confidence. Parents who approach new leadership with curiosity and goodwill help establish positive partnerships that benefit everyone involved. Sharing traditions, participating in school events, and maintaining constructive dialogue create opportunities for collaboration rather than conflict. Strong schools are built on trust between families and educators. When parents and principals work together with students at the center of every decision, communities become stronger and more connected. ## **District Leaders and School Boards Set the Tone** Leadership transitions require more than announcements and introductions. District leaders and school board members play a critical role in ensuring that principals receive the support necessary to succeed. Visible confidence from district leadership sends a powerful message to staff and the community. Mentorship, professional learning opportunities, and realistic expectations provide new principals with the stability needed to focus on relationships and instructional leadership. School boards also play an important role in shaping the public narrative surrounding leadership transitions. Their support helps reinforce that success is a collective effort and that building trust takes time. ## **Traditions Matter Because Schools Are Built on Stories** Principals do not inherit buildings. They inherit stories. They inherit championship banners hanging in gymnasiums, annual concerts that bring families together, beloved teachers who have impacted generations of students, and traditions that connect alumni with current learners. They inherit memories, pride, and expectations that extend far beyond academics. Wise principals understand that leadership is not about replacing a school’s identity but about honoring what makes the community special while preparing it for the future. Likewise, strong school communities understand that new leaders deserve the opportunity to add their own chapter to that story. The best transitions occur when communities embrace both continuity and growth. ## **New Principals Should Listen Before They Lead** The strongest leaders understand that their first responsibility is not to have all the answers. It is to ask questions, build relationships, and learn. Great principals spend their early months listening to teachers, students, support staff, families, and community members. They seek to understand before seeking to change. They recognize that trust cannot be demanded—it must be earned through consistency, humility, and service. Leadership is not about arriving with a list of solutions. It is about creating the conditions that allow others to succeed. ## **Great Schools Welcome People, Not Positions** Every principal eventually becomes the face of a school, but [no principal succeeds alone](https://www.naesp.org/resource/a-principals-influence-goes-well-beyond-academics/). The strongest leaders are not welcomed into buildings; they are welcomed into communities. When teachers, support staff, students, parents, district leaders, and school board members choose to embrace a new chapter together, they do far more than support a new administrator. They demonstrate the very culture they hope that leader will sustain. Long after the first introductions, faculty meetings, and opening-day celebrations have passed, people will remember how they made one another feel. They will remember whether relationships came before agendas and whether trust came before change. Because great schools are never defined solely by the person leading them. They are defined by the people who choose to lead together. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [AI for Students: A Parent’s Guide by Age](https://edcircuit.com/ai-for-students-a-parents-guide-by-age/) **Published:** August 5, 2026 **Author:** EdCircuit Staff **Excerpt:** AI for students can support learning when parents set age-appropriate boundaries and teach children to think, verify, and create independently. **Content:** AI for students often enters a family’s life through an ordinary moment: a parent asks about homework, and a child replies, “I already finished it with AI.” Did the tool explain a difficult idea, improve the child’s work, or quietly do the thinking for them? Artificial intelligence can serve as a tutor, brainstorming partner, editor, and study aid. It can also invent sources, weaken original thinking, and make finished work look far better than a student’s actual understanding. Parents can take a more useful role: coach. That means staying close when children are young, setting clear boundaries in middle school, and gradually handing them more responsibility in high school. The goal is not simply to raise children who know how to use AI. It is to raise young people who know what they should—and should not—ask it to do. ## **Parents Do Not Need to Master Every Tool** Many parents assume their children understand AI better than they do. Children may know where to click, but knowing how to open a chatbot is not the same as knowing how to judge its answer. Parents already bring something more important: knowledge of their child, their family’s values, and the difference between finishing and learning. A 2026 [Common Sense Media report](https://www.commonsensemedia.org/sites/default/files/research/report/commonsensemedia_generationai.pdf) found that 67% of children and teens said they use AI at least sometimes, while only 49% of parents said their child uses it. That gap matters. If parents wait until they fully understand every platform, the conversation may never happen. A better starting point is simple: “Show me how you are using it.” What follows should depend on the child’s age and readiness. ## **Elementary School: Explore Side by Side** For elementary-age children, AI should usually be a shared experience. Young children are still learning that a confident answer is not always a correct one. Because generative AI responds in a smooth, authoritative voice, a child may assume it knows more than it does. Keep early experiences low-stakes and creative. Ask for ideas for a science activity, clues about an animal, or the opening of a story the child must finish. Then ask, “Does that match your book?” or “What would you change?” Those questions return control to the child. AI has contributed something, but it has not become the author or source of truth. Explain that an AI system finds patterns in large amounts of information and predicts a response; it does not understand as a person does. When it gives a weak answer, investigate the mistake together. Catching AI being wrong is a powerful early lesson. Parents should review age requirements and privacy practices. [UNESCO’s guidance](https://www.unesco.org/en/articles/guidance-generative-ai-education-and-research) recommends age 13 as the minimum threshold for independent conversations with generative AI platforms. Children should never enter their full name, school, location, passwords, photographs, health information, or private family details. The family rule at this age can stay short: We use AI together to explore ideas. It does not do your schoolwork for you. ## **Middle School: Practice With Clear Boundaries** Middle school is where AI use becomes harder to monitor and more important to discuss. Students have more independence, more demanding assignments, and more temptation to look for a fast answer when they feel confused or rushed. A practical routine is: **think first, ask second, verify third.** Before opening an AI tool, the student should make an honest attempt: outline an idea, solve the first step, or produce a rough paragraph. AI can then explain the concept another way, create practice questions, or provide feedback. Finally, the student must check important claims against class materials and trustworthy sources. Make the difference between help and substitution easy to recognize. Asking AI to create a practice quiz supports studying. Asking it to write the history response removes the work the student needs to do. Feedback can strengthen a draft; submitting a generated paragraph as original work misrepresents what the student knows. AI may be permitted for one assignment and prohibited for another. A household rule cannot replace classroom directions. When the policy is unclear, students should ask the teacher. This is a good time to introduce an “AI receipt.” A student who uses AI should be prepared to explain: - Which tool was used - What the student asked it to do - What information or feedback it provided - What the student changed, rejected, or verified - Which parts of the final work are entirely the student’s own The receipt is a habit of transparency, not another formal assignment. If a child cannot explain how AI contributed, the tool probably did too much. Middle schoolers are also ready to learn about hallucinations, bias, manipulated media, and false citations. Ask them to compare two AI answers or locate the original source behind a claim. Testing a response teaches more than another warning not to trust everything online. ## **High School: Expect Accountable Independence** High school students need room to develop confidence. They will encounter AI in advanced courses, college planning, internships, and future workplaces. A complete ban may leave them unprepared. Unrestricted use can leave them unable to work without it. At this age, AI can become a legitimate learning partner. A student might rehearse an interview, challenge an argument with an opposing view, reorganize study notes, or request a new explanation after attempting a math problem. The student remains responsible for the facts, voice, and final product. More freedom should bring more accountability. Teens should preserve drafts, confirm quotations and citations in original sources, disclose AI assistance when required, and never fabricate data, references, or experiences. Uploading personal records, unpublished work, or someone else’s information can also create privacy concerns. Families also need direct conversations about deepfakes, impersonation, non-consensual images, and AI companions. [UNICEF’s 2026 guidance](https://www.unicef.org/media/181131/file/UNICEF-When-AI-becomes-friend-policy-brief-2026.pdf) stresses age-appropriate safeguards and transparency that users are interacting with a nonhuman system. A chatbot may sound caring, but serious academic, social, health, or emotional concerns require a real person. Parents do not need to inspect every prompt. Better questions reveal more: “What was your purpose?” “What part shows your own thinking?” “How did you check the answer?” and “Would you be comfortable explaining this use to your teacher?” ## **Build a Family Standard That Can Grow** A family AI agreement does not need pages of rules. Start with five expectations: protect personal information, follow school policies, attempt the work before using AI, verify important claims, and be honest about meaningful assistance. Revisit those expectations as the child matures and the technology changes. Parents should model the same habits. If AI helps draft an email or plan a trip, show children the inaccurate detail you caught, the suggestion you rejected, and the decision you made yourself. No family will handle every situation perfectly. What matters is keeping the conversation open and returning responsibility to the student. Tonight, parents can begin with one question: “Show me one way you use AI.” Then listen. Ask what it helped with, what it may have gotten wrong, and what work still belonged to the child. Parents will never keep pace with every new platform, and they do not have to. Their lasting job is to teach children not to surrender their curiosity, judgment, privacy, or voice. If students learn to use AI while remaining responsible for their own thinking, they will be prepared for far more than the next assignment. They will be prepared to make good decisions in a world that will keep asking them to hand those decisions to a machine. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Science Lab Safety Culture Starts With Leadership](https://edcircuit.com/science-lab-safety-culture-starts-with-leadership/) **Published:** August 5, 2026 **Author:** EdCircuit Staff **Excerpt:** A strong science lab safety culture helps schools move beyond compliance and create lasting habits that protect students and staff. **Content:** [Science lab safety culture ](https://sciencesafety.com/product/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/)is not built during an inspection. It is not created by a checklist, a training session, or a compliance report. A true safety culture develops over time through thousands of decisions made by educators, administrators, laboratory managers, facilities personnel, and students. It is reflected in what people do when nobody is watching. It is reflected in whether damaged equipment is reported immediately or quietly ignored. It is reflected in whether a teacher speaks up about a concern. It is reflected in whether a student feels comfortable asking a safety question. Most importantly, it is reflected in whether safety is treated as a responsibility shared by everyone or delegated to a single individual. The strongest science programs understand an important truth: Inspections may identify problems. Compliance may establish expectations. Training may provide knowledge. But culture determines what happens next. A strong safety culture transforms safety from a requirement into a value. And values tend to outlast rules. ## **More Than a Laboratory** Walk into two science classrooms. At first glance, they appear nearly identical. Both have eyewash stations. Both have safety showers. Both have chemical storage cabinets. Both have PPE available for students. Both have trained teachers and modern equipment. Yet within minutes, the differences become obvious. In the first classroom, students enter and immediately begin preparing for laboratory activities. Safety goggles are worn without reminders. Questions are encouraged. Procedures are reviewed naturally. Students understand expectations because those expectations have been reinforced consistently throughout the year. In the second classroom, safety feels more like an interruption. Procedures are discussed only when necessary. Expectations vary. Students view safety requirements as obstacles rather than responsibilities. The difference between these classrooms is not equipment. It is culture. One classroom has integrated safety into everyday learning. The other treats safety as a task. The safest laboratories are rarely defined by the resources they possess. They are defined by the behaviors they encourage. ## **Safety Is About People** When schools discuss laboratory safety, the conversation often begins with equipment. Eyewash stations. Fire extinguishers. Safety showers. Fume hoods. Chemical storage systems. These resources are essential. However, equipment alone does not create a safe environment. A safety shower only helps if it remains accessible. PPE only works when it is worn correctly. Emergency equipment only protects people when it is maintained and ready for use. Every safety system ultimately depends on human behavior. This is why culture matters. Safety is not simply a collection of equipment, policies, and procedures. It is a reflection of how people think, communicate, and respond. The strongest science programs understand that safety is fundamentally about people protecting people. ## **The Most Powerful Safety Tool Is Communication** One of the most overlooked elements of laboratory safety has nothing to do with chemicals or equipment. It is communication. In healthy safety cultures, people feel comfortable speaking up. Teachers raise concerns. Students ask questions. Laboratory assistants share observations. Facilities personnel identify issues. Administrators listen. No one fears criticism for reporting a concern. This environment is often described as psychological safety. It means individuals trust that raising a concern will be viewed as responsible rather than disruptive. This may be one of the most important characteristics of a strong safety culture. Many incidents are prevented because someone spoke up. Many hazards are corrected because someone asked a question. Many improvements occur because someone noticed something others missed. The strongest science programs encourage these conversations long before problems develop. They understand that silence is rarely a sign that everything is fine. Often, it is simply a sign that people are uncomfortable speaking. ## **The Near Miss Nobody Remembers** Imagine a teacher opening a chemical storage cabinet and noticing a container beginning to deteriorate. The label is fading. The container shows signs of age. The material is removed and evaluated. Nothing happens. No spill occurs. No emergency response is required. No headlines are written. Most people would never consider this a significant event. Yet it may have been one of the most important safety victories of the year. Why? Because a potential problem was identified before it became an incident. Strong safety cultures celebrate these moments. They understand that preventing incidents is often invisible. The absence of an accident rarely receives attention. But the systems, observations, and decisions that prevented that accident deserve recognition. The safest laboratories are not those that never encounter hazards. They are the laboratories that identify hazards before they create consequences. ## **The Chemical Hygiene Officer as a Culture Builder** Many people associate the[ Chemical Hygiene Officer](https://sciencesafety.com/product/chemical-hygiene-officer-pathway/) with compliance. Inventories. Documentation. Inspections. Training. While these responsibilities are important, the most effective CHOs contribute something even more valuable. They help shape culture. A strong CHO becomes an educator, mentor, advocate, and connector. They encourage conversations. Promote accountability. Support professional growth. Help staff understand not only what procedures exist but why they matter. They connect teachers, administrators, facilities teams, and leadership around a common goal. In many schools, the CHO becomes one of the most important champions of safety culture. They help ensure that safety remains visible long after inspections have ended. Culture rarely develops by accident. It grows because people intentionally nurture it. ## **Leadership Sets the Tone** Every strong safety culture begins with leadership. Teachers influence classrooms. Principals influence buildings. Superintendents influence districts. School boards influence organizational priorities. People pay attention to what leaders prioritize. When leaders ask questions about laboratory safety, staff notice. When leaders participate in inspections, staff notice. When leaders allocate resources to address concerns, staff notice. When leaders celebrate safety successes, staff notice. The message becomes clear. Safety matters. Conversely, when safety conversations disappear, priorities often shift. The strongest leaders understand that culture is shaped not only by what they say but by what they consistently support. Safety culture grows when leadership demonstrates commitment through action. ## **Students Shape the Future of Safety** One of the most powerful aspects of science education is that students are learning more than science. They are learning habits. They are learning professional expectations. They are learning responsibility. Students who learn to wear PPE correctly today may become healthcare professionals tomorrow. Students who learn the importance of chemical safety may become engineers, researchers, manufacturers, or laboratory technicians. Students who learn to identify hazards and communicate concerns carry those skills into future careers. Every science classroom becomes an opportunity to teach both scientific knowledge and professional responsibility. The impact extends far beyond graduation. A strong safety culture helps prepare students not only for academic success but for success in the workplace. ## **Culture Outlasts Compliance** Regulations change. Policies evolve. Personnel retire. Leadership transitions occur. A strong safety culture remains. People continue asking questions. Training continues. Inspections continue. Improvements continue. The organization adapts because safety has become part of its identity. This is one reason culture matters so much. It creates sustainability. It ensures that safety remains important even when circumstances change. The strongest science programs are not dependent upon one individual. They are supported by shared values. When safety becomes part of the culture, it becomes part of how the organization thinks. ## **The Legacy We Leave Behind** Years from now, students may not remember every experiment they completed or every scientific concept they studied. They may, however, remember the habits they learned. They will remember preparing before acting. They will remember identifying risks before proceeding. They will remember communicating concerns rather than ignoring them. They will remember that safety was treated as something important. Those lessons extend far beyond the laboratory. They influence future engineers, healthcare professionals, researchers, technicians, educators, and leaders. A strong science lab safety culture does more than protect students today. It helps shape the professionals they become tomorrow. Because the safest laboratories are not built by inspections alone. They are built by people who believe every student deserves an environment where curiosity is encouraged, discovery is celebrated, and safety is woven into every aspect of learning. That is what a true science lab safety culture looks like. And that is a legacy worth building. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety, Science Safety **Tags:** Headline --- ### [AI Rules for Schools: A Back-to-School Guide](https://edcircuit.com/ai-rules-for-schools-a-back-to-school-guide/) **Published:** August 20, 2026 **Author:** EdCircuit Staff **Excerpt:** AI rules for schools should clarify when students may use AI, how they disclose it, what information must remain private, and which decisions remain human. **Content:** AI rules for schools should begin with one simple principle: Students should never have to guess whether AI is allowed. Yet that is exactly what is happening in many classrooms. A student may be encouraged to use AI for brainstorming in one class, prohibited from using it in another, and receive no direction at all in a third. Teachers are often left to establish their own expectations, while families hear conflicting messages about whether AI is a learning tool, a shortcut, or a form of cheating. That inconsistency is not a student failure. It is a policy failure. Schools do not need a single rule requiring AI to be used—or banned—in every classroom. They need a shared framework that establishes clear boundaries while allowing teachers to make instructional decisions based on the student’s age, the subject, the assignment, and the learning objective. The goal is not to remove judgment from the classroom. It is to give educators, students, and families enough clarity to exercise that judgment responsibly. ## **Begin With Purpose, Not Punishment** A strong school AI policy does not begin with a list of consequences. It begins by explaining why the school is addressing AI at all. AI can help students brainstorm, practice, ask questions, translate information, receive feedback, and explore difficult concepts. It can also produce inaccurate information, reinforce bias, expose private data, weaken original thinking, and complete work students need to learn how to do independently. Both realities belong in the policy. The U.S. Department of Education’s [guidance on artificial intelligence in schools](https://www.ed.gov/about/news/press-release/us-department-of-education-issues-guidance-artificial-intelligence-use-schools-proposes-additional-supplemental-priority) emphasizes responsible implementation, privacy, improved learning outcomes, and engagement with teachers and families. Effective guidance answers five basic questions: 1. Who may use AI? 2. When is AI permitted? 3. Which tools are approved? 4. How must AI assistance be disclosed? 5. What happens when expectations are not followed? If students cannot easily find those answers, the policy is not ready. ## **Give Every Assignment an AI Status** Districtwide guidance can establish common expectations, but individual teachers still need to define how AI applies to specific assignments. One practical approach is to place every assignment into one of three categories. ### **Independent Work** Students may not use generative AI during the assignment. This category is appropriate when teachers need to assess what students know or can produce independently. Examples may include in-class writing, foundational math practice, reading comprehension checks, vocabulary assessments, laboratory observations, and other demonstrations of individual understanding. The direction should be explicit: “Complete this assignment without generative AI assistance.” ### **AI-Assisted Work** Students may use AI for limited support, but not to produce the final response. Permitted uses might include brainstorming, generating practice questions, receiving feedback, checking organization, translating directions, or asking for another explanation of a difficult concept. The student remains responsible for the ideas, analysis, evidence, and final product. ### **AI-Integrated Work** AI is intentionally included in the learning experience. Students might compare AI-generated answers, identify inaccuracies, improve a weak response, examine bias, develop prompts, create media, or document how their thinking changed after interacting with an AI system. In these assignments, the ability to question and evaluate AI is part of what the teacher is assessing. Posting the AI status at the top of an assignment, rubric, or learning management system page eliminates ambiguity before the work begins. ## **Require Disclosure, Not a Confession** When AI is permitted, disclosure belongs in the learning process. It should not be treated as an admission of wrongdoing. Students need to be able to explain: - Which AI tool they used - What they asked it to do - Which parts of the work it influenced - What they changed or rejected - How they verified important claims - What thinking remained their own A simple statement may be enough: > I used an AI tool to brainstorm possible topics and review the organization of my draft. I wrote the final response and verified the supporting information using the assigned sources. The [TeachAI Guidance for Schools Toolkit](https://www.teachai.org/toolkit) recommends that AI use be disclosed and explained. Formal citations may be appropriate for research papers, while a short AI-use statement may work better for daily assignments. The purpose is transparency. Students need to understand that responsible AI use includes being honest about how the work was produced. ## **Establish Age-Appropriate Expectations** The same AI rules cannot be applied identically from kindergarten through 12th grade. ### **Elementary School** AI use is most appropriate when it is teacher-directed and connected to a specific learning objective. Students may interact with an approved tool as a class, evaluate an AI-generated story, compare images, or discuss why an answer may be incorrect. Young children cannot be expected to independently manage open-ended AI platforms, privacy settings, or complex terms of service. ### **Middle School** Students can begin using approved AI tools within structured activities. Expectations at this level can focus on protecting personal information, checking claims, recognizing bias, distinguishing assistance from answer generation, and telling the teacher when AI was used. This is also an important age for teaching students that a confident response is not necessarily an accurate one. ### **High School** Students can develop greater independence while accepting greater responsibility. They can learn to document prompts, cite AI assistance, compare sources, evaluate outputs, analyze bias, and decide when AI improves or weakens their work. High school students still need AI-free opportunities to demonstrate foundational knowledge, write independently, solve problems, and develop their own voice. [UNESCO’s guidance on generative AI in education](https://www.unesco.org/en/articles/guidance-generative-ai-education-and-research) calls for a human-centered, age-appropriate approach that protects privacy and preserves human agency. Schools must also follow each platform’s minimum-age requirements and any applicable parental-consent provisions. ## **Protect Student Information** No AI policy is complete without clear privacy boundaries. Students and educators must not enter protected or personally identifiable information into an unapproved AI platform. That includes: - Full student names connected to school records - Grades and confidential assessment results - Disability, accommodation, or health information - Disciplinary records - Counseling information - Student login credentials - Addresses, schedules, or location information - Identifiable photographs, recordings, or student work Even removing a student’s name may not be enough if the remaining details could identify the individual. Before approving a tool, districts need to examine vendor terms, data-retention practices, model-training policies, age restrictions, administrative controls, and student data privacy agreements. The U.S. Department of Education’s [Student Privacy Policy Office](https://studentprivacy.ed.gov/) provides resources for evaluating educational technology and understanding FERPA responsibilities. “Do not enter personal information” is not sufficient guidance. Effective guardrails define what personal information includes and provide realistic examples. ## **Apply the Rules to Educators, Too** The expectations cannot stop at the student’s desk. Teachers and administrators need to verify AI-generated information before using it. Instructional materials require review for accuracy, bias, accessibility, and alignment with academic standards. Family communications must be personalized and checked before they are sent. AI must not independently determine grades, disciplinary consequences, special education services, course placement, student risk levels, or other high-impact decisions. Educators also need to consider whether disclosure is appropriate when AI substantially contributes to a lesson, assessment, communication, or resource. Modeling transparency is one of the most effective ways to teach it. If students are expected to explain their AI use, adults must be prepared to do the same. ## **Do Not Treat AI Detection as Proof** Schools understandably want a reliable way to determine whether AI completed a student’s work. Current AI-detection systems cannot provide that certainty. A Stanford-led study found that several AI detectors frequently misclassified writing by non-native English writers as AI-generated. The researchers cautioned against using such systems in evaluative educational settings because of concerns about reliability and fairness. [The published study](https://pmc.ncbi.nlm.nih.gov/articles/PMC10382961/) found that more than 61% of the tested TOEFL essays were falsely classified by the detectors examined. A detection score may prompt a closer look, but it cannot automatically produce an accusation or academic penalty. Teachers need to examine the full body of evidence: - Does the work match the student’s established performance? - Can the student explain the argument and evidence? - Are outlines, notes, drafts, or version histories available? - Did the student follow the assignment’s disclosure requirements? - Can the student reproduce or defend key parts of the work? A conversation with the student is more educational and more defensible than a verdict generated by another algorithm. ## **Design Assessments That Reveal Thinking** AI policy cannot carry the full burden of protecting academic integrity. Instruction and assessment must evolve as well. Schools need to preserve opportunities for in-class writing, oral explanations, demonstrations, discussions, drafts, problem-solving, and teacher observation. These approaches provide evidence of how students think, not just what they submit. Teachers can also design assignments that require students to: - Connect content to local or personal experiences - Use specific classroom discussions or sources - Submit notes, drafts, and revisions - Explain why they made particular choices - Defend their reasoning in a brief conference - Critique an AI-generated response - Identify and correct inaccurate AI claims - Compare independent work with AI-assisted work The answer is not to make every assignment “AI-proof.” That may be impossible. The better goal is to make student thinking visible. ## **Bring Families Into the Conversation** Families need a clear explanation of how the school approaches AI before concerns arise. Communication can identify approved uses, prohibited uses, privacy expectations, disclosure requirements, age restrictions, and whom parents should contact with questions. Families also need to understand that AI expectations may differ across assignments because the learning objectives are different. Schools can provide examples of productive home use, such as asking AI to generate practice questions, explain a concept in another way, or provide feedback without rewriting the student’s work. Clear communication helps parents reinforce the same message students hear at school: AI can support learning, but it should not replace it. ## **A Student AI Agreement** A classroom or school AI agreement can be short enough for students to understand and specific enough to guide their decisions: 1. I will use AI only when my teacher permits it. 2. I will use only school-approved tools and accounts. 3. I will not enter personal or confidential information. 4. I will explain how AI contributed to my work. 5. I will verify important facts with reliable sources. 6. I will not submit AI-generated work as entirely my own. 7. I will remain responsible for everything I submit. The agreement must be taught, discussed, and revisited. A checkbox buried inside an acceptable-use policy will not build responsible habits. ## **Clear Rules Create Confident Users** Schools do not need to wait for a perfect, permanent AI policy. The technology will continue changing, and guidance will require regular review. They do need a clear starting point. Establish shared expectations. Label assignments. Protect student information. Require disclosure. Preserve independent learning. Train educators. Communicate with families. Give students a fair process when concerns arise. The purpose of AI rules for schools is not to catch students using technology. It is to teach them when its use is appropriate, how to remain honest, and why human judgment still matters. AI may change the tools students use to learn. It does not change the purpose of education: developing knowledge, curiosity, independence, judgment, and the ability to think for oneself. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Laboratory Compliance Starts With Safety](https://edcircuit.com/laboratory-compliance-starts-with-safety/) **Published:** July 29, 2026 **Author:** EdCircuit Staff **Excerpt:** Laboratory compliance begins with safety systems, training, inspections, and leadership that protect students while supporting science education. **Content:** Laboratory compliance is often viewed as a regulatory obligation. Educators hear the term and immediately think about inspections, documentation, inventories, audits, corrective actions, and compliance reports. For many schools, compliance becomes a task to complete, a deadline to meet, or a requirement to satisfy. The most successful science programs see it differently. They understand that compliance is not the goal. Safety is. The strongest schools rarely spend their time chasing compliance because [they have built systems that naturally support it](https://www.nsta.org/blog/laboratory-instructional-space-safety-checklist?srsltid=AfmBOooPUah6hldYVgAjcVpn4xG1GZwRK4hCpGpleP7C56suPDnmjfVG). Their records are organized because safety matters. Their inventories are current because they actively manage laboratory risks. Their training documentation is complete because professional development is ongoing. Their inspections are successful because safety is continuously evaluated rather than periodically reviewed. Compliance becomes the outcome of strong leadership, strong systems, and a strong safety culture. This distinction separates schools that constantly struggle with compliance from schools that consistently achieve it. ## **Two Schools, Two Approaches** Imagine two school districts preparing for a laboratory safety inspection. The first district begins preparing several weeks before the inspection date. Science teachers scramble to locate chemical inventories. Safety Data Sheets are reviewed. Storage cabinets are reorganized. Training records are collected. Corrective actions that should have been addressed months ago suddenly become urgent priorities. Everyone works hard. Everyone is stressed. Everyone hopes nothing important was missed. The second district approaches the inspection very differently. Chemical inventories are reviewed throughout the year. Training occurs on a regular schedule. Corrective actions are tracked continuously. Safety inspections occur routinely. Laboratory conditions are evaluated long before the official inspection takes place. When the inspection arrives, there is little panic because preparation never stopped. The difference between these two districts is not funding. It is not staffing. It is not luck. It is systems. One district treats compliance as an event. The other treats safety as a process. The second approach almost always produces better results. ## **The Compliance Trap** Many organizations fall into what safety professionals often describe as the compliance trap. The cycle is predictable. An inspection approaches. Attention increases. Documentation is updated. Laboratories receive additional scrutiny. Concerns are corrected. Once the inspection is complete, however, the urgency disappears. The cycle begins again the following year. The problem with this approach is that laboratory safety does not operate according to inspection schedules. Hazards continue developing. Chemical inventories continue changing. Equipment continues aging. Training needs continue evolving. Risks do not pause simply because an inspection has ended. Schools that focus solely on inspections often find themselves repeatedly addressing the same issues. The most successful science programs understand that compliance cannot be sustained through short bursts of activity. It must be supported through systems that operate every day. ## **Safety Is the Foundation of Compliance** Compliance and safety are often discussed together, but [they are not the same thing](https://www.linkedin.com/pulse/safety-vs-compliance-same-la-donna-claude-j2zac/). Compliance asks: > “Are we meeting requirements?” Safety asks: > “Are we protecting people?” The difference may appear subtle, but it fundamentally changes how organizations operate. Schools focused primarily on compliance often concentrate on minimum expectations. Schools focused on safety pursue continuous improvement. They ask different questions. Is emergency equipment accessible? Are inventories accurate? Do staff understand procedures? Have potential hazards been evaluated? Are corrective actions being completed? These questions naturally support compliance because they focus on the underlying systems that regulations are intended to promote. When safety becomes the priority, compliance often follows. When compliance becomes the only priority, safety can sometimes become secondary. The strongest science programs never allow that to happen. ## **The Person Who Connects Everything** In many school districts, there is one individual who quietly influences nearly every aspect of laboratory safety. The [Chemical Hygiene Officer](https://sciencesafety.com/cho-chemical-hygiene-officer-certification-training/). The CHO often serves as the central connection point between inspections, inventories, documentation, training, risk management, and compliance efforts. They may not always be the most visible person in the district. Yet their influence can be enormous. A strong CHO helps ensure that safety remains active between inspections. They coordinate inventory reviews. Monitor corrective actions. Support teacher training. Evaluate laboratory conditions. Review safety practices. Maintain documentation. And communicate concerns before they become larger problems. When schools struggle with compliance, it is often because these responsibilities have become fragmented. No one owns the process. No one monitors progress. No one ensures that findings lead to action. The strongest compliance programs have someone connecting all the moving pieces. The CHO often becomes that person. ## **Leadership Determines Priorities** Laboratory compliance is frequently viewed as a science department responsibility. In reality, it is a leadership responsibility. Science teachers can identify concerns. Chemical Hygiene Officers can coordinate improvements. Facilities teams can address infrastructure issues. But leadership determines whether safety receives the attention it deserves. Principals establish expectations. Superintendents allocate resources. School boards influence priorities. Risk managers help coordinate district-wide efforts. Every level of leadership contributes to laboratory safety. This becomes particularly important when inspections reveal concerns requiring investments in equipment, facility improvements, professional development, or corrective actions. The schools with the strongest safety programs rarely view these findings as inconveniences. They view them as opportunities. Opportunities to strengthen systems. Opportunities to reduce risk. Opportunities to protect students and staff. Leadership ultimately determines whether those opportunities are acted upon. ## **Compliance Failures Usually Start Small** Major compliance issues rarely begin as major issues. They typically start with something small. An inventory review is postponed. A training record is not filed. A chemical disposal project is delayed. A damaged label remains unreplaced. An inspection finding receives less attention than intended. None of these situations seem significant at first. The challenge is accumulation. Small gaps become larger gaps. Minor concerns become recurring concerns. Eventually, organizations find themselves facing problems that could have been addressed much earlier. This is why proactive safety management matters. The earlier a concern is identified, the easier it is to resolve. The longer it remains unaddressed, the more complicated the solution often becomes. ## **The Financial Side of Safety** [Student safety should always be the primary motivation](https://pmc.ncbi.nlm.nih.gov/articles/PMC8021138/) for laboratory compliance. However, there is also a practical reality that school leaders cannot ignore. Poor safety management is expensive. Chemical disposal projects become more costly when inventories are not maintained. Equipment replacement becomes more expensive when maintenance is delayed. Emergency response efforts consume resources. Investigations require staff time. Facility damage can create unexpected expenditures. Liability concerns can become significant. In contrast, preventive safety programs are often far less expensive. Routine inspections. Regular training. Accurate inventories. Ongoing corrective actions. These activities require effort, but they frequently reduce long-term costs by preventing larger problems. The strongest districts understand that safety investments are often financial investments as well. ## **Documentation Matters Because People Matter** Few aspects of laboratory compliance generate more frustration than documentation. Inventories. Safety Data Sheets. Training records. Inspection reports. Maintenance records. Emergency procedures. Many people view documentation as paperwork. The best safety professionals view it differently. Documentation tells the story of a laboratory safety program. It provides evidence that inspections occurred. Training was completed. Equipment was evaluated. Corrective actions were addressed. Most importantly, documentation helps schools make informed decisions. Without accurate information, leaders are forced to rely on assumptions. Strong documentation transforms assumptions into knowledge. The purpose is not to satisfy an inspector. The purpose is to support the people responsible for keeping students safe. ## **The Best Compliance Programs Are Almost Invisible** One of the most interesting characteristics of highly effective safety programs is that they rarely feel like compliance programs. There is no annual panic. No frantic search for records. No last-minute effort to update inventories. No scramble to address issues that have existed for months. Instead, safety activities occur naturally throughout the year. Inspections happen routinely. Training remains ongoing. Documentation stays current. Corrective actions are tracked. Leaders receive updates. Conversations continue. Safety becomes part of how the organization operates. When this happens, compliance stops feeling like an obligation. It becomes a natural reflection of everyday practices. The best compliance programs are almost invisible because they are fully integrated into the culture. People do not talk about compliance. They simply do the things that support it. ## **Building Systems That Last** One of the greatest challenges facing schools is sustainability. Teachers retire. Administrators change. Facilities personnel move on. District priorities evolve. A safety program that depends entirely on one individual will eventually struggle. Strong compliance programs are built on systems rather than personalities. Processes are documented. Responsibilities are defined. Training is consistent. Expectations remain clear. The organization continues functioning even when personnel changes occur. This is what separates sustainable safety programs from temporary initiatives. The goal is not to create a system that works today. The goal is to create a system that continues working years from now. ## **Compliance Is Really About Trust** At its core, laboratory compliance is not about regulations. It is not about audits. It is not about paperwork. It is about trust. Every student who enters a laboratory assumes that someone has already asked the important questions. Are chemicals stored properly? Is emergency equipment functioning? Have risks been evaluated? Are procedures current? Have staff been trained? Will the systems designed to protect them work when needed? Laboratory compliance is ultimately about ensuring those questions have been answered before learning begins. The strongest schools understand that compliance is not about satisfying an inspector. It is about honoring the trust students place in the adults responsible for their safety. When safety becomes the foundation of a science program, compliance naturally follows. And when compliance becomes the byproduct of strong leadership, strong systems, and a strong safety culture, schools create something far more valuable than regulatory success. They create environments where students can safely explore, discover, and learn with confidence. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety, Science Safety **Tags:** Headline --- ### [Science Lab Hazards Schools Often Miss](https://edcircuit.com/science-lab-hazards-schools-often-miss/) **Published:** July 22, 2026 **Author:** EdCircuit Staff **Excerpt:** Science lab hazards often develop unnoticed over time. Regular inspections help schools identify risks before incidents occur and strengthen safety programs. **Content:** Science lab hazards rarely announce themselves. They do not arrive with flashing warning lights or dramatic emergencies. They develop quietly, often over months or years, hidden behind cabinet doors, inside storage rooms, beneath laboratory benches, and within routines that have become so familiar that nobody questions them anymore. A blocked eyewash station. An outdated chemical inventory. A damaged piece of personal protective equipment. An expired chemical tucked away in a cabinet. An emergency shutoff hidden behind stored materials. Individually, these issues may appear insignificant. Together, they can create conditions that increase risk for students, teachers, administrators, and entire school districts. One of the greatest misconceptions in laboratory safety is the belief that hazards are always obvious. In reality, the most dangerous risks are often the ones nobody notices anymore. That is why annual inspections remain one of the most powerful tools available to science programs. They help schools see what familiarity has hidden. ## **The Laboratory That Looked Perfect** Imagine an inspector arriving at a [middle school science laboratory](https://sciencesafety.com/product/lab-safety-awareness-for-high-school-and-middle-school-educators/). The room is clean. The countertops shine. Student projects decorate the walls. Safety goggles are neatly organized. Chemical cabinets appear orderly. From the doorway, everything looks exactly as it should. Then the inspection begins. The eyewash station has not been tested in more than a year. Several boxes partially obstruct the path to the safety shower. A fire extinguisher is difficult to access because classroom equipment has gradually accumulated around it. Inside a storage cabinet, incompatible chemicals are sitting next to one another. The chemical inventory does not match the materials actually present in the room. Nothing appeared wrong. Yet the inspection uncovered multiple opportunities for improvement. This scenario is not unusual. In fact, it is remarkably common. Many science laboratories appear safe because the most significant concerns are hidden beneath the surface. The purpose of an inspection is to reveal what cannot be seen from the doorway. ## **The Danger of “We’ve Always Done It This Way”** Few phrases create more concern among safety professionals than: > “We’ve always done it this way.” The statement is rarely made with bad intentions. In fact, it often comes from experienced educators who have successfully taught science for many years. The problem is that experience alone does not eliminate risk. Laboratory safety standards evolve. Equipment ages. Facilities change. Chemical inventories expand. Student populations grow. What worked twenty years ago may not represent best practice today. Unfortunately, familiarity can create a false sense of security. When a laboratory operates for years without a major incident, it becomes easy to assume existing systems are adequate. Success creates comfort. Comfort can create complacency. And complacency often becomes one of the most significant hazards in any laboratory. The absence of accidents does not necessarily indicate the absence of risk. It may simply mean that conditions have not yet aligned to create an incident. The safest schools understand this distinction. They continue evaluating, questioning, and improving even when everything appears to be working well. ## **The Hazards We Find Most Often** When people think about laboratory hazards, they often imagine dramatic scenarios involving explosions, large spills, or serious emergencies. In reality, inspectors are far more likely to discover common issues that quietly increase risk over time. Blocked emergency exits. Damaged goggles. Missing Safety Data Sheets. Expired chemicals. Improperly stored materials. Unsecured compressed gas cylinders. Outdated emergency contact information. Ventilation concerns. Broken fume hood indicators. Chemical containers with deteriorating labels. These findings occur because science laboratories are dynamic environments. Supplies are moved. Equipment is added. Storage needs change. Personnel turnover occurs. New curriculum introduces new materials. Without regular review, conditions gradually shift. The hazards themselves are often predictable. The challenge is recognizing them before they contribute to larger problems. ## **The Student Who Depends on Seconds** Safety discussions often focus on equipment. But laboratory safety is ultimately about people. Consider a student experiencing a chemical splash to the eyes. In that moment, seconds matter. The student depends on an eyewash station that is immediately accessible and fully operational. The student depends on clear pathways free from obstructions. The student depends on teachers who understand emergency procedures. The student depends on adults who previously identified and corrected potential hazards. The same principle applies to fires, spills, exposures, and other emergencies. Students trust that the laboratory environment has been prepared long before they walk through the classroom door. Most never think about the safety systems protecting them. Nor should they have to. That responsibility belongs to the adults responsible for the space. ## **A Cabinet Nobody Had Opened in Years** One of the most common stories shared by laboratory inspectors involves storage cabinets. A cabinet appears untouched. Nobody currently teaching in the building remembers placing materials inside. The key is located. The doors open. Inside sits a collection of chemicals left behind from previous curriculum programs, former instructors, or projects completed many years earlier. Some labels are faded. Others are unreadable. Inventory records make no mention of the materials. Nobody intentionally created the problem. The cabinet simply became forgotten. Situations like this occur far more frequently than many educators realize. Over time, schools accumulate materials. Without regular inspections, forgotten storage areas can become repositories for outdated chemicals, unnecessary supplies, and unknown risks. What nobody knows often creates the greatest concern. Laboratory hazards often remain hidden until someone intentionally looks for them. The following laboratory inspection video provides a real-world example of the types of conditions safety professionals evaluate when reviewing science learning environments. **[OHS Video Production](https://www.youtube.com/@ohsvideoproduction2288) – [The DOs and DON’Ts of Lab Safety](https://www.youtube.com/watch?v=saXFQR86ziM)** ## **Chemical Storage: Hidden Risks Behind Closed Doors** If there is one area where inspections consistently uncover issues, it is chemical storage. Many schools work hard to maintain organized storage systems. Yet even well-managed laboratories can develop concerns over time. Containers deteriorate. Labels fade. Shelving becomes crowded. Inventories drift away from reality. Storage practices evolve. The challenge is that most chemical hazards remain hidden. A cabinet may appear perfectly organized. The actual risk may involve chemical compatibility, aging materials, improper segregation, or inventory inaccuracies. This is why inspectors spend significant time reviewing storage areas. The goal is not simply to determine whether chemicals are present. The goal is to determine whether they are being managed appropriately. Safe storage is one of the most important foundations of a safe science program. ## **The Infrastructure Nobody Notices** Some hazards have nothing to do with chemicals. They involve the laboratory itself. Ventilation systems. Gas shutoffs. Electrical infrastructure. Safety showers. Eyewash stations. Laboratory furniture. Storage cabinets. Countertops. These systems operate quietly in the background. Most people never think about them until something stops working. Unfortunately, deterioration rarely happens all at once. It occurs gradually. A ventilation system loses efficiency. A valve begins aging. A countertop develops damage. A safety shower receives less attention. Over time, these small issues accumulate. Regular inspections help identify concerns before they become operational failures. They transform maintenance from a reactive process into a preventive one. ## **The Hazard Nobody Talks About** Of all the hazards inspectors encounter, one stands above the rest. Complacency. Not because it is dramatic. Not because it is visible. But because it influences every other decision. Complacency convinces people that inspections can wait. Complacency suggests that inventories do not need updating. Complacency encourages schools to postpone maintenance. Complacency assumes that because nothing bad happened yesterday, nothing bad will happen tomorrow. The strongest science programs actively resist complacency. They recognize that safety requires continual attention. They understand that risk management is not an event. It is a process. Most importantly, they refuse to let success become an excuse for inaction. ## **Why Chemical Hygiene Officers Matter** Identifying hazards is only the beginning. Addressing them requires leadership. This is why many schools designate Chemical Hygiene Officers, laboratory managers, science supervisors, or safety coordinators. These individuals serve as champions for safety throughout the year. They coordinate inspections. Review inventories. Track corrective actions. Monitor training. Support documentation. And ensure that concerns identified during inspections lead to meaningful improvements. The most effective inspection programs do not end when the report is completed. They continue through the actions that follow. Safety improves when someone owns the process. ## **The Questions School Leaders Should Ask** Laboratory safety is not solely a science department responsibility. It is a leadership responsibility. Principals, facilities directors, risk managers, district administrators, and school boards all influence the safety culture of a school. Strong leaders ask questions. When was the last inspection? Who conducted it? What findings were identified? Which corrective actions remain incomplete? Who oversees laboratory safety? How are improvements tracked? These questions are not about assigning blame. They are about maintaining visibility. The hazards schools miss are often the hazards leaders never ask about. ## **Finding Hazards Is a Success** Many people associate inspection findings with failure. The opposite is true. Finding a hazard during an inspection is a success. Discovering an expired chemical before it becomes a disposal issue is a success. Identifying a blocked exit before an emergency occurs is a success. Recognizing a maintenance concern before equipment fails is a success. Every hazard identified represents an opportunity to prevent an incident. The goal of laboratory safety is not to create the illusion of perfection. The goal is to create systems that continuously identify and reduce risk. ## Honoring the Trust Students Place in Us Every student who enters a laboratory places trust in the adults responsible for that space. They trust that chemicals are stored properly. They trust that emergency equipment will work when needed. They trust that potential hazards have been identified long before they walk through the classroom door. Science lab hazards often remain hidden until someone intentionally looks for them. The schools that make inspections, training, maintenance, and continuous improvement a priority are not simply reducing risk. They are honoring that trust every single day. Because the safest laboratories are not the ones without hazards. They are the laboratories where hazards are identified, addressed, and reduced before they have the opportunity to harm someone. That is the true purpose of laboratory safety—and the true value of seeing what others might miss. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety, Science Safety **Tags:** Headline --- ### [College Orientation Sets Students Up for Success](https://edcircuit.com/college-orientation-sets-students-up-for-success/) **Published:** July 21, 2026 **Author:** EdCircuit Staff **Excerpt:** College orientation helps students build confidence, register for classes, find support, and begin campus life prepared for greater independence. **Content:** College orientation is often the moment when an accepted student begins to understand what becoming a college student will actually require. Before orientation, college can still feel like an idea. Students have completed applications, compared financial aid offers, toured campuses, watched residence hall videos, selected roommates, and purchased sweatshirts bearing their new school’s name. They may know the mascot, the fight song, the football schedule, and the dimensions of their future dorm room. Yet they may not know how to contact an academic adviser, where to find tutoring, how to change a class, what to do during a medical emergency, or whom to call when they feel overwhelmed. Then orientation begins. A student who arrived knowing little more than the name of a future roommate may leave with a first-semester schedule, a campus identification card, an adviser’s contact information, a clearer understanding of university expectations, and perhaps the phone number of another nervous freshman who also did not know anyone. The campus may not feel small by the end of orientation, but it begins to feel navigable. That transformation is why college orientation should not be dismissed as a long tour, a collection of icebreakers, or another summer requirement to complete before move-in. It is one of the first opportunities colleges have to replace uncertainty with direction and help students begin taking responsibility for their own academic and personal lives. ## **Orientation Is Where Admission Becomes Participation** An acceptance letter tells students they have earned a place at an institution. Orientation begins by teaching them how to participate in it. [College Board describes orientation](https://blog.collegeboard.org/what-college-orientation-first-year-students) as an opportunity for new students to become familiar with the campus, learn what the school offers, connect with classmates, select courses, attend academic sessions, and complete placement testing when required. Depending on the institution, orientation may last anywhere from a single day to a full week. The schedule can feel overwhelming. Students may move from check-in to academic advising, campus tours, dining presentations, technology sessions, residence life discussions, safety information, student panels, and social activities within a matter of hours. No one will remember every office, policy, deadline, or name introduced during that time. Remembering everything is not the purpose. The real value of orientation is helping students understand where to begin when questions arise. A freshman may not remember the exact location of the writing center, but now knows that one exists. A family may not retain every financial aid detail but understands which office can provide an answer. A student may forget an orientation leader’s name but remember that upper-level students are willing to help. Those first points of familiarity can matter when the semester begins, and the student encounters a problem without a parent, teacher, or high school counselor standing nearby. [The Ohio State](https://orientation.osu.edu/autumn/getting-started.html) calls orientation a student’s “first real taste” of university life. Its 2026 first-year program includes learning what the university expects, scheduling first-semester classes, exploring an academic area, completing placement testing, and taking care of university business. That description captures what orientation should accomplish. Students are not merely visiting the college again. They are beginning to function within it. ## **Learning the Campus Means Learning Its Systems** Finding classrooms is important, particularly on a large campus where a short break between classes may require a carefully planned route. However, orientation is about more than learning which sidewalk leads to the science building. Students must also learn how the institution operates. Where will professors post assignments? How does a student access university email? What platform is used to pay tuition? How are courses added or dropped? Where are Advanced Placement, dual-enrollment, or transfer credits recorded? What happens if a student becomes sick, misses an exam, needs an academic accommodation, or begins struggling in a class? College Board recommends that students use orientation to ask about residence halls, food options, class changes, tuition payments, email setup, and policies for previously earned credit. These may sound like routine administrative details, but they are part of college readiness. A student who knows how to reach an adviser or access the student portal is less likely to remain stuck when something goes wrong. College requires a different kind of independence from high school. Professors may not issue repeated reminders about missing work. Advisers can provide guidance, but students must schedule and attend appointments. Parents may not be able to see grades, speak with instructors, or resolve account issues on a student’s behalf. Orientation begins the transfer of that responsibility. ## **Course Registration Is More Than Choosing Times** For many freshmen, orientation is also when college becomes academically real. Students may meet advisers, review placement results, examine degree requirements, discuss possible majors, and register for their first semester. [Central Michigan University](https://www.cmich.edu/offices-departments/new-student-orientation/freshman-students) describes orientation as an introduction to college life that can include meeting professors, touring facilities, visiting support offices, receiving academic advising, and scheduling classes. Students should participate actively in this process rather than allowing an adviser or parent to make every decision. They need to understand why a course is being recommended, whether it satisfies a graduation requirement, and whether it is a prerequisite for another class. Students entering structured programs such as engineering, nursing, education, business, computer science, or health sciences may need to begin particular course sequences immediately. Undecided students should not view orientation advising as less important. An adviser can help them select courses that meet broad requirements while also providing opportunities to explore different subjects and careers. Students should also consider the realities of their schedules. An 8 am class may appear manageable during summer registration but become difficult for someone who routinely stays awake late. Long gaps between classes may benefit a commuter or a student who plans to work on campus, while another student may prefer to complete classes close together. Athletics, employment, transportation, meals, laboratories, study time, and personal habits all matter. The objective is not to create a flawless schedule. Most college schedules involve compromise. The goal is for students to understand the decisions being made and begin taking ownership of the outcome. ## **Orientation Makes an Unfamiliar Place Feel Possible** One of the most intimidating parts of beginning college is the belief that everyone else already knows what to do. A student may look around orientation and see confident conversations, smiling families, and groups forming quickly. What that student cannot see is how many other freshmen are worried about finding friends, handling the coursework, living away from home, sharing a room, or choosing the right major. Orientation brings those students together before the academic pressure of the semester begins. A conversation during lunch, a campus tour, a residence hall session, or an academic meeting may produce the first familiar face a student sees on move-in day. Not every person met at orientation will become a close friend, but that is not the standard by which the experience should be judged. Knowing one name can make a dining hall feel less lonely. Having one phone number can make attending a campus activity easier. Recognizing one person in a lecture hall can make a large university feel slightly smaller. Central Michigan advises students to obtain contact information from at least one person they meet because orientation involves absorbing a large amount of information while navigating an unfamiliar environment. Students should also pay attention when colleges introduce clubs, recreation, campus employment, cultural organizations, service opportunities, student government, faith communities, academic groups, and other activities. Belonging does not always happen automatically. Sometimes it begins because a student hears the name of an organization during orientation and decides to attend its first meeting. ## **Support Services Matter Most When Students Find Them Early** Orientation presentations about tutoring, counseling, health care, accessibility services, financial aid, campus safety, and career development may not feel urgent to a student who has not yet attended a college class. Then the semester begins. A course may be more difficult than expected. Homesickness can appear after the energy of move-in fades. A medical issue may disrupt attendance. Financial pressure can affect concentration. A student who received accommodations throughout high school may discover that obtaining college support requires a new process and greater self-advocacy. Orientation allows students to learn about these resources before they are in crisis. Central Michigan recommends asking where students can obtain physical and mental health support, what they need to understand about financial aid, and how many courses they should complete to remain on track for graduation. Colleges should present these offices as normal parts of student success rather than services used only after someone begins failing. Tutoring is not an admission that a student does not belong. Counseling is not evidence that a student cannot handle college. Meeting with an adviser does not mean a student has made a mistake. Successful students are not always the ones who encounter the fewest problems. Often, they are the ones who recognize a problem early and know where to take it. ## **Parents Must Begin Supporting Without Taking Over** Orientation can be emotional for parents and supporters. They may arrive carrying years of memories: the first day of kindergarten, school concerts, athletic events, late-night homework, college visits, applications, acceptance letters, and graduation. Suddenly, they are watching their child walk into an advising session alone. The instinct to remain involved is understandable. Parents want to confirm that the schedule is correct, the residence hall is safe, the meal plan is sufficient, and every deadline has been recorded. However, orientation is also where families must begin practicing a different form of support. Many colleges separate students from family members during portions of the program. While students register for classes, meet peers, and attend academic sessions, supporters may learn about financial aid, wellness, safety, communication, and the transition to college parenting. Central Michigan notes that families should expect to [spend much of the day in separate programming](https://www.cmich.edu/offices-departments/new-student-orientation/freshman-students/first-year-program-highlights) before reconnecting afterward. That separation is not intended to exclude families. It gives students room to practice. A student who asks an adviser a question directly is developing self-advocacy. A student who introduces themselves without a parent beside them is beginning to build confidence. A student who takes a wrong turn, consults a map, and finds the correct building is learning that confusion can be solved. Parents remain essential, but their role changes. Instead of making every call or sending every email, they can help students think through the next step. After orientation, families may naturally ask whether the student registered for the right courses or found the residence hall. An even more valuable question may be: “What did you learn to handle on your own?” ## **Students Need to Arrive Prepared to Participate** Orientation is most valuable when students complete required work before arriving. Institutions may ask students to activate email accounts, register through an online portal, submit immunization records, complete roommate questionnaires, take placement tests, send transcripts, or provide other documentation. College Board advises students to finish all required pre-orientation tasks and prepare questions for faculty and college officials. Ohio State, for example, directs students entering in autumn 2026 to check their university email for orientation information and requires new students to [participate in the full program](https://orientation.osu.edu/autumn/prepare.html). Before orientation, students should review the curriculum for a possible major, collect information about AP, dual-enrollment, or transfer credits, and write down questions. Relying on memory during a busy day is rarely enough. Practical preparation also matters. Summer orientation may involve extensive walking, long sessions, outdoor tours, and changing weather. Comfortable shoes, water, weather-appropriate clothing, necessary medication, a charged phone, and a simple note-taking method can make the experience more manageable. Most importantly, students must be willing to engage. A student does not need to become instantly outgoing or ask a question during every presentation. But orientation loses much of its value when students remain focused on their phones, avoid all conversations, or assume that every session will be irrelevant. Attention is part of preparation. ## **The Questions That Matter Most** Students do not need to arrive with pages of questions, but they should leave with a clearer understanding of the people and systems that will shape their first semester. Every freshman should know the name or office of an academic adviser, how to schedule an appointment, where assignments and grades will appear, and what to do if a course begins going poorly. They should know how to access tutoring, health care, counseling, accessibility services, financial aid support, and campus safety. They should understand how to replace an identification card, report a technology problem, change a meal plan, or seek help during an emergency. Questions for current students may be different. Where do people study when the library is crowded? How reliable is campus transportation? Which dining locations stay open late? What do freshmen often wish they had known during their first month? Which clubs make it easier to meet people? Faculty can answer questions about major requirements, laboratories, internships, capstone projects, professional preparation, and the expectations students will encounter in college-level courses. Central Michigan recommends [directing questions](https://chipcast.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=38dc73a3-1cca-4636-b618-b2b20181252a) to faculty, staff, and current students according to their different areas of experience. Students should record the answers that matter. By the end of a long orientation day, even useful information can disappear beneath a flood of acronyms, names, directions, and deadlines. ## **High Schools Can Prepare Seniors for Orientation** The responsibility for orientation readiness does not belong only to colleges and families. High school counselors, teachers, administrators, and college-access programs can help seniors understand what orientation will require before graduation. This is especially important for first-generation college students and others whose families may be less familiar with university processes. Counselors can encourage students to review their expected college credits, practice writing a professional email, prepare questions for advisers, and learn the difference between high school supports and college self-advocacy. Students who received accommodations in high school should understand that those services do not simply transfer automatically. They may need to contact the college’s accessibility office, submit documentation, and participate directly in the process. Schools can also help seniors gather transcripts, health records, test information, dual-enrollment documentation, and other materials that may be required. Perhaps most importantly, educators can begin directing questions back to students. Instead of always communicating through a parent, a counselor might ask the student to send the email, schedule the appointment, or contact the college personally. These small acts help build the independence that orientation will soon demand. College readiness is not complete when a student is admitted. It includes knowing how to enter a new system and begin advocating within it. ## **Skipping Orientation Can Create Avoidable Obstacles** Some students may believe orientation is unnecessary because they already toured the campus, live nearby, know other students attending, or can find most information online. A campus tour and an orientation serve different purposes. A tour helps a student decide whether the institution might be a good fit. Orientation teaches the student how to function there. At many institutions, attendance is required because colleges use orientation to register students, complete placement requirements, introduce university systems, and prepare students for academic and residential life. College Board notes that even when attendance is optional, participating can help create a [smoother transition](https://blog.collegeboard.org/what-college-orientation-first-year-students). [The Ohio State](https://orientation.osu.edu/) requires all new students to participate and explains that its program has been designed to set students up for success. Students who miss scheduled sessions may need to attend another program. Missing orientation can mean losing the opportunity to meet advisers, ask questions, register for courses, complete required tasks, and learn about support while many offices are gathered in one place. Information overlooked during the summer often becomes the problem a student is urgently trying to solve during the first week of classes. ## **Orientation Is Where College Begins to Feel Real** Orientation cannot eliminate every concern a student has about college. There may still be homesickness after move-in. The first exam may be harder than expected. Roommate relationships may require patience. Students may change majors, question career plans, or need more support than they anticipated. Orientation cannot predict every challenge. What it can provide is a starting point. Students leave knowing more about where they will study, whom they can contact, what their institution expects, and how they might begin finding a place within the campus community. For families, orientation may be the first unmistakable sign that a child is preparing to build a more independent life. For students, it may be the first time college feels less like a distant achievement and more like a place they can successfully navigate. The acceptance letter tells a student that a college has chosen them. Orientation is where students begin learning how to choose their courses, their communities, their support systems, and ultimately their own way forward. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [AI Deepfakes: The New School Safety Threat](https://edcircuit.com/ai-deepfakes-the-new-school-safety-threat/) **Published:** September 4, 2026 **Author:** EdCircuit Staff **Excerpt:** AI deepfakes are creating school safety risks through cyberbullying, impersonation, sextortion, misinformation, and attacks on trust. **Content:** AI deepfakes can turn an ordinary school morning into a crisis before the first bell rings. A principal arrives to learn that a fabricated video involving a teacher has circulated through student group chats overnight. A student refuses to come to school after classmates share an AI-generated explicit image bearing her face. Families begin calling the district about an alarming audio recording attributed to the superintendent, while administrators scramble to determine whether the voice is authentic. None of the content is real, yet every person affected must deal with real consequences. Classes are disrupted. Investigations begin. Students gather in hallways to discuss what they have seen. Screenshots move from one platform to another. Employees face questions about conduct that never occurred, while targeted students are forced to defend themselves against images they never created. Deepfakes have quickly moved beyond the worlds of entertainment, political misinformation, and online scams. They are entering middle and high schools, where easily accessible artificial intelligence tools can be used to humiliate classmates, impersonate educators, spread false information, and create sexually explicit images without the subject’s knowledge or consent. This is not simply another violation of a school device policy. It is a rapidly developing school safety issue involving cybersecurity, cyberbullying, student mental health, sexual harassment, privacy, public trust, and crisis communication. ## **Deepfakes Give Cyberbullying a Powerful New Weapon** Cyberbullying has long included cruel messages, rumors, embarrassing photographs, fake social media accounts, and deliberate social exclusion. Deepfake technology adds something more dangerous: the ability to manufacture convincing visual or audio evidence of an event that never happened. A deepfake is an image, video, or audio recording created or manipulated with artificial intelligence to imitate a real person. It can place someone’s face into a fabricated scene, recreate a person’s voice, or make someone appear to say or do something that never occurred. Although synthetic media has existed for years, generative AI has dramatically lowered the technical barrier. Creating a convincing fabrication once required editing experience, specialized software, and significant time. Today, a student may need little more than a publicly available photograph and access to an inexpensive or free AI-powered app. The ease of creation is part of what makes the threat so difficult for schools to contain. A student acting impulsively may create an image in seconds without fully considering the emotional, disciplinary, or legal consequences. What begins as an attempt to embarrass one classmate can quickly become a schoolwide crisis when the content is shared through group messages, anonymous accounts, social media platforms, or gaming communities. The problem is already appearing in schools. A nationally representative [RAND survey of K–12 principals](https://www.rand.org/pubs/research_reports/RRA3930-5.html) found that 13 percent reported bullying incidents involving AI-generated deepfakes during the 2023–24 or 2024–25 school years. Incidents were significantly more common in secondary schools. Twenty percent of middle school principals and 22 percent of high school principals said their schools had experienced bullying involving AI-generated images, fabricated photographs, deepfakes, or false online identities. That means approximately one in five middle and high schools represented in the survey had already encountered this emerging form of digital victimization. ## **Students Can Be Targeted Without Sharing Anything Explicit** Some of the most disturbing school-related cases involve “nudify” tools, which use artificial intelligence to transform an ordinary photograph into a fabricated nude or sexually explicit image. A student does not have to send an intimate photograph to become a victim. A yearbook portrait, athletic photograph, social media post, or picture taken in a school hallway can be enough to create exploitative content. The image may then be circulated among classmates, posted to an anonymous account, or used to threaten and control the person depicted. The [National Center for Missing & Exploited Children](https://www.ncmec.org/theissues/generative-ai) has warned that generative AI is being used to create exploitative imagery involving children. The organization identifies peer victimization—including the creation and circulation of AI-generated nude or sexually explicit content among classmates—as a growing child safety concern. Girls have been disproportionately targeted in many reported incidents, although any student can become a victim. The targeted student may not learn that an image exists until a friend sends a screenshot or rumors begin circulating at school. The discovery can create an immediate sense of panic and helplessness. Even when classmates know an image has been fabricated, they may continue sharing it for attention, entertainment, or cruelty. Other students may believe it is authentic. The victim is then placed in the painful position of repeatedly explaining that the image is not real while knowing that peers have viewed, saved, discussed, and possibly redistributed it. The resulting harm can extend throughout a student’s life at school. A targeted student may avoid classrooms, lunch periods, athletics, extracurricular activities, or social events. Attendance and academic performance may decline. Some students experience anxiety, depression, humiliation, isolation, or fear that the image will resurface during college admissions, employment searches, or future relationships. Describing the content as artificial should never be used to minimize the experience of the person depicted. The technology may have fabricated the image, but it cannot erase the invasion of privacy, loss of control, reputational damage, and psychological distress that follow. ## **Deepfakes Are Expanding the Danger of Sextortion** Deepfake technology also increases the threat of sextortion, in which an offender uses sexual content or the threat of exposure to demand money, additional images, or other forms of compliance. Traditionally, sextortion schemes have often begun when a young person sends an intimate photograph to someone they believe they can trust. With generative AI, an offender may not need an authentic image. A fabricated but convincing picture can create enough fear and shame to manipulate the victim. An offender could take a photograph from a student’s social media account, alter it, and threaten to send the result to parents, classmates, teammates, teachers, or college recruiters. The student may comply because the potential consequences feel immediate, regardless of whether the content is authentic. Young people can be particularly vulnerable to this form of coercion. A student who fears punishment or public embarrassment may send money, provide additional content, or attempt to handle the situation alone rather than approaching an adult. That isolation gives the offender more control. School communities must make it clear that students who are threatened or exploited will receive help rather than blame. They should be encouraged to stop communicating with the offender, avoid sending money or additional images, preserve available evidence, and contact a trusted adult immediately. The [FBI identifies sextortion](https://www.fbi.gov/how-we-can-help-you/scams-and-safety/common-frauds-and-scams/sextortion) as a serious crime and urges students, families, educators, and caregivers to understand the warning signs. Deepfakes complicate the threat because students can now be exploited using content they never created or shared. ## **Educators Can Face Fabricated Allegations** Students are not the only people at risk. Teachers, principals, coaches, superintendents, and school board members can also become deepfake targets. A student can manipulate a teacher’s photograph to create an inappropriate image. AI-generated audio can make it sound as though a coach threatened a player or a principal made a discriminatory statement. A fabricated video can falsely depict an employee engaging in misconduct. Such content can be especially damaging in a school environment, where leaders must respond quickly to credible allegations involving student or employee safety. Even when a video or recording is eventually proven false, the accusation may spread much faster than the correction. An employee could be removed from the classroom while the district investigates. Families may demand immediate answers. The content may be reposted by people outside the school community who have no knowledge of its origin. The employee may receive threats or become publicly associated with conduct that never occurred. District leaders face a difficult responsibility in these situations. They must take serious allegations seriously while avoiding the assumption that a convincing recording is authentic. That requires urgency, careful verification, due process, clear communication, and an understanding that manipulated media can be used as a weapon against both students and employees. The administrative burden can also be significant. School leaders may need to preserve evidence, interview students, determine where the content originated, contact families, involve legal counsel, coordinate with law enforcement, respond to media inquiries, and support the targeted employee. All of that work occurs while rumors continue spreading and the normal operation of the school is disrupted. ## **Social Media Can Turn One Fabrication Into a Community Crisis** Deepfake technology creates the content, but social media supplies the distribution system. An altered image can move from one student’s phone to hundreds of devices before administrators know it exists. Even if the original post is removed, screenshots and saved copies can continue circulating through group texts, direct messages, gaming platforms, private accounts, and temporary social media stories. School communities are particularly vulnerable because students recognize the people, uniforms, classrooms, and locations depicted. A fabrication does not have to be perfect to cause harm. It only needs to look believable long enough for people to react. The pressure to share shocking content also works against careful verification. Some students repost deepfakes because they assume the content is authentic. Others know it is false but share it because they find it funny, dramatic, or socially valuable. Every new share expands the audience and makes removal more difficult. Schools must therefore confront more than whether students can identify synthetic media. They must also examine the behavior that follows discovery. Will students forward the content, confront the targeted person, or add humiliating comments? Or will they refuse to share it, report it to a trusted adult, and support the person being targeted? Deepfake education cannot stop at teaching students how to detect a manipulated image. It must also teach consent, empathy, ethical decision-making, responsible reporting, and the consequences of participating in digital harm. ## **Deepfakes Are Also a Cybersecurity Threat** School cybersecurity efforts have traditionally focused on ransomware, phishing, stolen credentials, data breaches, and network security. Those dangers remain, but deepfakes introduce another critical vulnerability: an attack on identity and institutional trust. A cloned voice could impersonate a superintendent and direct an employee to release confidential information. A fraudulent video could falsely announce a school closing, emergency, threat, or policy change. An attacker might imitate a principal, parent, vendor, or technology administrator to make a request appear legitimate. Deepfakes become even more convincing when combined with information gathered from district websites, public meeting recordings, staff directories, social media accounts, or compromised email addresses. A message arriving from a familiar account may appear trustworthy even when its audio or video attachment has been fabricated. This creates challenges that cannot be solved by installing a single detection tool. Schools must consider identity verification, account protection, communication protocols, employee training, social media management, digital evidence, crisis response, and the amount of personal information they publish online. Commercial detection tools can help flag suspicious content, but they have limitations. As generative technology improves, older visual warnings—such as unnatural facial movements, distorted hands, irregular blinking, or mismatched lighting—become less reliable. Schools need verification procedures that examine the source, context, account history, and original file rather than relying entirely on visual inspection or one automated detector. When a message involves money, private information, emergency directions, or an unusual request, employees should confirm it through a separate, trusted communication channel. ## **The Legal Landscape Is Beginning to Catch Up** Federal and state laws are evolving in response to AI-generated exploitation. The federal [TAKE IT DOWN Act](https://rainn.org/federal-legislation/take-it-down-act/) addresses the nonconsensual online publication of intimate visual depictions, including AI-generated deepfakes. Covered online platforms must provide a process for requesting the removal of qualifying content and known identical copies within 48 hours of receiving a valid request. The [Federal Trade Commission](https://consumer.ftc.gov/consumer-alerts/2026/05/what-will-ftcs-enforcement-take-it-down-act-mean-you) began enforcing those platform requirements in May 2026. Deepfake incidents may also create responsibilities under Title IX. The [U.S. Department of Education’s Office for Civil Rights](https://www.ed.gov/media/document/digital-sexual-harassment-under-2020-title-ix-regulations-109318.pdf?utm_source=chatgpt.com) has identified the nonconsensual sharing of intimate images—whether real, altered, or created through AI—as conduct that may constitute online or digital sexual harassment, depending on the circumstances. State laws are also changing. Illinois, for example, expanded its definition of school cyberbullying for the 2026–27 school year to include the electronic distribution of certain AI-generated digital replicas. Other states have updated or introduced laws involving synthetic sexual content, impersonation, harassment, privacy, and child exploitation. Legal obligations will differ according to the jurisdiction and details of an incident. Schools may need to consider Title IX procedures, mandatory reporting requirements, student discipline, law enforcement notification, evidence preservation, privacy protections, and the rights of both victims and accused individuals. Districts should work with legal counsel to clarify these obligations before facing an active crisis. ## **Schools Are Taking Action, but Important Gaps Remain** The RAND findings show that many schools take deepfake incidents seriously once they occur. Among the schools that reported an incident, 79 percent took disciplinary action and 66 percent referred the matter to law enforcement. Forty-seven percent provided training or education to students and employees. However, only 23 percent reported updating their technology-misuse policies to include specific language about AI. That gap suggests many schools are responding with policies written before students could easily fabricate another person’s face or voice. Existing bullying, harassment, sexual misconduct, and acceptable-use rules may apply, but vague language can create confusion about what is prohibited and how an incident should be handled. Some districts are beginning to specifically prohibit the use of AI to impersonate, exploit, harass, threaten, or falsely represent another person. Others are establishing anonymous reporting options, incorporating synthetic media into digital citizenship instruction, reviewing how student photographs are published, and preparing coordinated response procedures. The work cannot belong exclusively to the technology department. IT leaders may help secure accounts, analyze files, preserve evidence, and work with platform providers, but a deepfake incident can also require administrators, counselors, communications teams, Title IX coordinators, school resource officers, legal counsel, teachers, and families. A fragmented response creates delays and increases the likelihood that the victim will have to repeat the story to multiple adults. A coordinated response helps the school protect the targeted person while investigating the conduct, limiting additional distribution, and communicating accurate information. ## **Deepfakes Threaten the Trust Schools Depend On** The deepest long-term danger may not be a single fabricated image. It may be the gradual erosion of confidence in everything students, educators, and families see and hear. When any photograph can be altered, any voice can be cloned, and any video can be fabricated, authentic evidence may also become easier to dismiss. A student confronted with a real recording may claim it was generated by AI. A legitimate safety announcement may be questioned. A genuine report of misconduct could be treated with suspicion. Schools must teach students to evaluate digital content without encouraging automatic disbelief. Healthy skepticism means asking who created the content, where it first appeared, whether trusted sources have confirmed it, and whether the person sharing it benefits from creating outrage or confusion. It also means recognizing that verification is only part of responsible behavior. Students do not need to determine with absolute certainty whether humiliating or explicit content is authentic before deciding not to share it. Protecting another person’s dignity should not depend on successfully completing a digital investigation. ## **School Safety Now Extends Beyond the School Building** The boundary between online conduct and school life has largely disappeared. A deepfake created on a personal device at home can affect attendance, relationships, classroom behavior, athletic teams, employee reputations, and student mental health the next morning. Schools cannot control every private account, app, or device. They can create a culture in which students understand the seriousness of fabricating another person’s identity, know how to report harmful content, and trust that adults will respond without blaming the victim. Families must be part of that culture. They do not need to become deepfake detection experts, but they should understand that a child can be targeted without ever sending an explicit image. They must be prepared to listen calmly, preserve available evidence, contact the school, report the content, and reassure the child that seeking help was the right decision. Artificial intelligence continues to offer valuable opportunities for creativity, accessibility, communication, and learning. Recognizing its potential does not require schools to ignore how easily the same technology can be weaponized. The next era of school safety will involve more than protecting buildings, networks, and devices. It will require schools to protect the identities, dignity, well-being, and trust of the people inside them. *Part One of a Two-Part Series* *Part Two will examine how districts can update policies, train employees, educate students, work with families, preserve evidence, and build an effective response plan before a deepfake crisis occurs.* [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Digital Citizenship, Cybersecurity **Tags:** Headline --- ### [Coding Clubs in Schools Build Future Innovators](https://edcircuit.com/coding-clubs-in-schools-build-future-innovators/) **Published:** July 17, 2026 **Author:** EdCircuit Staff **Excerpt:** Coding clubs in schools help students build programming, AI, and problem-solving skills while preparing for careers in technology and innovation. **Content:** [Coding clubs](https://codeclub.org/en/) in schools are [helping students develop](https://ncce.org/coding-clubs-starting-and-sustaining-them-in-schools/) programming skills, computational thinking, and artificial intelligence literacy while preparing them to become the creators, innovators, and problem-solvers of tomorrow’s digital economy. A high school student launches an app that helps classmates organize assignments. Another designs a website for a local nonprofit. A group of students creates a game that attracts hundreds of downloads from friends and family. A middle school student develops a chatbot that answers frequently asked questions about school events. These are not stories from Silicon Valley startups. They are examples of projects being created by students across America through coding clubs. While previous generations grew up learning how to use technology, today’s students have an opportunity to learn how to build it. That distinction matters. As artificial intelligence, automation, cloud computing, and digital technologies continue transforming nearly every industry, coding clubs are becoming one of the most valuable opportunities schools can offer. They provide students with the skills to move beyond being consumers of technology and become creators of technology instead. For educators, administrators, and parents looking to prepare students for a rapidly changing future, coding clubs represent much more than an after-school activity. They represent a pathway to innovation. ## **From Consumers to Creators** Today’s students live in a digital world. They communicate through apps. They watch videos online. They play games. They use artificial intelligence tools. They interact with technology from the moment they wake up until they go to bed. Yet most students have little understanding of how those technologies are created. Coding clubs change that. Students begin learning that every application, website, game, software platform, and AI tool started as an idea. Someone identified a problem. Someone designed a solution. Someone wrote the code. That realization can be transformational. Students stop seeing technology as something created by others and begin understanding that they have the ability to create technology themselves. The confidence that comes from building something from nothing often becomes one of the most powerful outcomes of coding education. A student who successfully develops a simple app or game begins to think differently about what is possible. That confidence frequently extends into academics, leadership opportunities, and future career aspirations. ## **Coding Is Becoming a New Literacy** For generations, schools have focused on reading, writing, and mathematics as foundational skills. Those subjects remain essential. However, many educators now view computational thinking as another critical literacy for the modern world. Students do not need to become software engineers to benefit from coding. Just as not every student becomes a professional writer, understanding how digital systems operate provides value regardless of career choice. Healthcare professionals rely on software systems. Farmers use precision agriculture technologies. Manufacturers operate automated equipment. Financial institutions depend on data analytics. Architects use advanced design software. Scientists analyze enormous datasets. Business leaders increasingly rely on artificial intelligence tools. Technology touches nearly every profession. Coding clubs help students understand the systems that are shaping the world around them. ## **Why Coding Matters in the Age of Artificial Intelligence** No conversation about education today is complete without discussing artificial intelligence. AI is changing how people work, communicate, create content, conduct research, and solve problems. Students are already using AI tools in their daily lives. The challenge facing schools is ensuring students understand these technologies rather than simply interacting with them. Coding clubs provide an ideal environment for that learning. Students can explore machine learning concepts, automation, prompt engineering, data analysis, and AI ethics in ways that are both practical and engaging. More importantly, they learn that AI is not magic. It is technology designed and developed by people. As AI becomes integrated into virtually every industry, students who understand how these systems work will possess a significant advantage. Coding clubs help schools move beyond conversations about AI and into meaningful exploration of its possibilities and limitations. ## **Students Are Building Real Solutions** One misconception about coding clubs is that students spend their time memorizing programming syntax. The reality is much more exciting. Students build things. They create mobile applications. They design websites. They develop games. They automate repetitive tasks. They build databases. They create AI-powered tools. They develop software that solves real-world problems. Some students create solutions for challenges within their own schools. Others develop projects focused on community needs. Many discover that coding provides a creative outlet similar to art, music, or writing. The computer simply becomes the canvas. The ability to transform ideas into working solutions is one of the reasons coding clubs are so engaging for students. The results are visible. The impact is real. The learning feels meaningful. ## **National Competitions and Organizations Support Student Success** Schools considering a coding club do not have to build a program from the ground up. A strong network of organizations already exists to support educators and students. Among the most influential is [Code.org](https://code.org/en-US), which has helped expand computer science access for millions of students through free curriculum resources and educator support. The[ Computer Science Teachers Association](https://csteachers.org/) provides professional learning opportunities, networking, and resources for schools expanding computer science programs. Students can participate in the [Congressional App Challenge](https://www.congressionalappchallenge.us/), where they develop applications and compete with peers across congressional districts. Additional opportunities exist through the [American Computer Science League](https://www.acsl.org/), [Technology Student Association](https://tsaweb.org/), and [SkillsUSA](https://www.skillsusa.org/). [Hackathons](https://www.mlh.com/), coding competitions, game design contests, and AI innovation challenges continue expanding nationwide. Just as athletics provide opportunities for students to compete and grow, coding competitions create environments where students can showcase creativity, technical skill, and innovation. ## **Coding Clubs Create Entrepreneurs** Perhaps one of the most overlooked benefits of coding clubs is entrepreneurship. A student with coding skills can build a business. That possibility did not exist for previous generations in quite the same way. Today’s students can create applications, websites, software tools, digital products, and AI solutions from virtually anywhere. Many successful technology companies began with a simple idea and a willingness to solve a problem. Coding clubs introduce students to that mindset. They learn to identify challenges. They learn to design solutions. They learn to test, improve, and refine their work. In many ways, coding clubs teach innovation as much as they teach programming. Students begin seeing opportunities where others see obstacles. That perspective can influence their futures long after they leave school. ## **Teachers Do Not Need to Be Expert Programmers** One of the biggest barriers preventing schools from starting coding clubs is a misconception. Many educators believe they must be expert programmers before they can lead a coding club. That simply is not true. Across the country, successful coding clubs are being facilitated by teachers who began with little or no coding experience. The advisor’s role is not necessarily to provide every answer. The advisor’s role is to create opportunities. Students often become researchers and problem-solvers themselves. Online learning resources, tutorials, professional organizations, AI-assisted learning tools, and industry mentors make it easier than ever to support student learning. Many clubs become environments where educators and students learn together. That collaborative approach can be incredibly empowering. The most important requirement is not technical expertise. It is a willingness to help students explore. ## **Partnering With Local Businesses** One of the greatest opportunities for coding clubs lies in community partnerships. Unlike some STEM activities that rely heavily on specialized industries, coding connects to nearly every sector of the economy. Hospitals rely on software. Banks depend on technology platforms. Manufacturers use automation systems. Insurance companies analyze data. Universities conduct technology research. Government agencies maintain digital infrastructure. Technology touches everything. That creates partnership opportunities for schools in almost every community. Local organizations can provide guest speakers, mentorship opportunities, internships, project challenges, job-shadowing experiences, and sponsorship support. Students gain exposure to real-world careers. Employers gain opportunities to engage future talent. Schools gain valuable community connections. These partnerships often become some of the most meaningful aspects of a coding program. ## **Preparing Students for Careers That Do Not Yet Exist** Perhaps the most compelling reason to start a coding club is simple. The future is difficult to predict. Many of today’s students will eventually work in careers that have not yet been invented. Schools cannot anticipate every future job title. What they can do is help students develop skills that remain valuable regardless of how technology evolves. Problem-solving. Creativity. Communication. Adaptability. Collaboration. Innovation. Computational thinking. Coding clubs develop all of these qualities while helping students understand the technologies driving economic and societal change. ## **Building More Than Software** At first glance, coding clubs appear to focus on programming. Look closer, however, and something much more important is happening. Students are learning how to think. They are learning how to create. They are learning how to solve problems. They are learning how to innovate. They are learning how to turn ideas into reality. Most importantly, they are learning that they can shape the future rather than simply react to it. As schools continue searching for meaningful ways to prepare students for an increasingly digital world, coding clubs stand out as one of the most accessible, impactful, and future-focused opportunities available. Students may join because they want to learn how to code. What they often discover is something much larger. They discover the power to create. And in a world increasingly defined by technology, that may be one of the most important lessons a school can teach. **[Hack Club](https://www.youtube.com/@HackClubHQ) – [Inside a High School Coding Club](https://www.youtube.com/watch?v=xXIxwV7bQTw)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [World Cup Education Opportunities Beyond the Game](https://edcircuit.com/world-cup-education-opportunities-beyond-the-game/) **Published:** July 14, 2026 **Author:** EdCircuit Staff **Excerpt:** World Cup education opportunities help schools connect students to geography, STEM, culture, languages, history, and global citizenship. **Content:** World Cup education opportunities extend far beyond the excitement on the pitch, offering schools and families meaningful ways to connect students with the people, places, cultures, and ideas that shape our increasingly interconnected world. As the United States, Canada, and Mexico welcome the world in 2026, the tournament presents a rare opportunity to transform one of the planet’s most celebrated sporting events into a powerful educational experience. For billions of people, the [FIFA World Cup](https://www.fifa.com/en/tournaments/mens/worldcup/canadamexicousa2026) represents passion, pride, and unforgettable moments. For educators, however, it represents something even greater: one of the world’s largest classrooms. From geography and history to STEM, languages, culture, and global citizenship, the tournament provides authentic opportunities to engage students in learning that feels relevant, meaningful, and alive. At a time when educators are searching for ways to connect classroom instruction with real-world experiences, few events offer as many possibilities as the World Cup. ## **The World’s Biggest Sporting Event Becomes the World’s Biggest Classroom** Every four years, the World Cup brings together nations from every corner of the globe. Fans may focus on the matches, but educators can focus on something equally important—the stories behind the teams. Students naturally become curious about countries they may have never studied before. They want to know where players come from, what languages they speak, what traditions they celebrate, and what makes their cultures unique. That curiosity is powerful. Research has long shown that students learn best when they are engaged and emotionally invested. The World Cup creates that engagement naturally. Learning no longer feels disconnected from the world around them. Instead, students begin to understand that geography, history, mathematics, science, and culture are all connected. In many ways, the tournament transforms the entire world into a classroom. ## **Geography Comes Alive** Maps become more than decorations on the wall when students are cheering for teams from around the world. The World Cup provides countless opportunities to explore continents, countries, capitals, populations, climates, and natural landmarks. Students can compare host cities, calculate distances traveled by teams, and investigate how geography influences culture and daily life. Rather than memorizing locations, students begin asking questions. Why are certain nations so passionate about soccer? How do climate and geography affect lifestyles? What similarities exist between countries separated by thousands of miles? Those questions encourage exploration and critical thinking. More importantly, they help students recognize the incredible diversity that exists across our planet while reinforcing the idea that people everywhere share common hopes, dreams, and experiences. ## **Mathematics With Real Meaning** For many students, mathematics becomes far more interesting when it is connected to something they enjoy. Goals scored, possession percentages, player statistics, tournament brackets, rankings, and probabilities all provide opportunities for authentic mathematical learning. Students can analyze scoring averages, graph team performance, calculate percentages, and make predictions throughout the tournament. Concepts such as probability, statistics, and data analysis suddenly become relevant because they are being applied to events unfolding in real time. Instead of asking, “When will I ever use this?” students can immediately see the answer. Real-world data creates real-world learning. ## **STEM Is Everywhere in the Beautiful Game** Behind every World Cup match lies an [incredible story of science, engineering, and innovation](https://msutoday.msu.edu/news/2026/05/the-spartan-science-behind-the-world-cup). Students can explore the physics behind ball movement and investigate how speed, force, and spin affect performance. They can examine the engineering and architecture required to construct modern stadiums capable of safely hosting tens of thousands of spectators. Technology has transformed the game itself. Goal-line technology, [video assistant referees (VAR)](https://inside.fifa.com/innovation/standards/video-assistant-referee), wearable sensors, artificial intelligence, performance analytics, and advanced sports science are now central components of elite competition. These innovations provide students with valuable insights into careers in engineering, computer science, robotics, sports medicine, and data analytics. The World Cup reminds young people that STEM is not confined to laboratories or textbooks. It exists everywhere—even in the games they love. ## **Culture, Language, and Global Understanding** Perhaps no sporting event better illustrates the richness of human diversity than the World Cup. Countries with different histories, traditions, and languages come together to celebrate a shared passion. For students, this provides a unique opportunity to expand their understanding of the world. Teachers can introduce customs, music, food, holidays, and traditions associated with participating nations. Language classes can explore greetings and common phrases while helping students appreciate the importance of communication across cultures. Schools might organize international festivals, classroom projects, or cultural celebrations that allow students to showcase countries participating in the tournament. These experiences foster empathy, curiosity, and respect—qualities that are essential in a world that grows more connected each year. ## **History Through the Stories of Nations** Every team competing in the World Cup carries a history that extends far beyond soccer. Students can examine the events, leaders, and movements that shaped nations throughout history. They can explore how sports have influenced societies, united communities, and even served as symbols of hope during difficult times. History becomes more than dates and timelines. It becomes the story of people. Through the lens of the World Cup, students gain a deeper appreciation for the experiences that have shaped countries and cultures across generations. ## **Learning Doesn’t End When the Bell Rings** The educational opportunities created by the World Cup extend well beyond school walls. Families can watch matches together and use them as springboards for meaningful conversations. Parents can encourage children to research countries before kickoff, prepare meals inspired by participating nations, or explore books, documentaries, and museums that bring global cultures to life. Communities may host watch parties, cultural festivals, and public events that expose young people to experiences and perspectives beyond their immediate surroundings. Some of the most meaningful learning experiences happen not in classrooms, but around dinner tables and in conversations shared between generations. ## **Preparing Students for a Global Future** Today’s students will inherit a world that demands collaboration, communication, and cultural understanding. Success in the future workplace will require more than academic knowledge. Young people must learn to appreciate different perspectives, work alongside diverse communities, and understand how interconnected the world has become. The World Cup offers an opportunity to develop those qualities. For a few weeks, billions of people from different countries, cultures, and backgrounds come together around a common passion. They celebrate together, mourn together, and experience moments that transcend borders and languages. That may be the tournament’s greatest lesson. Understanding one another matters far more than understanding the score. ## **Beyond the Trophy** When the final whistle blows and a champion lifts the trophy, the memories will remain. But perhaps the greatest legacy of the 2026 FIFA World Cup will not be measured in goals, championships, or highlight reels. It may be found in a student discovering a new country. In a classroom discussion about culture and history. In a family exploring the world together. And in young people, realizing that the differences that make humanity unique are also what bring us together. Because the world’s most popular sport offers something far greater than competition. It offers an opportunity to learn from one another—and that lesson extends far beyond the game. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [EdTech Value Doesn't Speak for Itself](https://edcircuit.com/edtech-value-doesnt-speak-for-itself/) **Published:** July 27, 2026 **Author:** EdCircuit Staff **Excerpt:** Technology leaders must clearly communicate EdTech value to boards, families, and district leaders as expectations and accountability continue to rise. **Content:** EdTech value is becoming one of the most important conversations in K-12 education as district leaders face increasing expectations, shrinking budgets, and growing demands for accountability. While technology has become essential to teaching, learning, communication, and operations, the ability to explain why those investments matter has become just as important as the investments themselves. For decades, technology leaders were largely judged by their ability to keep systems running. If devices worked, networks stayed online, and teachers had access to the tools they needed, success was assumed. But the [landscape has changed](https://www.edsurge.com/news/2026-01-27-k-12-edtech-in-2026-five-trends-shaping-the-year-ahead). Today’s chief technology officers and technology directors are expected to do much more than manage infrastructure. They are increasingly asked to justify spending, support district priorities, manage cybersecurity risks, navigate artificial intelligence, and communicate the impact of technology to boards, families, and communities. ## **The Expectations for Technology Leaders Have Changed** Technology has become intertwined with nearly every aspect of modern education. Whether districts are discussing student achievement, operational efficiency, family engagement, or school safety, technology plays a role in supporting those efforts. As a result, technology leaders are finding themselves at the table during strategic conversations that would have rarely included them a decade ago. That expanded role brings increased expectations. Superintendents want leaders who understand how technology supports instructional priorities. Boards want to know how investments align with district goals. Finance departments are looking for sustainability and long-term value. Parents want to know how technology is improving learning experiences and preparing students for the future. Simply explaining what a product does is no longer enough. District leaders want to understand why it matters. That shift requires technology leaders to speak a different language. Technical specifications, infrastructure diagrams, and software features may be important, but they are rarely the information that resonates with non-technical stakeholders. Those audiences are more interested in outcomes. They want to know how investments affect students, teachers, and the overall health of the organization. In short, technology leadership has become leadership. ## **Communities Care About More Than Technology** Conversations around school [funding are rarely just financial discussions](https://www.the74million.org/article/new-report-despite-red-ink-academic-losses-school-boards-rarely-talk-budgets/). Education touches issues that communities care deeply about, and that means technology investments often receive significant attention and scrutiny. Parents want students to have access to opportunities and resources that support learning. Taxpayers want to know that public funds are being spent wisely. Board members are responsible for balancing competing priorities while making decisions that serve the long-term interests of their communities. Those expectations are reasonable. In fact, they should exist. Technology leaders often spend considerable time evaluating products, negotiating contracts, and managing implementation plans. Yet stakeholders outside the technology department are usually asking different questions. How will this improve learning? What problem are we solving? How will we know whether it works? What happens if we decide not to make this investment? Those questions move the conversation away from products and toward outcomes. And ultimately, outcomes are what matter most. ## **Data Alone Rarely Tells the Whole Story** School systems generate an enormous amount of data. Technology departments can measure network uptime, application usage, cybersecurity events, help desk tickets, device inventories, and dozens of other metrics. While those numbers are valuable, they do not automatically create understanding. A board member may not appreciate what 99.9 percent uptime means. However, they do understand uninterrupted instruction. They understand that teachers need reliable systems. They understand that students cannot learn effectively when networks fail or platforms become unavailable. Likewise, cybersecurity investments can be difficult to explain because success often means that nothing happened. No ransomware attack. No data breach. No interruption to instruction. No emergency response. Those outcomes are incredibly valuable, but they are not always visible. Leaders must provide the context that transforms data into understanding. Metrics provide evidence. Leaders provide meaning. That distinction has become increasingly important as districts continue to invest in cybersecurity, artificial intelligence, and other technologies that may not always produce immediate or obvious results. ## **Different Stakeholders See Value Differently** One of the biggest mistakes leaders can make is assuming that everyone defines value the same way. They do not. Teachers often evaluate technology based on whether it saves time and improves instruction. Parents are more likely to focus on communication, access, and student experiences. Finance departments may prioritize efficiency and sustainability. Boards frequently view investments through the lens of strategic goals and accountability. Each perspective is valid. The challenge for technology leaders is recognizing that a single message may not resonate equally with every audience. For example, a presentation focused entirely on bandwidth upgrades and network redundancy may fail to connect with board members. However, a conversation about protecting instructional time, supporting assessments, and ensuring reliable access for students paints a much clearer picture of why those investments matter. Effective leaders understand that communication is not about simplifying the message. It is about making the message relevant. Technology leaders are increasingly serving as translators between highly technical systems and the broader educational community. ## **The Most Important Outcomes Are Not Always Financial** Return on investment has long been a common way to evaluate spending decisions. Cost savings, efficiencies, and operational improvements remain important considerations. However, some of the most meaningful benefits technology creates are difficult to measure using traditional financial models. How do districts quantify opportunity? How do they measure collaboration? How do they place a dollar value on access? Those questions do not have simple answers. Consider a district that expands access to Advanced Placement courses through technology. The investment may not immediately produce measurable cost savings, but it creates opportunities that did not previously exist for students. Over time, those opportunities may influence college readiness, career pathways, and long-term success. Similarly, investments in cybersecurity may not generate revenue or reduce staffing costs, but they protect districts from disruptions that could affect teaching and learning. The absence of a crisis can represent tremendous value. Technology leaders must recognize that not all returns are financial. Some returns are measured through experiences, opportunities, trust, and resilience. Those outcomes matter just as much. ## **Storytelling Has Become a Leadership Skill** The word storytelling can sometimes make leaders uncomfortable because it sounds subjective. Yet storytelling is not about exaggeration or marketing. It is about helping people understand the relationship between investments and outcomes. A story might explain how improved infrastructure reduced disruptions to instruction. It might demonstrate how communication tools strengthened connections with families. It might show how cybersecurity investments protected student information. Or it might highlight how digital resources expanded opportunities for students who previously lacked access. Stories provide context. Stories help stakeholders understand why decisions were made. Stories build trust. And trust remains one of the most valuable assets any school system possesses. Technology leaders who can communicate clearly and connect their work to larger district priorities are often the leaders who earn support and influence. Their success is not based solely on technical expertise. It is built on their ability to explain how technology supports the mission of the organization. ## **The Future Belongs to Strategic Communicators** Artificial intelligence, cybersecurity threats, budget pressures, and evolving expectations are reshaping the role of the technology leader. Technical knowledge will always matter, but technical knowledge alone is no longer sufficient. Today’s leaders must be able to communicate with diverse audiences, align investments with strategic goals, and demonstrate meaningful impact. They must understand both the technology itself and the people it serves. Perhaps most importantly, they must remember that technology is rarely the destination. Students are. Teachers are. Communities are. Technology is simply one of the tools that helps districts achieve those larger goals. The leaders who thrive in the years ahead will not necessarily be those who understand the most about networks, devices, or software platforms. They will be the leaders who understand how to connect those technologies to purpose. Because EdTech value doesn’t speak for itself. Leaders do. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [College Technology Prep for First-Year Students](https://edcircuit.com/college-technology-prep-for-first-year-students/) **Published:** August 11, 2026 **Author:** EdCircuit Staff **Excerpt:** College technology prep helps freshmen choose devices, AI tools, note-taking systems, cybersecurity protections, and campus apps before move-in. **Content:** College technology prep in 2026 looks almost nothing like the preparations many parents made before leaving for college in the 1990s. A parent may remember packing a word processor or bulky desktop computer, a telephone calling card, rolls of quarters for laundry, a paper planner, and a printed campus phone book containing nearly every student’s telephone number and residence hall address. Finding a classroom meant unfolding a campus map. Meeting someone for dinner meant agreeing on a time and place in advance. Calling home often meant using the telephone attached to the dorm-room wall—and hoping a roommate was not already using it. Today’s freshman may leave for college carrying a laptop, tablet, smartphone, smartwatch, wireless earbuds, portable battery, cloud-storage accounts, digital textbooks, campus authentication apps, and access to artificial intelligence platforms that can explain a calculus problem, review a paper, summarize a reading, build a study guide, or help debug computer code. The campus phone book has been replaced by a group chat. The paper map has become live navigation. The word processor has become an AI-assisted workspace. The dorm-room telephone has become a device that can unlock buildings, pay for lunch, receive emergency alerts, attend a virtual office hour, and submit an assignment before the student has even climbed out of bed. Students have never arrived on campus with more technology at their disposal. That does not mean they have never been better prepared. The central question for families is no longer simply, “What computer should we buy?” It is, “Does this student know how to build a dependable, secure, and academically responsible technology system?” ## **Imagine the First Week of College** Consider what a freshman may encounter within the first few days. The student receives a residence hall announcement through one app, a class assignment through the learning management system, an authentication request through another app, and an invitation to a study group through [GroupMe](https://groupme.com/) or another messaging platform. The dining plan is connected to a digital campus card. A professor posts a room change online. The university sends a severe-weather notification by text. An introductory course requires an online homework platform that the student has never used. One professor encourages students to use artificial intelligence to generate practice questions. Another requires students to disclose every use of AI. A third prohibits generative AI on graded assignments. Meanwhile, the student’s family assumes everything is going well because there has been no urgent phone call home. This is the new college transition. Technology is no longer a separate component of the college experience. It is part of the infrastructure through which students register for courses, communicate with professors, access financial aid, receive grades, schedule advising appointments, complete assignments, find transportation, enter buildings, and participate in campus life. [EDUCAUSE’s research](https://library.educause.edu/resources/2026/3/2026-educause-students-and-technology-report-steady-through-change) on students and technology reflects the growing connection among generative AI, technology services, accessibility, academic experiences, mental health, and preparation for the workforce. The quality of a student’s technology experience can directly affect the student’s ability to participate, remain organized, and access support. A prepared freshman does not need to master every platform before arriving. However, the student should understand that college technology is now an ecosystem. When one part of that ecosystem breaks down—a forgotten password, missed notification, incompatible device, lost file, or compromised account—the consequences can quickly become academic, financial, and personal. ## **Check the College Before Buying the Technology** The biggest technology mistake families can make is buying first and researching later. Before purchasing a laptop, tablet, software package, or expensive subscription, families should review the technology requirements published by the college and the student’s intended academic department. Engineering, architecture, media production, graphic design, nursing, data science, business, and computer science programs may require software that will not operate effectively on every device. A Chromebook may be perfectly adequate for one student and completely unsuitable for another. A tablet can be an outstanding note-taking companion without being a full replacement for a laptop. A high-performance computer may be necessary for video editing, design, advanced mathematics, simulation, or coding—but excessive for a student whose primary needs are research, writing, email, and presentations. For many freshmen, a reliable laptop with a solid-state drive, a dependable battery, an updated operating system, a functioning camera and microphone, and at least 16 GB of memory will provide a practical foundation. The best device is not automatically the most expensive one. It is the device that can run the student’s required programs, survive frequent travel across campus, and remain dependable for several years. Families should also investigate what the institution already provides. Many colleges include access to Microsoft 365, Google Workspace, cloud storage, cybersecurity software, statistical programs, design tools, virtual computer labs, and specialized academic applications. Students should activate their college accounts before paying for software. A school email address may also unlock student plans or education pricing from technology companies. Notion, for example, offers an education plan for eligible students using verified institutional email accounts. The goal is not to send students to campus with every possible device and subscription. It is to give them the correct tools without paying twice for services the college already supplies. ## **The Smartphone Has Become a Campus Command Center** Parents may still think of a smartphone primarily as a communication and entertainment device. For a college student, it may also function as a campus identification card, transportation pass, room key, payment method, scanner, calendar, authentication device, safety alert system, camera, and connection to academic support. Before move-in day, students should install the college’s official applications and organize them into a clearly labeled campus folder. That folder may include the institution’s main app, student email, learning management system, authentication tool, library app, dining platform, transportation service, emergency notification system, and residence hall app. Students should also make thoughtful decisions about notifications. Turning off every notification may cause them to miss an assignment update, class cancellation, registration deadline, payment notice, or emergency warning. Allowing every app to interrupt them can make sustained reading, writing, and studying nearly impossible. Digital independence requires more than knowing how to install an app. It requires knowing which information deserves immediate attention and which notifications can wait. That may be one of the most important technology skills a freshman develops. ## **AI Will Be Everywhere, but Students Do Not Need Everything** Artificial intelligence may be the defining difference between students beginning college in 2026 and their parents’ college experience. Freshmen are likely to encounter [ChatGPT](https://chatgpt.com/), [Gemini](https://gemini.google.com/app), [NotebookLM](https://notebooklm.google/), [Microsoft Copilot](https://copilot.microsoft.com/), [Claude](https://claude.ai/), [Perplexity](https://www.perplexity.ai/), [Grammarly](https://www.grammarly.com/), and a growing collection of AI features built directly into word processors, search engines, learning platforms, and campus systems. Students do not need paid subscriptions to every AI platform. They need one or two dependable tools, a clear understanding of what those tools do, and enough judgment to recognize when AI is supporting their learning and when it is beginning to replace it. **ChatGPT** can help a student work through unfamiliar material, generate practice questions, receive feedback on an outline, or explore different ways of explaining a concept. Its Study Mode is designed to guide users through questions and explanations rather than simply supplying a final response. **NotebookLM** can be especially useful when students upload approved course materials such as lecture slides, notes, readings, and study guides. Because its responses are grounded in the material provided, students can use it to generate summaries, quizzes, study guides, and explanations with citations connected to their source documents. **Microsoft Copilot** may become part of a student’s workflow at institutions using Microsoft 365. It can support brainstorming, summarizing, analyzing information, and working within familiar productivity applications, although access and available features will depend on the college’s licensing arrangements. **Claude** may be useful for working through lengthy readings, developing practice questions, improving explanations, reviewing writing, or supporting coding tasks. Anthropic has created a higher education offering and has reported student uses that include editing, summarizing, technical explanations, mathematics, and programming support. **Perplexity** can help students begin exploring a research topic and identify possible sources, while Grammarly can provide writing feedback and help students document AI-assisted work. Both now promote education-focused offerings for students. However, no AI platform should become a substitute for the college library, a professor’s instructions, assigned readings, original sources, or the student’s own analysis. A freshman might use NotebookLM to review lecture material, ChatGPT to create practice questions, Copilot to organize a presentation, and Perplexity to identify starting points for research. But the student must still read the material, check the evidence, solve the problem, evaluate the source, and take responsibility for the final submission. AI can make a student faster without necessarily making the student wiser. The challenge for higher education is helping students develop both. ## **Every Syllabus May Have a Different AI Rule** There is no universal AI policy that applies to every college course. One professor may encourage AI-assisted brainstorming. Another may permit grammar feedback but prohibit generated text. A third may allow AI for practice but not for graded work. A fourth may require students to submit prompts, drafts, citations, or an explanation of how AI contributed to an assignment. Stanford’s teaching guidance notes that instructors may establish different course-level AI policies and encourages students to seek clarification when expectations are uncertain. Students should therefore read the AI section of every syllabus rather than assuming that one professor’s policy applies to another course. When the rules are unclear, students should ask before using the tool—not after an assignment has been questioned. Freshmen should also learn to keep records of meaningful AI use. Saving prompts, drafts, revisions, source checks, and notes can help a student explain how the work developed. More importantly, that record encourages students to remain active participants in the process. The question should not be, “Can AI complete this assignment?” The better question is, “How can I use technology without surrendering the thinking this assignment was designed to develop?” ## **The Best Note-Taking App Is the One the Student Will Reopen** Families often ask which note-taking app is best. The answer depends less on the number of features and more on how the student learns. Students who prefer traditional digital notebooks may be comfortable with [Microsoft OneNote](https://onenote.cloud.microsoft/). It allows courses to be divided into notebooks, sections, and pages and can accommodate typed notes, handwriting, images, files, and annotations. Students who want one central location for notes, assignments, calendars, club responsibilities, and project planning may prefer [Notion](https://www.notion.com/). Its flexibility is powerful, but it carries a warning: students should not spend three hours designing a beautiful productivity dashboard to avoid starting a 30-minute assignment. Students who learn by writing, drawing diagrams, solving equations, or annotating lecture slides may benefit from a tablet and an application such as [Goodnotes](https://www.goodnotes.com/). The platform is designed to organize handwritten notes, slides, textbooks, and course materials across subjects. Students in research-intensive majors may prefer [Obsidian](https://obsidian.md/), which allows them to link related ideas and gradually build a personal knowledge base across courses. Its strength is not simply storing notes but helping students see connections among concepts, readings, people, and projects. The best system may also change by course. A student might handwrite chemistry equations, type history notes, annotate biology diagrams, and use a project board for a group presentation. What should not change is where the student looks for the information. Notes scattered among text messages, screenshots, five apps, three email accounts, loose files, and unnamed cloud folders are not an academic system. They are a digital junk drawer. Freshmen should choose one primary location for academic notes, one calendar for deadlines, and one consistent naming system for files. A basic folder titled “English Paper” will eventually become confusing. A file named “ENG101\_ResearchDraft\_2026-09-18” is far easier to locate three weeks later. The organization does not feel urgent until the night before something is due. ## **Learn the Campus Systems Before the First Assignment** The learning management system may become the most important website a freshman uses. Whether a college relies on [Canvas](https://www.canva.com/), [Blackboard](https://www.blackboard.com/), [Brightspace](https://learninganalytics.brightspace.com/), [Moodle](https://moodle.org/), or another platform, students should know how to locate a syllabus, submit an assignment, view feedback, join a discussion, contact an instructor, check grades, and find recorded lectures before classes begin. They should also learn how deadlines are displayed. A calendar automatically generated by the learning management system can be helpful, but students should not assume it contains every responsibility. Reading assignments, long-term projects, exam preparation, laboratory work, registration dates, job schedules, athletics, club meetings, and personal appointments may need to be added manually. A freshman’s calendar should become more than a list of due dates. It should show when the work will actually be completed. An exam entered on Friday is a reminder. Study sessions entered on Monday, Tuesday, and Wednesday represent a plan. That difference often separates students who feel constantly surprised by college from those who begin to control their time. ## **Cybersecurity Is Now Part of College Readiness** Students may arrive on campus thinking cybersecurity is primarily the responsibility of the college’s technology department. It is not. A compromised student account can expose email, classwork, cloud files, financial information, academic records, saved passwords, and access to campus services. It can also prevent a student from submitting an assignment, registering for classes, or receiving important communication. Students should activate multifactor authentication immediately, use unique passwords, create a password-manager account, install software updates, enable device tracking, and store account-recovery codes in a secure location. [CISA](https://www.cisa.gov/) identifies multifactor authentication and strong password practices as essential protections because stolen passwords alone should not be enough to access an account. Freshmen must also be prepared for scams designed specifically for college students. A message may appear to come from a professor offering a personal-assistant position. A supposed recruiter may request banking information. A fake employer may send a check and instruct the student to purchase equipment or return part of the money. The Federal Trade Commission continues to warn students about job scams that begin through email, text messages, social media, and online job postings. Students should never approve an unexpected authentication request, pay money to obtain a job, deposit a suspicious check, or enter a password through an unverified link. In the 1990s, a parent may have warned a college student not to lose a room key. In 2026, families must also warn students not to hand a digital key to a stranger. ## **Build a Technology Failure Plan** Technology often fails at the least convenient moment: during a presentation, the night before a major paper is due, or while a student is trying to register for a required course. Every freshman should have automatic cloud syncing turned on for active files and a second backup location for important work. Students should know whether documents are saved on the laptop, in a personal cloud account, or in a college-owned account. That distinction matters because access to an institution-managed account may eventually change. Students should periodically export research papers, presentations, portfolios, creative projects, and other work they want to retain after graduation. A small emergency technology kit can also prevent avoidable problems. It may include a second charging cable, portable battery, headphones with a microphone, a USB-C adapter or hub, and a flash drive. Students working with large video, photography, design, or research files may also need an external solid-state drive. The objective is not to prepare for every possible technology failure. It is to prevent one dead battery, damaged cable, lost laptop, or cloud-sync problem from becoming an academic crisis. ## **The Freshman Technology Readiness Checklist** Before move-in day, students and families should be able to answer yes to eight questions: 1. Have we confirmed the college’s and academic major’s device requirements before purchasing a computer? 2. Has the student activated campus email, multifactor authentication, the learning management system, and official college apps? 3. Have we checked which software, cloud storage, AI tools, and subscriptions the institution already provides? 4. Has the student selected a primary note-taking system, calendar, and file-organization method? 5. Does the student understand that every course may have a different AI policy? 6. Can the student verify AI-generated information, locate sources, and explain how AI contributed to the submitted work? 7. Are passwords unique, backups automatic, recovery information secure, and device tracking enabled? 8. Does the student know how to contact the campus technology help desk when something goes wrong? ## **The Most Prepared Student Will Not Own the Most Technology** Parents who attended college in the 1990s may look at today’s technology and wonder how students could struggle. Information is instantly available. Families can communicate at any hour. Papers can be submitted from a dorm room. Directions, tutoring, research materials, and academic support can all be reached through a screen. But access is not the same as readiness. The college student of the 1990s needed to know where the computer lab was, how to save a document to a disk, and when the campus bookstore closed. The college student of 2026 carries a computer lab, library, television studio, navigation system, calendar, wallet, campus key, tutoring center, and AI assistant in a backpack or pocket. That technology can create extraordinary opportunities. It can expand access, support students with disabilities, strengthen collaboration, connect commuters and residential students, and provide immediate help when a student feels stuck. It can also create distraction, dependency, privacy risks, misinformation, academic integrity concerns, and the illusion that completing a task is the same as understanding it. The most prepared freshman will not be the student with the newest laptop, the most expensive tablet, or subscriptions to every AI platform. It will be the student who has built a simple and dependable system, understands the rules, protects personal information, asks for help early, and recognizes that technology is most powerful when it strengthens human judgment rather than replacing it. Technology should remove barriers to learning. It should never remove the learning itself. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial, Innovation **Tags:** Headline --- ### [Cybersecurity Clubs Are Training Digital Defenders](https://edcircuit.com/cybersecurity-clubs-are-training-digital-defenders/) **Published:** July 24, 2026 **Author:** EdCircuit Staff **Excerpt:** Cybersecurity clubs help students develop ethical hacking, cyber defense, and digital safety skills while preparing for high-demand technology careers. **Content:** Cybersecurity clubs are helping students develop ethical hacking, cyber defense, and digital safety skills while preparing for careers in one of the fastest-growing and most important fields in the modern workforce. A school district loses access to critical systems after a ransomware attack. A hospital diverts patients because its network has been compromised. A city government shuts down online services after a cyber incident disrupts operations. A major corporation reports a data breach affecting millions of customers. These headlines have become increasingly common. What receives far less attention is the growing number of students learning how to prevent the next cyberattack before it happens. Across America, cybersecurity and ethical hacking clubs are emerging as some of the most relevant and impactful student organizations in education. What began as niche technology programs has evolved into opportunities that combine digital citizenship, workforce development, problem-solving, ethics, and school safety. For educators, parents, and administrators searching for ways to prepare students for an increasingly connected world, cybersecurity clubs offer something unique. They help students understand not only how technology works but also how to protect it. In a society where nearly every aspect of daily life depends on digital systems, that knowledge has never been more important. ## **Why Cybersecurity Matters to Every Student** Not long ago, cybersecurity was viewed as a concern primarily for information technology professionals. Today, it affects everyone. Students create online accounts before they reach middle school. They communicate through digital platforms, store information in the cloud, use artificial intelligence tools, make purchases online, and access educational resources through connected systems. Their digital footprint begins growing long before they enter the workforce. This reality means cybersecurity is no longer simply a technology issue. It is a life skill. Just as schools teach students how to drive safely, manage finances, and evaluate information critically, they increasingly have a responsibility to help students understand how to navigate digital environments responsibly and securely. [Cybersecurity clubs provide an opportunity to move beyond basic lessons](https://gameplan.com/news/why-high-school-students-should-learn-about-cybersecurity) about passwords and internet safety. Students begin exploring how networks function, how cyber threats emerge, how vulnerabilities are identified, and how security professionals defend systems against attacks. These experiences help students become more informed digital citizens while exposing them to career pathways that many never knew existed. ## **A New Dimension of School Safety** School safety conversations traditionally focus on physical security. Discussions often center on secure entrances, visitor management systems, emergency preparedness plans, communication systems, and campus security technologies. Those measures remain critically important. However, modern school safety also includes cybersecurity. Student information systems contain sensitive data. Learning management platforms support instruction. Communication systems help coordinate emergency response. Transportation systems, financial operations, and administrative functions increasingly depend on technology. When those systems are disrupted, the impact extends far beyond the technology department. Learning can be interrupted. Operations can be delayed. Sensitive information can be exposed. Trust can be damaged. For many district leaders, cybersecurity has become one of the most significant school safety challenges of the digital age. [Cybersecurity clubs provide students](https://niccs.cisa.gov/audience/cybersecurity-students) with an opportunity to understand these realities while learning how technology can be protected rather than exploited. Students gain a deeper appreciation for the importance of security, responsibility, and ethical behavior in connected environments. In many ways, these programs help develop a generation that understands safety in both physical and digital spaces. ## **Understanding Ethical Hacking** The phrase [“ethical hacking”](https://www.eccouncil.org/cybersecurity-exchange/ethical-hacking/what-is-ethical-hacking/) sometimes raises eyebrows among parents and educators unfamiliar with the field. The word “hacking” often carries negative connotations, but ethical hacking represents something very different. Organizations around the world employ cybersecurity professionals specifically to identify weaknesses before cybercriminals can exploit them. These experts conduct authorized testing, investigate vulnerabilities, and help strengthen security systems. They think like attackers so they can better defend against them. Cybersecurity clubs introduce students to this concept in safe, structured, and educational environments. Students learn how vulnerabilities are discovered, how systems are assessed, and how security professionals work to reduce risk. Alongside technical knowledge, they learn about responsibility, ethics, privacy, and trust. Perhaps the most important lesson is that technical skill without ethics can be dangerous, while technical skill combined with integrity can be transformative. That lesson extends far beyond cybersecurity. ## **Students Are the First Line of Defense** One of the most compelling reasons to introduce students to cybersecurity is that they already play a role in digital security every day. Students receive emails and messages that could contain phishing attempts. They create passwords. They interact with AI tools. They use cloud-based platforms. They share information online. Every decision they make contributes to either stronger security or increased risk. Cybersecurity clubs help students recognize threats, evaluate risks, and make informed decisions. They learn how social engineering works, why strong authentication matters, and how attackers often target people rather than technology. These lessons make students safer online while also helping them become advocates for responsible technology use within their families and communities. The impact extends far beyond the walls of the school. ## **A Workforce Need Schools Can Help Address** Few industries currently face a talent shortage as significant as cybersecurity. Organizations across nearly every sector continue searching for qualified professionals capable of protecting systems, data, and critical infrastructure. Hospitals need cybersecurity specialists. Banks need cybersecurity specialists. Manufacturers need cybersecurity specialists. Utilities need cybersecurity specialists. Government agencies need cybersecurity specialists. Schools themselves need cybersecurity specialists. The rapid growth of artificial intelligence, cloud computing, automation, and connected devices continues creating new opportunities while simultaneously creating new security challenges. As technology expands, so does the need for skilled professionals who can defend it. For students, this presents a remarkable opportunity. Cybersecurity [careers](https://www.staysafeonline.org/articles/hiring-in-cyber-how-you-can-launch-cybersecurity-career) often offer strong salaries, meaningful work, continuous learning opportunities, and pathways into fields that directly impact society. Students may eventually pursue careers in threat intelligence, incident response, digital forensics, security engineering, penetration testing, cyber law, risk management, or national security. Many discover these possibilities for the first time through a school club. ## **National Competitions and Opportunities** One of the strengths of cybersecurity education is the extensive ecosystem available to support students and schools. Organizations such as [CyberPatriot](https://www.uscyberpatriot.org/pages/about/what-is-cyberpatriot.aspx) introduce students to cybersecurity through hands-on team competitions that simulate real-world security challenges. Participants learn how to secure operating systems, identify vulnerabilities, and strengthen digital defenses while competing against teams from across the country. The [National Cyber League](https://nationalcyberleague.org/) provides additional opportunities for students to demonstrate skills through practical cybersecurity challenges designed around real-world scenarios. Programs such as [GenCyber](https://public.cyber.mil/gencyber/) offer camps and educational experiences that expose students and educators to cybersecurity concepts while helping build interest in the field. Students can also pursue certifications, internships, scholarships, summer programs, and college pathways that continue expanding as demand for cybersecurity talent grows. For many students, participation in these opportunities becomes a turning point that shapes future educational and career decisions. ## **Artificial Intelligence Is Reshaping Cybersecurity** Artificial intelligence is rapidly changing the cybersecurity landscape. Security professionals now use AI-powered tools to identify threats, analyze massive amounts of data, and respond to incidents more efficiently. At the same time, cybercriminals are leveraging artificial intelligence to create more convincing phishing campaigns, automate attacks, and develop increasingly sophisticated tactics. This reality means tomorrow’s cybersecurity professionals must understand both cybersecurity and artificial intelligence. Cybersecurity clubs provide an excellent environment for exploring these emerging technologies. Students can examine how AI is used to detect anomalies, identify vulnerabilities, and support defensive strategies. They can also discuss ethical considerations, privacy concerns, and the responsibilities that come with powerful technologies. Understanding this intersection will become increasingly valuable as AI continues transforming nearly every industry. ## **You Do Not Need a Cybersecurity Expert to Start a Club** One of the biggest misconceptions about cybersecurity clubs is that they require a cybersecurity professional to lead them. In reality, many successful clubs begin with a teacher who is simply willing to learn alongside students. Educators often serve as facilitators rather than technical experts. They connect students with resources. They organize activities. They invite guest speakers. They encourage curiosity and exploration. Free educational resources, competitions, online training opportunities, and community partnerships make it easier than ever for schools to launch meaningful cybersecurity programs. What matters most is not having all the answers. What matters is creating an environment where students can discover them. ## **Building Partnerships With Local Industry** Cybersecurity clubs also create extraordinary opportunities for collaboration between schools and local organizations. Unlike some specialized programs that rely on a single industry, cybersecurity touches nearly every sector of the economy. Banks protect financial information. Hospitals protect patient records. Utilities protect critical infrastructure. Government agencies protect public services. Businesses protect customer data. Universities protect research. As a result, many organizations are eager to engage with students and support workforce development initiatives. Guest speakers can share career experiences. Mentors can guide student projects. Local employers can provide internships, job-shadowing opportunities, and real-world insights into cybersecurity careers. These partnerships help students see the connection between classroom learning and professional opportunities while helping organizations cultivate future talent. The result is a powerful relationship that benefits schools, students, employers, and communities alike. ## **Protecting the Future** At first glance, cybersecurity clubs appear to focus on computers, networks, and technology. Look closer, however, and something much more important is happening. Students are learning how to think critically. They are learning how to solve complex problems. They are learning how to act responsibly in digital environments. They are learning how to protect systems that people depend upon every day. Most importantly, they are learning that technology can be used not only to innovate but also to safeguard communities. Somewhere in a school computer lab today, a student is learning how to identify vulnerabilities, defend systems, and think critically about digital threats. A decade from now, that same student may be protecting a hospital from ransomware, securing a school district’s network, defending critical infrastructure, safeguarding financial institutions, or supporting national security efforts. Cybersecurity clubs are not simply preparing students for careers. They are helping prepare the people who will protect the connected world we all depend upon. **[KFYR+](https://www.youtube.com/@KFYR-TV) – [Ellendale Public School competes at state cybersecurity tournament for first time](https://www.youtube.com/watch?v=BfGGqiF_i5E)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Cybersecurity, Hot Topics - controversial **Tags:** Headline --- ### [Student Cybersecurity Teams Are Shaping the Future](https://edcircuit.com/student-cybersecurity-teams-are-shaping-the-future/) **Published:** July 13, 2026 **Author:** EdCircuit Staff **Excerpt:** Student cybersecurity teams are helping schools strengthen security, inspire STEM learning, and prepare students for high-demand cybersecurity careers. **Content:** Student cybersecurity teams are rapidly becoming one of the most impactful cybersecurity and career-readiness initiatives in K-12 education, helping schools prepare students for a future where digital security touches every profession, industry, and community. At 6:15 on a Tuesday morning, a district technology director receives the call every school leader dreads. A staff member clicked a suspicious email. Several accounts appear compromised. The technology team immediately begins investigating whether sensitive systems have been affected. While the incident is eventually contained, it serves as another reminder of a reality facing school districts nationwide: cybersecurity is no longer simply an IT issue. It is a districtwide responsibility that affects students, teachers, administrators, families, and entire communities. Every day, schools rely on technology to deliver instruction, manage transportation, process payroll, maintain student records, support special education services, communicate with families, and operate safely. The modern school district runs on interconnected digital systems. At the same time, cyber threats continue to grow in frequency and sophistication. Ransomware attacks disrupt learning. Phishing campaigns target employees. Data breaches expose sensitive information. Artificial intelligence is creating both new opportunities and new risks. Yet amid these challenges, a remarkable movement is quietly emerging in schools across America. Students are stepping forward. What began years ago as computer clubs and technology groups has evolved into something far more significant. Student cybersecurity teams are appearing in middle schools, high schools, career centers, and district programs nationwide. These students are not simply learning about cybersecurity. They are developing technical expertise, leadership skills, communication abilities, and problem-solving strategies that will serve them throughout their lives. For school leaders searching for meaningful STEM opportunities, authentic career pathways, and innovative ways to prepare students for the future, student cybersecurity teams may represent one of the most promising educational movements of the decade. ## **A Challenge Schools Can No Longer Ignore** Cybersecurity has become one of the defining educational challenges of the modern era. School districts [manage enormous amounts of sensitive information](https://www.ed.gov/teaching-and-administration/safe-learning-environments/school-safety-and-security/k-12-cybersecurity), including student records, employee information, transportation systems, financial data, health records, and operational infrastructure. Every year, the digital footprint of schools continues to expand. At the same time, technology leaders are being asked to do more than ever before. Support instruction. Protect data. Manage thousands of devices. Maintain networks. Deploy new technologies. Respond to incidents. Train staff. And do it all while navigating budget pressures and staffing shortages. The challenge extends beyond education. Across virtually every sector of the economy, organizations are struggling to find qualified cybersecurity professionals. Industry workforce studies continue to show hundreds of thousands of cybersecurity positions remain unfilled across the United States, with millions of openings worldwide. For schools, this reality creates both a challenge and an opportunity. The challenge is protecting increasingly complex digital environments. The opportunity is helping students enter one of the fastest-growing and most important career fields in the world. ## **The New Robotics Movement** Fifteen years ago, robotics programs began appearing in schools across America. Initially, many educators viewed robotics clubs as specialized activities that would appeal to only a small group of students interested in engineering and technology. Then something unexpected happened. Robotics programs flourished. Students became engaged. Communities rallied around competitions. Business partnerships formed. Career pathways emerged. Thousands of students discovered interests that shaped their futures. Today, cybersecurity appears to be following a remarkably similar path. What robotics was to engineering education in the early 2010s, cybersecurity may become to digital security, artificial intelligence, and technology leadership in the late 2020s. The comparison matters because cybersecurity affects every industry. Hospitals depend on cybersecurity. Banks depend on cybersecurity. Manufacturers depend on cybersecurity. Government agencies depend on cybersecurity. School districts depend on cybersecurity. Every organization that relies on technology relies on cybersecurity. The students competing on cybersecurity teams today may become the professionals protecting critical infrastructure tomorrow. ## **Real Programs Are Already Making an Impact** The growth of student cybersecurity teams is not a future prediction. It is already happening. Across the country, students are participating in programs such as [CyberPatriot](https://www.uscyberpatriot.org/), where teams learn to secure operating systems, identify vulnerabilities, defend networks, and respond to simulated cyber incidents. Programs such as [GenCyber](https://www.cyber.mil/gencyber/gencyber-resources) have introduced thousands of students and educators to cybersecurity through immersive camps and hands-on learning experiences. Organizations, including the [National Cyber League,](https://nationalcyberleague.org/) provide opportunities for students to test their knowledge through realistic cybersecurity scenarios that mirror challenges faced by professionals. These experiences are doing more than teaching technical skills. They are helping students discover purpose. Students gain confidence. They learn teamwork. They develop resilience. They experience success and failure in environments that encourage growth. Most importantly, they begin to see themselves as future cybersecurity professionals. ## **A Story Playing Out in Schools Nationwide** In districts across the country, a familiar story is unfolding. [A student joins a cybersecurity club because a friend encourages them to attend a meeting.](https://achievementcharter.com/blog/cyber-school-clubs-build-connections) Perhaps they enjoy gaming. Maybe they build computers. Maybe they simply enjoy solving puzzles. Initially, cybersecurity seems interesting. Then they participate in a simulated cyber defense challenge. Working alongside teammates, they investigate suspicious activity, identify vulnerabilities, and protect systems from mock attacks. Something changes. Technology becomes more than entertainment. It becomes purpose. Over time, that student earns certifications, competes in events, develops leadership skills, and begins exploring career opportunities. By graduation, they have something many students are still searching for. Direction. Educators frequently report seeing students thrive in cybersecurity programs because the learning feels authentic. Students are not simply memorizing concepts for a test. They are solving problems that resemble challenges professionals encounter every day. That authenticity creates engagement. And engagement creates opportunity. ## **Students as Cybersecurity Ambassadors** One of the most overlooked benefits of student cybersecurity teams is their ability to strengthen cybersecurity culture throughout an entire district. Technology departments often spend countless hours educating users about cybersecurity best practices. Yet students frequently learn best from other students. When student leaders discuss password security, phishing awareness, social engineering, digital citizenship, and responsible technology use, the message often resonates differently. Some districts have empowered student cybersecurity teams to create awareness campaigns, produce educational videos, support digital citizenship initiatives, and present information to school boards and community organizations. The students gain leadership opportunities. The district gains advocates. The community gains awareness. Cybersecurity becomes part of the culture rather than simply another policy. That shift can be transformative. ## **Why Superintendents Should Pay Attention** For superintendents, student cybersecurity teams represent much more than another extracurricular activity. These programs align directly with priorities district leaders discuss every day. Career readiness. Student engagement. Workforce development. Community partnerships. Innovation. Future-focused learning. Student cybersecurity teams create opportunities to collaborate with businesses, colleges, workforce development organizations, government agencies, and military partners. They provide authentic experiences that help students connect classroom learning to future careers. In an increasingly competitive educational landscape, cybersecurity programs can become visible examples of how schools are preparing students for a rapidly changing world. Parents notice. Community leaders notice. Business partners’ notice. Most importantly, students notice. ## **From the Classroom to the Security Operations Center** One of the most exciting aspects of student cybersecurity teams is how closely the experience mirrors the real world. In professional environments, cybersecurity experts often work within [Security Operations Centers](https://www.ibm.com/think/topics/security-operations-center), commonly known as SOCs. These teams monitor networks, investigate suspicious activity, identify vulnerabilities, and respond to threats before they become major incidents. While student teams are not defending enterprise-level systems, many are developing the same mindset. They investigate anomalies. They analyze evidence. They collaborate under pressure. They create response strategies. They learn to think like defenders. The similarities are striking. A student participating in a cybersecurity competition this year may spend an afternoon responding to simulated threats. Ten years from now, that same student could be protecting a hospital system, financial institution, government agency, manufacturing facility, or school district. That journey often begins with a single after-school meeting and an educator willing to create an opportunity. ## **Artificial Intelligence Is Changing the Conversation** Artificial intelligence is creating an entirely new dimension for cybersecurity education. Today’s students will enter a workforce where AI and cybersecurity are deeply interconnected. AI-powered tools can identify suspicious activity, automate investigations, detect anomalies, and strengthen security operations. At the same time, cybercriminals are using AI to generate sophisticated phishing campaigns, create convincing deepfakes, automate attacks, and enhance social engineering efforts. The threats are evolving rapidly. The defenses are evolving just as quickly. Tomorrow’s cybersecurity professionals will need to understand both. Student cybersecurity teams provide ideal environments for exploring these emerging realities. Students can discuss ethics. Evaluate risks. Explore responsible innovation. And learn how powerful technologies can be used both positively and negatively. These conversations prepare students for careers that will look dramatically different from those of today’s technology leaders. ## **Building the Workforce Pipeline of Tomorrow** Few industries face workforce shortages as significant as cybersecurity. Demand continues to grow across healthcare, education, finance, manufacturing, defense, government, and technology sectors. This creates a tremendous opportunity for schools. Every student who discovers cybersecurity through a district program represents potential future talent entering a field where demand continues to outpace supply. Some students will pursue college degrees. Others will enter technical training programs. Some will earn certifications and begin careers shortly after graduation. Regardless of their path, exposure to cybersecurity during middle school and high school can influence future decisions in meaningful ways. The workforce pipeline does not begin in college. It begins in schools. ## **Starting Small Can Lead to Something Big** One of the most encouraging aspects of student cybersecurity programs is how often they begin with simple ideas. A teacher notices student interest. A technology director volunteers to help. A local company offers mentorship. A librarian provides meeting space. A handful of students gather after school. That is often enough. Momentum builds. Students recruit friends. Competitions generate excitement. Partnerships emerge. School leaders recognize the value. What begins as a club can become a pathway. What begins as a pathway can become a workforce development initiative. The biggest barrier is rarely funding. It is simply taking the first step. ## **The Next Generation of Digital Defenders** Every generation has opportunities that help define its future. For previous generations, those opportunities may have been manufacturing, aviation, engineering, or computer science. For today’s students, cybersecurity is emerging as one of those defining opportunities. Schools that invest in student cybersecurity teams today are doing more than creating extracurricular activities. They are helping shape the workforce, leaders, innovators, and digital defenders that communities will depend upon for decades to come. The student participating in a cybersecurity competition today may someday stop a ransomware attack targeting a school district. The student learning about phishing awareness after school may eventually protect a hospital network. The student exploring cybersecurity through a career-tech pathway may one day defend financial institutions, government agencies, military operations, or critical infrastructure. Every student cybersecurity team represents more than an extracurricular activity. It represents opportunity. It represents innovation. It represents leadership. It represents the future. The future of cybersecurity is not being built solely in corporate offices, government agencies, or university laboratories. In many cases, it is already being built in classrooms, media centers, career-tech programs, and after-school clubs across America. The next generation of digital defenders is already here. The question is no longer whether student cybersecurity teams belong in K-12 education. The question is how many students will have the opportunity to participate before the rest of the world realizes just how important they have become. **[First Alert 6](https://www.youtube.com/@wowt6) – [National Youth Cyber Defense Competition](https://www.youtube.com/watch?v=pQoh6r918iI)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Cybersecurity, Hot Topics - controversial **Tags:** Headline --- ### [Robotics Clubs in Schools Are Shaping Future Innovators](https://edcircuit.com/robotics-clubs-in-schools-are-shaping-future-innovators/) **Published:** July 10, 2026 **Author:** EdCircuit Staff **Excerpt:** Robotics clubs in schools help students build Safer STEM, coding, and engineering skills while connecting classrooms to future careers and industry partners. **Content:** Robotics clubs in schools are becoming one of the most powerful [Safer STEM](https://sciencesafety.com/stem-safety-safer-stem/) opportunities in K–12 education, helping students develop technical skills, confidence, leadership abilities, and career readiness while preparing them for a future increasingly shaped by automation, artificial intelligence, and advanced technology. The robot stopped moving with less than thirty seconds remaining in the match. A group of students rushed around a laptop searching for the problem. One student checked the code. Another inspected the wiring. A mentor pointed toward a loose connection. The fix took only seconds, but it felt like an eternity. As the robot came back to life and completed its task before the buzzer sounded, the crowd erupted in cheers. Scenes like this are unfolding every week in schools across America. What outsiders often see as students simply building robots is actually something much larger. Robotics clubs have become incubators for innovation, teamwork, creativity, resilience, and problem-solving. They provide opportunities for students to apply classroom knowledge in authentic ways while exposing them to careers and technologies that will define the future workforce. As districts search for ways to engage students, strengthen [Safer STEM pathways](https://sciencesafety.com), and create meaningful learning experiences, robotics clubs are emerging as one of the most impactful investments schools can make. ## **A Club That Extends Learning Beyond the Classroom** Educators have long searched for ways to answer a common student question: > *“When am I ever going to use this?”* Robotics clubs answer that question almost immediately. Mathematics suddenly becomes essential when students need to calculate movement distances, gear ratios, or navigation paths. Science concepts become tangible as students explore forces, energy transfer, and mechanical systems. Coding transforms from lines of text on a screen into commands that bring machines to life. Students quickly discover that robotics is not a single subject. It is the intersection of many subjects working together. Engineering, computer science, mathematics, design, communications, business, project management, and even public speaking all play important roles. This interdisciplinary approach mirrors how real-world organizations operate. Rarely does a professional engineer work in isolation. Success often depends on collaboration, communication, and the ability to solve problems as part of a team. Robotics clubs allow students to experience those realities long before they enter college or the workforce. ## **Learning Through Failure** One of the greatest lessons robotics teaches has nothing to do with robots. It teaches students how to fail. In traditional academic settings, mistakes are often viewed as something to avoid. In robotics, mistakes are expected. Robots break. Sensors malfunction. Programs crash. Designs fail. Competition strategies fall apart. Students learn that setbacks are not signs of failure but opportunities for improvement. That lesson is increasingly valuable in a world where innovation depends upon experimentation and continuous improvement. Employers consistently rank adaptability, resilience, and problem-solving among the most desirable workplace skills. Robotics naturally develops those qualities because students encounter challenges that cannot be solved simply by looking up an answer in a textbook. They must think critically, collaborate, troubleshoot, and try again. Those experiences create confidence that extends far beyond robotics competitions. ## **Why Robotics Matters More Than Ever** The timing of robotics growth in schools is not accidental. The world is changing rapidly. Artificial intelligence is transforming industries. Advanced manufacturing facilities are expanding across the country. Automation is reshaping logistics, transportation, healthcare, agriculture, and countless other sectors. Today’s students will enter a workforce dramatically different from the one their parents experienced. According to workforce development experts, many of the fastest-growing careers involve technology, automation, engineering, cybersecurity, data analysis, and advanced manufacturing systems. Robotics clubs provide an early introduction to these fields. Students begin understanding how machines operate, how software controls systems, and how technology can solve complex problems. They learn the fundamentals that serve as building blocks for future careers in engineering, computer science, artificial intelligence, aerospace, cybersecurity, industrial automation, and robotics itself. For many students, robotics becomes the first step toward discovering a passion they never knew existed. ## **National Organizations Creating Pathways for Success** One reason robotics programs continue to flourish is the extensive support available through national organizations dedicated to student innovation. Among the most recognized is FIRST. Founded to inspire young people to pursue science and technology careers, FIRST has built a comprehensive ecosystem of programs that span elementary school through high school. Programs such as FIRST LEGO League, FIRST Tech Challenge, and FIRST Robotics Competition allow students to engage in age-appropriate challenges while developing engineering and leadership skills. Another major player is VEX Robotics, whose competitions have expanded into thousands of schools worldwide. VEX offers accessible entry points for beginners while providing advanced opportunities for experienced teams. Organizations such as SkillsUSA and Technology Student Association also provide robotics-related competitions that connect students with broader career and technical education experiences. These organizations offer much more than competitions. They provide curriculum resources, teacher training, mentor networks, grant opportunities, and proven frameworks that help schools launch successful programs. For educators considering a robotics club, the good news is that they do not have to start from scratch. An entire support system already exists. ## **Building a Robotics Program Without an Engineering Degree** One of the most common concerns educators express is simple: > *“I don’t know enough about robotics.”* The reality is that many successful robotics programs were started by teachers who had little or no engineering experience. Science teachers. Math teachers. Technology teachers. Media specialists. Career counselors. Librarians. Administrators. In many cases, the advisor’s role is not to be the expert. The advisor’s role is to create opportunities. Students often become researchers, problem-solvers, and innovators themselves. They watch tutorials, read documentation, collaborate with mentors, and learn through experimentation. Robotics clubs frequently become environments where teachers and students learn together. That collaborative culture can be incredibly powerful. The willingness to start is often far more important than having all the answers. ## Connecting Schools With Local Industry Perhaps one of the most exciting aspects of robotics programs is their ability to create authentic partnerships between schools and local businesses. Across the country, employers are facing workforce shortages in engineering, manufacturing, skilled trades, cybersecurity, information technology, and advanced technical fields. Business leaders increasingly recognize that workforce development must begin long before students enter college or apply for jobs. Robotics clubs provide a natural bridge. Local manufacturers may sponsor equipment purchases. Engineering firms often provide mentors. Technology companies can offer software, internships, or technical guidance. Community colleges frequently partner with schools to provide facilities, dual-enrollment opportunities, and workforce certifications. Universities may host competitions, workshops, or summer camps. These partnerships benefit everyone involved. Students gain access to expertise and career exploration opportunities. Businesses develop relationships with future talent. Schools gain resources that may otherwise be unavailable. Communities strengthen their educational and economic ecosystems. A robotics club can become far more than a student activity. It can become a community-wide investment in the future. ## **Creating Opportunities for Every Student** While robotics is often associated with engineering and coding, successful robotics teams depend upon a wide range of talents. Students may serve as programmers, designers, builders, marketers, videographers, photographers, public speakers, social media coordinators, fundraisers, project managers, or team leaders. This diversity of roles creates opportunities for students with varying interests and strengths. Not every student wants to write code. Not every student wants to design mechanical systems. Some excel at communications. Others thrive in leadership roles. Some enjoy organizing logistics or managing budgets. Robotics teams demonstrate an important lesson: Innovation requires diverse perspectives. Students learn that meaningful contributions come in many forms. That sense of belonging often attracts students who may not see themselves reflected in traditional extracurricular activities. ## **The Parent Perspective** Parents are increasingly searching for activities that provide meaningful experiences while helping students prepare for future opportunities. Robotics checks many boxes. Students develop technical skills. They build leadership abilities. They strengthen collaboration and communication skills. They create portfolios that can support college applications. Many students also gain access to scholarships offered through robotics organizations, universities, and industry partners. Perhaps most importantly, robotics allows students to demonstrate initiative. Colleges and employers increasingly value applicants who have engaged in authentic projects, solved real problems, and shown the ability to work as part of a team. A robotics club provides those experiences in abundance. ## **Preparing Students for an AI-Powered Future** The conversation surrounding education increasingly centers on artificial intelligence. While AI continues to generate headlines, robotics offers something equally important: hands-on engagement with the technologies shaping tomorrow’s world. The students participating in robotics clubs today may one day design autonomous vehicles, develop smart manufacturing systems, secure critical infrastructure, build healthcare technologies, or create innovations that have not yet been imagined. They are learning how technology works rather than simply consuming it. That distinction matters. Schools have an opportunity to move students from passive users of technology to active creators of technology. Robotics clubs help make that transformation possible. ## **Building More Than Robots** At first glance, a robotics club appears to be about machines. Look closer, however, and something much more meaningful is happening. Students are learning how to collaborate. They are learning how to lead. They are learning how to solve problems. They are learning how to recover from setbacks. They are learning how to turn ideas into reality. Most importantly, they are beginning to see themselves as innovators. As schools seek ways to prepare students for an increasingly complex and technology-driven future, robotics clubs offer a compelling model for what modern learning can look like. The robots may be what attract students initially. But the confidence, skills, relationships, and opportunities they gain along the way are what truly change lives. And for many students, that journey begins with a single after-school meeting, a curious mind, and the courage to build something that has never existed before. **[Mission Unstoppable](https://www.youtube.com/@CBSUnstoppable) – [What’s It Like To Be On A High School Robotics Team?](https://www.youtube.com/watch?v=RYuIt2S2j7w)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [AI-Proof Skills Every Student Needs](https://edcircuit.com/ai-proof-skills-every-student-needs/) **Published:** July 9, 2026 **Author:** EdCircuit Staff **Excerpt:** AI-proof skills are becoming essential in K-12 education as schools prepare students for careers shaped by artificial intelligence and automation. **Content:** AI-proof skills are rapidly becoming one of the most important priorities in K-12 education as artificial intelligence reshapes the future of work, learning, and human interaction. For generations, schools have prepared students for a world that was largely predictable. Students learned foundational academic subjects, earned diplomas, pursued college or careers, and entered professions that often remained relatively stable for decades. Today’s students face a very different reality. Artificial intelligence is transforming industries at a pace few could have imagined just a decade ago. AI can write reports, generate images, analyze data, create software code, answer questions, and automate tasks that once required significant human effort. Entire industries are beginning to rethink workflows, productivity, and workforce needs because of these emerging capabilities. As a result, educators, employers, policymakers, and families are asking an increasingly important question: What skills will matter most in a world where machines can perform many routine cognitive tasks? The answer may ultimately define the future of education. Surprisingly, the conversation is leading many experts back to something deeply human. While technical knowledge remains important, communication, creativity, adaptability, leadership, emotional intelligence, and critical thinking are emerging as some of the most valuable skills students can develop. The future may be powered by artificial intelligence, but it will still be shaped by people. ## **A Different Kind of Workforce Is Emerging** Throughout history, technological innovation has transformed the nature of work. The Industrial Revolution reshaped manufacturing. Computers transformed office environments. The internet changed communication, commerce, and information access. Artificial intelligence represents another major shift, but unlike previous technological advancements, its influence is reaching nearly every profession simultaneously. A future nurse may use AI-assisted diagnostic tools. An engineer may collaborate with generative design systems. A lawyer may leverage AI to analyze legal documents. A teacher may use intelligent tutoring systems to personalize instruction. A business leader may rely on predictive analytics to guide strategic decisions. In each case, technology becomes a powerful tool. Yet the most important decisions still require human judgment. A machine may generate recommendations. A human must determine whether they are correct. A machine may identify patterns. A human must understand context. A machine may provide answers. A human must decide what actions to take. That distinction is becoming increasingly important as schools prepare students for careers that may not even exist today. ## **Schools Are Already Redesigning for the AI Era** Across the country, schools are beginning to rethink what student success should look like in an age of artificial intelligence. Many districts have adopted [**Portrait of a Graduate**](https://www.ccsoh.us/our-district/strategic-plan/portrait-of-a-graduate) frameworks that emphasize communication, collaboration, problem-solving, creativity, citizenship, and adaptability alongside academic achievement. Others are expanding project-based learning, career pathways, internships, entrepreneurship programs, and competency-based education models that focus on real-world application rather than memorization alone. The shift is significant. For years, education discussions often centered on content knowledge and standardized assessments. While those remain important, many [education leaders now recognize that students must also develop durable skills](https://learningpolicyinstitute.org/blog/educating-ai-era-urgent-need-redesign-schools) that can transfer across careers, industries, and life experiences. The conversation is no longer simply about teaching students how to use AI. It is increasingly about helping students develop the human capabilities that artificial intelligence cannot easily replicate. In many ways, schools are rediscovering a truth that has always existed: education is ultimately about developing people, not simply delivering information. ## **Employers Are Looking for More Than Technical Skills** One of the most consistent messages coming from business and industry leaders is that technical knowledge alone is not enough. Organizations need employees who can collaborate effectively, communicate clearly, adapt to change, solve complex problems, and lead diverse teams. A graduate may know how to use AI tools. Can they explain their findings to a client? Can they navigate disagreement during a team project? Can they recognize ethical concerns when technology presents conflicting information? Can they think critically when an AI-generated response appears convincing but contains errors? These are the skills employers increasingly value because they complement technology rather than compete against it. The future workforce will likely reward individuals who understand how to work alongside artificial intelligence while bringing uniquely human strengths to the table. ## **Communication Is Becoming a Superpower** As information becomes easier to access, the ability to communicate effectively becomes even more valuable. Communication extends far beyond writing papers or delivering presentations. It includes listening. It includes empathy. It includes asking thoughtful questions. It includes understanding different perspectives. It includes adapting messages for different audiences. Consider a student leading a robotics competition, presenting findings during a science fair, participating in student government, or collaborating on a multimedia project. The success of those experiences often depends as much on communication as on technical expertise. These same skills become essential in virtually every profession. Whether students become educators, healthcare professionals, engineers, cybersecurity specialists, entrepreneurs, or public servants, communication remains one of the strongest predictors of success. ## **Critical Thinking Matters More Than Information Access** For much of modern education, helping students find information was a primary goal. Today, information is everywhere. Search engines provide instant access to millions of resources. Artificial intelligence can generate answers in seconds. Social media delivers a constant stream of content. The challenge is no longer finding information. The challenge is evaluating it. Students must learn how to verify sources, identify misinformation, recognize bias, analyze evidence, and ask meaningful questions. This is especially important in an era where AI-generated content can appear highly credible even when it contains inaccuracies. The future may belong less to students who memorize answers and more to students who know how to question them. Critical thinking allows students to move beyond consuming information and toward understanding it. ## **Creativity Remains a Human Advantage** Some people assume artificial intelligence will diminish the importance of creativity. The opposite may be true. As routine tasks become increasingly automated, originality becomes more valuable. Creativity is not simply producing content. It is imagining possibilities. It is solving problems in new ways. It is making connections others fail to see. The world’s greatest innovations rarely emerge from following established patterns. They emerge from curiosity, experimentation, and a willingness to think differently. Schools that encourage design thinking, inquiry-based learning, makerspaces, innovation labs, entrepreneurship programs, and creative problem-solving experiences are helping students develop skills that will remain relevant regardless of technological advances. Creativity fuels discovery. And discovery drives progress. ## **Adaptability May Become the New Job Security** Many of today’s students will work in careers that do not yet exist. Some professions will evolve dramatically. Others may disappear. New opportunities will emerge. The ability to adapt may become one of the most valuable career skills students can possess. Adaptability means more than accepting change. It means embracing continuous learning. It means remaining resilient when circumstances shift. It means developing confidence in unfamiliar situations. Schools increasingly support adaptability through interdisciplinary projects, emerging technology programs, collaborative learning experiences, internships, and authentic problem-solving opportunities. Students who learn how to learn may be better prepared than students who simply learn how to memorize. ## **Emotional Intelligence Is Becoming a Competitive Advantage** Technology continues to evolve, but empathy remains uniquely human. Emotional intelligence includes self-awareness, empathy, relationship-building, communication, resilience, and social awareness. These skills influence leadership, teamwork, customer service, collaboration, and workplace culture. Employers consistently seek individuals who can work effectively with others, build trust, and navigate interpersonal challenges. Schools that prioritize social-emotional learning are not moving away from academic achievement. They are strengthening the foundation that supports it. Students who understand themselves and others are often better equipped to navigate both personal and professional challenges. In a world increasingly influenced by technology, human connection becomes even more valuable. ## **Leadership Is No Longer Reserved for Adults** Leadership development no longer begins after graduation. Across the country, students are already leading. They are captains of athletic teams, officers in student organizations, founders of clubs, leaders of community service projects, participants in student cybersecurity teams, peer mentors, and ambassadors for technology initiatives. These experiences teach responsibility, accountability, communication, teamwork, and decision-making. Leadership opportunities help students understand that influence is not determined by age. It is determined by action. Schools that intentionally create opportunities for leadership are preparing students not only for careers, but for citizenship and community engagement as well. ## **The Importance of Starting Early** AI-proof skills are not developed during a single high school course. They begin forming in elementary classrooms. A student collaborating during a STEM challenge develops teamwork. A child presenting a project to classmates builds communication skills. A young learner navigating a disagreement practices emotional intelligence. A makerspace activity fosters creativity and problem-solving. A classroom discussion develops critical thinking. These experiences may seem small, but they create the foundation for future growth. The development of AI-proof skills is not a high school initiative. It is a K-12 journey. ## **Education’s Greatest Opportunity** Artificial intelligence is changing the world. But it is not reducing the importance of education. In many ways, it is increasing it. Schools remain uniquely positioned to help students develop the skills, habits, mindsets, and character traits that will shape future success. The goal is not to compete with artificial intelligence. The goal is to prepare students to use it wisely, ethically, and effectively. Twenty years from now, employers may not ask graduates how well they memorized information. They may ask how effectively they solved problems. How clearly they communicated. How successfully they collaborated. How quickly they adapted. How thoughtfully they led. Artificial intelligence will continue to evolve. But the future will still belong to people. The students who thrive will not simply be those who know how to use AI. They will be the ones who can lead teams, solve complex challenges, communicate with empathy, adapt to change, and imagine possibilities that technology alone cannot see. As schools prepare students for an uncertain future, the most important lesson may be one of the oldest: **human potential remains our greatest advantage.** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Educators, Hot Topics - controversial **Tags:** Headline --- ### [Science Lab Safety Inspections Save Lives](https://edcircuit.com/science-lab-safety-inspections-save-lives/) **Published:** July 8, 2026 **Author:** EdCircuit Staff **Excerpt:** Science lab safety inspections help schools identify hazards, improve compliance, and build safer learning environments for students and staff. **Content:** Science lab safety inspections are among the most important yet overlooked responsibilities in K–12 education. Every day, students enter science classrooms to explore, investigate, and discover. They conduct experiments, handle laboratory equipment, work with chemicals, and engage in hands-on learning experiences that bring science to life. These opportunities are essential to a well-rounded education, but they also create responsibilities that cannot be ignored. While educators devote significant time to curriculum, instruction, assessment, and student achievement, the physical learning environment often receives less attention than it deserves. Yet the condition of a laboratory can directly impact student safety, staff well-being, district liability, and the overall success of a science program. The reality is simple: science laboratories are dynamic environments. Conditions change over time. Equipment ages. Chemical inventories grow. New staff members arrive. Procedures evolve. Storage areas become crowded. Small issues develop gradually and often go unnoticed until an inspection reveals them. That is why annual science lab safety inspections are not merely recommended. They are essential. The safest laboratories are not necessarily the newest facilities or those with the largest budgets. [They are the laboratories where safety is intentionally evaluated, documented, discussed, and improved year after year](https://www.ncbi.nlm.nih.gov/books/NBK55882/). ## **The Risks Most Schools Never See Coming** One of the greatest challenges in laboratory safety is that hazards rarely announce themselves. Major incidents are often preceded by a series of small problems that seemed insignificant at the time. A bottle label becomes difficult to read. A chemical cabinet becomes overcrowded. An eyewash station is partially blocked by stored materials. A teacher inherits chemicals from a predecessor and assumes they are still safe to use. A fire extinguisher becomes inaccessible behind classroom equipment. None of these situations appears dramatic. None creates immediate concern. Yet collectively they increase risk. During laboratory inspections, safety professionals routinely discover conditions that have existed for months—or even years—without anyone realizing the potential consequences. Many of these findings are not the result of negligence. They are the result of familiarity. When educators work in the same laboratory every day, conditions become normal. Small concerns blend into the background. What would immediately stand out to an outside inspector may go unnoticed by someone who sees the room daily. Annual inspections provide something invaluable: a fresh set of eyes. They challenge schools to evaluate their laboratories objectively rather than through the lens of routine. ## **Safety Is Not a One-Time Achievement** Some schools approach safety as a project. They conduct a cleanup, purchase new equipment, update documentation, and feel confident that the laboratory is safe. The problem with this approach is that safety is not a destination. It is a process. A laboratory that met every expectation last year may not meet those same expectations today. [Eyewash stations](https://sciencesafety.com/product/eye-wash-stations-and-showers-lab-safety/) require regular maintenance. Safety showers must remain accessible and functional. Fume hoods require evaluation.[ Chemical inventories](https://sciencesafety.com/product/chemical-inventory-management-and-chemical-inventory-safety/) change. Emergency plans evolve. [Personal protective equipment](https://sciencesafety.com/product/personal-protective-equipment-ppe/) wears out. The new curriculum introduces new materials and procedures. Safety systems naturally drift over time. Annual inspections help schools identify that drift before it creates problems. Rather than waiting for an accident, near miss, or compliance issue, inspections allow educators to evaluate the effectiveness of their safety systems proactively. This shift from reaction to prevention is one of the most valuable outcomes of a comprehensive inspection program. ## **When Small Problems Become Big Incidents** History has repeatedly demonstrated that a single failure rarely causes major incidents. Instead, they occur when multiple small deficiencies align. Imagine a chemical splash incident. A student accidentally exposes their eyes to a hazardous material. The teacher immediately directs the student to the eyewash station. Unfortunately, the unit has not been tested in years. Water pressure is inadequate. Valuable seconds are lost. Or consider a minor fire. A teacher reaches for a fire extinguisher only to discover that stored materials partially block access. Perhaps a chemical spill occurs involving incompatible materials that should never have been stored together. Each of these scenarios begins long before the emergency itself. The true cause is not the incident. The true cause is the unnoticed condition that existed beforehand. Annual inspections help schools identify those conditions before they contribute to a larger problem. This is why inspections save lives. They uncover risks before those risks have an opportunity to cause harm. ## **More Than Compliance** When many educators hear the word “inspection,” they immediately think about compliance. Documentation. Regulations. Checklists. Requirements. While compliance certainly matters, the most effective safety programs understand that inspections are about far more than satisfying regulations. Compliance asks whether a requirement has been met. Safety asks whether people are protected. Those are not always the same thing. A school may possess safety equipment that technically satisfies a requirement. However, if staff members do not know how to use the equipment, or if access is obstructed during an emergency, the practical value is significantly reduced. Effective inspections move beyond paperwork. They evaluate whether safety systems are truly functioning as intended. They ask whether students and staff would be protected if an emergency occurred tomorrow. That perspective transforms inspections from administrative tasks into meaningful risk-management tools. ## **The Critical Role of Chemical Management** If there is one area where inspections consistently uncover concerns, it is [chemical management](https://sciencesafety.com/product/chemical-handling-and-waste-management-safety/). Over time, science departments naturally accumulate chemicals. Some materials remain from previous instructors. Others were purchased for curriculum units that no longer exist. Some may have exceeded their recommended shelf life years ago. Without routine review, inventories can quickly become difficult to manage. Inspectors frequently encounter: - Unlabeled containers - Deteriorating labels - Unknown substances - Overcrowded storage cabinets - Improper segregation of incompatible chemicals - Expired materials - Outdated inventory records What makes these issues particularly concerning is that they often remain hidden behind closed cabinet doors. To the casual observer, the laboratory appears organized. Yet the greatest risks may be sitting quietly on a shelf. Comprehensive inspections help schools understand exactly what materials they possess, where those materials are stored, and whether storage practices support current safety standards. ## **Why Every School Needs a Safety Champion** The most successful inspection programs rarely depend on a single annual review. Instead, they are supported by individuals who take ownership of safety throughout the year. In many organizations, that responsibility falls to a [Chemical Hygiene Officer (CHO)](https://sciencesafety.com/product/chemical-hygiene-officer-pathway/), laboratory manager, science supervisor, or designated safety leader. These individuals help bridge the gap between annual inspections and daily operations. They coordinate training. Monitor corrective actions. Review inventories. Support documentation efforts. And ensure that safety remains visible throughout the school year. Without a designated safety champion, even well-intentioned programs can struggle to maintain momentum. Safety improves when someone owns the process. The annual inspection becomes significantly more effective when it is part of a broader commitment to continuous improvement. ## **Safety Is a Leadership Responsibility** Science laboratory safety is often viewed as a teacher’s responsibility. In reality, it is a leadership responsibility. Principals, district leaders, facilities personnel, risk managers, and school boards all play important roles in [supporting safe laboratory environments](https://sciencesafety.com/product/lab-safety-awareness-for-high-school-and-middle-school-administrators/). Leadership determines priorities. Leadership allocates resources. Leadership establishes expectations. And leadership ultimately decides whether safety is viewed as an investment or an expense. Schools that prioritize safety inspections send a powerful message to staff, students, and families. They demonstrate that safety is not something addressed only after problems arise. It is something that receives attention before problems occur. Strong leaders understand that prevention is always less costly than response. The investment required for inspections, training, maintenance, and corrective actions is small compared to the financial, legal, and human consequences of a serious incident. ## **Building a Culture of Safety** Perhaps the most important outcome of annual inspections is cultural. The best inspections do more than identify deficiencies. They start conversations. Teachers begin discussing safety procedures. Administrators gain greater visibility into laboratory conditions. Facilities teams become more aware of science-specific needs. Corrective actions create opportunities for improvement. Over time, these interactions contribute to a stronger culture of safety. In healthy safety cultures, inspections are not viewed as interruptions or evaluations designed to assign blame. They are viewed as opportunities to learn. Opportunities to improve. Opportunities to protect people. That mindset changes everything. Safety becomes part of daily decision-making rather than an annual event. ## **The Future of Science Education Depends on Safe Laboratories** Science education continues to evolve at an extraordinary pace. Modern classrooms increasingly incorporate biotechnology, engineering design, robotics, advanced chemistry, environmental science, and innovative STEM experiences. These opportunities prepare students for careers that will shape the future. They also introduce new safety considerations. As science programs become more sophisticated, laboratory safety systems must evolve alongside them. Annual science lab safety inspections[ provide the foundation for that growth](https://www.cdc.gov/labs/strong-lab-safety/index.html). They help schools identify emerging risks, strengthen existing safeguards, improve preparedness, and support environments where innovation and safety work together. Every student who enters a science laboratory deserves a safe environment in which to explore, question, investigate, and discover. Annual science lab safety inspections help ensure that curiosity is supported by preparation, innovation is supported by protection, and learning is supported by a culture that values safety as much as achievement. The safest laboratories are not necessarily the newest or most expensive. They are the laboratories where safety is examined, evaluated, and improved year after year. Because when schools commit to inspection, prevention, and continuous improvement, they are doing far more than checking boxes. They are protecting lives. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden, Hot Topics - controversial, School Safety, STEAM in Education **Tags:** Headline --- ### [Science Classrooms Are Becoming More Technology-Driven](https://edcircuit.com/science-classrooms-are-becoming-more-technology-driven/) **Published:** June 30, 2026 **Author:** EdCircuit Staff **Excerpt:** Science classrooms are becoming more technology-driven, transforming lab safety, Safer STEM learning, AI integration, and student success. **Content:** Science classrooms are becoming more technology-driven, and the transformation is reshaping nearly every aspect of teaching, learning, laboratory safety, and student preparation for future careers. A student walks into chemistry class in 2026. Before touching a beaker, she has already completed a digital safety assessment through the school’s learning management system. She watched a laboratory demonstration video the night before, reviewed an interactive simulation of the experiment, and received AI-generated feedback on her pre-lab questions. As she begins collecting data, wireless sensors automatically record temperature changes and transmit information to her tablet. Her lab group collaborates on a shared digital notebook while an AI assistant helps identify patterns in their results. For many schools, this is no longer a vision of the future. It is becoming the new normal. The modern science classroom is evolving rapidly, driven by technologies that improve safety, increase engagement, personalize learning, streamline teacher workloads, and prepare students for careers that increasingly depend on digital tools and scientific innovation. The science classroom of today looks dramatically different from the science classroom of a decade ago—and that [change is accelerating](https://edcircuit.com/the-evolution-of-classroom-technology-in-the-last-20-years/). ## **The Science Classroom Then and Now** The shift becomes even more apparent when educators compare how science instruction was commonly delivered fifteen years ago. ### **The Science Classroom of 2010** - Paper safety contracts - Printed lab manuals - Handwritten lab reports - Physical binders containing safety information - Manual chemical inventories - Traditional lectures before experiments - Limited access to simulations - One-size-fits-all instruction ### **The Science Classroom of 2026** - Digital safety training and assessments - Interactive learning management systems - AI-assisted learning tools - Electronic laboratory notebooks - Digital chemical inventory systems - Virtual and augmented reality experiences - Real-time data collection sensors - Personalized [learning pathways](https://sciencesafety.com/free-science-safety-steam-safety-and-cte-safety-modules/) The goal of science education has not changed. Students still need to develop curiosity, problem-solving skills, scientific reasoning, and a deep understanding of the natural world. The tools used to achieve those goals, however, have changed dramatically. Schools that embrace these innovations are creating learning experiences that more closely resemble how science is practiced in universities, research institutions, hospitals, engineering firms, and laboratories around the world. ## **Technology Is Making Science Labs Safer Than Ever** One of the most important drivers behind [technology adoption in science education is safety](https://sciencesafety.com). Laboratory safety has always been a cornerstone of quality science instruction, but many schools still rely on processes that have remained largely unchanged for decades. Paper contracts become lost. Training records become difficult to locate. Chemical inventories become outdated. Inspection reports sit in filing cabinets. Technology is changing that reality. Today’s science programs increasingly utilize: - Digital safety contracts - Online laboratory safety training - Electronic chemical inventories - QR code access to Safety Data Sheets (SDS) - Digital inspection platforms - Incident reporting software - Equipment tracking systems - Laboratory compliance dashboards The result is greater accountability, stronger documentation, and improved oversight. Teachers can quickly verify student training records. Administrators can review compliance documentation. Safety information becomes accessible within seconds rather than minutes. More importantly, technology helps districts demonstrate their commitment to duty of care. As expectations surrounding laboratory safety continue to grow, digital systems provide a level of transparency and consistency that traditional paper-based systems struggle to match. The smart science laboratory is no longer a luxury. It is becoming an expectation. ## **Learning Management Systems Are Transforming Lab Preparation** One of the most significant changes occurring in science education happens before students ever enter the laboratory. Traditionally, lab preparation occurred during class. Teachers would spend valuable instructional time reviewing procedures, explaining hazards, and discussing expectations. Today, learning management systems have changed the process entirely. Students can prepare before class through: - Instructional videos - Interactive modules - Digital safety training - Pre-laboratory assessments - Virtual demonstrations - Guided review activities This approach creates a more efficient and effective laboratory experience. Students arrive prepared. Teachers spend less time explaining procedures. Class time can focus on inquiry, analysis, problem-solving, and discussion. Schools are discovering that students who complete digital pre-lab preparation often demonstrate stronger understanding, improved confidence, and safer laboratory behaviors. In many ways, the laboratory period itself has become more productive because preparation occurs before students walk through the door. ## **Artificial Intelligence Is Becoming the New Science Assistant** Few technologies have generated as much attention in education as artificial intelligence. While much of the public conversation focuses on concerns about cheating, science educators are increasingly discovering productive ways to leverage AI to improve learning. AI can support students by: - Explaining difficult concepts - Generating study materials - Providing personalized tutoring - Assisting with scientific writing - Offering feedback on laboratory reports - Supporting multilingual learners Science teachers are using AI to: - Create differentiated assignments - Develop laboratory scenarios - Generate discussion questions - Build assessments - Create review materials - Support individualized instruction Perhaps most importantly, AI allows educators to spend less time creating resources and more time engaging directly with students. The most effective schools are not using AI to replace scientific thinking. They are using AI to enhance it. Students still need to evaluate evidence, analyze results, identify bias, question assumptions, and develop conclusions. Those skills remain uniquely human. AI simply provides another tool within the scientific toolkit. ## **Technology Is Giving Science Teachers Their Time Back** Teacher workload remains one of the greatest challenges facing education. Science teachers face unique demands. Beyond lesson planning and grading, they often manage laboratories, chemical inventories, safety documentation, equipment maintenance, and regulatory compliance. Technology is helping alleviate some of these burdens. Automation now supports: - Assessment grading - Assignment collection - Attendance tracking - Safety documentation - Inventory management - Student progress monitoring - Communication with families Instead of spending hours managing paperwork, educators can devote more time to instructional design, student support, and laboratory experiences. This shift matters. When teachers spend less time on administrative tasks, students benefit. Technology is not replacing teachers. It is helping them focus on the work that matters most. ## **Real-Time Data Collection Is Making Science More Authentic** Modern science relies heavily on data. Fortunately, today’s classrooms increasingly mirror that reality. Digital sensors and probes allow students to collect and analyze data in real time. Students can measure: - Temperature - pH - Motion - Light intensity - Dissolved oxygen - Force - Pressure - Environmental conditions Wireless technologies instantly display results and generate graphs. Students spend less time recording measurements and more time interpreting information. The learning becomes deeper. The analysis becomes richer. Most importantly, students begin thinking like scientists rather than simply following laboratory procedures. ## **Virtual Labs and Simulations Are Expanding Opportunity** Not every scientific experience can occur safely or affordably within a traditional classroom. Technology helps bridge that gap. Virtual laboratories allow students to: - Conduct chemistry experiments safely - Explore molecular structures - Model ecosystems - Simulate engineering challenges - Investigate genetics - Explore astronomical events These experiences do not replace hands-on learning. They enhance it. Students can practice procedures, repeat experiments, test variables, and explore scenarios that would otherwise be impossible. For rural districts, small schools, and budget-conscious programs, virtual labs provide access to learning opportunities that previously may have been unavailable. ## **Technology Is Preparing Students for Modern Safer STEM Careers** The future workforce will be built on technology. Students pursuing careers in healthcare, biotechnology, engineering, environmental science, research, computer science, and manufacturing will enter environments rich with digital tools. Employers increasingly seek graduates who can: - Analyze data - Collaborate digitally - Utilize technology effectively - Solve complex problems - Communicate findings - Adapt to new innovations Science classrooms have become one of the most important places where these skills are developed. Technology integration is no longer simply about engagement. It is about readiness. Students who learn within technology-rich science environments gain experiences that mirror the realities of modern STEM professions. ## **Why School Leaders Must Act Now** The transformation of science education is not solely the responsibility of classroom teachers. District leaders, principals, curriculum directors, and school boards all play critical roles. The question facing educational leaders is increasingly straightforward: > **Can schools prepare students for careers in biotechnology, engineering, medicine, environmental science, artificial intelligence, and advanced manufacturing while relying on systems designed before smartphones existed?** For many districts, the answer is becoming clear. Investments in science technology are no longer optional enhancements. They are strategic necessities. That means supporting: - Professional development - Infrastructure improvements - Laboratory modernization - Digital safety systems - AI literacy initiatives - Long-term technology planning Schools that fail to evolve risk creating a growing gap between classroom experiences and workplace realities. ## **The Future Smart Science Classroom** The [next generation of science classrooms may include](https://ed-spaces.com/news/how-ai-and-ar-vr-are-transforming-the-digital-classroom/987503492/) augmented reality, virtual reality, AI-powered tutoring, predictive analytics, digital twins, wearable sensors, and immersive simulations that make today’s technologies seem basic by comparison. Yet despite all these innovations, the purpose of science education remains unchanged. Science is still about curiosity. It is still about asking questions. It is still about investigating the unknown. Technology does not replace those principles. It amplifies them. The most successful science classrooms of the future will not be defined by the devices they contain. They will be defined by how effectively those tools help students think critically, solve problems, conduct investigations, and understand the world around them. Science classrooms are becoming more technology-driven, and the shift represents far more than modernization. It represents an opportunity to create safer laboratories, more engaging learning experiences, stronger Safer STEM pathways, and a generation of students better prepared for the challenges and opportunities that await them. For science educators and school leaders alike, the message is clear: The future of science education is already here. The question is whether schools are ready to embrace it. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial, School Safety **Tags:** Headline --- ### [AI Access Is Creating a New Digital Divide](https://edcircuit.com/ai-access-is-creating-a-new-digital-divide/) **Published:** June 29, 2026 **Author:** EdCircuit Staff **Excerpt:** AI access in K–12 schools is creating a new digital divide that could reshape student opportunity, workforce readiness, and educational equity. **Content:** AI access in K–12 schools is rapidly creating a new digital divide that could determine which students are prepared for the future, and which students are left behind. In one district, students are learning prompt engineering, exploring AI ethics, using intelligent tutoring systems, and interacting with classroom tools designed to personalize learning. Teachers are being trained on responsible AI integration, district leaders are building governance frameworks, and technology departments are preparing for a future where artificial intelligence becomes embedded into nearly every aspect of school operations. In another district, educators are still being told to avoid AI tools altogether. There are no AI literacy initiatives. No professional development sessions. No district guidance. No strategic planning discussions. Technology teams are already overwhelmed managing aging devices, cybersecurity threats, and shrinking budgets. Artificial intelligence feels less like an opportunity and more like another challenge schools simply do not have the capacity to address. That gap may become one of the defining educational equity issues of this decade. For years, conversations surrounding the digital divide focused on internet access, student devices, and broadband connectivity. The pandemic exposed major inequities in those areas and forced districts across the country to rapidly modernize their technology infrastructure. But a new divide is now emerging—one that goes beyond connectivity. The next digital divide may be defined by access to artificial intelligence. ## **AI Readiness Is Becoming a New Form of Educational Equity** The districts moving aggressively into AI adoption are not simply purchasing software licenses. They are building ecosystems designed to prepare students and educators for a future where AI is integrated into communication, research, business operations, healthcare, engineering, media production, cybersecurity, and countless other industries. Some school systems are already introducing: - AI literacy curriculum - Student prompt-writing instruction - AI-powered tutoring platforms - Translation and accessibility tools - AI-assisted lesson planning - Automated administrative workflows - Personalized learning environments - Career pathway programs tied to emerging technologies Meanwhile, other districts remain stuck in a holding pattern. Some are waiting for state guidance. Others are concerned about cybersecurity and student data privacy. Many simply lack the staffing, infrastructure, funding, or leadership bandwidth needed to evaluate AI tools responsibly. The disparity is becoming increasingly visible. According to the[ 2026 State of EdTech District Leadership report](https://www.cosn.org/tools-and-resources/resource/u-s-state-of-edtech-2026/) released by [Consortium for School Networking](https://www.cosn.org/) (CoSN), district leaders continue identifying artificial intelligence, cybersecurity, and staffing capacity among the most significant challenges shaping K–12 technology leadership. At the same time, many districts report concerns about preparedness, policy development, and professional development surrounding AI implementation. The result is a rapidly widening gap between districts building AI-ready learning environments and districts struggling just to maintain existing technology systems. ## **Wealthier Districts Often Move Faster** The uncomfortable reality is that districts already positioned with strong technology infrastructure are often the same districts able to adopt AI the fastest. Large suburban districts may have: - Dedicated instructional technology coaches - Data privacy officers - Cybersecurity teams - Technology integration specialists - Strategic planning departments - AI pilot programs - Stronger local funding support These resources allow districts to experiment, evaluate, and scale AI initiatives more confidently. Meanwhile, smaller and underfunded districts may rely on a single technology administrator responsible for: - Device management - Network operations - Cybersecurity - Student information systems - Classroom support - Help desk tickets - Testing platforms - Software deployment For these schools, AI exploration can quickly become operationally overwhelming. This creates a compounding effect in K–12 education: The districts most capable of preparing students for an AI-driven future are often the districts that already possess significant technological advantages. ## **Rural Schools Face Some of the Biggest Challenges** Rural districts may face some of the most difficult barriers in the emerging AI landscape. Limited staffing, aging infrastructure, bandwidth limitations, and recruitment challenges can all slow AI readiness. Many rural districts continue fighting to attract technology professionals, maintain aging systems, and provide equitable digital access to students spread across large geographic regions. Yet rural students will eventually enter the same workforce as students graduating from wealthier suburban districts. That reality is creating growing concern among education leaders. If AI literacy becomes an expected workforce skill—as many experts believe it will—students without structured exposure to AI systems may graduate at a significant disadvantage. The concern extends far beyond computer science classrooms. Future careers in healthcare, agriculture, manufacturing, business, engineering, media, and skilled trades may all require workers capable of interacting with AI-powered systems. Students unfamiliar with automation, intelligent systems, and AI-assisted workflows could find themselves struggling to compete in higher education and employment environments where those technologies are already standard. In many ways, the issue mirrors earlier concerns surrounding internet access during the rise of the digital economy. The difference is that AI may evolve even faster. ## **Teachers Are Entering Two Different Professional Worlds** The AI divide is not affecting only students. It is increasingly shaping the professional experiences of educators themselves. In some districts, teachers are actively learning: - AI-enhanced lesson planning - Responsible prompt engineering - AI-assisted differentiation - Automated rubric creation - Data analysis tools - Accessibility supports - Ethical classroom integration strategies Professional development sessions focused on AI are becoming common in forward-thinking districts. Technology departments and curriculum leaders are collaborating to help educators understand both the opportunities and limitations of artificial intelligence. For many teachers, these tools are beginning to reduce administrative workload while creating more opportunities for personalization and instructional creativity. In other schools, educators are receiving little guidance at all. Some districts continue blocking AI tools entirely. Others have yet to establish clear policies, leaving teachers uncertain about what is permitted or discouraged. Many educators are experimenting privately without formal training, governance, or support structures. This inconsistency creates another layer of inequity. Teachers with access to strong AI training may become significantly more efficient and technologically fluent over time. Educators without support may feel increasingly isolated as AI integration accelerates across the profession. The divide is no longer simply technological. It is becoming instructional, operational, and professional. ## **Cybersecurity and Privacy Concerns Are Real** [Not every district moving cautiously](https://www.k12dive.com/news/ai-is-moving-quickly-how-can-districts-keep-up/816265/) on AI lacks innovation. Many school leaders have legitimate concerns. Artificial intelligence introduces difficult questions surrounding: - Student data privacy - Cybersecurity vulnerabilities - Deepfakes and misinformation - Bias in AI-generated outputs - Academic integrity - Age-appropriate safeguards - Data ownership - Legal liability District leaders are being asked to evaluate rapidly evolving technologies while balancing student safety, compliance obligations, and public trust. For schools already facing ransomware threats and growing cybersecurity pressures, the stakes are high. Questions districts continue asking include: - Where is student information stored? - Is student data used to train AI models? - How accurate are AI-generated outputs? - What safeguards protect minors? - How should AI-generated work be cited? - What happens when AI produces harmful or inaccurate information? These concerns are valid and increasingly urgent. However, many experts warn that avoiding AI entirely may ultimately create additional risks. Students are already using AI tools outside school environments, often without guidance or oversight. The challenge for K–12 education may not be whether students will use AI. It may be whether schools choose to teach students how to use it responsibly. ## **Workforce Readiness Is Now Part of the Conversation** Artificial intelligence is rapidly reshaping industries nationwide. Employers increasingly expect workers to understand automation, digital collaboration, data analysis, and AI-assisted workflows. Students graduating from AI-forward districts may leave school with: - Stronger digital communication skills - Greater familiarity with emerging technologies - Experience evaluating AI-generated information - Understanding of AI ethics and limitations - Confidence using automation tools - More advanced problem-solving strategies Meanwhile, students without meaningful exposure to AI systems may enter higher education or the workforce already behind peers who have spent years developing those skills. This is why many education leaders now believe AI literacy may eventually become as foundational as digital literacy itself. The schools that ignore this shift risk preparing students for a world that no longer exists. ## **Equity Must Remain at the Center** The solution is not reckless AI adoption. Nor is it fear-driven avoidance. The challenge facing K–12 education is building responsible, equitable, and sustainable AI implementation models that ensure all students—regardless of ZIP code—have opportunities to develop future-ready skills. That may require: - State-level AI guidance - Regional collaboration models - Expanded professional development - Public-private partnerships - Shared technology services - Federal support programs - AI governance frameworks - Cross-district resource sharing Organizations, including the[ International Society for Technology in Education ](https://iste.org/)and the [Consortium for School Networking (CoSN)](http://www.cosn.org), are increasingly helping districts navigate AI governance, policy creation, and implementation planning. Still, the pace of change continues accelerating. Districts waiting too long to begin these conversations may eventually find themselves struggling to close a gap that becomes increasingly difficult to overcome. ## **The Next Digital Divide Has Already Begun** The original digital divide focused on internet access. The next divide may focus on access to intelligence itself—specifically, who has the opportunity to learn alongside AI systems and who does not. This moment represents far more than a technology trend. It is a conversation about equity, leadership, workforce readiness, educational opportunity, and the future direction of K–12 learning itself. The districts investing thoughtfully in AI literacy, governance, infrastructure, and professional development today may ultimately shape which students are prepared to lead in an AI-driven economy. Those unable to move forward risk leaving students to play catch-up in a future that is arriving faster every day. The AI divide will not simply be measured by devices or bandwidth. It may ultimately be measured by which students were prepared to shape the future—and which students were left trying to catch up to it. **[CGTN Europe](https://www.youtube.com/@CGTNEurope) – [Is AI in education becoming the next great digital divide?](https://www.youtube.com/watch?v=pJRaOV5Dq74)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [AI in Rural Education: Bridging the Opportunity Gap](https://edcircuit.com/ai-in-rural-education-bridging-the-opportunity-gap/) **Published:** August 13, 2026 **Author:** EdCircuit Staff **Excerpt:** AI in rural education is expanding access, supporting teachers, and helping schools overcome barriers to deliver personalized learning. **Content:** AI in rural education is rapidly transforming how students learn and how teachers deliver instruction, offering new opportunities to bridge long-standing gaps in access, resources, and equity. For decades, rural schools have faced persistent challenges: limited resources, teacher shortages, geographic isolation, and fewer opportunities for advanced coursework. Today, artificial intelligence is beginning to change that narrative, [providing new pathways to expand learning](https://edtechmagazine.com/k12/article/2025/12/rural-school-districts-embrace-artificial-intelligence), support educators, and rethink what is possible for students in rural communities. The story of AI in rural education is not just about technology. It is about possibility. It is about a small school district finding ways to offer Advanced Placement courses without a full-time instructor. It is about a teacher managing multiple grade levels in one classroom with the support of intelligent tools. It is about students in remote communities gaining access to learning experiences that once felt out of reach. Across the country, rural districts are exploring how AI can help them do more with less—while maintaining the strong sense of community that defines rural education. ### **The Rural Challenge: Limited Access, Unlimited Potential** Rural schools serve nearly [one in five students](https://www.ed.gov/about/initiatives/rural-education-resource-center) in the United States, yet they often operate with fewer financial and human resources than their suburban and urban counterparts. Recruiting and retaining teachers, especially in specialized subjects like STEM, foreign languages, and advanced mathematics, remains a constant struggle. In many rural communities, a single teacher may cover multiple subjects or grade levels. Course offerings can be limited, and students may not have access to the same academic pathways as their peers in larger districts. Connectivity issues, while improving, still present barriers in some areas, making consistent access to digital tools uneven. Despite these challenges, rural schools also possess unique strengths. They often have tight-knit communities, strong relationships between educators and families, and a deep commitment to student success. AI, when implemented thoughtfully, has the potential to amplify these strengths while addressing long-standing gaps. ### **Personalized Learning at Scale** One of the most promising applications of [AI in rural education is its ability to support personalized learning](https://www.tekskillsinc.com/blog/how-ai-helps-in-education-transforming-learning-in-rural-areas). In classrooms where teachers are responsible for students with varying skill levels, AI-powered platforms can help tailor instruction to individual needs. Students can receive immediate feedback, targeted practice, and adaptive lessons that adjust in real time. For a teacher managing a multi-grade classroom, this can be transformative. Instead of trying to deliver multiple lessons simultaneously, the teacher can focus on facilitating learning, providing support where it is most needed. AI tools can also identify learning gaps early, allowing educators to intervene before students fall behind. In rural settings, where access to intervention specialists may be limited, this capability is especially valuable. ### **Expanding Course Access** For many rural schools, offering a wide range of courses has always been a challenge. Advanced coursework, electives, and career-focused classes often require staffing and resources that are simply not available. AI is beginning to change that. Through AI-supported virtual learning environments, students can access courses that their school may not be able to offer in person. These platforms can provide instruction, assessments, and feedback, often supplemented by a local educator who serves as a facilitator. This model does not replace teachers—it extends their reach. A district that cannot hire a full-time physics teacher, for example, can still offer physics through a combination of AI-driven instruction and local support. The result is a broader, more equitable set of opportunities for students, regardless of where they live. ### **Supporting Teachers, Not Replacing Them** There is often concern that AI will replace teachers. In rural education, the opposite is proving to be true. AI is becoming a tool that supports educators, helping them manage workload, streamline tasks, and focus more on student relationships. Teachers are using AI to: - Generate lesson plans and instructional materials - Differentiate assignments for diverse learners - Analyze student data to inform instruction - Automate administrative tasks like grading and reporting For rural educators, who often wear multiple hats, these efficiencies can make a meaningful difference. Time saved on administrative work can be reinvested in planning, collaboration, and direct student support. AI can also serve as a professional learning resource. Teachers in rural districts may have fewer opportunities for in-person professional development. AI-powered tools can provide on-demand coaching, instructional strategies, and content knowledge support, helping educators continue to grow in their practice. ### **Addressing Connectivity and Infrastructure Gaps** While the promise of AI is significant, implementation in rural areas is not without challenges. Reliable internet access remains a critical issue in some communities. Without consistent connectivity, the benefits of AI cannot be fully realized. However, progress is being made. Federal and state investments in broadband infrastructure are expanding access, and many technology providers are developing tools that can function in low-bandwidth environments or offer offline capabilities. Schools are also finding creative solutions, from community Wi-Fi hubs to mobile hotspots, ensuring that students can stay connected beyond the classroom. As infrastructure continues to improve, the reach and impact of AI in rural education will grow alongside it. ### **Preparing Students for a Changing Workforce** Rural students face unique challenges when transitioning to college or the workforce. Geographic isolation can limit exposure to career pathways, internships, and mentorship opportunities. AI can help bridge that gap. Career exploration platforms powered by AI can connect students with information about emerging industries, required skills, and potential career paths. Virtual simulations and project-based learning experiences can provide exposure to real-world applications, even in remote settings. Additionally, [AI literacy](https://www.eitdeeptechtalent.eu/news-and-events/news-archive/why-ai-literacy-matters-in-2025/) itself is becoming an essential skill. By integrating AI tools into the learning process, rural schools can ensure that students are not just consumers of technology, but informed users who understand how it works and how to use it responsibly. This is critical for preparing students to compete and succeed in a rapidly evolving economy. ### **Building Trust and Ensuring Responsible Use** As with any new technology, the use of AI in education raises important questions about privacy, equity, and ethics. Rural communities, in particular, often place a high value on trust and transparency. Schools must be intentional in how they adopt AI, ensuring that tools are used responsibly and that student data is protected. Clear communication with families is essential, helping them understand what AI is, how it is being used, and how it benefits their children. Professional development for educators should also include guidance on ethical AI use, bias awareness, and data privacy. Building this foundation is key to ensuring that AI is implemented in a way that aligns with community values. ### **The Human Element Remains Central** Perhaps the most important aspect of AI in rural education is this: it does not replace the human connection that defines these communities. In many rural schools, relationships are at the heart of the educational experience. Teachers know their students, families are deeply involved, and schools often serve as community hubs. AI does not change that—it enhances it. By reducing administrative burdens and expanding access to resources, AI allows educators to spend more time doing what matters most: building relationships, supporting students, and creating meaningful learning experiences. ### **A Path Forward** The integration of AI in rural education is still in its early stages, but the momentum is clear. Districts that once struggled to offer basic resources are now exploring innovative ways to expand opportunities for their students. The key to success lies in thoughtful implementation. AI should not be adopted simply because it is new or trending. It should be aligned with the specific needs and goals of each community. For rural schools, that means focusing on: - Expanding access to coursework and resources - Supporting and retaining educators - Enhancing personalized learning - Building digital and AI literacy - Strengthening community trust When these priorities guide decision-making, AI becomes more than a tool—it becomes a catalyst for change. ### **Closing the Gap, Opening Doors** The story of AI in rural education is ultimately one of transformation. It is about closing gaps that have existed for generations and opening doors that were once closed. It is about a student in a small town having the same opportunities as a student in a large city. It is about a teacher feeling supported, not overwhelmed. It is about communities [embracing innovation while staying true to their values](https://education.indiana.edu/news/2023/jul-dec/2023-07-11-ai-goes-rural-enhances-student-and-teacher-experiences-in-rural-indiana.html). AI is not a silver bullet. It will not solve every challenge facing rural education. But it offers something powerful: the ability to rethink what is possible. And for rural schools across the country, that possibility is just beginning to take shape. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Gamification in Modern Classrooms Continues to Evolve](https://edcircuit.com/gamification-in-modern-classrooms-continues-to-evolve/) **Published:** June 26, 2026 **Author:** EdCircuit Staff **Excerpt:** Gamification in Modern Classrooms is transforming education with AI-driven experiences, adaptive learning, and deeper student engagement. **Content:** [Gamification in modern classrooms](https://edcircuit.com/how-gamification-is-transforming-classrooms/) is no longer simply about points, badges, and leaderboards. What started as a creative way to motivate students has evolved into one of the most sophisticated instructional strategies in education, blending psychology, technology, personalized learning, and artificial intelligence to create engaging learning experiences that mirror the digital world students encounter every day. Walk into many classrooms today and you may find students solving digital escape rooms, participating in mission-based science investigations, earning micro-credentials for demonstrating mastery, collaborating on team challenges, or progressing through personalized learning pathways designed specifically for their needs. In many cases, students may not even realize they are participating in a gamified experience because the focus has shifted away from rewards and toward meaningful engagement. As educators continue searching for ways to capture student attention in an increasingly digital world, gamification is proving to be more than a trend. It is becoming a powerful instructional framework that helps schools address some of education’s most persistent challenges: engagement, motivation, personalization, and achievement. At the same time, artificial intelligence is accelerating the evolution of gamification, creating learning experiences that would have been impossible just a few years ago. The result is a new generation of gamified learning that looks very different from the systems educators first experimented with twenty years ago. ## **Gamification Has Been Around Longer Than Many Realize** While [gamification](https://learningsciences.smu.edu/blog/power-gamification-education) often feels like a modern concept, educators have been using gamified principles for decades. Long before laptops and tablets entered classrooms, teachers created systems that motivated students through achievement and progression. Examples include: - Reading challenges - Classroom economies - Accelerated Reader programs - Spelling bees - Science fairs - Attendance incentives - Math fact competitions - Student leadership programs These activities tapped into many of the same motivational principles found in modern gamification. Students worked toward goals. They received recognition. They experienced progression. They developed a sense of accomplishment. Technology did not invent gamification. Technology expanded its possibilities. As digital tools became more sophisticated, educators gained the ability to provide instant feedback, personalized learning paths, adaptive challenges, and immersive experiences that could engage students at entirely new levels. ## **Why Gamification Continues to Work** The continued success of gamification is rooted in human psychology. Games are designed to keep participants engaged through a combination of challenge, achievement, feedback, and progression. The same principles can be applied to learning. Students are more likely to remain engaged when they understand: - What they are working toward - How they are progressing - What success looks like - How to improve - Why their work matters Traditional educational models often struggle in these areas. Students may complete an assignment and wait days before receiving feedback. They may not understand how a lesson connects to larger goals. They may not recognize their progress until the end of a grading period. Gamified learning environments address these challenges by making progress visible and learning more interactive. Rather than asking students to simply complete assignments, gamification encourages them to participate in a journey. The difference may seem subtle, but its impact can be significant. ## **Today’s Students Already Live in Gamified Environments** One reason gamification continues to evolve is because students themselves are changing. Today’s learners have grown up in environments built around engagement systems. They earn achievements in video games. They maintain streaks on apps. They unlock levels. They collect digital rewards. They receive immediate feedback from nearly every platform they use. Popular platforms such as Duolingo, Minecraft, and Roblox have helped shape student expectations around interaction and engagement. Students have become accustomed to environments that provide: - Immediate feedback - Clear goals - Personal progression - Customization - Achievement recognition - Continuous challenges When students enter a classroom that relies exclusively on passive instruction, educators may find themselves competing against experiences that are significantly more interactive. Gamification helps bridge that gap by incorporating elements that students already find motivating while maintaining academic rigor and educational purpose. ## **How AI Is Reinventing Classroom Gamification** Artificial intelligence may be the most significant advancement in gamification since the arrival of educational technology platforms. Traditional gamification systems often treated every student the same. AI changes that. Modern AI-powered learning platforms can analyze student performance in real time and create personalized experiences that adapt as students learn. Imagine a middle school science classroom. A student is working through a gamified unit on ecosystems. Instead of progressing through identical content as every other student, an AI system can: - Identify misconceptions - Adjust challenge difficulty - Recommend additional resources - Generate personalized review activities - Offer enrichment opportunities - Predict potential learning gaps The experience becomes dynamic rather than static. Each student receives a customized pathway designed to maximize success. This level of personalization was once impossible for even the most skilled educator managing a classroom of 25 or 30 students. Today, AI is making it increasingly achievable. ## **Real-World Examples of Modern Gamification** The most effective gamification strategies are often the simplest. Across the country, teachers are finding creative ways to transform learning experiences. ### **The Science Escape Room** A middle school science teacher may transform a unit assessment into a digital escape room. Students must solve scientific problems, analyze data, and apply concepts to unlock clues and advance through challenges. Rather than viewing the assessment as a test, students view it as a mission. The learning objectives remain the same. The experience changes completely. ### **Mission-Based History Learning** In social studies classrooms, students may assume the role of historians investigating primary source documents. Each completed challenge unlocks additional evidence, moving students closer to solving a historical mystery. Students become active participants rather than passive recipients of information. ### **Cybersecurity Simulations** As cybersecurity education becomes more important, many schools are implementing gamified simulations. Students identify phishing attempts, investigate security incidents, and respond to digital threats through scenario-based challenges. The activities build critical thinking while preparing students for real-world situations. ### **Mathematics Quest Systems** Some teachers organize mathematics instruction into quest-based learning pathways. Students complete challenges, unlock advanced levels, and demonstrate mastery before progressing. The system encourages persistence while allowing learners to move at their own pace. ## **Collaboration Is Replacing Competition** One of the biggest shifts in gamification involves the movement away from competition. Early implementations frequently emphasized leaderboards and rankings. While competition can motivate some students, it can discourage others. Modern gamification increasingly focuses on collaboration. Students work together to: - Solve complex problems - Complete missions - Earn group achievements - Investigate real-world challenges - Support team success This shift reflects broader educational goals. Today’s employers consistently emphasize communication, teamwork, creativity, and problem-solving. Collaborative gamification helps students develop these essential skills while improving engagement. Success becomes something shared rather than something won. ## **The Rise of Micro-Credentials and Digital Badges** Another emerging trend is the use of micro-credentials. Instead of relying solely on grades, schools are beginning to recognize specific competencies and skills. Students may earn digital badges for: - Cybersecurity awareness - Coding proficiency - STEM skills - Leadership - Communication - Problem-solving - Digital citizenship These credentials create visible evidence of learning and can help students build portfolios that showcase accomplishments beyond traditional report cards. As workforce expectations continue evolving, micro-credentials may become increasingly valuable indicators of student readiness. ## **Immersive Technology Is Expanding Possibilities** Virtual reality, augmented reality, and mixed reality technologies are creating new opportunities for gamified learning. Students can now: - Explore ancient civilizations - Visit distant ecosystems - Conduct virtual laboratory experiments - Practice technical skills - Investigate historical events Gamification enhances these experiences by introducing missions, objectives, achievements, and challenges. Instead of reading about a concept, students actively engage with it. The combination of immersive technology and gamification creates powerful opportunities for experiential learning. As equipment becomes more affordable, these experiences are likely to become increasingly common in K–12 classrooms. ## **What School Leaders Need to Know** As gamification continues evolving, district leaders face important decisions about implementation. The goal should never be to make every classroom feel like a video game. Instead, leaders should focus on how gamification supports educational outcomes. Several factors deserve consideration. ### **Professional Development Matters** Effective gamification requires thoughtful instructional design. Teachers need training not only on technology platforms but also on motivational theory, student engagement, and learning design principles. ### **Equity Must Remain a Priority** Schools must ensure all students have access to gamified learning opportunities. Technology access, device availability, and internet connectivity remain important considerations. ### **Data Privacy Cannot Be Ignored** Many gamified platforms collect student data. District leaders should carefully evaluate privacy policies, cybersecurity protections, and compliance requirements before implementation. ### **Measure More Than Engagement** While student engagement is important, schools should also evaluate: - Academic performance - Knowledge retention - Attendance - Participation - Student confidence - Collaboration skills Successful gamification should improve both engagement and learning outcomes. ## **The Future of Gamification** The future of gamification may look dramatically different from what exists today. Artificial intelligence is likely to drive the next generation of learning experiences. Future systems may create: - AI-generated quests - Personalized learning adventures - Real-time adaptive challenges - Intelligent tutoring systems - Career simulation experiences - Cross-curricular learning missions Students may move through educational experiences that continuously adapt to their interests, abilities, and goals. Learning could become increasingly individualized while still maintaining opportunities for collaboration and community. The technology is advancing rapidly. The instructional possibilities are expanding just as quickly. ## **More Than a Trend** Gamification has survived long enough to prove it is not a passing educational fad. What began as a collection of points, badges, and rewards has matured into a comprehensive instructional strategy capable of supporting engagement, personalization, collaboration, and achievement. Its continued evolution reflects a broader shift occurring throughout education. Students increasingly expect interactive experiences. Teachers need tools that support differentiation. School leaders are searching for strategies that improve outcomes while preparing students for a rapidly changing future. Gamification sits at the intersection of all three. The future classroom may not resemble a video game, but it will likely borrow many of the principles that make games so powerful: immediate feedback, meaningful challenges, visible progress, collaboration, personalization, and continuous growth. In an era increasingly shaped by artificial intelligence and digital learning, those principles may become some of the most important drivers of student success. As gamification continues to evolve, schools that embrace its potential thoughtfully and strategically will be better positioned to engage learners, support achievement, and prepare students for the world that awaits them beyond graduation. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [NCAA Settlement Drives Olympic Sports Cuts](https://edcircuit.com/ncaa-settlement-drives-olympic-sports-cuts/) **Published:** April 3, 2026 **Author:** EdCircuit Staff **Excerpt:** The NCAA settlement is accelerating cuts to Olympic sports across college athletic departments as universities restructure budgets to fund athlete revenue sharing. **Content:** ***Editor’s Note:** An earlier version of this article included a statistic regarding the number of collegiate sports programs eliminated since 2024 that we were unable to independently verify. After reviewing our sourcing, we updated the article to reflect supported reporting. We regret the error.* The NCAA settlement is accelerating [Olympic sports cuts across college athletic departments](https://news.bloomberglaw.com/antitrust/ncaa-settlement-forcing-cuts-to-college-teams-in-olympic-sports), forcing more than 41 programs to shut down or consolidate since May 2024 as universities scramble to fund athlete revenue sharing. Across the country, athletes are hearing the same quiet message: this season will be the last. Swimming teams have been eliminated. Tennis programs have disappeared. Track and field rosters have been consolidated. What was once considered the backbone of the American Olympic development system is now under strain from financial pressures that few campuses were prepared to absorb. At the center of this shift is the[ $2.8 billion House v. NCAA antitrust settlement](https://www.espn.com/college-sports/story/_/id/45467505/judge-grants-final-approval-house-v-ncaa-settlement). The agreement allows schools to directly share revenue with athletes, fundamentally changing the economics of college sports. While the move is widely viewed as overdue compensation reform for football and men’s basketball players, it has created immediate budget challenges for athletic departments that already operated on thin margins. To comply with revenue sharing and new roster limits, schools are cutting non-revenue sports. Olympic programs, which rarely generate ticket sales or television revenue, have become the first to go. ## **A Financial Model Under Stress** For decades, the structure of college athletics followed a familiar pattern. Football and men’s basketball generated the majority of revenue. That income subsidized Olympic sports such as swimming, tennis, wrestling, gymnastics, and track and field. Now, departments must reserve millions annually for direct athlete compensation. Power conference schools are preparing to distribute as much as $20 million per year to athletes once the settlement terms are fully implemented. Athletic directors are recalculating everything. Budgets are already burdened by coaching salaries, facilities upgrades, travel expenses tied to conference realignment, and long-term stadium debt. With revenue sharing layered on top, departments are looking for areas to trim. Olympic sports are often the most vulnerable. In March 2025,[ Cal Poly cut both its men’s and women’s swimming](https://gopoly.com/news/2025/3/7/swimming-and-diving-cal-poly-discontinues-swimming-diving-effective-immediately) programs. The University of Louisiana Monroe [eliminated women’s tennis](https://ulmwarhawks.com/news/2025/6/17/ulm-athletics-to-discontinue-womens-tennis-program.aspx) for the 2025–26 academic year. Grand Canyon [cut men’s volleyball](https://gculopes.com/news/2025/4/28/general-gcu-announces-sport-sponsorship-change) for the same cycle. Washington State announced it would [consolidate portions of its track and field program](https://www.seattletimes.com/sports/wsu-cougars/washington-state-cutting-parts-of-its-track-and-field-program/) to manage costs. These are not isolated moves. They are part of a broader national pattern. More than [41 collegiate Olympic sports programs have been cut](https://news.bloomberglaw.com/antitrust/ncaa-settlement-forcing-cuts-to-college-teams-in-olympic-sports), merged, or reclassified since May 2024. The pace of change has surprised even long-time observers of college athletics. ## **Realignment Makes It Worse** Conference realignment has intensified the financial pressure. As universities move into new conferences seeking stronger media payouts, travel distances have expanded dramatically. Teams now fly across multiple time zones for regular-season competition. While football television contracts may justify that expense, Olympic sports compete more frequently and generate little broadcast revenue to offset travel costs. The financial strain has forced difficult institutional decisions. [Sonoma State eliminated 11 teams](https://www.ktvu.com/news/sonoma-state-discontinues-all-athletic-programs-amid-massive-budget-cuts) amid budget shortfalls. St. Francis made an even more dramatic move, [transitioning 22 Division I programs to Division III](https://www.forbes.com/sites/karenweaver/2025/03/31/a-time-for-choosing-saint-francis-bold-shift-to-diii/) to stabilize its finances. For those athletes, the change meant reduced scholarships and a different competitive landscape. When schools drop divisions or eliminate programs, the ripple effects are immediate. Recruiting pipelines shift. The coaching staff is reduced. Campus culture changes. ## **The Human Side of Program Cuts** Behind every headline about Olympic sports cuts is a group of student-athletes who chose their university for its academic offerings and competitive opportunities. Consider a senior swimmer at Cal Poly who planned to use her final season to qualify for Olympic Trials. Instead, she now has weeks to decide whether to enter the transfer portal, risk losing academic credits, or walk away from the sport she has trained for since childhood. For athletes in similar positions, the loss is not abstract. It is immediate and personal. Transferring is not simple. Scholarships may not carry over. Housing contracts, academic schedules, and visa status for international athletes complicate decisions. Seniors often have limited options. Coaches face job losses. Support staff are reassigned or let go. Athletic trainers and compliance offices must manage transitions for athletes entering the portal. College athletics have long been framed as an extension of the educational mission. Olympic sports in particular attract students who balance demanding majors with intense training schedules. When those programs disappear, so do those structured developmental opportunities. ## **A Threat to the U.S. Olympic Pipeline** The broader concern reaches beyond campus finances. Approximately [75 percent of American Olympians in 2024 competed in collegiate athletics](https://www.usopc.org/team-usa-2024-collegiate-olympic-footprint). The NCAA system functions as the primary development engine for Olympic talent in the United States. Unlike many nations that rely on centralized national academies, the U.S. depends heavily on universities to provide coaching, facilities, sports science, and high-level competition. Swimming, track and field, volleyball, wrestling, and gymnastics all rely on college programs as stepping stones to international competition. When Olympic sports cuts reduce roster spots, the development pipeline narrows. Elite prospects may still land at powerhouse programs, but depth across mid-tier universities has historically been critical to maintaining American medal dominance. The risk is not an immediate collapse in performance. It is a gradual erosion over time. ## **A Structural Shift, Not a Temporary Dip** Some administrators initially hoped that early Olympic sports cuts would slow once departments adjusted to the new revenue-sharing model. Instead, the trend has continued into mid-2025. The economics of college athletics are shifting in ways that appear permanent. Revenue sharing is expected to remain in place. [NIL collectives continue to influence recruiting](https://www.asmsports.co/post/how-nil-is-changing-the-future-of-college-sports). Conference realignment shows no signs of stabilizing. Facility investments remain competitive necessities. Many Division I athletic departments were already dependent on institutional subsidies before the settlement. Now, with additional compensation obligations, those subsidies are under greater scrutiny. Universities face a difficult question: how many varsity sports can they realistically support? Critics argue that athletic spending has outpaced academic priorities. Supporters counter that athletics drive enrollment, alumni engagement, and campus visibility. Both perspectives acknowledge that the current structure is under stress. ## **Title IX and Equity Pressures** [Title IX compliance](https://www.ed.gov/laws-and-policy/civil-rights-laws/title-ix-and-sex-discrimination) adds another layer of complexity. When men’s Olympic sports are cut, departments must maintain gender equity. That often leads to reductions on both the men’s and women’s sides or forces schools to carefully balance roster numbers across remaining programs. Because football rosters are large and generate revenue, they are rarely reduced. Instead, smaller Olympic sports absorb the cuts. The balancing act can result in multiple team eliminations to remain compliant. ## **What Comes Next for College Athletics** The NCAA settlement was designed to correct inequities in athlete compensation. Few dispute the principle behind revenue sharing. The unintended consequence is that Olympic sports cuts have become the mechanism by which many schools absorb new financial obligations. Several possible paths are emerging. Some universities may continue narrowing their varsity offerings, focusing on revenue-generating sports. Others may reclassify divisions to reduce scholarship and travel costs. There may be renewed discussions about alternative Olympic development systems outside the NCAA structure if collegiate opportunities continue shrinking. What seems unlikely is a return to the previous model. The current moment represents a structural turning point. College athletics must reconcile commercial realities with educational missions and Olympic development responsibilities. For swimmers practicing before dawn, tennis players traveling on long weekends, and track athletes chasing qualifying marks, the stakes are immediate and personal. The NCAA settlement solved one problem in college sports. It may be creating another. [KTLA 5](https://www.youtube.com/ktlathecw) – [Cal Baptist University cutting 3 major sports programs](https://www.youtube.com/watch?v=H3UEUjjnu6w) [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Higher Education, Hot Topics - controversial **Tags:** Headline --- ### [How Federal Special Education Changes Affect Schools](https://edcircuit.com/how-federal-special-education-changes-affect-schools/) **Published:** June 25, 2026 **Author:** EdCircuit Staff **Excerpt:** Special education changes are reshaping federal oversight. Learn what they mean for students, families, educators, and school districts. **Content:** Special education changes are creating new questions for school districts across the country as the [federal government restructures oversight responsibilities for students with disabilities](https://apnews.com/article/trump-education-department-restructuring-civil-rights-sped-043d48432bfd182cdce3743a397ce633). While much of the national conversation has centered on changes in Washington, the more important story is unfolding in classrooms, conference rooms, and district offices, where educators are preparing for another school year with one unwavering priority: ensuring every child continues to receive the services, support, and opportunities guaranteed under federal law. This fall, thousands of families will gather around conference tables for [Individualized Education Program (IEP)](https://exceptionalchildren.org/topics/individualized-education-programs-ieps?srsltid=AfmBOorfHeQ6hERY-ls5tt4aYTmfnfTmHxG8MfqieFaFXOYoSDiCQGEI) meetings. Parents will celebrate progress, ask difficult questions, and work alongside teachers to establish new goals for the months ahead. A first-grade student will continue speech therapy after making remarkable gains in communication. A middle school student with autism will rely on classroom routines and behavioral supports that provide confidence and consistency. A teenager with a learning disability will begin preparing for life after graduation through transition services designed to build independence and workplace skills. None of those students will likely know that federal agencies are being reorganized. Their parents will. Their teachers certainly will. Across the country, special education directors are entering the summer planning season with far more questions than answers. They are reviewing staffing plans, updating compliance calendars, preparing professional development, and communicating with families while simultaneously trying to understand how changing federal responsibilities could influence state guidance over the coming months. Few educators expect classrooms to look dramatically different when students return, but nearly everyone agrees that clear communication and thoughtful leadership will be essential during the transition. ## **A System Supporting More Students Than Ever** The timing of the federal restructuring is significant because it comes at a moment when special education is already facing tremendous pressure. School districts are serving growing numbers of students with increasingly diverse academic, behavioral, developmental, and mental health needs. Many educators describe today’s special education environment as more complex than it was even a decade ago. Today’s services extend far beyond traditional classroom accommodations. A preschool student may receive speech-language therapy that helps them communicate with classmates for the first time. An occupational therapist may work with an elementary student to develop the fine motor skills necessary to write independently. A vision specialist may introduce assistive technology that allows a student with low vision to participate fully in classroom learning. High school students may receive transition services that prepare them for college, employment, or independent living after graduation. For many children, these individualized supports become the bridge that connects potential with opportunity. Providing those services requires extraordinary coordination. General education teachers, intervention specialists, school psychologists, counselors, therapists, paraprofessionals, nurses, administrators, transportation departments, and families often work together as one team. That collaboration has always been the foundation of successful special education programs, and it remains unchanged regardless of how responsibilities are organized at the federal level. ## **Understanding What Has Changed—and What Hasn’t** Recent announcements regarding the transfer of certain federal special education responsibilities have understandably generated headlines across the education community. Questions surrounding oversight, funding, compliance, and civil rights enforcement have become common topics of conversation among school leaders, advocacy organizations, and families. Yet one of the most important messages can easily become lost amid those discussions. The[ Individuals with Disabilities Education Act (IDEA)](https://www.ed.gov/laws-and-policy/individuals-disabilities/individuals-disabilities-education-act-idea) has not changed. Students with disabilities continue to have the legal right to a[ Free Appropriate Public Education (FAPE)](https://peatc.org/wp-content/uploads/2024/05/FAPE-Free-Appropriate-Public-Education.pdf) delivered in the [Least Restrictive Environment (LRE)](https://www.understood.org/en/articles/least-restrictive-environment-lre-what-you-need-to-know). School districts remain responsible for identifying students who qualify for services, conducting evaluations, developing and implementing IEPs, providing accommodations and related services, monitoring student progress, and ensuring every procedural safeguard established under federal law is followed. For educators, this distinction is critical. While the agencies responsible for oversight may evolve, the legal responsibilities districts have to students do not. Every IEP remains in effect. Every required service continues. Every student’s educational rights remain protected. That reassurance is perhaps the most important message schools can communicate to families preparing for another academic year. ## **Why District Leaders Are Watching Closely** Although students may never notice changes occurring within federal agencies, school administrators understand why these transitions matter. Federal oversight influences far more than funding. Federal officials provide technical assistance, monitor state compliance, investigate civil rights complaints, collect nationwide data, publish guidance documents, and help state education agencies interpret complex legal requirements. Those resources eventually shape the information districts rely upon when making decisions affecting students every day. That is why district leaders are asking thoughtful—not political—questions. How will technical assistance be provided during the transition? Will compliance monitoring remain consistent? Will complaint investigations follow existing timelines? How will state education agencies receive updated guidance? Will reporting requirements change over time? These are practical questions that affect planning rather than philosophy. Superintendents and special education directors are not waiting for classrooms to change; they are working to ensure they do not. ## **Supporting Teachers Already Carrying Heavy Responsibilities** The current transition also arrives as districts continue confronting one of their greatest challenges: finding and retaining qualified special education professionals. Across the country, intervention specialists remain in high demand. School psychologists often serve multiple buildings. Speech-language pathologists manage extensive caseloads. Occupational therapists travel between schools. Many districts continue struggling to recruit paraprofessionals despite their essential role in supporting students throughout the school day. At the same time, expectations for educators continue growing. Special education teachers balance individualized instruction with extensive documentation, progress monitoring, family communication, collaboration meetings, compliance requirements, and increasingly complex student needs. Many entered the profession because they wanted to change lives, yet they often find themselves spending significant time completing paperwork necessary to meet legal requirements. The current federal restructuring does not lessen those responsibilities. Instead, educators may find themselves answering additional questions from families while adapting to new guidance issued by their state education agencies. That reality makes professional learning, administrative support, and clear communication more important than ever. ## **Families Need Information More Than Headlines** For parents,[ navigating special education is rarely simple](https://www.yahoo.com/news/politics/articles/ohio-parents-worried-department-education-103000136.html). Families spend years learning terminology, understanding evaluations, preparing for IEP meetings, advocating for appropriate services, and celebrating milestones that others may take for granted. When headlines announce significant federal changes, it is understandable that many parents wonder whether those protections will remain intact. School districts have an opportunity to respond with transparency rather than uncertainty. Families deserve timely communication that explains what is known, acknowledges what is still developing, and reinforces what has not changed. Parents are not asking for political commentary. They simply want confidence that when school begins, their child will continue receiving the services outlined in their IEP. Districts that communicate early and often will likely strengthen trust during a period when many families are searching for reliable information. ## **Leadership Will Define the Year Ahead** Periods of uncertainty often reveal the importance of strong leadership. Successful districts are unlikely to be those reacting to every national headline. Instead, they will be the districts that continue focusing on students while monitoring official guidance from their state education agencies. Superintendents can reassure their communities by emphasizing continuity and transparency. Special education directors can provide staff with timely updates and practical guidance. Principals can ensure inclusive school cultures remain strong while supporting teachers managing increasingly complex classrooms. School boards can reinforce the district’s commitment to students with disabilities while helping families understand that local responsibilities remain unchanged. Technology leaders also play an increasingly important role. Digital IEP systems, assistive technology platforms, secure student data, accessibility tools, and compliance reporting have become essential components of modern special education programs. Maintaining those systems—and ensuring they continue supporting both educators and students—will remain a critical priority regardless of federal organizational changes. ## **Looking Beyond the Transition** Education has experienced significant change throughout its history. Standards have evolved. Technology has transformed classrooms. Student needs have grown more complex. Schools have continually adapted while remaining focused on helping children succeed. The current restructuring represents another chapter in that ongoing evolution. Important questions remain, and additional guidance will almost certainly emerge in the months ahead. District leaders, educators, and families will continue monitoring developments carefully while adapting to new information as it becomes available. Yet long after today’s headlines fade, educators will still gather around conference tables to write IEPs. Parents will still advocate tirelessly for their children. Therapists will continue celebrating milestones that many people never see. Teachers will continue discovering creative ways to help every learner succeed. Students with disabilities will continue walking through school doors each morning, believing the adults waiting inside are prepared to help them reach their potential. Federal agencies may change. Oversight may evolve. Policies may continue to be refined. But the promise at the heart of special education should remain exactly the same: every child deserves to be seen, supported, challenged, and given every opportunity to succeed. That promise has guided generations of educators, inspired countless families, and transformed millions of lives. It is a commitment that extends far beyond any single agency or administration, and one that schools across America will continue honoring every day. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [How Teacher In-Service Has Changed](https://edcircuit.com/how-teacher-in-service-has-changed/) **Published:** August 10, 2026 **Author:** EdCircuit Staff **Excerpt:** Teacher in-service has evolved into personalized professional learning powered by technology, flexibility, and year-round educator growth. **Content:** Teacher in-service has changed dramatically over the past decade. It is 8:00 on a late August morning. Teachers balance coffee cups, notebooks, and conversations about the upcoming school year as they make their way into the high school auditorium. A projector glows at the front of the room. District leaders welcome everyone back before introducing a keynote speaker who will set the tone for the year ahead. For decades, this scene defined teacher in-service across America. Whether educators taught kindergarten, chemistry, music, physical education, or special education, they often spent the day learning together through a carefully planned schedule of presentations designed to prepare everyone for the school year. Those days have not disappeared entirely, but they [no longer define professional learning](https://teachmag.com/personalized-professional-learning-in-2026/). Over the last ten years, teacher in-service has undergone one of the most significant transformations in modern education. Professional learning has shifted from annual events to continuous growth, from one-size-fits-all presentations to personalized learning pathways, and from rigid schedules to flexible experiences that educators can access almost anywhere. The evolution reflects more than advances in technology. It represents a fundamental change in how schools think about supporting the professionals who influence student success every day. ## **A Different Kind of Professional Learning** Not long ago, professional development was largely measured by attendance. Teachers signed in, completed the day’s sessions, collected handouts, and returned to their classrooms. While many districts offered meaningful learning experiences, the structure often left little room to recognize that educators entered the room with vastly different backgrounds, strengths, and professional goals. A veteran teacher with twenty-five years of classroom experience frequently attended the same sessions as a first-year educator still learning classroom management. An elementary art teacher might spend hours listening to presentations that had little connection to daily instruction, while a high school science teacher searched for ideas that applied to laboratory safety or emerging technologies. The assumption was simple: if everyone received the same information, everyone would benefit equally. Experience has shown that professional learning, much like classroom instruction, is most effective when it meets learners where they are. That realization has reshaped teacher in-service across the country. ## **Why the Change Happened** Several forces have driven this transformation. Technology certainly played a major role. As learning management systems, video conferencing, digital collaboration platforms, and mobile devices became commonplace, districts discovered they no longer needed to gather every employee in the same room to provide high-quality professional learning. The pandemic accelerated this shift dramatically. Within months, educators became comfortable participating in webinars, virtual coaching sessions, online professional learning communities, and self-paced courses. What initially began as a necessity soon demonstrated clear advantages in flexibility, accessibility, and efficiency. At the same time, the responsibilities placed on educators continued to expand. Artificial intelligence entered classrooms. Cybersecurity threats against school districts increased. Student data privacy became a growing concern. Mental health, school safety, digital citizenship, accessibility, and compliance requirements demanded additional training that could not be confined to a handful of days each year. Professional learning simply had to evolve to keep pace with the realities of modern education. ## **From Auditoriums to Screens** Technology has not eliminated face-to-face learning. Instead, it has expanded the ways educators can learn. Today’s teacher may attend an opening-day district meeting in August, participate in a virtual literacy workshop in September, complete a short cybersecurity refresher during October, listen to an education podcast while driving home, and join an online professional learning community before the semester ends. Learning now happens wherever it makes the most sense. Districts increasingly blend in-person collaboration with webinars, recorded presentations, interactive online courses, instructional videos, podcasts, and virtual coaching. Teachers are no longer limited by geography or schedules. A rural school district can connect educators with nationally recognized experts just as easily as one located in a major metropolitan area. The result is greater flexibility without sacrificing quality. Rather than replacing the human connections that make professional learning valuable, technology has created more opportunities for those connections to happen throughout the year. ## **One Size No Longer Fits All** Perhaps the most important change has been personalization. Schools have spent years encouraging teachers to differentiate instruction for students. Increasingly, districts are applying that same philosophy to adult learning. Today’s professional learning recognizes that educators have different responsibilities, certifications, career stages, and growth goals. Consider three employees beginning the same school year. A first-year elementary teacher may be assigned mentoring sessions, classroom management strategies, and foundational instructional practices. A veteran chemistry teacher might receive updated laboratory safety training, emerging science technology resources, and professional learning related to new standards. Meanwhile, an assistant principal may focus on leadership development, school safety planning, educator evaluation, and family engagement. Each educator is learning, but each is learning something different because each has different responsibilities. Modern learning platforms make this possible by tracking certifications, assigning required courses, recommending additional learning opportunities, and documenting professional growth throughout the year. Professional learning is becoming less about delivering identical information and more about delivering the right information to the right educator at the right time. ## **Small Lessons, Bigger Impact** The structure of professional learning has also changed. Educators have always faced competing priorities, but today’s schools operate at an unprecedented pace. Finding time for lengthy workshops can be difficult when teachers are balancing instruction, assessment, communication with families, extracurricular responsibilities, and countless daily decisions. As a result, many districts are embracing microlearning. Instead of six-hour workshops covering numerous topics, educators increasingly participate in shorter learning experiences focused on one specific objective. A fifteen-minute video introducing a new classroom technology tool. A ten-minute refresher on student privacy requirements. A brief simulation exploring emergency procedures. A short podcast discussing instructional strategies. These focused learning opportunities are easier to complete, easier to revisit, and easier to apply immediately within the classroom. Professional learning becomes part of the rhythm of teaching rather than an interruption to it. ## **The Conversation Has Changed** The content of teacher in-service has evolved just as dramatically as its delivery. A decade ago, many professional development sessions centered on curriculum implementation, instructional strategies, assessment practices, and classroom management. Those topics remain essential, but they now exist alongside entirely new areas of learning. Artificial intelligence is helping educators rethink instruction and assessment. Cybersecurity training has become essential as schools face increasingly sophisticated threats. Student data privacy requires greater awareness than ever before. Digital citizenship, accessibility, school safety, threat assessment, mental health, and family engagement have all become central components of professional learning. The modern educator must navigate a rapidly changing educational landscape while preparing students for a future that continues to evolve. Professional learning has adapted accordingly. ## **Data Is Driving Better Decisions** Perhaps one of the quietest yet most influential changes involves data. In the past, districts often measured professional development by asking one question: Did everyone attend? Today, leaders are asking far more meaningful questions. Which teachers need additional support? Which certifications are nearing expiration? Where are instructional gaps emerging? Which schools require additional coaching? Which professional learning experiences are improving classroom practice? Digital learning platforms increasingly help answer those questions by providing school leaders with real-time information about participation, progress, certifications, and learning pathways. Artificial intelligence promises to take this even further. Future systems may recommend professional learning based on classroom observations, instructional goals, certification timelines, or emerging district priorities. Instead of waiting until August to assign training, districts will be able to provide support exactly when educators need it. ## **Building a Culture of Continuous Growth** Perhaps the greatest transformation is philosophical rather than technological. Professional learning is no longer viewed as something teachers attend. It is becoming something educators experience every day. Collaboration during professional learning communities. Coaching conversations after classroom observations. Short digital learning modules. Peer mentoring. Conference sessions. Podcasts. Online discussions. Reflective practice. Each contributes to a culture where growth is continuous rather than occasional. The most successful districts understand that improving schools begins by investing in the people who make learning possible. When educators have access to relevant, flexible, and meaningful professional learning, they are better equipped to meet the changing needs of their students. That investment strengthens classrooms, schools, and entire communities. ## **Looking Ahead** Teacher in-service will continue to evolve. Artificial intelligence, adaptive learning platforms, immersive simulations, competency-based professional learning, digital coaching, and predictive analytics are already reshaping how educators build knowledge and develop new skills. The next decade will likely bring even greater personalization and flexibility as professional learning becomes increasingly responsive to each educator’s unique journey. Yet despite all the technological advances, one truth remains unchanged. Professional learning is ultimately about people. Technology may deliver the content. Data may identify the need. Artificial intelligence may personalize the pathway. But it is educators—learning together, sharing ideas, solving problems, and continually refining their craft—who transform schools. The biggest change over the past decade is not that teachers now learn through webinars instead of sitting in auditoriums. It is that professional learning has stopped being something educators attend. It has become something they experience every day. *Editor’s Note: This is Part One of edCircuit’s* ***The Future of Professional Learning*** *series. In our next installment, we’ll explore how districts have moved from traditional auditorium presentations to flexible, on-demand professional learning that allows educators to learn anytime and anywhere.* [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Article Series, Educators, Hot Topics - controversial **Tags:** Headline --- ### [School Communication: What Today’s Parents Expect](https://edcircuit.com/school-communication-what-todays-parents-expect/) **Published:** June 25, 2026 **Author:** EdCircuit Staff **Excerpt:** School communication is evolving rapidly as parents expect transparency, real-time updates, and stronger partnerships with schools. **Content:** School communication has never been more important—or more challenging—than it is today. At 6:15 a.m., a parent receives a text message that school buses are running 20 minutes late because of heavy fog. Seconds later, the district app updates transportation information. By 6:20 a.m., the same message appears on the district’s social media channels and website. For many families, this level of communication is no longer considered exceptional. It is expected. Today’s parents live in a world where they can track an Amazon package in real time, receive instant fraud alerts from their bank, monitor home security cameras from their phone, and receive updates about their favorite sports teams within seconds. Those experiences have fundamentally reshaped expectations about how organizations communicate. Schools are no exception. The [modern parent expects](https://www.collectivelearning.info/blog/real-time-parent-communication-tools) timely updates, transparent leadership, meaningful engagement, and communication that is accessible from anywhere at any time. While academic achievement remains a primary focus, communication has increasingly become one of the most visible ways families judge the effectiveness of a school system. In many communities, trust is built—or lost—not in the classroom, but through communication. For school leaders, that reality carries enormous implications. ## **The New Communication Standard** Twenty years ago, school communication looked very different. Parents checked backpacks for paper flyers. Monthly newsletters arrived in the mail. Parent-teacher conferences provided major academic updates. Phone calls were reserved for emergencies. Communication was largely one-directional. Schools delivered information. Parents received it. That model no longer matches how families consume information. Today’s parents are connected 24 hours a day through smartphones, apps, text messaging, social media platforms, streaming services, and digital assistants. They are accustomed to immediate access to information and increasingly expect the same level of responsiveness from schools. This shift is not about impatience. It is about expectations. When every other aspect of life provides real-time information, delayed communication from schools feels increasingly disconnected from reality. The challenge for educators is not simply communicating more. It is communicating in ways that align with how modern families live. ## **Parents Are Comparing Schools to Every Other Experience** One of the biggest mistakes schools can make is assuming families compare their communication efforts only to neighboring districts. They do not. [Parents compare schools to every communication experience they have](https://edcircuit.com/how-family-engagement-tools-are-transforming-k-12-education/). They compare school notifications to package tracking updates. They compare district websites to online banking platforms. They compare school apps to the apps they use daily. They compare emergency notifications to weather alerts. They compare communication responsiveness to customer service experiences. Whether educators like it or not, schools are operating in an environment where communication standards are being set outside of education. This reality does not mean schools should operate like corporations. It does mean that families increasingly expect information to be accurate, timely, accessible, and easy to understand. The districts that recognize this shift are often the ones building stronger relationships with their communities. ## **Communication Has Become a Leadership Issue** For many years, communication was often viewed as an operational function. An administrative assistant sent newsletters. A public relations department managed announcements. Building principals handled parent concerns. Today, communication has become a strategic leadership responsibility. Superintendents, cabinet members, school boards, and district leaders increasingly recognize that communication influences nearly every major initiative. Communication can determine community support for: - Bond issues and levies - School safety initiatives - Curriculum changes - Technology implementations - Boundary adjustments - Facility projects - Staffing decisions - Artificial intelligence policies A lack of communication can quickly create confusion. Poor communication can generate mistrust. Delayed communication can fuel rumors. In contrast, transparent communication often creates understanding—even when stakeholders disagree with a decision. Families may not always support every action a district takes. However, they are far more likely to respect decisions when leaders clearly explain the reasoning behind them. ## **Transparency Is the New Currency of Trust** Perhaps no expectation has changed more than the demand for transparency. Parents want insight into how decisions are made. They want to understand why policies are changing. They want clarity regarding student safety, academic priorities, budgets, technology investments, and district goals. This does not mean schools must share every internal discussion. It does mean families increasingly expect honesty and openness. The districts building the strongest community trust are often those that communicate proactively rather than reactively. They explain decisions before controversy emerges. They provide context rather than simply announcing outcomes. They recognize that transparency builds credibility long before a crisis occurs. Trust is rarely created during an emergency. It is built through hundreds of smaller interactions over time. ## **School Safety Has Elevated Communication Expectations** School safety remains one of the most significant concerns for parents nationwide. As a result, communication expectations around safety have increased dramatically. Families want reassurance that schools are prepared. They want to understand emergency procedures. They want timely updates during incidents. Most importantly, they want confidence that school leaders will communicate clearly when information matters most. The most effective districts communicate about safety before incidents occur. They explain emergency protocols. They discuss reunification plans. They share information about security upgrades. They help families understand the systems already in place to protect students. When a crisis occurs, communication is no longer being evaluated in isolation. It is being measured against the trust built beforehand. ## **Artificial Intelligence Is Changing School Communication** The next major shift in school communication may already be underway. Artificial intelligence is beginning to transform how districts connect with families. AI-powered translation tools are helping schools communicate with multilingual communities more effectively. [Chatbots](https://www.ibm.com/think/topics/chatbots) can answer common parent questions around the clock. Communication platforms can personalize messages based on student schedules, grade levels, or family preferences. AI tools can help school leaders identify communication gaps and better understand community engagement patterns. For districts serving increasingly diverse populations, these capabilities offer significant opportunities. However, they also create new responsibilities. Parents will expect transparency about how AI is being used. They will expect accuracy. They will expect safeguards around privacy and data security. The future of communication will likely combine technology and human relationships rather than replace one with the other. ## **Parents Still Value Human Connection** Despite advances in technology, one truth remains unchanged. Parents want to know that educators care about their children. No app can replace a teacher making a positive phone call home. No automated notification can replace a principal greeting families at the front door. No chatbot can fully replicate the trust built through authentic relationships. Technology can improve efficiency. Relationships create loyalty. The strongest school communities understand that communication is not simply about delivering information. It is about building connections. ## **The Future of School Communication** The conversation surrounding school communication is no longer about newsletters, websites, or social media posts. It is about trust. It is about engagement. It is about relationships. Parents today are asking schools to communicate in ways that reflect the world they live in—a world defined by immediacy, accessibility, transparency, and connection. The districts that thrive in the years ahead will not necessarily be the ones with the most communication tools. They will be the ones who communicate with clarity, consistency, and purpose. Because the question is no longer whether schools communicate enough. The question is whether schools communicate in ways that meet the expectations of modern families. Parents have changed. Technology has changed. Expectations have changed. School communication must evolve as well. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [The Hidden Power of Support Staff in Schools](https://edcircuit.com/the-hidden-power-of-support-staff-in-schools/) **Published:** August 12, 2026 **Author:** EdCircuit Staff **Excerpt:** The hidden power of support staff in schools goes beyond operations. These unsung heroes help create culture, trust, and belonging. **Content:** The hidden power of support staff in schools is often revealed in the moments that matter most. A student forgets their lunch money. A nervous parent calls the front office after dropping their child off for the first day of kindergarten. A new teacher struggles with technology minutes before students arrive. A bus pulls into the parking lot carrying children who need encouragement before the school day begins. In each of these moments, the person making the difference is often not the principal or classroom teacher. It is a member of the support staff. While teachers and administrators frequently occupy the spotlight, the daily success of a school community depends on countless individuals whose work often goes unnoticed. Office professionals, paraprofessionals, custodians, counselors, cafeteria employees, transportation teams, technology specialists, and school resource officers do far more than keep schools operating. They help create the relationships, trust, and culture that define great schools. Long before the first bell rings and long after students have gone home, support staff members are already hard at work. They prepare classrooms, answer phones, solve problems, provide emotional support, maintain facilities, troubleshoot technology, serve meals, and ensure students arrive safely and ready to learn. The truth is that schools do not simply function because of schedules and systems. They function because of people. ## **The First Faces Students See** For many students, the school day begins with a bus driver’s smile or a warm greeting from someone working in the front office. Those interactions may seem routine, but they often establish the tone for everything that follows. Students who are struggling, anxious, or facing challenges at home frequently [find comfort in the familiar faces that welcome them each morning](https://traumasensitiveschools.org/welcoming-learning-environments-benefit-students-in-school-and-at-home/). A kind word from a cafeteria employee or a friendly conversation with a school secretary can have a lasting impact on a child who needs reassurance and encouragement. Support staff members often notice changes before anyone else. They recognize when students seem withdrawn, frustrated, or overwhelmed. They observe patterns, build relationships, and provide stability in moments when young people need it most. Students may not remember every lesson they learned in school. But they often remember the adults who made them feel safe, seen, and valued. ## **Building Culture Through Everyday Interactions** School culture is not built solely through mission statements, strategic plans, or professional development sessions. It is created through thousands of interactions that occur every single day. Culture is found in the custodian who knows students by name. It is found in the paraprofessional who quietly celebrates a student’s success. It is found in the technology specialist who helps a frustrated teacher regain confidence after a difficult morning. These moments rarely appear in annual reports or improvement plans, yet they shape the experiences students and educators carry with them. Great schools understand that culture is everyone’s responsibility. Every adult contributes to the climate of a building, and support staff members often play some of the most important roles in fostering belonging, trust, and connection. When students and staff describe why they love a school, they are often describing the people who make them feel welcome. ## **The Institutional Memory of a School** In many schools, support staff members become the institutional memory of the building. They remember traditions, know generations of families, and understand the stories that have shaped the community. They often remain through leadership transitions, staffing changes, and evolving educational priorities. Their presence provides continuity and stability during periods of change. Ask a new principal where they learned about the school’s traditions and history, and they will often point to the office staff. Ask a first-year teacher who helped them navigate the building, and they may mention a paraprofessional, custodian, or technology specialist. Ask a parent who made them feel welcome, and they may talk about the front office team. These individuals carry a wealth of knowledge that cannot be found in policy manuals or strategic plans. They understand the unique personality of the school and help preserve the culture that makes it special. Their perspective is invaluable because they see the school through a lens that extends beyond classrooms and calendars. They see the community. ## **Unsung Mentors for Teachers and Principals** New teachers and principals quickly discover that some of the best advice in a school comes from support staff. Administrative assistants understand the rhythms of the building. Counselors possess deep insights into student needs. Veteran paraprofessionals often have decades of practical experience. Custodians frequently know every corner of the school and every tradition that matters to students and families. These individuals become trusted partners and informal mentors. They answer questions, offer perspective, solve problems, and provide guidance that helps educators succeed. Their willingness to share knowledge often accelerates the growth and confidence of new staff members. Wise principals recognize that leadership is strengthened when every voice is valued. They understand that support staff members are not simply employees performing tasks. They are leaders in their own right. ## **The Human Connection: Families Remember** Parents and guardians interact with support staff more than they may realize. Whether calling the front office, speaking with transportation personnel, receiving assistance from a counselor, or attending school events, families often form their first impressions of a school through these interactions. A welcoming office professional can ease the anxiety of a nervous parent. A patient bus driver can reassure a family during a difficult transition. A cafeteria employee who knows a student’s name can make school feel more like home. These moments may seem small, but they help build trust between schools and families. Over time, those relationships strengthen the sense of community that great schools work so hard to create. People may forget procedures. They rarely forget kindness. ## **Supporting Student Success Beyond the Classroom** Educational success is often measured through academic outcomes, graduation rates, and assessment scores. Yet behind every successful student is a network of caring adults working together to support growth and well-being. Counselors help students navigate challenges and prepare for the future. Paraprofessionals provide individualized support that helps learners achieve their potential. Technology specialists ensure that learning continues without interruption. Custodians maintain environments that are safe, clean, and welcoming. Each contribution matters because education has never been the responsibility of one person or one role. It is a collective effort. Students flourish when they are surrounded by adults who believe in them, encourage them, and create environments where they feel valued. Support staff members are an essential part of that network. ## **Investing in the People Who Hold Schools Together** For district leaders and school boards, recognizing the value of support staff extends beyond appreciation events and employee recognition programs. It means investing in the people who help hold schools together. Professional development opportunities, pathways for career growth, competitive compensation, and intentional recognition all communicate that support staff members are valued members of the educational team. [Retention challenges ](https://www.gse.harvard.edu/ideas/edcast/26/02/why-teachers-stay-what-research-reveals-about-retention)are not limited to teachers and administrators. Schools across the country are working to recruit and retain bus drivers, paraprofessionals, custodians, cafeteria workers, and office professionals. Addressing these challenges requires leaders to view support staff not as operational necessities but as strategic contributors to school success. The strongest school systems understand that when support staff thrives, students and educators benefit as well. Investing in people is always a worthwhile investment. ## **Great Schools Are Built by Everyone** It is easy to celebrate championships, academic awards, and major accomplishments. Yet many of the moments that truly define a school happen quietly. They happen when a secretary calms a worried parent. They happen when a bus driver greets students by name. They happen when a custodian stays late to prepare for a special event. They happen when a paraprofessional helps a struggling student believe in themselves. Long after students forget a lesson, a test score, or a schedule, they remember the adults who made them feel seen. They remember the secretary who welcomed them each morning. The bus driver who asked about their game. The cafeteria employee who knew their name. The paraprofessional who celebrated their progress. The custodian who offered encouragement during a difficult day. These are the people who help transform buildings into communities. Great schools are not built by programs, policies, or titles alone. They are built by people. And every day, support staff members help make schools places where students, families, and educators can belong. That is not hidden work. That is extraordinary work. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [Why New Teachers Need More Than Orientation](https://edcircuit.com/why-new-teachers-need-more-than-orientation/) **Published:** August 3, 2026 **Author:** EdCircuit Staff **Excerpt:** Why new teachers need more than orientation starts with culture, mentorship, and belonging. Strong school communities help educators thrive. **Content:** Why new teachers need more than orientation is becoming one of the most important conversations in education. Every fall, thousands of educators walk into classrooms filled with excitement, hope, and purpose. They also walk in carrying uncertainty, questions, and the quiet pressure to prove they belong. While orientation programs provide an important starting point, lasting success is built through relationships, mentorship, and a culture that reminds new teachers they are not expected to do this work alone. For many educators, the dream of having their own classroom begins long before they receive their first set of keys. Years of preparation, student teaching experiences, and countless hours spent studying instructional strategies all lead to that first day. Yet nothing can fully prepare someone for the realities of managing a classroom, connecting with families, collaborating with colleagues, and balancing the countless responsibilities that accompany teaching. The first year is filled with moments of inspiration and moments of doubt. It is often exhilarating and exhausting at the same time. Orientation programs remain an essential part of welcoming educators into a district. They introduce curriculum, technology systems, policies, procedures, and expectations. But orientation cannot answer every question that emerges during the school year. It cannot prepare a teacher for a difficult parent conference, a lesson that falls flat, or the emotional weight of helping students through personal challenges. The schools that excel at supporting new teachers understand something important. Onboarding is not an event. It is a relationship. ## **Belonging Matters More Than Ever** One of the greatest needs for new educators is not another handbook or another presentation. It is [belonging](https://www.edutopia.org/article/strategies-help-new-teachers-thrive/). Every teacher wants to feel valued, respected, and connected to something larger than themselves. New teachers are not simply joining a profession. They are joining a community. Whether they remain in that community often depends on how welcomed they feel during those first months. Belonging is created through seemingly small moments. It is found in the veteran teacher who checks in after a challenging lesson. It is found in the principal who stops by simply to ask how things are going. It is found in the office secretary who greets everyone by name and the custodian who offers words of encouragement at the end of a long day. Those moments matter because they send a powerful message. You are not alone. Schools with strong cultures understand that people stay where they feel connected. Relationships create resilience, and resilience helps educators navigate the inevitable challenges that accompany the profession. ## **The First 100 Days Matter** The experiences teachers have during their first few months often shape how they feel about the profession itself. Long after the orientation binders have been put away, new teachers remember the people who helped them navigate those early days. Sometimes the moments that matter most are the simplest ones. A mentor stopping by after a difficult lesson. A principal leaving a handwritten note celebrating a small victory. A colleague inviting a new teacher to lunch. A department chair sharing resources without being asked. These acts may seem ordinary, but they communicate something extraordinary. You belong here. Research and experience consistently show that relationships and school culture influence teacher retention. New teachers who feel isolated are more likely to question whether they made the right career choice. Those who experience support and connection are more likely to remain, grow, and eventually become mentors themselves. The first hundred days do not determine everything. But they often determine whether teachers see themselves building a career or simply surviving a year. ## **Veteran Teachers Shape the Experience** Few people influence a new teacher’s experience more than veteran educators. Experienced teachers possess a wealth of knowledge that cannot be found in textbooks or professional development sessions. They understand the traditions of the school, the expectations of the community, and the unique personality that defines the building. More importantly, they remember what it felt like to be new. Mentorship does not require perfection. It requires presence. Sometimes the greatest gift an experienced teacher can provide is reassurance. A conversation in the hallway, a willingness to share resources, or simply reminding a colleague that difficult days are normal can have a profound impact. Strong schools create cultures where collaboration replaces competition. When veteran educators embrace new teachers as teammates rather than observers, everyone benefits. Students receive stronger instruction, teachers experience greater satisfaction, and schools become places where people genuinely want to remain. ## Principals Set the Tone Leadership matters. New teachers pay close attention to how principals communicate, how they respond to challenges, and whether they prioritize relationships. Principals who create cultures built on trust and collaboration help teachers develop confidence and professionalism. The best principals understand that encouragement is not weakness and support is not lowering expectations. High standards and compassion can coexist. Teachers perform at their best when they know they are trusted and when they believe their leaders genuinely care about their growth and success. A principal who regularly visits classrooms, celebrates successes, and provides thoughtful feedback sends a clear message. Teaching matters. And so do the people doing the work. ## **Support Staff Are Unsung Heroes** Every school depends on individuals whose contributions often go unnoticed. Administrative assistants, paraprofessionals, counselors, custodians, cafeteria employees, transportation personnel, technology specialists, and countless others shape the daily experiences of educators and students. For new teachers, these individuals frequently become trusted guides. They know the rhythms of the building and understand the traditions that define the community. Their kindness, wisdom, and encouragement often help teachers feel at home. Successful schools recognize that culture is built by everyone, not just administrators and classroom teachers. Every interaction matters. ## **Students and Families Play a Role** Relationships with students and families often become the reason teachers remain in the profession. Students have an incredible ability to inspire and remind educators why they chose this career in the first place. Parents and guardians who communicate openly and extend grace to new teachers help establish trust and partnership. Communities benefit when families recognize that new educators are learning alongside their students. Encouragement and understanding go a long way toward building confidence and fostering collaboration. Education has always been built on relationships, and strong partnerships between schools and families create better outcomes for everyone. ## **Supporting Teachers Means Supporting Students** [Teacher retention](https://learningpolicyinstitute.org/blog/2025-update-latest-national-scan-shows-teacher-shortages-persist) is often discussed in terms of staffing shortages and recruitment challenges, but the issue goes much deeper. Students thrive when they experience stability, consistency, and strong relationships with trusted adults. When schools invest in supporting educators, they are ultimately investing in children. Teachers who feel connected and valued are more likely to remain in the profession. They are more likely to become mentors themselves. Over time, those same educators often emerge as department chairs, instructional coaches, principals, and district leaders. The future of education depends on the people entering classrooms today. Supporting them during those early years is not simply an investment in individuals. It is an investment in the future of schools. ## **Great Schools Build People** Orientation lasts a few days. Belonging lasts for years. The schools that retain exceptional teachers are rarely defined by the size of their budgets or the age of their buildings. They are defined by how people treat one another. They are places where new educators are encouraged, where mistakes are viewed as opportunities to learn, and where relationships matter more than titles. Because long after the orientation breakfasts have ended and the welcome packets have been tucked away, teachers remember something far more important. They remember how people made them feel. Great schools do not simply build programs. They build people. And the teachers who feel supported today often become the mentors, leaders, and changemakers who shape the future of education tomorrow. Because the future of education is not built during orientation. **It is built through relationships.** **[Omaha Public Schools](https://www.youtube.com/@OmahaPubSchools) – [New Teacher Welcome Video](https://www.youtube.com/watch?v=haOJ7U4IWww)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [Mid-Summer Reset: How Teachers Can Recharge and Prepare](https://edcircuit.com/mid-summer-reset-how-teachers-can-recharge-and-prepare/) **Published:** July 23, 2026 **Author:** EdCircuit Staff **Excerpt:** A mid-summer reset helps teachers recharge, reflect, and prepare for the new school year with renewed energy and fresh ideas. **Content:** A mid-summer reset gives teachers an opportunity to recharge, reflect, and gradually prepare for a successful new school year. By the middle of summer, the excitement and exhaustion that accompanied the final days of school have begun to fade, vacations have been enjoyed, and life has settled into a slower rhythm. Yet thoughts about the coming year are beginning to quietly return. Whether it is the sight of back-to-school displays, a conversation with a colleague, or an idea sparked while reading a book or listening to a podcast, educators know the feeling. Summer is far from over, but the anticipation of a fresh start is beginning to emerge. This unique season offers a chance to find the balance between rest and renewal while looking ahead with optimism to another year of making a difference. For many educators, this middle stretch of summer represents something special. It is neither the rush of June nor the busy preparations that accompany August. Instead, it is a rare opportunity to pause, appreciate the present, and begin dreaming about the possibilities that lie ahead. ## **Celebrate Before You Plan** Educators are naturally forward-thinkers. Even before one school year ends, many are already considering what they want to improve next year. Yet before opening a planner or rearranging classroom furniture, there is value in taking a moment to celebrate what has already been accomplished. Every school year contains victories that deserve recognition. Perhaps it was the student who discovered a love of reading, the lesson that sparked curiosity, or the classroom culture that helped students feel safe and supported. Success in education often reveals itself in moments that cannot be measured by a test score. Reflecting on those achievements helps teachers move into the future with confidence rather than simply carrying the weight of unfinished tasks. Growth matters, but so does recognizing the countless ways educators impact students every day. Looking back can also provide important insights. The strategies that worked, the relationships that flourished, and the challenges that were overcome all become valuable lessons that shape the year ahead. Celebrating success is not about dwelling on the past. It is about using those experiences as a foundation for continued growth. ## **Recharge Without Guilt** Teachers spend much of the year pouring their energy into others. Summer provides an opportunity to refill those reserves, and there should be no guilt attached to doing so. Rest is not the opposite of productivity. In many ways, it is what makes productivity possible. Whether that means traveling with family, exploring the outdoors, catching up on books, enjoying long mornings with coffee, or simply embracing a slower pace, these experiences matter. They restore perspective and provide the energy needed for the demands of the school year. The most effective educators are not necessarily the busiest. They are often the ones who understand the importance of balance and recognize that taking care of themselves allows them to better care for others. For many teachers, the middle of summer is the first opportunity in months to truly slow down. That pause should be celebrated, not rushed. Students benefit when teachers return refreshed, energized, and ready to bring their best selves into the classroom. ## **Learn Something New—Without the Pressure** One of the joys of summer is the freedom to explore ideas without deadlines or expectations. Professional growth does not always require formal workshops or extensive training programs. Sometimes inspiration arrives through curiosity. Teachers may spend time listening to podcasts, attending webinars, experimenting with AI tools, or reading books that challenge them to think differently. Others may find inspiration outside of education entirely, discovering ideas from business, technology, or creativity that eventually find their way into the classroom. The goal is not to chase every new trend. Instead, it is to remain open to possibilities and embrace the mindset that learning never truly stops. Summer learning is different because it is self-directed. Educators have the freedom to pursue topics that genuinely interest them, making professional growth feel exciting rather than overwhelming. A single idea discovered in July can become the spark for meaningful innovation in the months ahead. ## **Five Simple Mid-Summer Reset Ideas** A mid-summer reset does not require an elaborate plan. Sometimes small actions can create meaningful momentum. ### **Reflect on Three Successes** Write down three moments from the previous school year that brought joy or pride. Those memories often serve as powerful reminders of why teaching matters and the impact educators make every day. ### **Organize One Digital Space** Cleaning up a single folder, updating bookmarks, or organizing classroom resources can make the start of the year far less stressful. Small victories often create big peace of mind. ### **Read Something Just for Fun** Not every book has to improve instruction. Reading for enjoyment is a reminder that learning and curiosity extend beyond the classroom and that personal interests deserve attention too. ### **Explore One New Idea** Whether it is artificial intelligence, project-based learning, or student engagement strategies, focusing on one area of interest can make professional growth feel manageable and rewarding. ### **Protect Time for Yourself** Schedule something enjoyable. A hike, dinner with friends, a weekend getaway, or simply an afternoon without obligations can provide the kind of rest that fuels creativity and enthusiasm. ## **Prepare Without Losing Summer** As August approaches, many teachers begin to feel pressure to do everything at once. Classrooms need attention, lesson plans need updating, and countless ideas compete for attention. Fortunately, preparation does not need to happen all at once. Small steps taken throughout the summer often eliminate the stress that accompanies the final weeks before school begins. Updating presentations, organizing digital files, or brainstorming first-week activities can help teachers feel prepared without turning summer into an extension of the school year. Preparation should support well-being, not replace it. There is no prize for having the most elaborate classroom or the longest to-do list. The goal is not perfection. It is confidence. Teachers who enter the school year feeling rested and prepared are better positioned to create meaningful experiences for students. ## **Relationships Matter More Than Perfection** Social media often creates unrealistic expectations for what classrooms should look like before students arrive. Perfect bulletin boards and elaborate decorations may be inspiring, but students rarely remember those details years later. What they do remember are the teachers who made them feel valued, challenged them to succeed, and believed in them when they needed encouragement. As a new school year approaches, perhaps the most important preparation involves focusing on relationships rather than perfection. A welcoming smile, genuine enthusiasm, and a commitment to building connections will always matter more than color-coded storage bins. The heart of teaching has never been found in decorations or supplies. It has always been found in the relationships that help students feel seen, supported, and inspired to learn. ## **Looking Ahead With Optimism** One of the remarkable aspects of education is that [every school year offers a fresh beginning](https://www.educationworld.com/a_curr/voice/voice129.shtml). New students arrive with new stories, new opportunities, and new possibilities. Teachers, too, are given the gift of starting again. The middle of summer represents a bridge between what has been and what lies ahead. There is still time to enjoy vacations, make memories, and embrace the slower pace of the season. There is also time to dream about what the coming year might bring. A mid-summer reset is not about rushing toward August. It is about embracing the balance between relaxation and renewal. It is about rediscovering the joy of teaching and remembering that the work educators do matters deeply. Because while summer may be halfway over, the opportunities that await in the new school year are only just beginning. And perhaps that is one of the greatest gifts of education—a new beginning, filled with hope, possibility, and the chance to make a difference once again. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [AI Boot Camps for Educators: Worth the Investment?](https://edcircuit.com/ai-boot-camps-for-educators-worth-the-investment/) **Published:** June 22, 2026 **Author:** EdCircuit Staff **Excerpt:** AI boot camps help educators build practical AI skills, improve instruction, and prepare schools for the future of teaching and learning. **Content:** AI Boot Camps for educators are rapidly becoming a [critical professional development opportunity for teachers and school leaders](https://learn.microsoft.com/en-us/training/educator-center/programs/msle/foundational-ai-bootcamp) seeking to strengthen classroom innovation and prepare students for a technology-driven future. Across K–12 and higher education, artificial intelligence is no longer viewed as a distant innovation. It is already influencing how teachers plan lessons, how students complete assignments, how administrators communicate, and how districts evaluate instructional tools. In many schools, AI has quietly become part of everyday operations before formal policies or training programs have fully caught up. That reality is creating both excitement and anxiety. Some educators see artificial intelligence as an opportunity to personalize learning, reduce repetitive tasks, improve accessibility, and support instructional creativity. Others worry about cheating, misinformation, overreliance on technology, student privacy, and the long-term impact AI could have on critical thinking and authentic learning experiences. In the middle of that uncertainty, one thing has become increasingly clear: educators cannot afford to ignore AI. That urgency has fueled the rapid growth of AI boot camps designed specifically for teachers, administrators, instructional coaches, technology leaders, librarians, curriculum specialists, and district decision-makers. These programs promise to help educators better understand artificial intelligence through immersive, hands-on learning experiences that move beyond theory and into practical application. But are AI boot camps truly worth the investment of time, energy, and money? The answer depends heavily on the quality of the program, the mindset educators bring into it, and the goals they hope to achieve. ## **Why AI Boot Camps Are Growing So Quickly** Education has experienced major technological shifts before. Schools adapted to the rise of the internet, digital whiteboards, learning management systems, online assessments, and one-to-one devices. But artificial intelligence feels different because of the speed at which it is evolving. New [AI tools appear almost weekly](https://www.theatlantic.com/technology/2026/05/too-much-happening-too-fast/687177/). Existing platforms are constantly updating. Students are experimenting with AI independently at home while schools are still debating policy language and classroom expectations. Many educators feel like they are trying to catch up while the landscape changes around them in real time. Traditional professional development often struggles to address emerging technology at that pace. A single conference session or short webinar may introduce the concept of AI, but many educators leave those experiences still unsure how the technology actually applies to their classrooms. AI boot camps attempt to close that gap. Instead of simply talking about AI, participants are often asked to actively use it: - Building prompts - Creating lessons - Testing AI-generated feedback - Designing assessments - Exploring accessibility supports - Evaluating bias and accuracy - Comparing AI tools - Discussing ethical classroom implementation - Developing policy ideas for schools and districts That immersive structure allows educators to move from passive observers to active participants. For many educators, the experience is not about becoming an AI expert overnight. It is about developing enough confidence to participate meaningfully in conversations that are already reshaping education. ## **The Fear Many Educators Are Afraid to Admit** One of the most important aspects of AI training is rarely discussed openly: fear. Many teachers quietly worry that students already understand AI better than they do. Veteran educators sometimes fear that years of instructional expertise could suddenly feel outdated in a rapidly changing digital environment. Newer teachers may feel pressure to already have answers simply because they are younger or more connected to technology. Administrators face a different kind of pressure. School leaders are increasingly expected to create AI guidelines, communicate with families, evaluate AI products, and support staff implementation — often before receiving substantial training themselves. That uncertainty can create hesitation. Some educators avoid AI entirely because they are worried about “getting it wrong.” Others feel overwhelmed by the amount of information circulating online. Some simply do not know where to begin. A strong AI boot camp can help reduce that anxiety by replacing fear with familiarity. When educators spend dedicated time experimenting with AI tools, they begin to better understand: - What AI can actually do - What AI cannot do well - Where human oversight is essential - How students are already using these tools - What responsible implementation looks like - Where ethical concerns deserve serious attention That confidence matters because students are already entering classrooms with AI experience. In many cases, educators are no longer deciding whether students will encounter AI. They are deciding whether students will learn to use it responsibly. ## **The Pros of Taking an AI Boot Camp** ### **Practical Classroom Applications** The strongest AI boot camps focus heavily on real-world classroom implementation. Educators are often introduced to practical workflows that can immediately support teaching and learning, including: - Differentiating reading levels - Generating lesson outlines - Brainstorming project-based learning ideas - Creating study guides - Developing discussion questions - Supporting multilingual learners - Drafting parent communication - Simplifying administrative tasks - Building accessibility accommodations For example, a middle school science teacher might learn how AI can help generate differentiated lab instructions for students reading at different levels. A history teacher may use AI to create primary-source discussion prompts or debate simulations. A special education teacher might explore ways AI can simplify informational text while preserving key concepts. These examples help educators see AI not as a replacement for teaching, but as a support tool that can increase efficiency and flexibility. ### **Time Savings and Burnout Reduction** Teacher burnout continues to be one of the largest challenges facing education. Many educators are balancing instructional demands, grading, parent communication, data reporting, curriculum planning, meetings, intervention support, and extracurricular responsibilities — often with limited time and shrinking resources. AI cannot solve burnout on its own, but it can reduce some repetitive workload pressures when used responsibly. Educators who attend AI boot camps often discover strategies that help streamline: - Lesson planning - Resource creation - Rubric development - Email drafting - Data organization - Student feedback preparation Saving even 20 to 30 minutes per day can create meaningful breathing room for educators already operating under constant pressure. ### **Becoming a Resource for Colleagues** One of the biggest long-term benefits of AI training is leadership development. Schools increasingly need trusted educators who can: - Help colleagues understand AI - Lead professional development sessions - Evaluate new AI tools critically - Participate in district planning - Support responsible student use - Explain AI concerns to families and communities Educators who complete quality AI training programs often become internal leaders within their schools. That leadership may lead to: - Technology committee involvement - Curriculum leadership opportunities - Conference presentations - Instructional coaching roles - Expanded administrative responsibilities As AI adoption continues growing, schools will likely rely heavily on educators who can bridge the gap between technology and instruction. ## **The Cons of AI Boot Camps** Despite their benefits, AI boot camps are not perfect. ### **Information Overload** Artificial intelligence is an enormous topic, and some programs attempt to cover too much material too quickly. Educators unfamiliar with AI terminology may become overwhelmed by discussions surrounding: - Prompt engineering - Machine learning - Hallucinations - Automation systems - Large language models - Multimodal AI - Bias detection - Data privacy frameworks Without strong instructional design, participants can leave feeling mentally exhausted rather than empowered. The best AI boot camps recognize that educators do not need to become software engineers. They need practical literacy that connects directly to teaching and learning. ### **Not Every Program Is High Quality** The popularity of AI has created an explosion of professional development opportunities — and not all are created equally. Some boot camps rely heavily on hype and unrealistic promises instead of thoughtful educational strategy. Others focus too much on showcasing flashy tools while ignoring: - Student privacy concerns - Accessibility needs - Ethical implications - Long-term sustainability - Instructional alignment - Classroom management realities Educators should evaluate programs carefully before enrolling. ## **Warning Signs of a Poor AI Boot Camp** Not every AI boot camp will provide meaningful value. Educators should be cautious of programs that: - Promise instant “AI mastery” - Ignore ethics or student privacy - Focus only on productivity instead of learning - Treat AI as a replacement for teachers - Avoid discussions about misinformation or bias - Offer no classroom-specific examples - Provide little long-term support after completion The strongest programs acknowledge both the opportunities and limitations of AI. Balanced training is usually more valuable than overly optimistic sales pitches. ## **What Educators Should Hope to Gain** Educators entering an AI boot camp should avoid viewing the experience as a one-time certification that “solves” AI. The technology changes too quickly for that mindset. Instead, educators should focus on building: - Confidence - Adaptability - Critical thinking - Ethical awareness - Practical implementation strategies - Long-term curiosity The most successful participants are often those willing to continue experimenting after the boot camp ends. AI literacy is becoming similar to [digital literacy a decade ago](https://www.pfeiffer.edu/why-ai-literacy-is-becoming-as-important-as-digital-literacy-for-every-career-path/). Educators do not need to know everything, but they do need enough understanding to guide students responsibly and participate in informed professional conversations. ## **Staying Ahead of the Curve Matters** The educators who understand AI today may become the mentors and leaders guiding schools tomorrow. Students are entering a workforce where artificial intelligence will likely influence healthcare, engineering, business, communication, manufacturing, cybersecurity, finance, media, and countless other industries. Schools that completely ignore AI risk leaving students underprepared for the realities of the future workplace. At the same time, schools must avoid blindly adopting technology without thoughtful evaluation. That balance is where trained educators become essential. Teachers who understand AI can help students: - Use AI responsibly - Think critically about outputs - Recognize misinformation - Maintain academic integrity - Develop ethical decision-making skills - Balance technology with authentic learning AI should not replace educators. Human relationships, mentorship, emotional intelligence, creativity, and instructional judgment remain irreplaceable parts of education. The strongest AI boot camps reinforce that idea repeatedly. Technology may evolve rapidly, but students still need trusted adults to help them navigate it responsibly. ## **The Bottom Line** AI boot camps are not miracle solutions, and they will not eliminate every challenge schools face. Some programs will provide tremendous value while others may fall short of expectations. But for educators willing to approach the experience thoughtfully, AI boot camps can provide something increasingly important: confidence. Confidence to experiment responsibly. Confidence to guide students. Confidence to support colleagues. Confidence to participate in important conversations shaping the future of education. The schools that thrive during the AI era may not necessarily be the schools with the most technology. They may be the schools filled with educators willing to stay curious, continue learning, ask difficult questions, and lead responsibly through one of the most significant educational shifts in decades. For many educators, an AI boot camp is not simply about learning a new tool. It is about preparing for the future of teaching itself. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Educators, Hot Topics - controversial **Tags:** Headline --- ### [Technology Strategy Must Align With District Goals](https://edcircuit.com/technology-strategy-must-align-with-district-goals/) **Published:** August 25, 2026 **Author:** EdCircuit Staff **Excerpt:** Technology strategy succeeds when investments support district goals, instructional priorities, and community expectations. **Content:** [Technology strategy](https://edtechmagazine.com/k12/article/2026/06/acquisition-accountability-new-era-k-12-technology-decisions) has become increasingly important as school districts navigate artificial intelligence, cybersecurity, budget pressures, and rising expectations from their communities. Yet successful technology strategies rarely begin with devices, software platforms, or infrastructure. Instead, they begin with a clear understanding of what districts are trying to accomplish and how technology can support those priorities. That distinction has become increasingly important because technology is no longer a separate function operating alongside the rest of the organization. Digital tools are embedded within teaching and learning, communication, operations, school safety, and strategic planning. As a result, technology decisions have become organizational decisions, and technology leaders are increasingly expected to align their work with the broader mission and vision of the district. The most effective leaders understand that technology should not define strategy. It should support it. ## **Technology Should Support the Mission, Not Create Its Own** Technology departments face a constant stream of new products, emerging trends, and promises of transformation. Artificial intelligence platforms, cybersecurity solutions, communication systems, and instructional applications all claim to improve outcomes and solve pressing challenges. With so many options available, it can be tempting to build plans around the technology itself. But successful districts approach the process differently. Rather than asking which products they should purchase, they begin by asking what they are trying to accomplish. Their focus remains on students, educators, and organizational priorities rather than features and functionality. Technology exists to support teaching and learning. It helps districts communicate with families, streamline operations, strengthen cybersecurity, and create opportunities for students. Those goals are not separate from the district’s mission. They are extensions of it. When technology initiatives become disconnected from organizational priorities, leaders risk investing in tools that create complexity rather than value. Alignment ensures that technology serves a larger purpose and contributes to the long-term success of the district. ## **Strategic Alignment Creates Understanding and Support** Strategic alignment does far more than improve decision-making. It creates understanding and support throughout the organization. When [technology initiatives](https://www.cosn.org/wp-content/uploads/2026/05/U.S.-State-of-EdTech-2026.pdf) are clearly connected to district priorities, stakeholders are more likely to recognize their importance and understand why investments matter. Alignment provides a common language that allows boards, families, educators, and administrators to see how technology contributes to the larger mission of the district. Superintendents can explain how initiatives support strategic plans. Boards can see how investments align with community expectations. Teachers understand how new tools connect to instructional priorities. Families gain confidence that resources are being used responsibly. Without those connections, technology initiatives can appear isolated or disconnected from the larger work of the organization. Stakeholders may view projects as individual purchases rather than components of a broader strategy. By contrast, technology leaders who consistently connect investments to district goals create trust and build credibility over time. Strategic alignment transforms technology from a collection of projects into a coordinated effort that advances the mission of the district. ## **Start With Problems, Not Products** One of the most common mistakes organizations make is allowing products to drive conversations. Emerging technologies naturally generate excitement. New platforms promise efficiency. Artificial intelligence tools promise productivity. Vendors highlight features and capabilities that appear compelling. Yet successful leaders understand that technology planning should begin with problems rather than products. Instead of asking which artificial intelligence platform to purchase, leaders might begin by asking how they can reduce administrative burdens and create more time for teaching and learning. Rather than focusing on selecting a communication platform, they may start by examining how to strengthen family engagement and improve access to information. Instead of purchasing a dashboard because it offers sophisticated analytics, they may first consider how better information can support decision-making. The difference may appear subtle, but it fundamentally changes the conversation. Starting with problems encourages leaders to focus on needs rather than trends. It creates opportunities for collaboration and prevents districts from adopting solutions before fully understanding the challenges they are trying to address. Technology should always serve the objective. The objective should never become serving the technology. When districts begin with purpose, they are far more likely to identify solutions that create lasting value rather than simply adding another tool to an already crowded ecosystem. ## **Artificial Intelligence Has Made Strategy More Important Than Ever** Few developments have highlighted the importance of strategy more than artificial intelligence. AI has introduced tremendous opportunities, but it has also raised important questions involving governance, ethics, privacy, professional learning, and responsible use. These are not simply technical issues that can be solved through implementation alone. They are strategic questions. District leaders are increasingly asking how artificial intelligence aligns with instructional priorities, what policies are necessary, and how educators should be supported. Parents want reassurance that these tools are being used responsibly. Boards want accountability and transparency. Teachers need guidance and professional learning to understand how AI can enhance rather than replace effective instructional practices. Artificial intelligence has accelerated a shift that was already underway. Technology leaders are now helping shape organizational strategy rather than simply managing systems. They are helping districts establish guardrails, navigate uncertainty, and ensure that innovation remains aligned with educational goals. In many respects, AI has reinforced an important truth. Technology decisions are leadership decisions. And leadership decisions require strategy. ## **Collaboration Produces Better Decisions** Technology strategy is not created in isolation. The most successful plans are built through collaboration because different stakeholders bring different perspectives to the conversation. Curriculum leaders focus on instruction and student outcomes. Finance departments emphasize sustainability and long-term costs. Teachers provide practical insights about classroom realities and implementation challenges. Boards focus on accountability and community expectations. Superintendents provide vision and ensure that technology remains aligned with organizational priorities. Each perspective contributes something valuable. Technology leaders occupy a unique position because they help bring those perspectives together. Their role is not simply to advocate for tools and systems, but to facilitate conversations that balance competing priorities and create shared understanding. No single department possesses all the answers. And the strongest strategies emerge when diverse voices contribute to the process. Technology strategy, ultimately, is a team effort. ## **Effective Strategies Require Flexibility** Long-term planning remains essential, but technology evolves too quickly for rigid plans to remain effective indefinitely. Strong strategies provide direction without creating unnecessary constraints. Leaders need a clear vision, but they also need the flexibility to adapt as circumstances change. New technologies emerge. Cybersecurity threats evolve. Community expectations shift. Artificial intelligence continues to create opportunities that few people could have anticipated just a few years ago. Successful leaders recognize that strategy is not a static document that sits on a shelf. It is an ongoing process. Continuous evaluation, regular communication, and a willingness to adapt help organizations remain responsive without losing sight of their larger goals. Flexibility allows districts to embrace innovation while maintaining focus on what matters most. The best strategies provide clarity without sacrificing adaptability. ## **Purpose Must Come Before Technology** Technology will continue to evolve. Artificial intelligence will create new opportunities. Cybersecurity challenges will become more complex. New platforms and applications will emerge, each promising to transform teaching and learning. But the strongest districts will resist the temptation to allow technology to define their priorities. Instead, they will begin with purpose. They will ask what they hope to accomplish, what problems they are trying to solve, and how technology can help them achieve those goals. Those questions shift the conversation from products to priorities and from features to outcomes. Because successful technology strategies are not built around devices, software, or trends. They are built around students. And when purpose leads, technology becomes a powerful tool for advancing the mission that matters most. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [Leadership Storytelling Builds Support for Technology](https://edcircuit.com/leadership-storytelling-builds-support-for-technology/) **Published:** August 21, 2026 **Author:** EdCircuit Staff **Excerpt:** Leadership storytelling helps technology leaders communicate value, build trust, and connect technology investments to student and district outcomes. **Content:** Leadership storytelling has become one of the most important skills for modern technology leaders as districts face increasing expectations around accountability, transparency, and strategic investment. While dashboards and analytics provide valuable insights, numbers alone rarely create understanding. Technology leaders are increasingly [discovering that their ability to communicate the story](https://www.entrepreneur.com/growing-a-business/why-storytelling-may-be-the-most-important-and-most/502880) behind their work may be just as important as the work itself. School systems generate enormous amounts of information. District leaders can measure uptime, application usage, cybersecurity incidents, help desk requests, and countless other metrics. Yet even the most sophisticated reports do not automatically answer the questions stakeholders care about most. Families want to understand how technology supports their children. Board members want to know how investments align with district priorities. Community members want reassurance that resources are being used wisely. Those questions cannot be answered through charts and spreadsheets alone. They require leaders who can connect technology decisions to meaningful outcomes and explain why those decisions matter. ## **Data Does Not Speak for Itself** Technology leaders naturally gravitate toward facts and figures. Data provides evidence, demonstrates accountability, and helps organizations make informed decisions. Yet numbers without context often leave stakeholders with more questions than answers. A report showing 99.9 percent network uptime may be impressive to information technology professionals, but most board members and parents are unlikely to understand the significance of that number. What they do understand is uninterrupted instruction. They understand that students were able to complete assessments without disruption and that teachers could focus on learning instead of troubleshooting technical problems. The same principle applies to cybersecurity. A successful year in cybersecurity may produce very little to report. There may be no ransomware attacks, no compromised data, and no interruptions to instruction. To technology leaders, that represents a tremendous accomplishment. To stakeholders, however, the value becomes clear only when leaders explain that prevention itself is success. Data establishes credibility and provides evidence that leaders are acting responsibly. Stories, however, help stakeholders understand why those numbers matter. Together, evidence and experience create a more complete picture of impact, allowing leaders to connect technical accomplishments with outcomes that resonate with teachers, families, boards, and communities. ## **Different Audiences Need Different Stories** One of the realities of leadership is that people define value differently. Teachers often focus on whether [technology saves time](https://news.gallup.com/poll/691967/three-teachers-weekly-saving-six-weeks-year.aspx) and improves instruction. Parents prioritize communication and accessibility. Finance departments examine sustainability and efficiency. Board members are concerned with strategic goals, accountability, and long-term impact. Each perspective is valid, and each requires leaders to communicate in ways that are meaningful to that audience. A presentation centered on bandwidth upgrades, redundancy, and infrastructure improvements may resonate with technical teams, but it may not connect with board members or families. Those audiences are far more likely to respond to conversations about protecting instructional time, supporting assessments, and ensuring students and teachers have reliable access to learning resources. Effective communication is not about simplifying complex topics or avoiding technical details. It is about making those details relevant. That responsibility has increasingly transformed technology leaders into translators. Their role is no longer simply to explain how systems work, but to help others understand why those systems matter. ## **Stories Create Understanding** People rarely remember statistics. They remember experiences. Parents may not recall application usage reports, but they remember receiving timely information from their child’s school. Teachers may not remember the details of infrastructure improvements, but they appreciate fewer disruptions and more time spent focusing on students. Board members may not remember network performance metrics, but they understand how reliable systems protected instructional time and supported district priorities. Stories provide context that numbers alone cannot. This does not mean leaders should abandon data. On the contrary, evidence remains essential. Technology leaders need metrics to demonstrate accountability and provide objective measures of success. But numbers become far more powerful when they are connected to experiences people understand. A network upgrade is not simply about increased bandwidth. It is about protecting learning. A communication platform is not simply about message delivery. It is about strengthening relationships with families. A cybersecurity investment is not simply about software. It is about protecting trust. The most effective leaders understand how to combine evidence with experiences, helping stakeholders see not only what happened, but why it matters. ## **Technology Leaders Have Become Translators** The role of technology leadership has changed dramatically over the past decade. Technical expertise remains essential, but today’s leaders spend much of their time translating complex topics into language that diverse stakeholders can understand. Artificial intelligence provides an excellent example. Questions surrounding AI extend far beyond implementation. Teachers want guidance and professional learning. Parents want reassurance that tools are being used responsibly. Boards want governance and accountability. Superintendents want alignment with district priorities and strategic plans. Each group approaches the conversation from a different perspective. Technology leaders are often responsible for bringing those perspectives together and creating a shared understanding. Similar challenges exist with cybersecurity, infrastructure investments, privacy concerns, and digital learning initiatives. In many respects, modern technology leaders spend as much time communicating as they do managing systems. Increasingly, communication has become a leadership skill rather than a soft skill. The ability to translate complexity into clarity may be one of the defining characteristics of effective leadership in the years ahead. ## **Trust Is Built Through Communication** Trust remains one of the most valuable assets any organization possesses. Communities trust schools to use resources responsibly. Families trust districts to protect student information. Teachers trust leaders to provide reliable systems and meaningful support. Boards trust administrators to make decisions that align with district priorities and community expectations. Those relationships are strengthened through communication. When leaders communicate openly and consistently, they create confidence. Stakeholders are more likely to support difficult decisions when they understand the reasoning behind them. Transparency reduces uncertainty and builds credibility over time. Trust is rarely established through a single presentation or annual report. It develops gradually through conversations, relationships, and a consistent commitment to helping others understand both challenges and opportunities. In many ways, districts do not invest in technology. People invest in leaders they trust. And that trust often determines whether organizations are willing to embrace innovation, support change, and navigate uncertainty together. ## **Storytelling Helps Leaders Prepare for the Future** As artificial intelligence, cybersecurity threats, and budget pressures continue to reshape education, technology leaders will face increasingly complex conversations. New tools will emerge. Expectations will evolve. Communities will continue to demand accountability and transparency. Technical expertise will always matter. But expertise alone will not be enough. The leaders who thrive in the years ahead will be those who can explain complex ideas with clarity, connect technology investments to organizational goals, and help stakeholders understand how innovation supports the mission of the district. Leadership has always involved guiding people through change. Storytelling helps leaders do exactly that. It creates understanding. Understanding builds confidence. Confidence builds trust. And trust creates support. ## **The Story Behind the Technology Matters** School systems will continue to generate more data, adopt new technologies, and navigate increasingly complex challenges. Dashboards will become more sophisticated. Artificial intelligence will create new opportunities and new responsibilities. Yet one truth is unlikely to change. People rarely connect with infrastructure, software platforms, or analytics. They connect with purpose. They connect with experiences. And they connect with leaders who can explain why decisions matter and how those decisions support students and educators. In the end, technology value does not speak for itself. Metrics do not speak for themselves. Innovation does not speak for itself. Leaders do. And the stories they tell may ultimately determine the trust they build and the support they receive. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [Educational Technology Benefits Beyond the Classroom](https://edcircuit.com/educational-technology-benefits-beyond-the-classroom/) **Published:** August 18, 2026 **Author:** EdCircuit Staff **Excerpt:** Educational technology benefits extend beyond instruction, influencing communication, operations, cybersecurity, access, and student opportunities. **Content:** Educational technology benefits often extend far beyond teaching and learning, creating value in areas that districts may not initially anticipate. While conversations about EdTech frequently focus on devices, software, and classroom applications, technology investments increasingly influence communication, operations, safety, equity, and the overall experience students and families have with their schools. When district leaders evaluate technology initiatives, it is natural to focus on their intended purpose. A [learning management system](https://www.discoveryeducation.com/blog/educational-leadership/learning-management-system/) is expected to support instruction. A [communication platform](https://www.smartbrief.com/original/communication-platforms-can-build-positive-classroom-communities) is designed to strengthen engagement. Infrastructure upgrades are implemented to improve reliability. Yet some of the most meaningful outcomes emerge in ways leaders did not originally envision. In many cases, the greatest returns are invisible. In others, they involve opportunities that previously did not exist. Increasingly, school systems are discovering that the true value of technology extends well beyond the classroom walls. ## **Technology’s Influence Reaches Every Corner of the District** Educational technology is no longer confined to classrooms or computer labs. It has become deeply integrated into nearly [every aspect of district operations](https://www.k12dive.com/news/why-districts-can-no-longer-ignore-the-ed-tech-pushback/819006/). Transportation departments rely on digital tools to optimize routes and communicate with families. Business offices depend on software to manage finances and purchasing. Human resources teams use technology to recruit staff and streamline onboarding. Communication platforms help schools share information with parents and community members in real time. Because technology is so interconnected, investments made in one area often create ripple effects throughout the organization. Improvements designed to solve a specific problem frequently generate benefits in places leaders never expected. A platform introduced to improve communication may strengthen trust with families. An infrastructure upgrade intended to increase reliability may reduce stress for teachers and support staff. Digital workflows created to improve efficiency may ultimately give educators more time to focus on students. Technology rarely affects a single department in isolation. Its influence often extends across the entire district, shaping experiences in ways that are both visible and subtle. ## **Opportunity Is a Form of Value** Some of the most meaningful benefits technology creates cannot be measured through cost savings or efficiency gains. They are measured through opportunity. For many districts, digital tools have expanded access to Advanced Placement courses, dual-enrollment programs, career pathways, and specialized learning experiences that would have been difficult—or impossible—to provide otherwise. Rural districts and smaller schools have used technology to broaden academic offerings and provide students with opportunities that previous generations may never have experienced. Those outcomes may not immediately appear in financial reports, but they represent tremendous value. A student who gains access to a college-level course through online learning may earn credits that reduce future tuition costs. Another student may discover interests that influence career decisions. Expanded opportunities can affect college readiness, workforce development, and long-term success in ways that are difficult to quantify. Educational technology often creates value by opening doors. And sometimes the most important returns are measured not in dollars, but in possibilities. ## **Reliable Infrastructure Protects Learning** Few people celebrate infrastructure. Students rarely think about wireless access points. Parents do not discuss network redundancy at the dinner table. Teachers seldom begin their day thinking about bandwidth, switches, or fiber connections. Yet everyone notices when those systems fail. Reliable infrastructure protects instructional time. It allows assessments to proceed without disruption and ensures students can access digital resources when they need them. Strong infrastructure supports communication systems, business operations, and the countless digital tools districts depend upon every day. In many ways, reliability itself is a form of value. A district that invests in resilient infrastructure may prevent disruptions that affect thousands of students and educators. The significance of those investments often goes unnoticed because success simply means that teaching and learning continue uninterrupted. Stability may not generate headlines, but it creates the foundation upon which modern education depends. Sometimes the greatest benefit of technology is that no one has to think about it at all. ## **Cybersecurity Protects More Than Networks** [Cybersecurity](https://sciencesafety.com/product/cybersecurity-and-schools-best-practices/) presents one of the clearest examples of value that can be difficult to measure. Unlike many investments, successful cybersecurity efforts are rarely visible. When systems are protected and risks are managed effectively, stakeholders may not notice anything unusual. Instruction continues. Operations proceed normally. Students and teachers focus on learning rather than disruption. That is precisely the goal. A successful cybersecurity strategy means there was no ransomware attack, no compromised data, and no emergency communication plan activated. Those outcomes may never appear in a news story, but they represent enormous value for school systems and the communities they serve. More importantly, cybersecurity protects something far more important than devices and networks. It protects trust. Families trust schools to safeguard sensitive information. Employees trust their districts to maintain continuity. Communities expect their schools to be resilient in the face of increasing cyber threats. Preserving that trust is one of the most important responsibilities district leaders have, and technology investments play a critical role in supporting that responsibility. ## **Communication Creates Stronger Communities** Technology has transformed the relationship between schools and families. Communication platforms, mobile applications, translation tools, and digital resources have made it easier for parents to stay informed and engaged. Information that once depended on paper newsletters and phone chains can now be shared instantly and in multiple languages. Families can access updates, monitor student progress, and communicate with educators in ways that were difficult just a few years ago. These improvements may appear routine, but their impact is significant. Translation tools have helped remove barriers for multilingual families. Mobile applications have made information more accessible to parents with demanding schedules. Digital forms and online systems have simplified processes that once required multiple phone calls or visits to school offices. The result is not simply more communication. It is stronger relationships. And stronger relationships contribute to healthier school communities built on trust, transparency, and partnership. ## **Some of the Greatest Returns Are Unexpected** Perhaps the most fascinating aspect of educational technology is that leaders often discover value they never anticipated. A district may introduce Wi-Fi on buses with the goal of extending learning opportunities during long commutes, only to discover that student behavior improves and disciplinary incidents decline. Collaboration platforms designed to streamline communication may foster stronger professional communities among educators. Workflow systems implemented to save time may reduce frustration and improve staff morale. These secondary benefits are often difficult to predict. Yet they can become some of the most meaningful outcomes technology creates. That reality serves as an important reminder that innovation should not be evaluated too narrowly. Leaders naturally focus on solving specific problems, but the effects of technology frequently extend beyond the original objective. Sometimes districts discover that technology solved challenges they did not even know they had. And sometimes the most valuable outcomes are the ones no one expected to find. ## **Looking Beyond What Technology Does** As district leaders evaluate new technologies, they will naturally continue to ask questions about cost, implementation, and return on investment. Those questions are important, but they represent only part of the story. The more meaningful question may be what those investments make possible. Do they expand opportunities for students? Do they strengthen relationships with families? Do they protect instructional time and build trust? Do they create capacity for educators to focus on what matters most? Those questions encourage leaders to think beyond features and functionality. They shift the conversation from products to outcomes and from costs to possibilities. Educational technology is rarely just about devices, software, or infrastructure. It is about the experiences those investments create, the communities they strengthen, and the opportunities they make possible. And sometimes the greatest benefits are the ones no one expected to find. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [Technology Leadership Is No Longer About Technology](https://edcircuit.com/technology-leadership-is-no-longer-about-technology/) **Published:** August 4, 2026 **Author:** EdCircuit Staff **Excerpt:** Technology leadership has evolved beyond devices and networks as K-12 leaders increasingly shape strategy, cybersecurity, AI, and district operations. **Content:** Technology leadership has changed dramatically over the past decade as K-12 leaders are increasingly asked to navigate cybersecurity, artificial intelligence, strategic planning, and district-wide transformation. While technical expertise remains essential, the expectations placed upon technology leaders today extend far beyond keeping systems operational. Not long ago, success was largely measured by uptime, device deployments, and the speed with which problems were resolved. Technology departments often operated behind the scenes, stepping into the spotlight only when something stopped working. Today, however, [digital tools](https://source.cognia.org/issue-article/using-digital-tools-help-transform-schools/) have become deeply embedded in every aspect of school operations. As a result, technology leaders are being asked to do much more than maintain infrastructure. They are helping shape strategy, influence organizational priorities, and guide districts through an era defined by rapid change and increasing complexity. The profession itself has evolved. And perhaps the most important realization for leaders is that technology leadership has become less about managing systems and more about leading people. ## **From Technology Manager to Strategic Leader** For many years, technology departments were largely reactive. A network outage, a failed server, or a broken device would trigger a response, and success often meant restoring operations as quickly as possible. Technology leaders became experts at solving problems, but they were not always included in broader discussions about instruction, operations, or long-term planning. That model no longer reflects reality. Technology now influences nearly every district initiative. Conversations around curriculum, professional learning, communication, transportation, student services, assessment, and school safety all involve technology in some way. Because of this, technology leaders are increasingly participating in cabinet meetings, strategic planning sessions, and [discussions that shape the future direction of their organizations](https://districtadministration.com/article/why-the-key-to-district-innovation-isnt-technology-its-trust/). This shift has transformed the expectations placed upon the profession. Leaders are no longer simply expected to maintain systems. They are expected to anticipate challenges, identify opportunities, and help organizations prepare for changes that may still be years away. In many ways, the role has evolved from technical manager to strategic advisor. The distinction matters. Managers focus on maintaining systems. Leaders focus on helping organizations move forward. Today’s districts need both, but the growing complexity of education has elevated the importance of leadership. ## **Technology Is Embedded Throughout the Organization** One reason the profession has changed so dramatically is that technology itself has changed. There was a time when technology departments could operate independently from the rest of the organization. Those days have largely disappeared. Technology now touches every aspect of the educational experience. Instruction depends on digital tools and learning platforms. Communication systems connect schools with families. Transportation departments rely on software to optimize routes. Business offices use digital systems to manage budgets and operations. Data platforms help leaders make decisions, while cybersecurity safeguards the information that flows throughout the organization. Artificial intelligence has accelerated this interconnectedness even further. Questions about AI are not confined to technology departments. They involve curriculum leaders, legal teams, professional development staff, superintendents, and school boards. Similar conversations are taking place around accessibility, privacy, digital citizenship, and data governance. Technology is no longer a separate initiative that exists alongside the district. It has become part of the fabric of the organization itself. As a result, technology leaders must understand far more than hardware and software. They must understand how technology supports instruction, influences operations, and contributes to the overall mission of the district. ## **Technical Skills Remain Essential—But They Are No Longer Enough** None of this diminishes the importance of technical expertise. Districts still need leaders who understand infrastructure, cybersecurity, systems integration, cloud environments, and emerging technologies. Those skills provide the foundation that allows schools to operate effectively. However, technical knowledge alone is no longer sufficient. Increasingly, the most effective leaders distinguish themselves through skills that historically were not associated with information technology. Communication, collaboration, relationship building, strategic planning, and change management have become just as important as understanding networks and servers. In many organizations, those human-centered skills are what separate highly capable technicians from highly effective leaders. Consider the conversations technology leaders have on a typical day. They may explain cybersecurity risks to a board member, discuss classroom needs with teachers, collaborate with finance departments on budgeting, and help superintendents evaluate emerging technologies. Each conversation requires a different perspective and a different approach. The ability to translate complexity into clarity has become one of the defining skills of modern technology leadership. People rarely need leaders to overwhelm them with technical details. They need leaders who can help them understand why those details matter and how technology supports larger organizational goals. ## **Artificial Intelligence Has Accelerated the Evolution** Few developments have highlighted the changing nature of technology leadership more than artificial intelligence. Just a few years ago, many technology conversations focused primarily on implementation. Leaders asked whether systems could support a new platform or whether sufficient bandwidth existed to deploy a particular tool. Artificial intelligence has changed those conversations dramatically. Today’s questions are far more complex. Should these tools be used? What policies are needed? How should districts address privacy concerns? How do educators receive appropriate training? What role should human oversight play? How do schools ensure ethical and responsible use? These are not simply technical questions. They are leadership questions. Artificial intelligence has forced districts to think more deeply about governance, accountability, and organizational culture. Technology leaders are increasingly responsible for bringing stakeholders together, facilitating difficult conversations, and helping organizations establish thoughtful approaches to innovation. In many respects, AI has accelerated a trend that was already underway. It has highlighted the reality that technology decisions are ultimately people decisions. ## **Cybersecurity Has Become an Organizational Responsibility** Cybersecurity offers another example of how dramatically the profession has evolved. Five or ten years ago, cybersecurity conversations often remained inside the technology office. Today, cyber risks affect the entire organization. Insurance providers, legal counsel, communication teams, boards of education, and superintendents all have a stake in cybersecurity preparedness. The reason is simple. A cyberattack is no longer merely a technical problem. It is an organizational crisis. A ransomware attack can disrupt instruction, interrupt operations, damage public trust, and create significant financial consequences. Recovering from an incident often requires collaboration across multiple departments and clear communication with stakeholders. As a result, technology leaders are increasingly responsible for more than installing software or maintaining firewalls. They help develop response plans, conduct staff training, evaluate risks, and ensure that continuity plans are in place. Cybersecurity has become a leadership responsibility because protecting systems ultimately means protecting people. ## **Relationships Matter More Than Ever** Perhaps one of the greatest misconceptions about technology leadership is that the profession revolves around devices and systems. In reality, technology leaders spend far more time working with people. They collaborate with teachers and administrators. They communicate with families and board members. They work alongside business offices, transportation departments, and curriculum teams. They build relationships with vendors, community organizations, and external partners. Success depends upon trust. Trust allows leaders to guide change. Trust creates support during difficult decisions. Trust enables organizations to respond effectively during times of uncertainty. And trust is built through relationships. Highly effective leaders understand that influence is not achieved through technical expertise alone. It is earned through credibility, communication, and collaboration. People are far more likely to embrace change when they trust the individuals leading it. Leadership has always been a people profession. Technology simply provides the context. ## **The Best Leaders Think Beyond Today’s Problems** The pace of change in education can make it easy to focus entirely on immediate challenges. Device refresh cycles, software updates, budget constraints, and cybersecurity threats demand attention every day. Yet leadership requires a perspective that extends beyond the next issue or the next school year. Strategic leaders think about what comes next. They consider how artificial intelligence may reshape teaching and learning. They evaluate how digital tools can improve access and equity. They examine emerging cyber risks and prepare for challenges that have not yet appeared. They align technology decisions with long-term priorities rather than short-term trends. Most importantly, they ask how today’s decisions will influence the experiences students have tomorrow. That perspective separates management from leadership. Managers solve today’s problems. Leaders prepare organizations for the future. As technology continues to evolve, districts will increasingly look for individuals who can do both. ## **The Future of Technology Leadership Is Human** Artificial intelligence will continue to evolve. Cybersecurity threats will become more sophisticated. New tools and platforms will emerge, and expectations placed upon schools will continue to change. Yet the qualities that define effective leadership are unlikely to change. Organizations will always need people who communicate clearly, build trust, bring others together, and connect innovation to purpose. Those qualities are not replacing technical expertise, but they are becoming equally important. The future of the profession will not belong solely to those who understand the most about servers, switches, or software platforms. Those skills will always matter, but they are no longer enough. The leaders who thrive in the years ahead will be the ones who can connect technology to people, translate complexity into clarity, and help organizations navigate change with confidence. Because technology leadership was never really about technology. It has always been about people. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [Educational Technology Investments: Beyond ROI](https://edcircuit.com/educational-technology-investments-beyond-roi/) **Published:** July 30, 2026 **Author:** EdCircuit Staff **Excerpt:** Educational technology investments deliver more than financial returns. Schools must consider opportunity, access, efficiency, and long-term impact. **Content:** [Educational technology investments](https://www.holoniq.com/notes/edtech-hits-2-6b-in-investment-as-the-market-stabilizes-bigger-bets-in-ai-and-workforce-training) are under greater scrutiny than ever, forcing school leaders to look beyond traditional measures of return and think more broadly about the value technology creates for students, educators, and communities. For decades, conversations around technology spending have focused largely on cost. How much will it take to purchase a device? What is the annual subscription fee? Can the district afford the infrastructure upgrade? Those questions remain important, but they no longer tell the entire story. As district leaders navigate tighter budgets, increased accountability, and rapidly evolving technologies, they are being asked to answer a much more difficult question: What value does this investment actually create? The answer is far more complex than a simple calculation. Unlike businesses, school systems are not designed to maximize profits. Their mission is to create opportunities, support learning, and prepare students for the future. That reality means educational technology investments should be evaluated differently. Financial returns matter, but so do access, equity, resilience, engagement, and long-term outcomes that are often impossible to capture in a spreadsheet. Understanding that broader picture requires leaders to think beyond return on investment and embrace a more complete approach to evaluating technology. ## **Educational Technology Investments Are Different** School districts make decisions in a very different environment than private businesses. A corporation may evaluate investments primarily through profitability and efficiency. Schools certainly care about efficiency, but their purpose extends well beyond financial performance. Districts exist to serve students, support educators, and provide opportunities that help young people succeed both inside and outside the classroom. That mission changes the way leaders should think about technology. A district may invest in a platform that improves communication with families. Another district may expand access to Advanced Placement courses or dual-enrollment opportunities through digital resources. Still another may strengthen cybersecurity protections to safeguard sensitive student information. None of those decisions are intended to generate profit. Their value lies in something much larger. Educational technology [investments often influence outcomes](https://reflex.explorelearning.com/resources/insights/priceless-impact-of-edtech) that unfold over years rather than months. They affect access, instructional quality, operational resilience, and the experiences students and educators have every day. As a result, leaders need frameworks that allow them to evaluate investments more comprehensively. Three concepts are particularly important: Total Cost of Ownership, Return on Investment, and Value of Investment. ## **Looking Beyond the Purchase Price** Technology leaders have long understood that the purchase price of a product rarely tells the full story. A district might acquire a new software platform for what appears to be a reasonable cost, only to discover that implementation requires additional staffing, professional development, technical support, and integration work. Over time, updates, licensing changes, and replacement cycles add even more expenses. This broader view is commonly referred to as [Total Cost of Ownership](https://www.investopedia.com/terms/t/totalcostofownership.asp). Understanding Total Cost of Ownership means looking beyond the initial investment and considering the entire lifecycle of a solution. Hidden costs often include: - Professional development - Technical support - Device replacement cycles - Integration and implementation - Additional staffing requirements - Downtime and productivity losses - Infrastructure upgrades - Ongoing maintenance Ignoring these factors can create unrealistic expectations and lead to difficult conversations later. Technology leaders who understand Total Cost of Ownership are better equipped to make sustainable decisions. They recognize that the cheapest option is not always the most economical over time, and that a higher initial investment may ultimately deliver greater long-term value. In an era of tighter budgets, that kind of strategic thinking is increasingly important. ## **Understanding Return on Investment** Return on Investment remains one of the most familiar ways organizations evaluate spending decisions. In education, ROI often focuses on measurable financial benefits and operational efficiencies. Districts may realize savings by consolidating systems, reducing printing costs, streamlining workflows, or improving resource allocation. In some cases, technology can even create new opportunities for funding or reimbursement. Those benefits matter. Efficiency matters. Time matters. Resources matter. But Return on Investment only tells part of the story. Many educational outcomes cannot be easily reduced to dollars and cents. In fact, some of the most meaningful impacts technology creates may never appear on a balance sheet. That is where leaders must broaden the conversation. ## **Why Value Matters More Than Ever** Perhaps the most important question districts can ask is not “What did we save?” but “What did we create?” Value of Investment expands the conversation beyond financial returns and asks leaders to think about the broader impact technology has on teaching, learning, and operations. Some forms of value are easy to recognize. Others are more difficult to quantify. How do districts measure increased collaboration among teachers? How do they calculate improved communication with families? What is the value of greater access to learning opportunities? How should leaders measure trust, resilience, or student engagement? These questions rarely have precise answers, but they represent outcomes that matter deeply to school communities. Technology creates value in ways that extend far beyond efficiency. It creates opportunity. It creates access. It creates flexibility. It creates resilience. And increasingly, those qualities are becoming essential components of modern education. ## **Some of the Greatest Returns Are Unexpected** Technology investments often produce benefits that leaders never anticipated. Consider a district that introduces Wi-Fi access on buses. The original goal may be to provide students with additional learning opportunities during long commutes. But over time, district leaders may discover another benefit: fewer disciplinary incidents and fewer interruptions for administrators and transportation staff. The investment created value that extended beyond academics. Similarly, districts that expand digital access to Advanced Placement courses or specialized programs may discover that students who previously lacked opportunities now have pathways that better prepare them for college and careers. Infrastructure investments offer another example. Network redundancy and upgraded fiber connections rarely generate excitement. Yet reliable systems protect instructional time and reduce disruptions that can negatively affect learning. The value of uninterrupted access may not be immediately visible, but teachers and students experience that reliability every day. Cybersecurity investments present perhaps the most challenging example. Success in cybersecurity often means that nothing happens. No ransomware attack. No breach. No emergency response. No interruption to learning. The absence of a crisis may not produce headlines, but it represents tremendous value. Sometimes the greatest returns are the problems that never occur. ## **Measuring the Things That Matter** Because technology creates both financial and non-financial benefits, leaders must carefully consider how they define success. Too often, districts focus on metrics simply because they are easy to collect. Usage statistics. Help desk tickets. Login rates. Device counts. Those numbers provide valuable information, but they do not necessarily reveal impact. Instead, leaders should begin by asking several questions before making investments. What problem are we trying to solve? What outcomes do we hope to achieve? How will we know whether we were successful? What metrics truly matter? How does this investment align with district priorities? Answering those questions early creates clarity and improves accountability. More importantly, it helps leaders focus on outcomes rather than activities. Because activity does not always equal impact. And metrics do not always equal meaning. ## **The Most Valuable Outcomes May Take Years to Appear** One of the challenges facing district leaders is that some returns unfold slowly. Technology investments can influence graduation rates, college readiness, career pathways, and long-term opportunities. Those outcomes may not become visible for years. A student who gains access to advanced coursework through digital learning opportunities may ultimately earn college credit, pursue a STEM career, or enter a profession that transforms the trajectory of their life. A district that invests in cybersecurity today may avoid disruptions that protect instruction and preserve community trust for years to come. A communication platform may strengthen family engagement and create stronger partnerships between schools and communities. These outcomes are difficult to quantify. But that does not make them less important. Some of the most meaningful returns are long-term and deeply human. ## **Moving From Cost to Value** Educational technology leaders are increasingly being asked to justify spending decisions, and rightly so. Accountability matters. Resources are limited. Communities deserve transparency. But the conversation should not stop with cost. Districts that focus exclusively on price risk overlooking the larger purpose behind technology investments. Technology is not simply about devices, software, or infrastructure. It is about the opportunities those tools create. It is about protecting learning. It is about supporting educators. It is about connecting families. It is about preparing students for a future that continues to evolve. Ultimately, the question leaders should ask is not simply, “How much does this cost?” The better question is: “What value does this create?” Because some of the most important returns in education can never be fully measured in dollars. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [School Safety Camera Trailers Arrive on Campuses](https://edcircuit.com/school-safety-camera-trailers-arrive-on-campuses/) **Published:** June 18, 2026 **Author:** EdCircuit Staff **Excerpt:** School safety camera trailers are appearing on campuses as districts explore layered security strategies and new deterrence measures. **Content:** School safety camera trailers are becoming one of the newest visible security measures appearing on K–12 campuses, marking another evolution in how districts approach campus protection, deterrence, and emergency preparedness. You may expect to see portable camera trailers positioned in mall parking lots, near concert venues, construction sites, or outside professional sporting events. Increasingly, however, these highly visible surveillance towers are beginning to appear on school grounds as districts search for additional ways to strengthen security and deter threats before they escalate. In Ohio, the [Ohio School Safety Center](https://ohioschoolsafetycenter.ohio.gov/) (OSSC) recently announced a new initiative providing mobile camera trailers to schools seeking additional safety precautions. Since launching the effort, the center reports that camera trailers have already been deployed at 13 school events statewide. According to the OSSC, the trailers provide elevated, wide-angle views of outdoor event spaces, allowing school officials and law enforcement to monitor crowd activity, identify potential safety concerns, and respond quickly to incidents. Ohio schools interested in utilizing the trailers can request them directly through the state’s official program portal. [Camera Tower Request Form](https://ohioschoolsafetycenter.ohio.gov/about-us/contact-us/request-a-camera-tower) The initiative reflects a broader national trend: schools are increasingly adopting layered security strategies that combine physical infrastructure, technology, behavioral threat assessment, communication systems, and community awareness rather than relying on a single solution. ## **More Than Cameras: Ohio’s Broader School Safety Strategy** The camera trailer initiative is only one piece of Ohio’s larger statewide school safety infrastructure. [Established in 2019](https://ohioschoolsafetycenter.ohio.gov/), the Ohio School Safety Center was created through a partnership between Ohio Homeland Security and the Ohio Department of Education and Workforce to help schools strengthen prevention, preparedness, response, and recovery efforts related to safety and security. Since its creation, the OSSC has expanded its role far beyond traditional security planning. Today, the center provides districts with resources related to: - [Behavioral Threat Assessment & Management (BTAM)](https://ohioschoolsafetycenter.ohio.gov/pre-k-12-schools/threat-assessment/threat-assessment) - Anonymous reporting systems - Emergency operations planning - Safety training and exercises - School climate initiatives - Suicide prevention resources - Emergency response coordination - Violence prevention strategies - Mental health awareness - Safety grants and funding guidance The camera trailer initiative represents another example of Ohio continuing to expand layered school safety strategies rather than relying solely on reactive approaches after incidents occur. As school safety challenges continue evolving nationally, programs like Ohio’s may offer a framework other states could study when building coordinated statewide safety support systems for districts. ## **The Rise of Visible Security Measures** Unlike traditional fixed surveillance cameras mounted on buildings, portable camera trailers are intentionally designed to be seen. Many feature elevated telescoping poles, multiple high-definition cameras, flashing lights, solar panels, loudspeakers, and live-feed monitoring capabilities. Their size and visibility are part of the strategy. In many cases, the goal is not only to capture evidence but to prevent incidents from happening in the first place. Security experts often describe visible surveillance as a “deterrence multiplier.” The logic is straightforward: individuals considering theft, vandalism, violence, or unauthorized access may reconsider when they know their actions are highly visible and potentially being monitored in real time. For schools, that visibility can be especially important during: - Athletic events - Graduation ceremonies - After-school activities - Summer programming - Parking lot monitoring - Temporary security situations - Construction projects - Campus renovations - Outdoor gathering areas - Remote athletic or practice fields That last category may become increasingly important for districts during the summer months. Many school campuses include baseball diamonds, practice fields, maintenance buildings, storage facilities, or remote athletic spaces located far from the main building and outside the visibility range of traditional parking lot cameras. Portable camera trailers can now be temporarily positioned in those locations to provide additional monitoring during summer break, construction periods, camps, or large outdoor events. For districts managing sprawling campuses, flexibility may become one of the biggest advantages of mobile surveillance systems. [WBNS 10TV](https://www.youtube.com/@WBNS) – [Mobile camera trailers offered for free to schools looking to deter violence](https://www.youtube.com/watch?v=RtEGutJAPQI) ## **A Growing Connection to Behavioral Threat Assessment & Management** One of the most important conversations surrounding security technology today is how it connects to Behavioral Threat Assessment & Management (BTAM). [Behavioral Threat Assessment & Management](https://sciencesafety.com/product/behavioral-threat-assessment-and-management/) is not about predicting violence based on stereotypes or appearances. Instead, BTAM focuses on identifying concerning behaviors, patterns, communications, or escalating actions that may indicate someone is moving toward a pathway to violence. Many districts now use multidisciplinary threat assessment teams composed of administrators, school resource officers, counselors, psychologists, and other trained personnel to evaluate concerning situations before they become emergencies. Visible security infrastructure, including portable camera trailers, can support these efforts in several ways. First, camera systems may help document behavioral patterns or incidents occurring around campus entrances, parking lots, or gathering spaces. Second, they may provide additional situational awareness during an active investigation or safety concern. Third, their presence alone may discourage escalation by reinforcing that campuses are actively monitored environments. Importantly, security professionals repeatedly emphasize that technology should never replace human relationships, student support systems, or mental health intervention. Instead, technology functions as one component within a larger safety ecosystem. That distinction matters. A camera trailer cannot identify a student in crisis on its own. It cannot replace a counselor, trusted teacher, or behavioral intervention specialist. But it can provide additional visibility during moments where rapid awareness becomes critical. ## **The Question Many Families Will Ask: Who Is Watching?** As schools adopt more visible security technologies, questions surrounding privacy and monitoring are inevitable. Some parents and students may initially feel uncomfortable seeing surveillance towers positioned near school entrances or parking lots. Others may question who has access to footage, whether monitoring occurs in real time, and how long recordings are retained. Those concerns are not unusual. The reality is that most school campuses already operate extensive surveillance systems. Fixed cameras are now common in hallways, entrances, buses, cafeterias, athletic facilities, and parking lots across the country. Portable camera trailers expand that visibility outward, particularly in areas where fixed infrastructure may not exist. Still, transparency becomes essential. District leaders implementing these systems will likely need clear communication strategies that explain: - Why the technology is being used - When the trailers will be deployed - Who monitors the systems - How footage is stored - What policies govern access - How long recordings are retained - How student privacy protections are maintained Without clear communication, schools risk creating confusion or distrust around safety initiatives that are intended to reassure communities. Many districts may also need to establish policies clarifying whether trailers are monitored continuously in real time or used primarily for recording and investigative purposes. That operational detail matters significantly. A district with 24/7 active monitoring capabilities requires staffing, training, and clear response procedures. A district using trailers primarily as a deterrent and evidence collection tool faces a different set of operational considerations. At the same time, school leaders may need to acknowledge a growing generational reality: today’s students are growing up in increasingly monitored environments. From smartphones and public venues to buses, retail stores, and digital platforms, surveillance technology has become deeply integrated into daily life. For some families, visible camera towers may feel reassuring. For others, they may raise concerns about whether schools are beginning to resemble highly monitored public spaces rather than traditional learning environments. How districts communicate intent, transparency, and policy may ultimately shape community perception more than the technology itself. ## **School Safety Is Increasingly About Layered Protection** One of the most important realities in modern school safety is that no single product, system, or strategy can fully secure a campus. Experts increasingly describe effective school safety as “layered security,” where multiple systems work together to reduce vulnerabilities and improve response capabilities. Those layers may include: - Visitor management systems - Controlled entry access - Behavioral threat assessment teams - Emergency communication systems - School resource officers - Mental health supports - Anonymous reporting platforms - Surveillance systems - Safety drills and training - AI-assisted monitoring tools - Community partnerships Portable camera trailers fit within that layered framework. For some districts, they may provide flexible temporary coverage during events or construction. For others, they may serve as supplemental deterrence in areas with limited camera infrastructure. Rural districts, in particular, may find portable systems useful because they can be repositioned based on changing needs. The mobility factor is significant. Unlike permanent surveillance installations requiring major infrastructure investment, portable systems can often be deployed rapidly and moved as circumstances change. ## **The Future of School Surveillance May Be Smarter** As school safety technology evolves, portable camera systems may eventually become part of larger integrated safety ecosystems powered by artificial intelligence and advanced analytics. Some modern surveillance systems are already capable of identifying unusual movement patterns, unauthorized access attempts, perimeter breaches, or abandoned objects. Other emerging technologies include audio detection systems capable of recognizing gunshots, aggressive behavior, or emergency keywords. Some security platforms are also exploring integrations with: - AI-assisted anomaly detection - License plate recognition systems - Emergency response coordination tools - Automated alert systems - Real-time mapping platforms - Unified command centers These developments also raise important ethical and operational questions. How much monitoring is appropriate on school grounds? Who controls access to data? What role should AI play in interpreting student behavior? And how can districts balance safety innovation while maintaining trust and privacy? Those conversations are likely to accelerate as technology becomes more advanced and more visible on campuses. ## **Other States and Districts Are Watching Closely** Ohio is not alone in exploring visible mobile surveillance technology for school environments. Across the country, districts and municipalities are increasingly experimenting with portable security systems for public spaces, events, and educational settings. Security companies promoting these systems often highlight their ability to provide temporary coverage, improve visibility, and support emergency response coordination. Some districts have already deployed similar systems during: - Football games - State tournaments - School fairs and festivals - Summer school operations - Temporary campus expansions - Security incidents requiring increased monitoring As school safety conversations continue evolving, other states may watch Ohio’s rollout closely to evaluate effectiveness, community response, operational costs, and overall deterrence impact. The visibility of the program itself may also influence adoption. When communities begin seeing these trailers positioned outside schools, conversations around surveillance, campus protection, and proactive safety planning are likely to increase. ## **The Balance Between Security and School Climate** One of the ongoing challenges facing school leaders is balancing visible security with maintaining a welcoming educational environment. Too little security can create concern among families who expect schools to proactively protect students and staff. Too much visible security, however, can create fears that campuses feel overly hardened or institutionalized. Districts must navigate that balance carefully. How a trailer is deployed, communicated, and integrated into broader safety culture matters just as much as the technology itself. Schools that frame security within a broader message of student well-being, preparedness, and community protection may find stronger public support than districts that rely solely on fear-based messaging. Ultimately, the goal is not to make schools feel like fortified facilities. The goal is to create environments where students, educators, and families feel safe enough to focus on learning. The sight of camera trailers on school campuses may once have seemed unimaginable, but for many districts navigating modern safety challenges, visible deterrence is quickly becoming part of the new educational landscape. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety **Tags:** Headline --- ### [When Data Isn't Enough: What Ethnographic Research Taught Us About Chronic Absenteeism](https://edcircuit.com/when-data-isnt-enough-what-ethnographic-research-taught-us-about-chronic-absenteeism/) **Published:** June 17, 2026 **Author:** EdCircuit Staff **Excerpt:** Data shows who is absent, but not why. Ethnographic research reveals those root causes, enabling schools to provide targeted, effective support. **Content:** Early in my career, I believed better data systems and tighter intervention protocols could solve chronic absenteeism. But after more than two decades in K-12 education, serving as a classroom teacher, a high school principal, and now as the Director of High School Education in Virginia’s [Henrico County Public Schools](https://www.henricoschools.us/), I’ve learned that data can tell you *who* is missing, but cannot tell you *why*. Even more importantly, I’ve learned that the gap between those two questions is where students fall through the cracks. Through a recent pilot initiative conducted in collaboration with [Concentric Educational Solutions](https://concentriced.org/), our team had the opportunity to go deeper. We went into the community and onto front porches to have real, sometimes uncomfortable conversations with our chronically absent students and their families. The ethnographic research that emerged from this work offered a level of context that no attendance dashboard could fully capture. Through this direct, sustained engagement with students and families on their own terms, in their own spaces, without an agenda beyond listening and understanding, our district team learned a number of important lessons, including: **Root causes are rarely what we assume.** Transportation barriers, work obligations, housing instability, unaddressed trauma, and real disconnection from school culture were the primary reasons for chronic absences and not apathy or defiance. When you sit across from a family and ask, without judgment, and hear what’s actually in the way of attending school, the answers are both humbling and clarifying. Too often, schools design interventions around the absences they expect to see rather than the ones that are actually occurring. Ethnographic inquiry uncovers what is really coming between kids and school, forces school systems to confront that gap honestly, and then build responses around what’s really happening on the ground, and not assumptions. **Resource allocation has to follow the evidence.** Before this work, we were investing in broad-based awareness campaigns, generalized outreach, and a variety of student supports. The ethnographic findings we uncovered through this work helped us zero in on our efforts to provide more targeted, student-specific supports that connect families to community resources that addressed the actual barriers to attendance. When resources are finite, and they always are, precision matters. Understanding root causes at the individual and community levels allowed us to deploy resources where they would have the greatest impact, rather than spreading them thin across interventions that didn’t reach the students who needed them most. **Targeting matters more than volume.** Not every chronically absent student needs the same intervention. The research we received through this collaboration helped us build more precise student profiles and deploy the right support at the right time. That kind of intentionality is what separates attendance work that moves the needle from attendance work that generates paperwork. A student missing school due to caregiving responsibilities at home needs a fundamentally different response than one who feels unsafe in the building. Knowing the difference is everything. **Team structure shapes outcomes.** Perhaps most practically, this work prompted us to reorganize how our district team operates. Cross-functional collaboration between school counselors, social workers, administrators, and community liaisons grew much stronger. Chronic absenteeism is rarely a single-department problem, and it shouldn’t be treated as one. When the right people are aligned around shared data and a shared sense of urgency, the work accelerates. So do the results. This work affirmed that effective attendance intervention isn’t built around compliance or consequences. It’s built around connection, a genuine commitment to the human being behind every absence, and to reconnecting students and families with schools, community, and a sense of possibility. That’s what a human-centered approach actually looks like in practice. We know chronically absent students are seven times more likely to drop out before graduation. We know the pandemic accelerated a crisis that was already building. What we sometimes forget is that behind every data point is a child who, with the right support, can and will come back. That’s the work. And it starts with showing up for them the way we’re asking them to show up for us. If you are ready to move beyond dashboard data and adopt a human-centered approach to solve your chronic absenteeism crisis, consider starting with ethnographic research in your own community. It’s time to build intervention strategies that address the *real* root causes and ensure every student feels connected and supported. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Portrait of a smiling man in a gray suit and striped tie against a blue studio backdrop.](https://edcircuit.com/wp-content/uploads/2026/06/thomas-f.jpg) ](https://edcircuit.com/author/thomas-e-ferrell-jr-ed-d/) [Thomas Ferrell](https://edcircuit.com/author/thomas-e-ferrell-jr-ed-d/ "Thomas Ferrell"): Author Thomas E. Ferrell, Jr., Ed.D., is the Director of High School Education at Henrico County Public Schools, where he has led district-wide efforts to improve student outcomes since 2018. With over two decades of experience as a teacher, principal, and administrator, he is a committed advocate for equitable, student-centered approaches to education. [ ](https://www.linkedin.com/in/thomas-e-ferrell-jr-ed-d-3224234b) [ View all posts ](https://edcircuit.com/author/thomas-e-ferrell-jr-ed-d/ "View all posts") [ ](https://www.henricoschools.us/) **Categories:** edLeaders, Hot Topics - controversial **Tags:** Headline --- ### [How AI in Charter Schools Is Reshaping Education](https://edcircuit.com/how-ai-in-charter-schools-is-reshaping-education/) **Published:** June 16, 2026 **Author:** EdCircuit Staff **Excerpt:** AI in charter schools is transforming instruction, lesson planning, and personalized learning as educators rethink the future of K–12 education. **Content:** AI in charter schools is rapidly transforming how educators teach, how students learn, and how schools approach personalization, staffing, and instructional innovation across K–12 education. Across the United States, charter schools are increasingly emerging as some of the [most aggressive adopters of artificial intelligence in education](https://wng.org/roundups/the-arizona-charter-school-that-runs-on-ai-1771452059). Some are using AI tools to help teachers generate lesson plans, streamline administrative work, and analyze student performance data. Others are building entire instructional models around AI-supported tutoring, adaptive learning platforms, and competency-based learning systems. The momentum is accelerating during a period of enormous pressure across American education. Schools continue facing teacher shortages, rising academic expectations, learning recovery challenges, and increasing demands for individualized instruction. At the same time, district leaders are being asked to prepare students for a future workforce where artificial intelligence will likely become part of nearly every profession. For many charter schools, AI is being viewed not simply as a technology tool, but as a potential redesign of how education itself operates. That shift is fueling both excitement and concern. Supporters see opportunities for more personalized learning, improved efficiency, and expanded student support systems. Critics warn about excessive screen time, diminished human interaction, data privacy risks, and the possibility of schools moving too quickly without clear safeguards. What is becoming increasingly clear, however, is that charter schools are helping shape the national conversation around AI in education faster than many traditional school systems. ## **Charter Schools Have Long Served as Innovation Labs** Charter schools have historically operated as educational innovation spaces. Their structures often allow school leaders greater flexibility when adopting new instructional models, redesigning schedules, piloting technologies, and experimenting with alternative learning environments. That flexibility is now intersecting with one of the most disruptive technologies education has encountered in decades. While many traditional public school districts remain cautious about artificial intelligence adoption due to policy concerns, procurement requirements, governance structures, and community debate, charter schools are often able to move more quickly. In Rochester, New York, [staff members at a charter school recently discussed how AI tools are already being used to support lesson planning and classroom preparation](https://www.whec.com/top-news/staff-at-rochester-charter-school-weigh-in-on-using-ai-to-create-lesson-plans/). Educators described using AI to generate instructional ideas, create differentiated activities, streamline planning time, and reduce repetitive administrative tasks. Importantly, teachers emphasized that AI was not replacing educators. Instead, it was helping free up time for relationship-building, classroom engagement, and direct student support. That distinction matters. The schools seeing the most promising early results are generally not framing AI as a replacement for teachers. Instead, they are positioning AI as an instructional assistant capable of supporting educators in increasingly demanding environments. For schools operating with limited staffing, expanding student needs, and growing instructional expectations, that efficiency can be highly attractive. ## **AI-Powered Charter Schools Are Expanding** While some schools are cautiously integrating AI into existing classrooms, others are beginning to redesign the educational experience around artificial intelligence itself. One of the most widely discussed examples emerged in Cobb County, Georgia, where [officials approved plans for an AI-powered charter school](https://www.axios.com/local/atlanta/2026/04/01/ai-powered-charter-school-planned-for-cobb-county) that would heavily incorporate adaptive learning systems and AI-supported instruction into the school day. The proposed model immediately sparked national attention. Supporters argued that AI-driven systems could personalize learning at a level traditional classrooms often struggle to achieve. Students could move at their own pace, receive individualized academic support, and spend more time mastering concepts instead of progressing through standardized pacing models. Critics, however, raised concerns about screen dependency, reduced teacher interaction, and whether AI-centered learning environments could adequately support students socially and emotionally. The debate reflects a broader shift occurring across K–12 education. Artificial intelligence is no longer being discussed solely as a classroom tool. In some schools, it is beginning to influence the structure of instruction itself. Adaptive learning systems can now analyze student performance in real time, identify gaps in understanding, adjust instructional difficulty, recommend interventions, and provide immediate feedback. For advocates of personalized learning, that capability represents a major breakthrough. Traditional classrooms often require teachers to simultaneously support students performing significantly above, below, and at grade level. AI systems promise to help manage that complexity more efficiently and consistently. Whether those systems can truly replicate the nuance of human instruction remains a major point of debate. ## **Arizona’s AI-Centered Learning Model** Arizona has become another focal point in the national AI education discussion after reports highlighted a charter school model heavily [centered around artificial intelligence-supported learning](https://wng.org/roundups/the-arizona-charter-school-that-runs-on-ai-1771452059). The school’s structure reportedly combines shortened direct instruction periods with AI-driven academic learning and educator mentorship. Students engage with adaptive systems that personalize instruction while teachers focus more heavily on coaching, discussion, intervention, and relationship-building. The model challenges many long-standing assumptions about what classrooms should look like. For decades, educational technology primarily supplemented traditional instruction. AI is now beginning to reshape the architecture of learning itself. Instead of teachers spending the majority of class time delivering whole-group instruction, portions of content delivery and skills practice are handled through AI-supported systems while educators guide deeper learning experiences. Supporters believe this could allow teachers to spend more meaningful time engaging students individually rather than focusing heavily on repetitive instructional tasks. Critics remain cautious. Questions surrounding data privacy, algorithmic bias, student monitoring, academic integrity, and developmental impacts continue to surface in nearly every AI-related educational conversation. Some educators and families worry that schools could become overly dependent on digital systems before researchers fully understand the long-term effects of AI-centered learning environments. Others fear that aggressive AI adoption could widen educational inequities if access to high-quality technology infrastructure varies significantly between communities. **[ABC15 Arizona](https://www.youtube.com/@abc15) – [How a new Arizona school will use AI to teach students in 2-hour models](https://www.youtube.com/watch?v=GMmw3jJKwz8)** ## **Parents and Communities Are Watching Closely** As charter schools expand AI implementation, many parents and community members are beginning to ask difficult but important questions. How much student data is being collected? Who owns that data? How long is it stored? How transparent are schools being about AI usage? Can families opt out? What happens when AI systems make mistakes or provide inaccurate information? These concerns are becoming increasingly common as schools introduce generative AI platforms, adaptive tutoring systems, and automated instructional tools into classrooms. For many families, the conversation is not simply about innovation. It is about trust. Parents want to know that schools are protecting student privacy, maintaining strong human relationships, and ensuring technology is being used responsibly rather than simply chasing trends. Screen time is also becoming a major area of concern. Many educators spent years attempting to balance device usage following the rapid expansion of one-to-one technology initiatives during and after the pandemic. Some families now worry that AI-centered instruction could push schools even further toward screen-heavy learning environments. At the same time, many parents also recognize the growing importance of AI literacy. Families increasingly understand that students entering future colleges and workplaces will likely interact with artificial intelligence regularly. As a result, some communities see responsible AI exposure as an important part of preparing students for the future economy. This creates a complicated balancing act for school leaders. Schools must innovate without losing the human-centered foundations that families expect from education. ## **TeachAI and the Push for Responsible Implementation** As AI adoption accelerates, national organizations are increasingly emphasizing the need for thoughtful implementation frameworks rather than rapid experimentation without safeguards. One of the most influential initiatives is [TeachAI](https://www.teachai.org/), a coalition supported by organizations including [Code.org](Code.org), [ETS](https://www.etsglobal.org/pl/en), [Khan Academy](https://www.khanacademy.org/), and the [World Economic Forum](https://es.weforum.org/publications/shaping-the-future-of-learning-the-role-of-ai-in-education-4-0/). TeachAI focuses on helping schools develop guidance around AI literacy, instructional use, policy development, and ethical implementation. The initiative encourages schools to approach artificial intelligence not simply as a technology purchase, but as a major educational transformation requiring clear governance and intentional planning. That guidance is becoming increasingly important as schools navigate rapidly evolving AI systems. Educational leaders are now being asked to establish policies surrounding: - Student data privacy - AI literacy and digital citizenship - Academic integrity - Human oversight - Transparency with families - Teacher professional development - Bias detection and evaluation - Responsible classroom use Without clear frameworks, AI adoption can quickly become fragmented or inconsistent across classrooms and schools. Organizations like TeachAI argue that students must not only learn with AI, but also learn about AI. That distinction could become one of the defining educational priorities of the next decade. ## **Why Charter Schools Are Moving Faster Than Many Districts** Several factors help explain why charter schools are often moving more quickly than traditional districts when it comes to AI implementation. First, charter schools frequently have greater operational flexibility. Many can pilot instructional tools and redesign learning models without navigating the same bureaucratic layers that larger districts face. Second, innovation often plays a role in charter school identity and enrollment strategy. Families searching for alternative educational experiences may be attracted to schools promoting advanced technology integration and personalized learning. Third, many charter networks already emphasize competency-based instruction and individualized learning pathways, making AI systems feel like a natural extension of existing educational philosophies. Teacher workload is also playing a significant role. Educators nationwide continue facing growing administrative demands, staffing shortages, burnout, and increased instructional expectations. AI-assisted lesson planning, grading support, assessment creation, and differentiated instruction tools can provide meaningful time savings in stretched environments. Still, faster adoption does not necessarily guarantee stronger implementation. Education history is filled with technologies that promised transformational change but delivered inconsistent results when schools lacked adequate training, pedagogical alignment, or long-term strategic planning. Artificial intelligence could face similar challenges if schools prioritize speed over thoughtful implementation. ## **The Human Element Remains Central** One of the strongest themes emerging from schools experimenting with AI is the continued importance of human relationships in education. Even highly advanced AI systems cannot replicate empathy, mentorship, emotional intelligence, encouragement, or classroom culture. Students still need trusted adults. They need educators who recognize frustration, motivate reluctant learners, build confidence, foster belonging, and create emotionally safe environments where students feel connected and supported. Many teachers currently using AI tools emphasize that the technology works best when it enhances human instruction rather than replacing it. That balance may ultimately determine whether AI adoption gains long-term public trust in K–12 education. Families may support AI-generated tutoring, adaptive learning systems, and educator productivity tools if they believe schools are strengthening—not weakening—human connection in classrooms. Resistance will likely grow if schools appear to prioritize efficiency over relationships. ## **A Defining Moment for the Future of Education** The rapid expansion of AI in charter schools signals something much larger than a temporary education technology trend. It represents a fundamental conversation about the future structure of teaching, learning, personalization, and instructional delivery in American education. Some charter schools are cautiously integrating AI into existing classrooms. Others are redesigning entire educational models around adaptive learning systems and AI-supported instruction. The long-term outcomes remain uncertain. What is clear, however, is that the schools experimenting with artificial intelligence today may help shape what classrooms look like tomorrow. The challenge for educational leaders will not simply be adopting AI tools. It will ensure that innovation never outpaces the human relationships, ethical responsibilities, and student-centered values that define meaningful learning. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [How Google Changed Education in the Digital Age](https://edcircuit.com/how-google-changed-education-in-the-digital-age/) **Published:** July 28, 2026 **Author:** EdCircuit Staff **Excerpt:** How Google changed education by transforming research, homework, information access, and the role of teachers in the digital age. **Content:** How [Google](https://www.google.com/) changed [education](https://edu.google.com/) is one of the most important stories in modern learning. Twenty-five years ago, research meant encyclopedias, library visits, and card catalogs. Students spent hours searching for information before they could begin writing papers or completing projects. Today, most answers begin with a Google search. What once required shelves of books, physical reference materials, and trips to the library can now be accomplished in seconds. In the process, Google changed not only how students find information, but also how they study, write, collaborate, and think. For superintendents, administrators, teachers, school board members, parents, students, policymakers, and education technology leaders, the question is no longer whether Google has influenced education. Its impact is undeniable. The more important question is how schools should prepare students for a world where information is nearly unlimited. Few technologies have reshaped education more profoundly. ## **From Encyclopedias to Search Engines** Before Google, [access to information was far more limited](https://www.oladogba.com/search-engines-before-google/). Students relied on textbooks, dictionaries, encyclopedias, libraries, and printed reference materials. Research often involved searching shelves, flipping through indexes, and spending hours locating sources. Knowledge was available, but finding it required time and effort. Google fundamentally changed that process. Suddenly, information became available within seconds. Articles, maps, images, historical documents, videos, and news were instantly accessible. Information moved from scarcity to abundance. That shift transformed education. ## **Google Changed Research Forever** Perhaps Google’s greatest impact has been on research. Students no longer begin with the library. They begin with a search. Research became faster, broader, and more accessible. Students could compare perspectives, locate primary sources, explore images, and access information on virtually any subject. But research also became more complicated. The challenge was no longer finding information. The challenge became finding trustworthy information. As a result, schools increasingly emphasized information literacy and source evaluation. Students now need to know: - How to identify credible sources. - How to distinguish facts from opinions. - How to recognize misinformation. - How to verify claims. - How to compare perspectives. The age of search transformed the skills students need to succeed. ## **Information Became Infinite** For generations, access to information represented one of education’s greatest barriers. Google removed many of those barriers. Students suddenly had access to nearly unlimited information, regardless of where they lived. This democratization expanded opportunities and changed expectations around independent learning. Yet abundance created new challenges. Students no longer struggled with too little information. They struggled with too much. Information overload became part of the learning experience, making critical thinking more important than ever. ## **Google Expanded How Students Experience Information** Google transformed more than text-based research. It changed how students experience information. Through [Google Images](https://images.google.com/), students could visualize scientific concepts and historical events. [Google Maps](https://maps.google.com/) and [Google Earth](https://earth.google.com/web?hl=en_US) allowed learners to explore cities, countries, and geographic features without leaving the classroom. [Google Scholar](https://scholar.google.com/) opened the door to academic journals and scholarly sources that previously felt inaccessible to many learners. And [YouTube](https://www.youtube.com/), owned by Google, revolutionized learning through video. Millions of students turned to tutorials, lectures, demonstrations, and educational creators to deepen their understanding of subjects ranging from algebra and chemistry to history and music. Learning became increasingly visual, interactive, and multimedia-based. Students were no longer limited to reading information. They could see it, hear it, and experience it. ## **Google Changed Homework** Homework changed dramatically in the Google era. Students gained immediate access to explanations, examples, tutorials, and supplemental resources. Instead of relying solely on textbooks, learners could: - Search unfamiliar terms. - Find practice problems. - Explore videos. - Access historical documents. - Conduct independent research. - Review concepts at their own pace. Assignments themselves evolved. Teachers increasingly designed work that emphasized analysis, synthesis, and creativity rather than simply locating facts. The expectation shifted from finding information to using information effectively. ## **Google Changed Studying** Google transformed how students prepare for tests and assignments. Study sessions no longer depend entirely on class notes and textbooks. Students supplement learning through: - Search results. - Instructional videos. - Practice quizzes. - Scholarly articles. - Examples and explanations. Questions that once remained unanswered until the next school day can now be explored immediately. Learning became more flexible and more independent. ## **Google Changed What It Means to Research** Perhaps the most profound change was philosophical. Before Google, research largely meant locating information. Today, research means evaluating information. Finding answers has become relatively easy. Determining whether those answers are accurate, credible, and trustworthy has become much harder. Research is no longer simply about gathering facts. It is about analyzing sources, recognizing bias, comparing viewpoints, and developing informed conclusions. This shift represents one of the most important changes in modern education. ## **Google Changed the Role of Teachers** As access to information expanded, the role of educators evolved. Teachers are no longer simply providers of information. Instead, they increasingly serve as guides, coaches, mentors, and facilitators of learning. Their work now includes helping students: - Evaluate sources. - Ask better questions. - Detect misinformation. - Verify claims. - Think critically. - Synthesize information. - Develop digital literacy skills. Technology has not diminished the importance of teachers. If anything, it has made their expertise more valuable. In an age of information abundance, educators help students transform information into understanding. ## **Google Classroom Changed Schools** [Google’s influence extended far beyond search](https://medium.com/@google22/google-93e7e0ec2910). Google Docs, Slides, Sheets, Drive, and Google Classroom transformed how schools operate. Assignments became digital. Collaboration became seamless. Feedback became faster. Teachers could distribute materials, monitor progress, and communicate with students more efficiently. Cloud-based workflows reduced paper and made learning more accessible outside the classroom. During the pandemic, these tools became essential for remote learning and helped schools maintain continuity during unprecedented disruptions. For many districts, Google Workspace fundamentally changed daily teaching and learning. ## **Collaboration Became Easier** Group work changed dramatically in the Google era. Students can now collaborate in real time regardless of location. Shared documents allow learners to: - Write together. - Provide feedback. - Track revisions. - Share resources. - Manage projects. Collaboration no longer ends when students leave school. This flexibility reflects the way teamwork increasingly occurs in colleges and workplaces. ## **Google Changed Creativity** Google’s ecosystem expanded opportunities for creativity and student voice. Students use digital tools to: - Design presentations. - Build websites. - Publish blogs. - Create multimedia projects. - Produce videos. - Develop digital portfolios. - Collaborate on storytelling. Students are no longer simply consuming information. They are creating and sharing knowledge. This shift aligns with the growing importance of communication, creativity, and digital fluency. ## **Accessibility Improved** Google also expanded access for many learners. Translation tools, voice typing, captions, and accessibility features support students with disabilities and multilingual learners. These technologies increase independence and help remove barriers to participation. Accessibility has become a central part of educational technology, and Google’s tools have played a major role in that evolution. ## **Why Critical Thinking Matters More Than Ever** Google solved many problems associated with information scarcity. But it also created new challenges. The rise of misinformation, biased sources, clickbait, and increasingly AI-generated content means students must develop stronger critical thinking skills than previous generations. They need to learn how to: - Verify information. - Recognize bias. - Evaluate evidence. - Detect misinformation. - Distinguish fact from opinion. Facts have become easier to access. Wisdom has become harder to develop. That reality makes critical thinking one of the most important skills schools can teach. ## **AI Represents Google’s Next Educational Revolution** Google’s story in education is still unfolding. Artificial intelligence is transforming search once again. AI-powered tools are beginning to provide explanations, summaries, recommendations, and personalized support. Search is evolving from delivering information to helping users understand it. This shift has profound implications for schools. Students must learn how to use AI responsibly, evaluate AI-generated content, and continue developing the critical thinking skills technology cannot replace. Just as digital literacy became essential during the search era, AI literacy may become essential during the next chapter. ## **Looking Ahead** Google may be one of the most influential educational technologies in history. It transformed research, changed homework, reshaped teaching, and expanded access to information for billions of people. But perhaps its greatest impact was changing what it means to know something. In the age of search, memorizing facts became less important than understanding ideas, evaluating sources, and asking better questions. The future of education will not be defined by how quickly students can find answers. It will be defined by how wisely they use them. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Google, Hot Topics - controversial, Innovation **Tags:** Headline --- ### [How Cell Phones Have Changed Learning](https://edcircuit.com/how-cell-phones-have-changed-learning/) **Published:** July 20, 2026 **Author:** EdCircuit Staff **Excerpt:** How cell phones have changed learning over the past two decades, transforming studying, creativity, collaboration, and access to knowledge. **Content:** How cell phones have changed learning is one of the defining education stories of the past two decades. Twenty years ago, students carried textbooks, notebooks, and printed study guides. Today, they carry research libraries, cameras, calculators, translators, design studios, and increasingly AI tutors in their pockets. [What began as a communication device has evolved into a research tool](https://opentextbooks.clemson.edu/sts1010fidlerfall2021/chapter/smartphone/), study companion, creative studio, collaboration platform, and personalized learning assistant. For superintendents, administrators, teachers, school board members, parents, students, policymakers, and education technology leaders, the question is no longer whether cell phones influence education. Their impact is undeniable. The more important question is how schools can maximize their educational potential while minimizing the distractions and challenges they create. Over the years, smartphones have changed where learning happens, when learning happens, how students prepare for exams, how they collaborate, and even what it means to be a teacher. Few technologies have reshaped education more completely. For superintendents, administrators, teachers, school board members, parents, students, policymakers, and education technology leaders, the question is no longer whether cell phones influence education. Their impact is undeniable. The more important question is how schools can maximize their educational potential while minimizing the distractions and challenges they create. Over the years, smartphones have changed where learning happens, when learning happens, how students prepare for exams, how they collaborate, and even what it means to be a teacher. Few technologies have reshaped education more completely. ## **From Textbooks and Libraries to Learning in Your Pocket** Two decades ago, learning looked very different. Research often meant trips to the library. Students relied heavily on textbooks, handwritten notes, desktop computers, and printed reference materials. Access to tutoring and supplemental resources depended largely on geography, transportation, and family income. The smartphone [changed that reality](https://www.litmos.com/blog/articles/mobile-learning-evolution). Suddenly, information became portable. Students gained immediate access to articles, videos, calculators, dictionaries, translators, and educational resources from almost anywhere. The impact extended far beyond convenience. Smartphones fundamentally changed expectations. Students no longer had to wait until they reached a classroom or computer lab to learn something new. Access became immediate. But access is not the same as understanding. As information became easier to obtain, schools increasingly shifted their focus toward critical thinking, digital literacy, and helping students transform information into knowledge. ## **The Smartphone Era Changed Studying** Perhaps nowhere has the impact of smartphones been more visible than in the way students study. Studying is no longer tied to a desk or a specific time of day. Students review material on buses, between activities, and during short breaks throughout the day. Mobile technology introduced flexibility into learning. Students now use their phones to: - Create flashcards. - Organize assignments. - Set reminders. - Review notes. - Watch instructional videos. - Practice vocabulary. - Track progress. - Monitor deadlines. The rise of mobile technology also encouraged microlearning, allowing students to study in shorter and more frequent sessions. At the same time, smartphones introduced a new challenge. The device used for studying is also the device used for texting, gaming, and social media. This paradox sits at the center of the smartphone conversation. The same device that supports learning can also compete for attention. As a result, digital literacy increasingly includes self-regulation, focus, and healthy technology habits. ## **Exam Preparation Became More Personalized** Smartphones have dramatically changed how students prepare for assessments. Practice tests, educational videos, note-sharing platforms, and adaptive learning tools have placed resources once available primarily through tutoring programs into the hands of millions of learners. Students preparing for AP exams, state assessments, college entrance tests, and career certifications can access support whenever they need it. Preparation has become more personalized. Students can: - Take practice quizzes. - Receive immediate feedback. - Identify weak areas. - Review targeted explanations. - Repeat lessons at their own pace. This shift has made learning more responsive and more individualized. For many students, smartphones have expanded access to academic support. Yet the digital divide remains real. Device quality, internet access, and home learning environments continue to influence educational opportunity. Access to technology does not automatically guarantee equitable learning experiences. ## **Learning Is No Longer Confined to School** One of the most profound changes brought about by smartphones is that learning is no longer confined to classrooms. Students learn while traveling, working part-time jobs, participating in athletics, visiting museums, or watching educational videos at home. Learning has become continuous. Knowledge is available at virtually any time and in almost any place. This shift accelerated during the pandemic, but it began years earlier. Smartphones helped blur the line between formal and informal learning. As a result, schools are increasingly asking an important question: If information is available everywhere, what experiences should schools provide that technology alone cannot? The answer increasingly points toward collaboration, creativity, critical thinking, and human relationships. ## **Phones Have Become Creative Studios** One of the most overlooked aspects of smartphones is their role in creativity. Much of the public discussion focuses on consumption, but smartphones have transformed students into creators. Modern phones contain powerful cameras, microphones, editing tools, and design capabilities that previous generations could only access through expensive equipment. Students now use smartphones to: - Create podcasts. - Produce documentaries. - Edit photographs and videos. - Design graphics. - Record interviews. - Build digital portfolios. - Capture scientific observations. - Produce music. - Create presentations. In project-based learning environments, phones have become powerful tools for authentic work. Students can investigate community problems, collect evidence, interview stakeholders, document prototypes, and present solutions using devices they already own. ### **Design Thinking and Innovation** Smartphones have also become tools for design and innovation. Students use them to: - Sketch ideas. - Prototype products. - Gather user feedback. - Create logos. - Develop websites. - Document engineering projects. - Build portfolios. For career and technical education programs, smartphones support media production, agriculture, health sciences, entrepreneurship, and business education. In many ways, the phone has become the first design tool students reach for. ### **Phones Have Created a Generation of Content Creators** The smartphone era has produced a generation of filmmakers, photographers, podcasters, graphic designers, and entrepreneurs. Students are learning storytelling, branding, communication, and digital production skills in ways that were unimaginable twenty years ago. These creative experiences increasingly align with the skills demanded by colleges and employers. ## **Collaboration Has No Boundaries** Smartphones have changed collaboration. Group work no longer ends when students leave the classroom. Shared documents, messaging tools, learning platforms, and video conferencing allow students to communicate and work together regardless of location. Collaboration has become more flexible and more connected. Yet constant connectivity also introduces new challenges. Students often feel pressure to remain available around the clock. As [digital communication](https://www.nea.org/nea-today/all-news-articles/how-technology-can-foster-collaboration-over-isolation) becomes central to learning, schools are recognizing that collaboration itself must be taught. Communication, etiquette, academic integrity, and responsible participation have become essential skills. ## **AI Is Transforming Smartphones Into Personal Tutors** The latest evolution of mobile technology may be the most significant yet. Artificial intelligence is transforming smartphones into personalized learning companions. Students increasingly use AI-powered tools to: - Generate study guides. - Summarize readings. - Explain difficult concepts. - Practice foreign languages. - Brainstorm ideas. - Explore coding. - Create presentations. - Receive writing feedback. For the first time, students have access to tools capable of adapting explanations and providing immediate support. In many respects, AI is extending the educational potential of smartphones beyond access to information and into personalized learning. Students now carry something previous generations never possessed: on-demand academic support. At the same time, AI raises important questions about academic integrity, assessment, and critical thinking. School leaders are increasingly recognizing that AI literacy may become as essential as digital literacy. Understanding when and how to use AI responsibly will likely become one of the defining educational challenges of the coming decade. ## **Smartphones Changed the Role of Teachers** As smartphones expanded access to information, they also changed the role of educators. Teachers are no longer simply providers of knowledge. Instead, they increasingly serve as guides, coaches, mentors, and facilitators of learning. Their responsibilities now include helping students: - Evaluate sources. - Think critically. - Verify information. - Use AI responsibly. - Manage distractions. - Collaborate effectively. - Create rather than simply consume. This shift represents one of the most important transformations in modern education. Technology has not made teachers less important. If anything, it has made their expertise even more valuable. ## **Accessibility and Personalized Learning** For many students, smartphones have become essential learning supports. Speech-to-text, translation tools, captions, reminders, and audio playback provide greater independence for students with disabilities, multilingual learners, and students who need organizational support. These tools expand opportunities and increase accessibility. As schools reconsider phone policies, these considerations remain important. The same device viewed as a distraction for one student may be a critical support for another. ## **The Challenge of Attention** Despite their educational potential, smartphones also present significant challenges. Social media, games, notifications, and entertainment constantly compete for students’ attention. As a result, attention has become one of education’s most valuable resources. This reality helps explain why many districts are reexamining their phone policies. The issue is not whether smartphones belong in students’ lives. They already do. The challenge is helping students develop the habits and self-regulation necessary to use powerful technologies wisely. ## **Why Phone Policies Are Becoming More Nuanced** The conversation around smartphones has evolved. Rather than asking whether phones should exist in schools, many leaders are asking how and when they should support learning. Districts across the country are experimenting with: - Bell-to-bell restrictions. - Phone pouches. - Teacher-directed instructional use. - Digital citizenship initiatives. - AI literacy programs. - Age-appropriate technology policies. Successful approaches recognize that smartphones are neither inherently good nor inherently harmful. Their impact depends largely on how they are used. ## **Looking Ahead** The smartphone may be the most influential learning technology since the internet itself. Over the past two decades, cell phones have transformed studying, exam preparation, creativity, collaboration, accessibility, and access to knowledge. They have changed where learning occurs and expanded opportunities for students around the world. Today, students carry research libraries, cameras, design studios, translators, calculators, and increasingly AI tutors in their pockets. The challenge facing education leaders is not deciding whether smartphones belong in the learning ecosystem. That question has largely been answered. The challenge is determining how schools can cultivate focus, responsibility, creativity, and digital wisdom in a world where powerful learning tools are always within reach. The future of learning will not be defined by the presence of smartphones. It will be defined by how effectively schools teach students to use them. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [Summer College Visits: A Guide for Families](https://edcircuit.com/summer-college-visits-a-guide-for-families/) **Published:** July 16, 2026 **Author:** EdCircuit Staff **Excerpt:** Summer college visits help students and families compare schools, explore opportunities, and prepare for a successful college search. **Content:** Summer college visits can be one of the most important experiences in the college search process. While websites, rankings, and brochures provide information, nothing replaces walking across a campus, speaking with students, and imagining what life might look like over the next four years. Every summer, countless families pile into cars with snacks, playlists, and carefully planned schedules, setting off on road trips that may ultimately shape a student’s future. For teenagers, these visits often represent the first time they begin to picture themselves as adults. For parents, they serve as a reminder that the years have passed far too quickly. Somewhere between the campus tours, bookstore stops, and conversations over lunch, families begin creating memories that will last long after college acceptance letters arrive. Summer is also one of the best times to begin the search. Campuses are less crowded, schedules are more flexible, and students have the opportunity to explore schools without the pressures of homework, sports seasons, and standardized testing. More importantly, these visits transform the college search from something overwhelming into something exciting. Finding the right college is not about selecting the biggest name. It is about finding a place where students can grow academically, socially, and personally. ## **Start with Yourself Before You Start with Colleges** Many students begin by asking, “Which schools should I visit?” A better question might be, “What kind of experience am I looking for?” Before creating a list of colleges, students should spend time considering their interests and priorities. Questions worth discussing include: - What subjects excite me? - How far from home do I want to be? - Do I prefer a large campus or a smaller community? - What extracurricular opportunities matter most? - Am I interested in athletics, clubs, research, or leadership opportunities? - Do I want an urban, suburban, or rural setting? Parents often remember preparing for college with typewriters, notebooks, and printed maps. Today’s students have access to AI tools, virtual tours, digital resources, and more educational pathways than ever before. The search should focus less on prestige and more on fit. ## **Use Online Research Before You Visit** Long before stepping onto campus, students can learn a tremendous amount online. College websites provide information about: - Academic programs. - Scholarship opportunities. - Career outcomes. - Residence halls. - Study abroad programs. - Student organizations. - Internship opportunities. Students should also explore social media, YouTube campus tours, student newspapers, and LinkedIn profiles of alumni. Looking at where graduates work can provide valuable insight into the strength of a school’s network and career preparation. Rankings tell only part of the story. A school that ranks lower nationally may provide exceptional opportunities in a student’s intended field. ## **How AI Is Changing the College Search** Today’s students are searching for colleges differently from previous generations. Artificial intelligence tools are helping students: - Compare schools. - Organize notes from visits. - Create travel itineraries. - Develop questions for admissions counselors. - Research majors and career paths. - Track application deadlines. - Identify scholarship opportunities. AI should never replace personal experiences, but it can help families stay organized and make more informed decisions throughout the process. ## **Before You Leave Home** Preparation can make a college visit far more productive. Students should: - Register for tours and open houses. - Schedule meetings with academic departments. - Contact coaches if interested in athletics. - Explore overnight visit opportunities. - Research scholarship programs. - Prepare questions for admissions staff. - Bring a notebook or note-taking app. - Wear comfortable shoes. Families are often surprised by how much walking is involved. Taking photographs and keeping notes after each visit can also be extremely valuable. After touring several campuses, many details begin to blend together. ## **Attend Open Houses and Information Sessions** Summer open houses offer far more than a simple walking tour. Many events include: - Admissions presentations. - Financial aid sessions. - Faculty panels. - Student ambassadors. - Residence hall tours. - Academic department visits. - Dining hall experiences. - Opportunities to meet coaches and advisors. These events help students experience the personality and culture of a campus. Sometimes the answers students hear are just as important as the facilities they see. ## **Ask Questions That Matter** Students should not be afraid to ask questions. Some of the most valuable include: - What do students do on weekends? - How easy is it to change majors? - What internship opportunities are available? - What support services exist for first-year students? - What percentage of students return for sophomore year? - What do students love most about this school? That last question often produces the most authentic answers. ## **Pay Attention to the Little Things** Beautiful buildings and impressive recreation centers are easy to notice. The details matter even more. Observe: - Are students interacting with one another? - Does the campus feel welcoming? - Can you picture yourself living there? - Are classrooms active and modern? - Does the environment feel safe? - Are students engaged and happy? Sometimes students immediately feel at home. Other times, a school that looked perfect online simply does not feel right. That is perfectly normal. ## **Big Universities Offer Big Opportunities** Large universities provide experiences that are difficult to duplicate. Students may find: - Hundreds of majors and minors. - Extensive alumni networks. - Major athletic traditions. - Research opportunities. - Diverse student populations. - Study abroad experiences. - Cutting-edge facilities. For some students, the energy and excitement of a large campus are exactly what they are seeking. ## **Small Colleges Offer Big Advantages** One of the biggest mistakes families make is overlooking smaller institutions. Smaller colleges frequently provide: - Lower student-to-faculty ratios. - Smaller class sizes. - Greater access to professors. - Earlier leadership opportunities. - Personalized mentoring. - Strong campus communities. Students interested in athletics may also discover tremendous opportunities at Division II, Division III, NAIA, and smaller Division I institutions. Meaningful playing time, close relationships with coaches, and leadership opportunities can create unforgettable experiences. [The right fit](https://gracechristian.edu/blog/is-it-better-to-go-to-a-small-college-or-a-large-university/) is not determined by enrollment numbers. It is determined by where students feel challenged, supported, and inspired. ## **Don’t Forget Community Colleges and Alternative Pathways** College success does not always begin at a four-year university. Community colleges [provide affordable pathways](https://www.npr.org/2024/08/21/nx-s1-4930527/community-college-affordable-bachelors-degree) that allow students to complete general education requirements before transferring to bachelor’s degree programs. Many states offer transfer agreements that make the transition seamless. Career and technical programs, workforce certifications, and dual-enrollment opportunities are also[ creating new pathways to success](https://classwallet.com/building-pathways-success-career-readiness-initiatives-across-the-nation/). Students should remember that there are many roads to achieving their goals. ## **Understand the Financial Side** Families should begin discussing finances early. Important considerations include: - Merit scholarships. - Need-based aid. - Honors programs. - In-state versus out-of-state tuition. - Internship opportunities. - Career outcomes. - Return on investment. The least expensive option is not always the best choice, and the most expensive option is not always the smartest investment. Understanding the long-term value of an education is just as important as understanding its cost. ## **Build a Balanced List** Experts often recommend creating three categories: ### **Dream Schools** Highly competitive institutions that represent exciting possibilities. ### **Match Schools** Schools where a student’s academic profile aligns well with admitted students. ### **Likely Schools** Schools where admission is very probable and where the student would be happy attending. Every school on the list should be a place where the student can see themselves succeeding. No college should be included simply because others expect it. ## **Trust Your Feelings** Sometimes students arrive on a campus and immediately know. Other times, a school that looked perfect on paper simply does not feel right. That is okay. The college search is not about impressing friends or chasing rankings. It is about finding a community where students can learn, grow, develop lifelong friendships, and prepare for the future. Summer college visits are about far more than admissions brochures and rankings. They are road trips filled with conversations, hopes, and bittersweet reminders that childhood is giving way to independence. Somewhere between the campus tours, dining halls, and bookstore stops, students begin to see the future differently. And for many families, those summer miles become memories they will cherish long after graduation day. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Higher Education, Hot Topics - controversial **Tags:** Headline --- ### [Drone Clubs in Schools Are Launching Future Careers](https://edcircuit.com/drone-clubs-in-schools-are-launching-future-careers/) **Published:** July 31, 2026 **Author:** EdCircuit Staff **Excerpt:** Drone clubs in schools help students explore aviation, Safer STEM, AI, and career pathways while building technical and leadership skills. **Content:** [Drone clubs in schools](https://www.dronesinschool.com/) are helping students develop Safer STEM, aviation, engineering, and technology skills while preparing them for careers in some of the fastest-growing industries in the modern economy. A drone lifts off from a school athletic field and climbs steadily into the morning sky. Students watch a live video feed as the aircraft surveys the campus below. One student monitors flight telemetry. Another tracks battery performance and weather conditions. A third reviews aerial imagery being collected in real time and begins analyzing the data. To an outside observer, it may appear that students are simply flying a drone. In reality, they are learning many of the same skills used by engineers, surveyors, emergency responders, construction managers, agricultural specialists, aviation professionals, environmental scientists, and technology experts every day. Across the country, drone clubs are emerging as one of the most exciting and versatile opportunities in K-12 education. What makes these programs particularly powerful is their ability to blend science, technology, engineering, mathematics, aviation, artificial intelligence, problem-solving, leadership, and career exploration into a single experience. For educators, administrators, and parents searching for opportunities that genuinely connect classroom learning to the real world, drone clubs may represent one of the most promising pathways available today. ## **More Than Flying: A Gateway to Real-World Learning** One of the biggest misconceptions about drone clubs is that they are primarily about operating small aircraft. The reality is far more impressive. A successful drone program introduces students to a wide range of disciplines that extend far beyond flight operations. Students learn about aerodynamics, aviation safety, weather patterns, data collection, engineering design, photography, videography, mapping technologies, geographic information systems (GIS), mission planning, risk management, and emerging technologies such as automation and artificial intelligence. Flying the drone is often just the beginning. Students must determine the purpose of the flight, evaluate environmental conditions, plan routes, collect information, analyze results, and communicate findings. These are the same types of challenges professionals face in industries that increasingly rely on drone technology. The result is a learning experience that feels authentic because it is authentic. Students are not simply completing assignments. They are solving problems. ## **One of the Fastest-Growing Technologies in the Workforce** Few technologies have expanded into as many industries as drones. Construction companies use drones to monitor project progress and generate highly detailed site maps. Farmers use them to assess crop health and improve productivity. Utility companies inspect power lines, pipelines, and infrastructure. Public safety agencies deploy drones during search-and-rescue operations, natural disasters, and emergency response situations. Environmental organizations use drones to monitor wildlife habitats and conservation projects. Transportation agencies rely on aerial imagery to support planning and infrastructure development. Media companies use drones to capture footage that would have been impossible or prohibitively expensive only a few years ago. The list continues to grow. As organizations discover new uses for drone technology, the demand for skilled professionals continues to rise. Students participating in drone clubs gain exposure to industries that are actively searching for future talent. That makes these programs much more than extracurricular activities. They become workforce development opportunities. ## **Building STEM Skills Through Hands-On Exploration** Educators often struggle with a common challenge: helping students understand why classroom concepts matter. Drone programs naturally solve that problem. Mathematics becomes more meaningful when students calculate distances, altitudes, and flight paths. Physics concepts become easier to understand when students see lift, drag, thrust, and motion in action. Geography comes alive when students create maps and analyze aerial imagery. Engineering becomes tangible when students troubleshoot equipment, improve performance, and solve technical challenges. Computer science gains relevance when students use software platforms to process flight data and generate visualizations. Instead of learning concepts in isolation, students experience how multiple disciplines work together to accomplish a mission. That connection between theory and application often leads to higher engagement and deeper learning. ## **Preparing Students for FAA and Aviation Pathways** One of the most overlooked benefits of drone education is its connection to aviation careers. Many students who join a drone club because they enjoy technology discover a much broader interest in aviation, aerospace, and flight operations. Drone clubs provide an early introduction to concepts associated with the[ Federal Aviation Administration’s Part 107 Remote Pilot certification](https://www.faa.gov/uas/commercial_operators/become_a_drone_pilot), which is required for many commercial drone operations in the United States. While students may not immediately pursue certification, they begin learning about airspace, flight planning, weather considerations, safety procedures, regulations, and operational responsibilities. These experiences can spark interest in careers as pilots, aviation managers, aerospace engineers, flight systems specialists, air traffic professionals, and drone operators. For students fascinated by aviation, drone clubs often become the first step toward a much larger journey. ## **National Competitions Create Excitement and Opportunity** One reason drone clubs are expanding rapidly is the growing number of competitions and organized programs available to schools. Students can participate in programs supported by the[ AUVSI Foundation](https://www.auvsi.org/), which promotes STEM learning through drone and autonomous systems education. The[ Academy of Model Aeronautics](https://www.modelaircraft.org/) provides educational resources, safety guidance, and opportunities for students interested in aviation and drone operations. The [REC Foundation](https://recf.org/) has helped fuel the growth of student drone competitions through its [Aerial Drone Competition](https://recf.org/teams/competition/aerial-drone-competition/) programs, which challenge students to combine flight skills, teamwork, engineering, and problem-solving. [Drone Soccer](https://orqafpv.com/products/drone-soccer) is also gaining momentum across the country, creating exciting opportunities for schools to engage students through competition while introducing concepts related to aviation, engineering, and technology. Organizations such as [SkillsUSA](https://www.skillsusa.org/) continue expanding opportunities for students interested in aviation, technology, and emerging workforce skills. These competitions provide more than trophies. They build teamwork, leadership, communication skills, and confidence while exposing students to peers who share similar interests. **[Harmony Public Schools](https://www.youtube.com/@harmonyschools) – [Harmony Public Schools Hosts Mission 2026 Time Warp Drone Competition](https://www.youtube.com/watch?v=tjIRlpoqklg)** ## **Drones as Problem Solvers for Schools** One of the most exciting opportunities for drone clubs is their ability to contribute directly to the school community. Students can create aerial campus maps for facilities planning. They can support environmental science projects by documenting restoration efforts or analyzing local ecosystems. They can assist media programs by producing aerial footage for school promotional videos. Athletic departments can use drone footage to highlight facilities and events. STEM classes can use aerial imagery for interdisciplinary projects that connect science, mathematics, geography, and technology. In many cases, drone clubs become valuable contributors to the broader educational mission of the school. Students see firsthand how technology can be used to solve real problems and create meaningful outcomes. That experience is incredibly powerful. ## **Artificial Intelligence and Autonomous Systems** The future of drones is increasingly connected to artificial intelligence. Modern drone platforms already use AI-assisted technologies for navigation, obstacle avoidance, object recognition, mapping, and data analysis. As autonomous systems continue advancing, drones will play an even larger role in industries ranging from transportation and agriculture to infrastructure management and public safety. Students participating in drone clubs gain exposure to these emerging technologies at an early age. They begin understanding how automation works, how data is analyzed, and how intelligent systems make decisions. These experiences prepare students not only for drone-related careers but also for a future where artificial intelligence and autonomous technologies become increasingly common across nearly every profession. ## **Creating Powerful Community Partnerships** Drone clubs offer some of the strongest partnership opportunities of any student organization. Local engineering firms, construction companies, agricultural businesses, public safety agencies, utilities, airports, transportation departments, environmental organizations, and universities often have a direct interest in drone technology. Many are eager to support schools because they recognize the growing need for skilled professionals. These organizations can provide guest speakers, demonstrations, mentorship opportunities, site visits, internships, and career exploration experiences. Students gain valuable insight into how drone technology is being used in the real world. Schools gain access to expertise and resources. Communities benefit from stronger connections between education and workforce development. Everyone wins. ## **Helping Students Discover What’s Possible** Perhaps the greatest strength of a drone club is its ability to expand students’ understanding of what is possible. Many students join because flying a drone sounds exciting. What they often discover is a world of opportunities they never knew existed. They discover careers. They discover technology. They discover engineering. They discover aviation. They discover leadership. They discover confidence. Most importantly, they begin to see themselves as future innovators. That shift in perspective can change the trajectory of a student’s life. ## **Looking Beyond the Horizon** At first glance, a drone club may appear to be about aircraft. Look closer, however, and something much more meaningful is happening. Students are learning how technology solves problems. They are developing technical and leadership skills. They are connecting classroom concepts to real-world applications. They are exploring industries that continue to transform the global economy. Somewhere on a school athletic field today, a student is preparing a drone for flight. They are checking weather conditions, reviewing safety procedures, planning a mission, and collecting data that will help solve a real-world challenge. A decade from now, that same student may be designing autonomous aircraft, supporting emergency response operations, managing infrastructure projects, protecting natural resources, developing aerospace technologies, or helping shape the future of aviation. Drone clubs are not simply teaching students how to fly. They are helping students discover how high their futures can soar. **[WJBF](https://www.youtube.com/@WJBF6) – [Drone club at Parkway Elementary School soaring to new heights](https://www.youtube.com/watch?v=DRxqcOqkMlI)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [Tech Sprawl Is Higher Ed’s Real Security Story, Not the Breach Making Headlines](https://edcircuit.com/tech-sprawl-is-higher-eds-real-security-story-not-the-breach-making-headlines/) **Published:** June 4, 2026 **Author:** EdCircuit Staff **Excerpt:** The biggest cybersecurity threat in higher ed isn't the headline breach. It's the tech sprawl and shadow AI hiding between them. **Content:** Every few months, a cyberattack in higher education generates a news cycle. The recent disruption to Canvas during finals week is the latest example. These incidents are wake-up calls. They make abstract risk concrete, accelerate budget conversations, and give CIOs leverage to move stalled security investments forward. They are not, on their own, the most important signal. The more important signals are in the data. A recent LayerX Security [report](https://go.layerxsecurity.com/hubfs/LayerX_Enterprise_AI_and_SaaS_Data_Security_Report.pdf) found that nearly half of enterprise employees are using generative AI tools at work, with 22% pasting personally identifiable information into them. A January 2026 [study](https://library.educause.edu/resources/2026/1/the-impact-of-ai-on-work-in-higher-education) from Educause, conducted in partnership with AIR, NACUBO, and CUPA-HR, found that 94% of higher education professionals have used AI tools for work in the past six months — but only 54% are aware of their institution’s AI policies. More than 70% are using AI tools daily or weekly. Those numbers describe shadow AI. The pattern is broader. The number of platforms, tools, vendors, and integrations a typical college or university depends on to operate has grown faster than the governance, security, and continuity infrastructure designed to oversee them. Shadow AI is a prime example. It is not the only one. ## **What tech sprawl actually looks like inside an institution** Higher education environments are structurally exposed to sprawl in ways most other sectors are not. Institutions operate fragmented IT environments with inconsistent security controls across colleges, departments, and research operations, layered atop legacy infrastructure that resists patching and modernization. Attack surfaces have expanded with remote and hybrid work, as well as AI. Internal cybersecurity staffing remains thin relative to the risk surface. And the data institutions hold — subject to FERPA, HIPAA, GLBA, PCI, and an expanding patchwork of state privacy laws — is exactly the data attackers want. Add a campus culture that has historically prized openness and academic autonomy, and new tools, platforms, and integrations spread laterally across departments faster than any governance function can keep up with. A single academic unit can stand up a research data pipeline, a faculty productivity tool, and an AI-assisted grading workflow in a semester. Multiply that across colleges, schools, and administrative units, and most CIOs and CISOs cannot fully describe where their institutional data is flowing, through whom, or under what contractual terms. ## **Why *“we have a policy”* is no longer an answer** The institutional response to the expanding threat surface has often been a policy memo. When nearly all higher ed professionals use AI tools at work but only half know the rules, the policy is not the problem to solve. It’s evidence that the underlying governance work has not been established. The Canvas incident illustrates why continuity planning specifically matters. When a core platform goes offline — for any reason, through any vector — the institution’s ability to continue operating is set in advance, not in the moment. Most colleges and universities have continuity plans for their own infrastructure. Far fewer have continuity plans for the SaaS platforms that now run admissions, financial aid, learning management, research data, and student services. That gap is what makes visible incidents so disruptive. The disruption is not the attack. It is the absence of a credible alternative. ## **What modernization actually requires** A modern security and governance posture has to assume that sprawl is the baseline, not the exception. The work spans visibility, third-party risk, governance, and continuity simultaneously — and the institutions ahead of the curve are treating these as connected disciplines rather than separate projects. First, nothing can be governed that cannot be seen. That means network-level monitoring tuned to detect SaaS and generative AI traffic, endpoint visibility into browser-based tools, and a current inventory of which platforms hold which categories of institutional data. Most institutions have inventories that describe what they procured. Far fewer have inventories that describe what their people are actually using. Third-party risk management has to become a discipline, not a procurement checkbox. Every core vendor relationship needs documented answers to five questions: what data the vendor holds and under what classification, what breach-notification timeline applies, what evidence-of-deletion standards apply, and what continuity looks like if the vendor is offline for a week. Detection has to operate continuously, with managed detection and response paired with 24/7 monitoring as the floor, not the ceiling. Incident response playbooks built before 2024 need a refresh — most do not account for AI-mediated exfiltration, deepfake-driven social engineering, or third-party platform compromise. And governance has to be cross-functional: sprawl worsens when each function decides in isolation, and improves when decisions are made together and revisited as tooling changes. For institutions without the internal capacity to stand up this kind of program, the gap is increasingly being closed through specialized IT partners that can layer third-party risk management, monitoring, and incident response onto existing campus infrastructure. The model matters less than the outcome. ## **The institutional case for moving now** Cybersecurity has historically been framed as a cost center. When the institutional inventory of platforms and tools is genuinely difficult to describe, that framing undermines resilience. A cyber incident does not stay in IT — it stalls admissions cycles, slows financial aid processing, locks faculty out of course materials, and erodes the trust prospective students and families place in the institution. Higher education has spent the last decade hardening its perimeters, only for modern attackers, AI tools, and third-party integrations to walk around them. The discipline of preventing remote control is now the discipline of governing it — authorizing vetted agents, for specific tasks, under documented terms. Modernizing the institutional foundation means accepting that the perimeter is no longer the right unit of analysis. The data flow is. The vendor relationship is. The platform inventory is. The question facing higher ed IT leaders now is not whether to respond to the next headline, but whether the institution is structurally ready for the much larger, less visible exposure that occurs between headlines. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Dr. Jason Nairn (CISSP) is VP of Information Technology at Collegis Education](https://edcircuit.com/wp-content/uploads/2026/06/download.jpeg) ](https://edcircuit.com/author/dr-jason-nairn/) [Dr. Jason Nairn](https://edcircuit.com/author/dr-jason-nairn/ "Dr. Jason Nairn"): Author [*Dr. Jason Nairn* ](https://www.linkedin.com/in/jason-nairn/)*(CISSP) is VP of Information Technology at* [*Collegis Education*](https://collegiseducation.com/)*, where he leads the company’s security practice and serves as a virtual CIO for partner institutions. He has more than 20 years of experience as a CIO, educator, and security and compliance leader.* [ ](https://www.linkedin.com/in/jason-nairn/) [ View all posts ](https://edcircuit.com/author/dr-jason-nairn/ "View all posts") [ ](https://collegiseducation.com/) **Categories:** Hot Topics **Tags:** Headline --- ### [Retiring Educators Leave a Lasting Legacy](https://edcircuit.com/retiring-educators-leave-a-lasting-legacy/) **Published:** June 3, 2026 **Author:** EdCircuit Staff **Excerpt:** Retiring educators guided schools through decades of technological and societal change while shaping generations of students and communities. **Content:** Retiring educators are leaving behind far more than lesson plans, classroom keys, or staff badges. They are closing the chapter on careers that helped shape generations of students while navigating one of the most transformative eras in educational history. For many educators and school employees retiring this year, their careers began in a completely different world. Attendance was taken by hand. Grades were recorded in paper gradebooks. Overhead projectors represented cutting-edge classroom technology. Interoffice mail trays carried memos across school buildings, and school libraries relied on card catalogs, encyclopedias, microfiche machines, and the [Dewey Decimal System](https://mcpl.info/childrens/how-use-dewey-decimal-system) to help students conduct research. Today’s schools look almost[ unrecognizable by comparison](https://education.purdue.edu/news/2024/01/01/the-evolution-of-technology-in-the-classroom/). Those same educators witnessed the arrival of desktop computers, internet access, email communication, smartboards, laptops, online testing platforms, one-to-one student devices, video conferencing, digital citizenship programs, cybersecurity training, learning management systems, artificial intelligence, and mobile learning. And through every stage of that transformation, they continued doing the most important work in education: helping students feel safe, supported, challenged, and capable of success. ## **From Chalkboards to Smartboards** Education is one of the few professions where individuals dedicate decades of their lives not only to mastering their craft but also to constantly reinventing it. Retiring educators did not simply work through change—they adapted to it, learned from it, and often helped lead it. Many began their careers writing lessons on chalkboards and pulling down classroom maps by hand. Chalk later became dry-erase markers. Film strips became VHS tapes. VHS tapes turned into DVDs. DVDs disappeared into streaming platforms, YouTube clips, and digital learning libraries. Research papers once required long afternoons inside libraries flipping through encyclopedias and carefully scrolling through microfiche archives. Students today can search the internet in seconds or ask digital assistants like Siri and Alexa for answers instantly. School librarians experienced one of the greatest transformations of all. Many spent years teaching students how to use card catalogs, alphabetical filing systems, and physical research indexes before transitioning into online databases, digital literacy instruction, internet safety education, and modern search platforms. The role never stopped being important—it simply evolved alongside technology. Coaches experienced dramatic changes as well. Game film once involved wheeling televisions into classrooms and rewinding VHS tapes repeatedly to scout opponents. Today, coaches analyze digital film instantly, exchange breakdowns online, and use advanced software platforms to evaluate tendencies, statistics, and player development. But the mission remained the same: mentoring young people through teamwork, accountability, resilience, and leadership. They did not just witness educational transformation. They helped lead it. ## **The People Behind the School Day** School secretaries and administrative assistants experienced their own technological revolution inside school offices. Many began their careers handwriting attendance records, maintaining paper student files, scheduling appointments in large desk calendars, sorting stacks of paperwork, and answering constantly ringing landline phones. Over time, those systems evolved into digital attendance tracking, online scheduling platforms, student information systems, mass notification software, email communication, and real-time parent messaging applications. Yet despite the changing technology, school office staff continued serving as the welcoming face and steady heartbeat of the school building. School nurses transitioned from paper medication logs and filing cabinets to digital health systems, online medical records, and real-time communication with families and healthcare providers. Cafeteria teams evolved from handwritten lunch counts and cash trays to digital student meal accounts and automated systems. Bus drivers safely transported generations of students through rain, snow, traffic, and early mornings while learning new routing systems, communication tools, and safety procedures. Custodians adapted to evolving safety expectations, facility technology, and sanitation protocols long before most people realized how important those responsibilities truly were. Technology departments transformed from maintaining a few desktop computers into managing entire digital ecosystems that support modern learning environments. Together, these individuals created the foundation that allowed schools to function every single day. ## **Adapting Through Every Era of Change** Parent communication changed dramatically throughout the careers of retiring educators. Newsletters once folded neatly into backpacks became emails, text alerts, district apps, social media updates, and instant notifications delivered directly to phones within seconds. Snow day announcements that families once waited to hear on television or radio stations are now posted instantly online. Permission slips became digital forms. Report cards became parent portals. Staff meetings evolved into virtual video conferences. Technology changed rapidly, but expectations changed even faster. Retiring educators also experienced enormous societal shifts outside the classroom walls. Expectations surrounding school safety, mental health support, digital citizenship, cybersecurity awareness, student wellness, and social-emotional learning evolved dramatically throughout their careers. Many educators entering retirement today taught through national tragedies, economic downturns, changing state standards, staffing shortages, evolving testing requirements, and the unprecedented disruption of the COVID-19 pandemic. That pandemic alone reshaped education forever. Teachers learned virtual instruction almost overnight. Principals became crisis managers. Technology departments became educational lifelines. School staff distributed meals, solved connectivity issues, supported families remotely, and worked tirelessly to keep students connected to learning during one of the most uncertain periods in modern history. And through every challenge, educators continued showing up for students. Technology changed. Students changed. Society changed. But their commitment never did. ## **More Than a Job** There is something emotional about retirement in education. The final dismissal bell. The empty classroom. The bulletin boards coming down. The final concert, graduation, science fair, football game, musical performance, or staff meeting. The final bus duty assignment. For many educators, schools became a second home. Colleagues became extended family. Students became lifelong memories. Retirement brings excitement and opportunity, but it also carries reflection and emotion because education is never simply “a job.” It becomes part of a person’s identity. Ask almost any retired teacher and they can still remember former students decades later. They remember classroom breakthroughs, funny stories, difficult moments, and students who simply needed someone to believe in them. That lasting impact is what makes education special. Very few professions allow individuals to directly shape the lives of thousands of young people over the course of a career. Retiring educators helped students learn to read, solve equations, perform music, understand science, write essays, compete in athletics, discover creativity, and build confidence in themselves. Some inspired future teachers. Some inspired doctors, engineers, artists, military personnel, entrepreneurs, scientists, and community leaders. Some simply gave students consistency and kindness during difficult moments in life. That impact cannot fully be measured through data, test scores, or graduation rates. It lives inside the lives students eventually build for themselves. ## **The Generation That Helped Schools Evolve** Future classrooms may include AI-supported learning, augmented reality instruction, advanced robotics, and technologies that do not yet exist. But students will still need trusted adults who encourage them, challenge them, guide them, and believe in their potential. That human connection is the true legacy retiring educators leave behind. Their generation helped schools transition from analog to digital. From chalkboards to smartboards. From encyclopedias to search engines. From microfiche to cloud storage. From handwritten attendance sheets to real-time student information systems. From landline phones to mobile communication. From projector transparencies to interactive learning displays. Yet through every innovation and every challenge, educators continued showing up every morning for students. That consistency matters. In a world that constantly changes, schools often remain one of the few stable places in a child’s life. Retiring educators helped preserve that stability for decades. ## **A Legacy That Will Continue** Their fingerprints are everywhere. Inside school traditions. Inside classroom culture. Inside athletic programs. Inside music departments. Inside science labs. Inside libraries. Inside school offices. Inside students who grew into confident adults because someone in a school believed in them. Retirement may mark the end of a career, but it does not erase the legacy those educators leave behind. In many ways, their work continues every single day through the students, schools, and communities they helped shape. To every retiring teacher, principal, counselor, librarian, paraprofessional, bus driver, custodian, secretary, technology specialist, cafeteria worker, coach, and school employee: thank you. Thank you for adapting. Thank you for persevering. Thank you for staying ahead of the curve. Thank you for helping schools evolve while never losing sight of what mattered most. And most importantly, thank you for dedicating your life to students. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [Physical Safety Inspections in Science Labs](https://edcircuit.com/physical-safety-inspections-in-science-labs/) **Published:** July 15, 2026 **Author:** EdCircuit Staff **Excerpt:** Physical safety inspections help science programs evaluate facilities, equipment, and emergency systems to reduce risk and improve safety. **Content:** [Physical safety inspections](https://www.nsta.org/blog/safety-checklist-navigating-safer-waters) are one of the most valuable tools available to schools seeking to create safer science learning environments. While many educators hear the term and immediately think about compliance requirements, checklists, or annual reviews, an effective inspection is much more than an audit. It is an opportunity to see a science laboratory through a different lens—a lens focused entirely on prevention. Every year, students across the country walk into science classrooms expecting a safe place to learn, experiment, and explore. Teachers conduct demonstrations, students handle laboratory equipment, chemicals are used and stored, and hands-on investigations help bring scientific concepts to life. Most days pass without incident. That is exactly the goal. The challenge is that the conditions that lead to accidents rarely appear overnight. Risks develop gradually. Equipment ages. Storage areas become crowded. Documentation becomes outdated. Emergency equipment becomes overlooked. Small concerns accumulate until one day they become significant problems. A [physical safety inspection helps schools](https://www.cdc.gov/niosh/docs/2004-101/default.html) identify those concerns before they contribute to an injury, emergency, or compliance issue. The most effective inspections are not about finding fault. They are about protecting people. ## **Walking Into the Laboratory** Imagine an experienced laboratory safety professional entering a science classroom for an annual inspection. At first glance, everything looks good. The room is clean. Student work is displayed on the walls. Laboratory tables are organized. [Safety goggles](https://sciencesafety.com/product/eye-protection-in-k-12-sciences-classes/) are visible. Chemical cabinets appear orderly. Many administrators would walk into the room and conclude that the laboratory is in excellent condition. But an inspection is designed to look beyond appearances. The inspector moves toward the eyewash station. The unit appears functional, but there is no evidence it has been tested recently. Nearby, boxes of classroom supplies partially obstruct access. A few steps away, the safety shower is operational, but reaching it quickly during an emergency could prove difficult. The fire extinguisher is mounted properly, but equipment stored nearby may slow access. Inside a chemical cabinet, acids and bases have gradually migrated next to one another over the course of several years. Nothing looks dangerous. Yet every finding represents a potential weakness in the laboratory safety system. This is the true value of a physical inspection. It reveals the difference between looking safe and being safe. ## **Why Familiarity Can Be Dangerous** One of the most common challenges in laboratory safety is familiarity. Teachers spend years in the same classrooms. Laboratory managers see the same storage areas every day. Facilities teams walk the same hallways repeatedly. Over time, conditions become normal. A partially blocked exit no longer attracts attention. An aging chemical container becomes part of the background. A damaged label seems insignificant. A missing inspection tag is easily overlooked. Human beings naturally adapt to their environments. What once appeared unusual eventually becomes accepted as routine. This phenomenon is one of the primary reasons annual inspections are so important. An outside perspective often identifies concerns that have become invisible to those working in the space every day. The safest schools recognize that fresh eyes can uncover risks before those risks have an opportunity to create harm. ## **What Inspectors Often Discover** Many educators are surprised to learn that the most common inspection findings are not dramatic. Inspectors rarely discover catastrophic hazards. Instead, they find dozens of small issues that collectively increase risk. Eyewash stations that have not been inspected. Safety showers blocked by storage materials. Fire extinguishers hidden behind equipment. Compressed gas cylinders that are not properly secured. Chemical containers with deteriorating labels. Expired chemicals that should have been removed years ago. Damaged goggles still being used by students. Emergency contact information that no longer reflects current personnel. [Safety Data Sheet](https://sciencesafety.com/product/safety-data-sheets/) collections that have not been updated. Chemical inventories that no longer match actual laboratory contents. Individually, each issue may appear minor. Collectively, they tell a different story. They reveal opportunities for improvement. More importantly, they reveal opportunities for prevention. ## **Emergency Equipment: The Equipment You Hope You Never Need** Perhaps no area receives more attention during an inspection than emergency equipment. The reason is simple. Emergency equipment is designed for the moments nobody wants to experience. An [eyewash station](https://sciencesafety.com/product/eye-wash-stations-and-showers-lab-safety/) may sit unused for years. A [safety shower](https://sciencesafety.com/product/eye-wash-stations-and-showers-lab-safety/) may never be activated. A[ fire extinguisher](https://sciencesafety.com/product/fires-and-fire-extinguishers/) may remain untouched throughout its service life. Yet if an emergency occurs, these systems instantly become critical. Inspections help verify that emergency equipment is accessible, operational, and ready. Can a student reach the eyewash station within seconds? Is the safety shower unobstructed? Can staff immediately access emergency shutoff controls? Are spill response materials available? Would emergency responders be able to navigate the laboratory efficiently? These questions are not theoretical. They determine whether safety systems function as intended when every second matters. ## **Chemical Storage: Behind Closed Doors** If emergency equipment represents the visible side of laboratory safety, [chemical storage](https://sciencesafety.com/product/chemical-storage-and-safety/) represents the hidden side. Some of the most significant inspection findings occur inside storage cabinets and preparation rooms. Inspectors often discover chemicals that have remained untouched for decades. Some materials have exceeded their useful life. Others no longer support the current curriculum. In some cases, schools inherit chemicals from previous instructors and simply continue storing them without evaluation. Over time, chemical inventories grow more complex. Without routine review, even organized storage areas can develop concerns. Physical inspections help schools answer important questions. What chemicals do we have? Why do we have them? Are they stored appropriately? Do we still need them? The answers frequently reveal opportunities to reduce risk while simplifying laboratory management. ## **Why Chemical Hygiene Officers Matter** The most successful inspection programs rarely rely on a single annual visit. They are supported by individuals who champion safety throughout the year. In many schools, this responsibility belongs to a [Chemical Hygiene Officer (CHO)](https://sciencesafety.com/chemical-hygiene-officer-certification-training/), science supervisor, laboratory manager, or designated safety coordinator. These individuals serve as the bridge between inspections and daily operations. They monitor corrective actions. Review inventories. Coordinate training. Track documentation. Support compliance efforts. And ensure that inspection findings lead to meaningful improvements. Without someone guiding the process, even the best inspections can become forgotten reports sitting on a shelf. Safety improves when ownership exists. The strongest laboratory programs understand that inspections are not events. They are part of an ongoing safety journey. ## **Safety Is a Leadership Issue** Laboratory safety is often viewed as a responsibility that belongs solely to science teachers. In reality, effective safety programs require leadership support. Principals. Facilities personnel. Risk managers. District administrators. School boards. Each plays a role in creating safe laboratory environments. Leadership determines priorities. Leadership allocates resources. Leadership establishes expectations. When school leaders ask questions about inspections, corrective actions, training, and laboratory conditions, safety becomes part of the organizational culture. When those conversations never occur, important issues can remain unresolved for years. One of the simplest questions a school leader can ask is also one of the most powerful: > “When was our last laboratory safety inspection?” The answer often reveals far more than expected. ## **The Goal Is Not the Inspection** Many schools mistakenly view inspections as the finish line. They are not. An inspection is the starting point. The real value comes from what happens afterward. Findings must be addressed. Equipment must be repaired. Training must be conducted. Documentation must be updated. Storage systems must be improved. Every corrective action strengthens the laboratory environment. Every improvement reduces risk. The inspection identifies the path forward. Progress occurs when schools follow that path. ## **Building a Culture of Continuous Improvement** The strongest science programs do not wait for problems to force change. They continuously evaluate their practices. They ask questions. They seek feedback. They embrace inspections as opportunities to learn rather than obligations to endure. This mindset transforms safety from a compliance activity into a cultural value. Teachers become more engaged. Administrators become more informed. Students benefit from safer learning environments. The laboratory evolves into a place where innovation and safety support one another rather than compete for attention. ## **Reading the Story Before the Next Chapter Is Written** Every science laboratory tells a story. The condition of its equipment, storage systems, emergency resources, documentation, and facilities reveals [how effectively safety is being managed](https://sciencesafety.com/free-occupancy-load-calculator-tool/). The question is whether schools are willing to read that story before an incident writes the next chapter. Physical safety inspections provide that opportunity. They allow educators to identify risks before injuries occur, correct deficiencies before emergencies arise, and create environments where students can safely explore the wonder of science. That is the true purpose of an inspection—not to find problems, but to protect people. Because every student deserves a laboratory where curiosity is encouraged, discovery is celebrated, and safety is never left to chance. **[Belton New Tech @Waskow](https://www.youtube.com/@BeltonNewTech) – [Laboratory Safety Inspection](https://www.youtube.com/watch?v=9JmZvXaf0YU)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety, Science Safety **Tags:** Headline --- ### [Career and Technical Education Jobs Rising Fast](https://edcircuit.com/career-and-technical-education-jobs-rising-fast/) **Published:** June 2, 2026 **Author:** EdCircuit Staff **Excerpt:** Career and Technical Education (CTE) jobs help students launch debt-free careers through skilled trades, certifications, and workforce pathways. **Content:** [Career and Technical Education](https://www.aft.org/education/CareerAndTechnicalEducation) jobs are transforming how schools prepare students for successful, debt-free careers after graduation. Across the country, educators are witnessing a major shift in how students and families view life after high school. For decades, the traditional message was simple: attend a four-year university, earn a degree, and begin a career. But rising tuition costs, growing student loan debt, and increasing demand for skilled workers are changing that conversation in powerful ways. Today, many students are discovering that success can begin immediately after high school through skilled trades, technical certifications, apprenticeships, and workforce partnerships that lead directly to stable, meaningful careers. More importantly, schools are helping students understand that choosing a technical pathway is not settling for less. In many cases, it is opening the door to opportunity, financial independence, entrepreneurship, and long-term success. This movement is about more than workforce development. It is about changing lives. Across America, high schools are redesigning learning spaces, modernizing Career and Technical Education (CTE) programs, and building stronger partnerships with community colleges, trade organizations, healthcare systems, unions, and local businesses. Welding labs now resemble advanced manufacturing facilities. Healthcare classrooms feature patient simulation mannequins and emergency response equipment. Cybersecurity labs mimic real-world network environments. Students are no longer simply learning about careers. They are experiencing them firsthand. For many students, these programs provide something traditional classrooms sometimes struggle to offer: a direct connection between education and purpose. ## **A New Definition of Success** The conversation around postsecondary success is evolving rapidly. Families who once believed a four-year university was the only respectable path are increasingly recognizing the value of skilled trades and technical careers. Parents are seeing graduates enter the workforce with strong salaries, retirement benefits, job security, and little to no college debt. At the same time, industries across the country are [facing workforce shortages in construction](https://cicconstruction.com/blog/half-a-million-short-the-construction-workforce-crisis-reshaping-project-delivery/), manufacturing, healthcare, information technology, and infrastructure. Schools are responding by creating pathways that prepare students to fill those critical roles while giving them a head start financially and professionally. Counselors and educators are also helping students understand a critical truth: success looks different for every learner. Some students thrive in lecture halls and academic research environments. Others thrive when working with their hands, solving technical problems, building systems, repairing equipment, or learning through real-world application. Career and Technical Education allows schools to honor those different strengths while helping students build confidence in their future. The result is a generation of students beginning to realize they have options. ## **1. Electricians and Electrical Technology** [Electrical technology](https://www.tcc.edu/programs/electrical-technology/) has quickly become one of the most sought-after CTE pathways in the country. As communities expand infrastructure, modernize buildings, and adopt renewable energy systems, electricians are becoming increasingly valuable. Today’s high school electrical programs are far more advanced than many people realize. Students often work in fully equipped training labs where they learn circuitry, wiring, blueprint reading, motor controls, safety procedures, and electrical diagnostics. Some graduate with OSHA certifications or apprenticeship hours already completed. What makes this pathway especially attractive is the combination of strong earning potential and limited educational debt. Many apprenticeships allow students to earn income while continuing their training, helping them build careers without the financial burden many college graduates face. One student in a Midwest CTE program recently completed his electrical certification pathway before graduation and immediately entered a paid apprenticeship with a local contractor. By age 20, he had already purchased his first truck, avoided student loans entirely, and was mentoring younger students interested in the trade. Stories like these are becoming more common across the country. [High schools are increasingly partnering](https://hechingerreport.org/trade-union-partnerships-hold-promise-for-high-school-students/) with unions, construction firms, and workforce development agencies to ensure students transition smoothly from the classroom into real employment opportunities. These partnerships are helping students see that technical careers can offer stability, pride, and long-term growth. ## **2. HVAC and Climate Control Technology** Heating, ventilation, air conditioning, and refrigeration careers are also [experiencing enormous demand](https://www.bls.gov/ooh/installation-maintenance-and-repair/heating-air-conditioning-and-refrigeration-mechanics-and-installers.htm). Every school, hospital, office building, home, and commercial facility depends on climate control systems operating safely and efficiently. Modern HVAC careers combine technical skill with advanced technology. Students learn how to troubleshoot digital systems, improve energy efficiency, analyze airflow systems, and maintain complex environmental controls. In many programs, students work directly on training units identical to the equipment used in the field. For students who enjoy problem-solving and hands-on learning, HVAC programs can become life-changing opportunities. Many school districts now partner directly with local HVAC companies to provide internships, job-shadowing experiences, and mentorship opportunities. These community relationships help students build professional connections before they even graduate. What also makes HVAC appealing is job security. Climate systems require ongoing installation, maintenance, upgrades, and emergency repairs year-round. Skilled technicians remain in demand regardless of economic conditions. For educators, HVAC programs also represent something larger: proof that skilled trades now require advanced technical thinking, digital literacy, communication skills, and professionalism. These are highly skilled careers shaping the future of infrastructure and sustainability. ## **3. Healthcare Support Careers** Healthcare continues to be one of the [fastest-growing employment sectors in America](https://www.cnbc.com/2026/02/11/the-top-fastest-growing-jobs-in-healthcare-according-to-bls-data-.html), and high schools are helping students enter the field earlier than ever before. CTE healthcare programs now offer pathways in nursing assistance, sports medicine, emergency medical response, medical assisting, phlebotomy, and patient care. Many students graduate with certifications that allow them to begin working immediately while continuing their education if they choose. Inside these classrooms, students often practice patient care techniques using healthcare simulation equipment designed to replicate real medical environments. Some programs partner directly with hospitals and healthcare providers, allowing students to complete clinical experiences before graduation. These experiences are transformative. Students not only learn technical healthcare skills, but they also develop empathy, communication, teamwork, and responsibility. Many discover a sense of purpose that shapes their future career decisions. In one district, a student enrolled in a healthcare pathway after helping care for a grandparent during an illness. Through clinical experiences and mentorship opportunities, she discovered a passion for nursing and became the first member of her family to pursue a healthcare career. Career and Technical Education programs often do more than prepare students for jobs. They help students discover who they are. ## **4. Welding and Advanced Manufacturing** Manufacturing has evolved dramatically over the past two decades. Today’s advanced manufacturing environments rely heavily on robotics, automation, engineering technology, computer-assisted design, and precision systems. High school welding and manufacturing programs are evolving alongside those changes. Students now learn fabrication, robotic welding, CNC machining, blueprint interpretation, and advanced safety procedures using industry-grade equipment. [Many schools have transformed outdated shop classrooms into modern innovation labs](https://katv.com/news/lexicon-investment-boosts-mills-high-schools-welding-program-creating-workforce-pipeline-little-rock-arkansas-steel-fabrication-skilled-trade-school-clint-woodard-robert-moseley-celeste-wilson-ethan-collins-college-university-studies) filled with digital fabrication systems and advanced manufacturing tools. Community partnerships are driving much of this transformation. Local manufacturers increasingly recognize that workforce development must begin before graduation. As a result, many companies are donating equipment, funding training programs, sponsoring student competitions, and offering paid internships to students. This connection between schools and industry creates enormous opportunity. Students who once felt disconnected from traditional academic environments are discovering confidence through technical mastery and hands-on achievement. Educators are watching students who struggled in conventional classrooms become leaders in welding labs, engineering teams, and robotics competitions. These programs are helping students understand that skilled trades require intelligence, precision, creativity, and discipline. ## **5. Cybersecurity and Information Technology** [One of the fastest-growing CTE pathways today is cybersecurity and information technology.](https://www.cde.ca.gov/ci/ct/gi/itsector.asp) As schools, businesses, healthcare systems, and government agencies face growing digital threats, the demand for skilled IT professionals continues to rise. High schools are responding by building cybersecurity labs, networking academies, coding programs, and IT certification pathways that prepare students for immediate employment opportunities after graduation. Students may graduate with certifications in networking, cybersecurity fundamentals, cloud systems, or hardware support while gaining real-world troubleshooting experience in simulated technology environments. This pathway also reflects how modern Career and Technical Education has evolved far beyond outdated stereotypes. Today’s CTE programs include highly sophisticated technology fields that blend analytical thinking, problem-solving, communication, and innovation. Students interested in technology can now begin building professional careers directly from high school while continuing to grow their skills over time. Partnerships with local technology companies, colleges, and workforce organizations are helping students understand that cybersecurity is not just a future career pathway. It is one of the most critical industries shaping the future of society. ## **How Schools Are Changing Lives** The most [inspiring part of the Career and Technical Education movement](https://www.newson6.com/something-good/warner-high-school-students-build-house-as-class-project) may be the renewed sense of purpose many students are discovering. Educators frequently talk about the moment a student realizes they are good at something meaningful. Sometimes that moment happens in a welding lab. Sometimes it happens during a healthcare clinical rotation. Sometimes it happens while troubleshooting a network issue or wiring a circuit board. Those moments matter. Students who may have once doubted themselves begin to see a future filled with possibility. Families begin viewing technical careers with pride and excitement. Communities benefit from stronger local workforce pipelines. Employers gain access to motivated young professionals ready to contribute. Schools are no longer simply preparing students for tests. Increasingly, they are preparing students for life. Career and Technical Education programs are helping students understand that there are many pathways to success, and every pathway deserves respect. That message may be one of the most important lessons education can offer today. At a time when many families are questioning the cost of higher education, and students are searching for purpose, CTE programs are providing something incredibly powerful: hope, direction, and opportunity. And for countless students across America, that opportunity is changing lives forever. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [Summer Learning Adventures Beyond the Classroom](https://edcircuit.com/summer-learning-adventures-beyond-the-classroom/) **Published:** July 7, 2026 **Author:** EdCircuit Staff **Excerpt:** Summer learning adventures help students explore STEM, AI, museums, libraries, history, and outdoor experiences beyond the classroom. **Content:** Summer learning adventures are becoming one of the most powerful ways students can explore new interests, develop future-ready skills, and create lifelong memories beyond the classroom. For many families, the final school bell signals the start of something special. Backpacks are set aside. Alarms are silenced. Schedules loosen. Students trade classrooms for sunshine, hallways for hiking trails, and school buses for family road trips. Summer has always represented freedom. But increasingly, it also represents opportunity. Across the country, families are redefining what summer can be. They are discovering that some of the most meaningful learning experiences happen not within the walls of a school building, but in museums, libraries, science camps, national parks, historical landmarks, makerspaces, and community events. The reality is that today’s students live in a world where learning never truly stops. New technologies emerge daily. Artificial intelligence is transforming careers. Cybersecurity has become a critical workforce need. The nation is preparing for the historic America250 celebration. At the same time, educators, libraries, museums, and community organizations are creating more opportunities than ever for students to explore their passions. The best summer classroom may not have walls at all. ## **A New Era of Summer Learning** Not long ago, summer learning was often associated with avoiding the “summer slide.” Today,[ the conversation is changing.](https://www.montevideoschools.org/o/mms/article/2937735) Families are increasingly viewing summer as a season of exploration rather than remediation. Instead of simply trying to preserve academic skills, many parents are looking for opportunities that inspire curiosity, creativity, problem-solving, and real-world experiences. The shift reflects a growing understanding that some of the most important lessons students learn occur outside traditional academic environments. A student attending a robotics camp is learning engineering principles. A teenager volunteering in a community garden is learning environmental science and civic responsibility. A family visiting a historical site is strengthening historical literacy and civic understanding. A child participating in a library reading challenge is developing literacy skills while discovering a lifelong love of reading. These experiences often feel less like school and more like adventure. Yet their impact can be profound. Many educators recognize this reality. Teachers across the country spend their summers leading STEM camps, facilitating outdoor education programs, volunteering at museums, coaching robotics teams, and creating enrichment opportunities that help students continue learning in exciting new ways. The classroom may close in June, but learning continues everywhere. ## **America250 Creates a Summer of Discovery** Few educational opportunities are as timely or exciting as the preparations underway for America’s 250th birthday. The nationwide [America250](https://america250.org/) initiative is creating opportunities for students and families to explore history, civics, citizenship, and community engagement in meaningful ways. Across the country, museums, historical societies, libraries, parks, and civic organizations are preparing special programs, exhibits, celebrations, and educational experiences that help tell the story of America while inspiring future generations. America250 For students, history comes alive when they experience it firsthand. Imagine a family standing at a Revolutionary War battlefield where pivotal moments unfolded. Imagine visiting a presidential home, a historic courthouse, or a museum exhibit that showcases the innovations and struggles that helped shape the nation. Imagine attending a local America250 celebration where students can interact with historians, community leaders, veterans, and civic organizations. These experiences help transform history from a chapter in a textbook into a living story. More importantly, America250 presents an opportunity to ask an important question: What role will today’s students play in America’s next 250 years? The answer may begin with a summer adventure. ## **STEM Camps Are Inspiring Future Innovators** Walk through a modern STEM camp and you will likely see students doing things that would have seemed impossible just a decade ago. Students are programming robots. Designing drones. Building rockets. Creating mobile apps. Exploring engineering challenges. Developing video games. Conducting scientific research. Experimenting with renewable energy technologies. The [explosion of STEM-focused summer programs](https://sciencesafety.com/stem-safety-safer-stem/) reflects the growing demand for future scientists, engineers, programmers, researchers, and innovators. These experiences are powerful because they move beyond theory. Students are not simply reading about science. They are doing science. They are testing ideas, making mistakes, solving problems, collaborating with peers, and experiencing the excitement that comes with discovery. For many students, a single STEM camp becomes the spark that influences a future career path. An aspiring engineer may discover a passion for robotics. A future environmental scientist may become fascinated by ecosystems. A student who has never considered technology as a career may suddenly find themselves building their first successful program. Sometimes all it takes is one experience to open an entirely new world of possibilities. ## **AI and Cybersecurity Are the New Summer Skills** While sports camps and traditional summer activities remain popular, another category of summer learning is rapidly expanding. Artificial intelligence. Cybersecurity. Digital innovation. These fields are no longer reserved for college students or technology professionals. Students of all ages are gaining access to age-appropriate programs that teach them how emerging technologies work and how they can be used responsibly. A middle school student might spend a week learning prompt engineering and AI creativity. A high school student may participate in a cybersecurity challenge that teaches ethical hacking concepts and digital defense strategies. Others may explore coding, machine learning, data science, or robotics. These opportunities matter because the workforce students will enter looks dramatically different than the workforce of even a decade ago. Technology literacy is becoming as important as traditional literacy. [Understanding](https://sciencesafety.com/cyber-safety-certification-courses/) AI, digital citizenship, cybersecurity, and responsible technology use is quickly becoming part of being an informed citizen. For families looking ahead, summer can be the perfect time to begin exploring these skills. ## **Libraries Are Community Learning Powerhouses** Few places offer as much educational value as a local library. For generations, libraries have served as summer destinations for curious minds. Today, they are doing even more. Modern libraries have evolved into innovation hubs that provide access to technology, makerspaces, coding workshops, author visits, creative projects, career exploration opportunities, and STEM activities. Many libraries offer free summer reading programs that encourage students to keep reading while school is out. Others host robotics demonstrations, AI workshops, art programs, science activities, and community events. Libraries remain one of the few places where curiosity can lead almost anywhere. A student interested in space exploration can discover astronomy. A future entrepreneur can explore business and leadership. An aspiring artist can find inspiration. A curious reader can stumble upon a book that changes the course of their life. Best of all, many of these opportunities are free. ## **Museums Continue to Spark Wonder** There is something powerful about standing in front of a real artifact, a scientific exhibit, or a piece of art. Museums create moments of wonder. They help students connect ideas across subjects while encouraging observation, inquiry, and critical thinking. Science museums turn complex concepts into hands-on experiences. Art museums inspire creativity and expression. History museums bring the past to life. Children’s museums encourage exploration through play. The best museums do more than display information. They invite students to interact with it. Those experiences often stay with learners for years. A single visit can inspire new interests, career aspirations, or simply a deeper appreciation for the world around them. ## **Nature Remains the Ultimate Classroom** Not every summer learning experience requires admission tickets, registration forms, or organized programming. Some of the most impactful opportunities exist just outside the front door. Nature remains one of the greatest classrooms ever created. A hike becomes a lesson in ecology. A camping trip becomes an exploration of environmental science. Bird watching teaches observation. Gardening introduces biology. Fishing demonstrates patience and ecosystems. Stargazing creates wonder while introducing astronomy. Students who spend time outdoors often develop a stronger connection to the natural world and a deeper appreciation for conservation and stewardship. In an age dominated by screens, outdoor exploration offers something increasingly valuable: presence. The ability to slow down, observe, reflect, and connect. ## **The Memories That Last Long After Summer Ends** Years from now, students may not remember every worksheet they completed or every assessment they took. But they often remember experiences. They remember launching a rocket for the first time. They remember standing beside a historic monument. They remember building a robot that finally worked. They remember discovering a favorite book at the library. They remember the family hike, the museum trip, the science camp, and the conversations that happened along the way. One day, parents realize that their children no longer ask to visit the museum. One day, students outgrow summer camps. One day, the family road trip becomes a memory. That is precisely why these experiences matter. They are educational. But they are also deeply personal. They build confidence. They strengthen families. They create stories that are retold for years. ## **The Best Summer Classroom Has No Walls** As communities prepare for America250 celebrations, as STEM opportunities continue expanding, and as AI and cybersecurity become part of everyday life, families have more opportunities than ever to transform summer into a season of discovery. The best summer learning experiences do not require perfection. They simply require curiosity. A trip to a museum. An afternoon at the library. A cybersecurity course. A STEM camp. A historical landmark. A community event. A hike through a local park. A conversation sparked by wonder. Together, these moments remind students that learning is not confined to a classroom calendar. The most meaningful education often happens when curiosity leads the way. And sometimes, the most important classroom of all is the one without walls. **[Raleigh County Schools](https://www.youtube.com/@raleighcountyschools7334) – [Summer Adventures Booklets 2026 | Raleigh County Schools Summer Learning & Activities](https://www.youtube.com/watch?v=6GlNJ8D1zwI)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [Why Students Need Digital Citizenship Earlier Than Ever](https://edcircuit.com/why-students-need-digital-citizenship-earlier-than-ever/) **Published:** July 2, 2026 **Author:** EdCircuit Staff **Excerpt:** Digital citizenship education helps students navigate cybersecurity, AI, misinformation, and online safety in an increasingly connected world. **Content:** Digital citizenship education is[ becoming one of the most important investments schools can make](https://www.eschoolnews.com/cosn-corner/2023/08/23/digital-citizenship-in-schools/) as students face growing cybersecurity threats, artificial intelligence tools, misinformation, social media pressures, and online risks at younger ages than ever before. Not long ago, digital citizenship was often viewed as an extension of technology class. Students might receive a lesson about internet safety, cyberbullying, or protecting passwords sometime in upper elementary or middle school. The assumption was that children would gradually encounter technology as they got older and could learn responsible online behavior when the need arose. That assumption no longer reflects reality. Today’s students are growing up in a world where digital interactions begin almost as soon as they can speak. Many children learn to swipe a screen before they learn to tie their shoes. They use tablets in preschool, watch videos on connected devices, play online games with people they have never met, communicate through messaging platforms, and increasingly interact with artificial intelligence-powered tools before reaching middle school. Technology is no longer something students use occasionally. It is woven into nearly every aspect of their lives. As a result, digital citizenship has evolved from a technology topic into a life skill. The question is no longer whether schools should teach digital citizenship. The question is how early they should begin. For many educators, technology leaders, and cybersecurity professionals, the answer is becoming increasingly clear: much earlier than we once imagined. ## Students Are No Longer Just Users of Technology One of the biggest misconceptions about technology in schools is that students are simply consumers of digital tools. In reality, students are active participants in complex digital ecosystems. Every day they create accounts, share information, access cloud-based systems, collaborate online, upload content, communicate digitally, and interact with platforms that collect and process data. They make decisions that can impact their privacy, their safety, and in some cases the security of their schools. This shift has elevated [the importance of digital citizenship far beyond teaching students how to behave online](https://sciencesafety.com/product/cybersecurity-digital-citizenship-pathway-for-middle-school-students/). Students have become stakeholders in digital security. In many ways, they have become one of the most important layers of defense. ## Why Students Are the First Line of Defense When school leaders discuss [cybersecurity](https://sciencesafety.com/product/cybersecurity-and-schools-best-practices/), conversations often focus on firewalls, endpoint protection, security monitoring, multi-factor authentication, network segmentation, and threat detection systems. Those tools matter. They are essential. But many successful cyberattacks do not begin by exploiting technology. They begin by exploiting people. A phishing email convinces someone to click a malicious link. A fake login page captures credentials. A suspicious file is downloaded. A password is shared. A social engineering attack succeeds because someone trusted a message they should have questioned. Increasingly, students are among the people being targeted. Imagine a fifth-grade student receiving an email claiming their school account password has expired. Imagine a middle school student being asked to log into what appears to be a familiar educational platform. Imagine a high school student receiving a direct message promising access to study guides, gaming rewards, or free downloads. Cybercriminals understand that younger users often have less experience recognizing suspicious activity. That is why students must be taught to identify warning signs early. Every student who recognizes a phishing attempt and reports it helps protect the district. Every student who understands password security reduces risk. Every student who knows how to question suspicious requests becomes another layer of cybersecurity protection. The reality is that students are no longer on the sidelines of cybersecurity. They are part of the security team whether schools intentionally prepare them for that role or not. ## The Digital Footprint Starts Earlier Than Most Students Realize One of the most powerful concepts within [digital citizenship is helping students understand that their online actions](https://virginiaedstrategies.org/digital-citizenship-resources-for-k12-educators/) create a lasting record. Many young people assume digital content is temporary. They believe a post disappears. A comment is forgotten. A photo vanishes. A video is lost in an endless feed. The truth is far different. Content can be copied, archived, screenshotted, shared, and rediscovered years later. The digital footprint a student begins creating in elementary school can follow them through middle school, high school, college admissions, scholarship opportunities, internships, and employment. This is not meant to create fear. It is meant to create awareness. Students need to understand that digital citizenship is not simply about avoiding mistakes. It is about intentionally building a positive digital identity. The same technology that can create problems can also create opportunities. Students can use digital platforms to showcase creativity, leadership, academic achievement, community service, and innovation. Helping students understand this distinction is one of the most valuable lessons schools can provide. ## Artificial Intelligence Has Changed the Conversation The rapid adoption of artificial intelligence has fundamentally changed what digital citizenship looks like. Just a few years ago, most conversations focused on social media, cyberbullying, passwords, and internet safety. Today, students have access to AI systems capable of generating essays, images, videos, code, presentations, research summaries, and answers to nearly any question. The opportunities are remarkable. The challenges are equally significant. Students must learn how to use AI responsibly. They need to understand that AI-generated information can be inaccurate. They need to recognize that AI systems can produce bias, misinformation, fabricated citations, and convincing but incorrect answers. A student who blindly trusts AI without verification can quickly spread inaccurate information. A student who understands digital citizenship approaches AI differently. They question outputs. They verify sources. They cross-check information. They apply critical thinking. In many ways, digital citizenship has become the foundation of AI literacy. The schools that teach students how to think critically about AI today are preparing them for a future workforce where AI will be integrated into nearly every profession. ## The Misinformation Challenge Is Growing Students today consume more information in a single day than previous generations could access in weeks. Unfortunately, not all of that information is accurate. Social media feeds, videos, websites, influencers, online communities, and AI-generated content create an environment where misinformation can spread rapidly. Students encounter: - Fake news stories - Manipulated images - Deepfake videos - Misleading headlines - False statistics - AI-generated misinformation - Fraudulent websites - Impersonation accounts Without proper instruction, it becomes increasingly difficult to distinguish fact from fiction. Digital citizenship helps students develop the habits necessary to navigate this environment. Students learn to evaluate sources. They learn to identify bias. They learn to verify information before sharing it. They learn to question content designed to provoke emotional reactions. Most importantly, they learn that being informed requires effort. These skills extend far beyond school assignments. They are essential for participating in society, making informed decisions, and becoming responsible citizens. ## The Personal Device Reality One reason digital citizenship must begin earlier is that learning no longer occurs solely on school-owned devices. Students move constantly between multiple digital environments. A student may start a school assignment on a district-issued Chromebook, continue it on a personal tablet, communicate through a smartphone, and then spend the evening gaming online with friends. The boundaries between school technology and personal technology have largely disappeared. This means cybersecurity risks, privacy concerns, and digital citizenship challenges travel with students wherever they go. A suspicious message received at home can impact school accounts. A compromised password used on a gaming platform can affect educational systems. An inappropriate social media post can create consequences that follow students into school the next day. The digital world no longer has clear borders. Digital citizenship education helps students navigate this reality by developing habits that apply across all devices, platforms, and environments. ## Digital Citizenship Is Character Education While technology often dominates discussions about digital citizenship, the topic is ultimately about people. It is about how individuals treat one another. It is about responsibility. It is about empathy. It is about integrity. Students need guidance on how to communicate respectfully online, engage in healthy discussions, disagree constructively, and understand the impact their words can have on others. The absence of face-to-face interaction can make it easier for students to forget that real people exist behind screens. Digital citizenship helps restore that perspective. Students learn that kindness matters online. Respect matters online. Accountability matters online. The values schools teach in classrooms should extend naturally into digital spaces. ## Why Elementary School Is the Right Place to Start Many school leaders have recognized that waiting until middle school is simply too late. By then, students may already have years of online experience and habits that are difficult to change. [Digital citizenship](https://www.skillstruck.com/blog/what-is-digital-citizenship) can be introduced in age-appropriate ways beginning in elementary school. Young learners can explore concepts such as: - Protecting personal information - Creating strong [passwords](https://sciencesafety.com/product/password-security/) - Asking trusted adults for help - Being kind online - Recognizing [suspicious messages](https://sciencesafety.com/product/malware-safety/) - Understanding what should and should not be shared As students mature, those lessons can evolve into deeper conversations about privacy, cybersecurity, AI, misinformation, digital ethics, intellectual property, and online reputation. Just as schools do not wait until high school to teach reading, they should not wait until adolescence to teach responsible technology use. The earlier these habits develop, the stronger they become. ## **Digital Citizenship Is Workforce Readiness** Perhaps the most [overlooked aspect of digital citizenship is its connection to future careers](https://www.edsurge.com/news/2024-12-02-rethinking-digital-citizenship). Employers increasingly expect workers to understand cybersecurity basics, communicate professionally online, evaluate information critically, and use technology responsibly. The workforce students will enter will be shaped by artificial intelligence, automation, cloud computing, cybersecurity concerns, and digital collaboration. These are no longer specialized skills reserved for technology professionals. They are becoming universal expectations. Students who understand digital citizenship are developing competencies that will serve them throughout their careers. They are learning how to protect information. How to evaluate sources. How to use technology ethically. How to communicate professionally. How to collaborate responsibly. Those skills are becoming just as valuable as traditional academic knowledge. ## **Building a Generation of Responsible Digital Citizens** The goal of digital citizenship is not to create students who fear technology. The goal is to create students who understand technology, question information, protect themselves and others, and use digital tools responsibly. The students sitting in elementary classrooms today will inherit a world powered by artificial intelligence, connected systems, cloud computing, digital communication, and technologies that have yet to be invented. The habits they develop now will shape how effectively they navigate that future. Schools that invest in digital citizenship education are doing far more than protecting networks or reducing cyber risk. They are preparing students to become informed citizens, responsible technology users, ethical decision-makers, and future leaders. And as cybersecurity threats, artificial intelligence, and digital interactions continue to expand, one truth becomes increasingly difficult to ignore: Digital citizenship is no longer a lesson schools can afford to delay. It has become a foundational skill for success, safety, and leadership in the digital age. **[Caldwell County Schools](https://www.youtube.com/@caldwellcountyschools) – [Digital Citizenship ](https://www.youtube.com/watch?v=mdP2TleVL5A)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Cybersecurity, Digital Citizenship, Hot Topics - controversial **Tags:** Headline --- ### [K-12 Leadership Depends on Superintendent-CTO Alignment](https://edcircuit.com/k-12-leadership-depends-on-superintendent-cto-alignment/) **Published:** July 6, 2026 **Author:** EdCircuit Staff **Excerpt:** K-12 leadership increasingly depends on strong superintendent-CTO alignment to drive cybersecurity, AI strategy, innovation, and student success. **Content:** K-12 leadership increasingly depends on strong superintendent-Chief Technology Officer (CTO) alignment as districts navigate cybersecurity, artificial intelligence, innovation, school safety, and the growing expectations of modern education. Not long ago, the relationship between a superintendent and a district technology leader looked very different than it does today. Technology departments were often viewed as operational support teams. Their responsibilities revolved around maintaining networks, managing devices, troubleshooting technical issues, and keeping systems running. Superintendents appreciated their expertise, but technology leadership was rarely viewed as a central component of district strategy. Today, that reality has changed. Technology is no longer a department that supports schools. [Technology is embedded in nearly every aspect of school operations and student learning](https://www.k12dive.com/news/why-districts-can-no-longer-ignore-the-ed-tech-pushback/819006/). From cybersecurity and artificial intelligence to transportation systems, parent communication platforms, instructional resources, emergency notifications, and data analytics, technology has become inseparable from the educational mission. As a result, one of the most important shifts in K-12 leadership over the past decade has been the evolution of the superintendent-CTO relationship. Increasingly, the districts that are thriving in today’s educational landscape are those where the superintendent and chief technology officer operate as strategic partners rather than separate leaders. Their alignment influences innovation. It affects school safety. It strengthens cybersecurity. It impacts budget decisions. Most importantly, it helps districts create better outcomes for students. ## **The Evolution of K-12 Leadership** The superintendent focused on academics, personnel, finances, community relations, and board governance. The technology leader focused on infrastructure, hardware, software, and support. While those responsibilities occasionally intersected, they often remained separate. The rise of digital learning began changing that dynamic. One-to-one [device programs](https://www.lockncharge.com/blog/one-to-one-technology-in-schools) required significant collaboration. Learning management systems required instructional planning. Online assessments required reliable infrastructure. Parent communication platforms required coordinated messaging. Technology was no longer supporting instruction from the sidelines. It was becoming part of the instructional strategy itself. The superintendent and CTO suddenly found themselves solving many of the same challenges. That trend has only accelerated. Today, nearly every major district initiative has a technology component. Whether the goal is improving literacy outcomes, expanding career pathways, strengthening school safety, enhancing family engagement, or implementing artificial intelligence, technology is involved. As technology becomes more integrated into district operations, K-12 leadership increasingly requires strong collaboration between educational and technology leaders. ## **COVID Changed Everything** If there was a defining moment in the evolution of the superintendent-CTO relationship, it was the COVID-19 pandemic. Virtually overnight, districts were forced to rethink how education could be delivered. Technology leaders became responsible for deploying devices, expanding connectivity, implementing virtual learning systems, supporting teachers, and maintaining operational continuity. At the same time, superintendents were managing unprecedented challenges involving instruction, staffing, communication, public health guidance, and community expectations. Many districts discovered that success depended heavily on the strength of their superintendent-CTO partnership. The districts that adapted most effectively often shared a common characteristic: trust already existed between leadership teams. Decisions could be made quickly. Communication remained consistent. Problems were solved collaboratively. Innovation occurred rapidly. The pandemic elevated technology leadership from an operational role to a strategic leadership role almost overnight. Many superintendents emerged from the experience with a deeper appreciation for the expertise and leadership capabilities of their CTOs. That shift remains visible today. ## **Why Alignment Matters More Than Ever** Strong superintendent-CTO alignment creates organizational clarity. When leadership teams share a common vision, district priorities become easier to communicate and execute. Teachers receive consistent messaging. Principals understand expectations. Boards gain confidence in strategic decisions. Community members see a unified leadership team. Technology investments become more intentional. Innovation becomes more sustainable. Without alignment, even promising initiatives can struggle. A district may invest in a new platform, launch an AI initiative, or implement a major digital learning strategy, but if leadership teams are not aligned around goals, implementation often becomes fragmented. What appears to be a technology problem is frequently a leadership problem. The most successful districts understand that technology strategy and district strategy must operate together. Neither can succeed independently. ## **Cybersecurity Is No Longer an IT Issue** Few areas highlight the importance of superintendent-CTO alignment more than cybersecurity. School districts continue to face increasing threats from ransomware attacks, phishing campaigns, credential theft, and data breaches. A cybersecurity incident can affect every part of a district. Learning can be interrupted. Operations can be disrupted. Sensitive information can be compromised. Community trust can be damaged. For this reason, cybersecurity can no longer be viewed solely as a technology responsibility. The CTO may understand technical controls such as network segmentation, multi-factor authentication, endpoint protection, and backup strategies. The superintendent understands district operations, public communication, stakeholder expectations, and organizational risk. Together, they provide the leadership necessary to build a culture of cybersecurity. The strongest districts recognize that cybersecurity is not simply a technology initiative. It is a leadership initiative. ## **Artificial Intelligence Requires Shared Leadership** Artificial intelligence is creating another major opportunity for superintendent-CTO collaboration. Districts across the country are [exploring how AI](https://www.edutopia.org/article/how-forward-thinking-schools-are-shaping-the-future-of-ai-in-education/) can support teaching, learning, productivity, communication, and operational efficiency. At the same time, concerns remain regarding student privacy, data security, ethics, bias, transparency, and academic integrity. These issues cannot be solved by a single department. The superintendent brings educational vision. The CTO brings technical expertise. Together, they can establish governance structures that balance innovation with responsibility. When superintendents and CTOs work together, AI becomes an opportunity to improve outcomes while maintaining trust. When they operate separately, districts often find themselves reacting to AI rather than leading it. The future of AI in education will depend heavily on the strength of leadership partnerships. ## **The Boardroom Has Changed** Technology discussions are now board-level discussions. A decade ago, technology reports often focused on equipment purchases, software updates, or infrastructure projects. Today’s conversations are very different. School boards are asking questions about: - Artificial intelligence - Cybersecurity preparedness - Student data privacy - Digital equity - School safety technology - Long-term technology planning - Strategic investments - Community communication As these conversations become more strategic, the superintendent and CTO increasingly appear side-by-side during board presentations. That partnership sends a powerful message. Technology is not a separate initiative. It is part of the district’s vision. The strongest leadership teams present technology decisions through the lens of student success, operational excellence, and long-term sustainability. ## **The CTO of Today Looks Different** The modern CTO bears little resemblance to the traditional technology director of the past. Today’s technology leaders often serve as cabinet members, strategic advisors, and innovation leaders. They help shape district vision. They guide risk management. They support instructional transformation. They advise on policy development. They lead conversations around AI, cybersecurity, and future readiness. The role has expanded because the needs of K-12 leadership have expanded. Districts need leaders who understand both technology and education. They need professionals who can translate complex technical concepts into strategic decisions. And they need leaders who can help superintendents navigate an increasingly digital future. ## **The Most Successful Districts Share One Common Trait** Visit high-performing school districts, and a pattern begins to emerge. Their superintendent and CTO trust one another. They communicate regularly. They share responsibility. They solve problems together. Most importantly, they remain focused on the same mission. Student success. The strongest superintendent-CTO partnerships are not built around devices, software, or infrastructure. They are built around vision. They are built around trust. They are built around a shared commitment to creating opportunities for students. As districts continue to navigate cybersecurity threats, artificial intelligence, changing community expectations, and ongoing digital transformation, one thing is becoming increasingly clear: K-12 leadership depends on superintendent-CTO alignment. The districts that recognize this reality will be better positioned to innovate, manage risk, support educators, and prepare students for the opportunities and challenges that lie ahead. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** edLeaders, Hot Topics - controversial **Tags:** Headline --- ### [America250: Celebrating the Nation We Continue to Build](https://edcircuit.com/america250-celebrating-the-nation-we-continue-to-build/) **Published:** July 3, 2026 **Author:** EdCircuit Staff **Excerpt:** America250 gives schools a once-in-a-generation opportunity to celebrate America's past while preparing students to shape its future. **Content:** [America250](https://america250.org/) is more than a national celebration. It is a moment for reflection, gratitude, and optimism about the future of the United States. On July 4, 2026, [America will celebrate its 250th birthday](https://www.whitehouse.gov/freedom250/). Across the nation, communities will gather for parades, fireworks, ceremonies, exhibits, performances, and commemorative events. Schools, museums, libraries, civic organizations, and historical societies are preparing for what promises to be one of the largest national commemorations in modern American history. For many Americans, America250 represents far more than an anniversary. It is a chance to pause and reflect on a nation that has continually reinvented itself for two and a half centuries. It is an opportunity to honor sacrifice, celebrate achievement, recognize resilience, and inspire future generations. For educators, it may become one of the most meaningful moments of an entire career. Because while America250 celebrates the nation’s first 250 years, schools are helping prepare the leaders who will shape the next 250. ## **A Celebration Most Americans Will Experience Only Once** Few generations are given the opportunity to celebrate a milestone of this magnitude. Many educators remember the excitement surrounding the Bicentennial in 1976. Schools organized special projects. Communities hosted celebrations. Families gathered to mark the nation’s 200th birthday. Today’s students have no memory of that event. Most were born nearly half a century after the Bicentennial. America250 will be their defining national milestone. Years from now, students may remember where they were when the country celebrated its 250th birthday. They may remember school assemblies, community festivals, classroom discussions, service projects, and conversations about what America means to them. For many, it will become a lifelong memory. And memories matter. They shape how we view our communities, our nation, and our place within both. ## **America’s Story Is Really a Story About People** History books often focus on presidents, wars, legislation, inventions, and major events. But America’s story has always been about people. Ordinary people doing extraordinary things. The first-generation student who becomes the first member of their family to attend college. The teacher who spends thirty years helping children discover their potential. The military veteran who returns home and dedicates a second career to serving students. The immigrant family that arrives with little more than hope and determination before building a thriving business. The nurse who works through a crisis. The firefighter who protects a neighborhood. The scientist who sat in a public-school classroom before helping develop life-saving medical treatments. The student who overcomes homelessness, poverty, illness, or personal tragedy and still crosses the graduation stage. These stories often go untold outside local communities. Yet they represent the very best of America. Walk through any school in the country and you will find stories of perseverance, determination, innovation, service, and hope. Every student carries a story. Every educator influences a story. Every community contributes to the larger American story. America250 provides an opportunity to celebrate those stories alongside the nation’s history. Because America was not built by famous names alone. It was built by generations of people who believed they could leave things better than they found them. ## **Why Schools Matter More Than Ever** Schools have always played a central role in preparing future generations. They are where students learn to think critically. Where they develop empathy. Where they learn to collaborate. Where they begin to understand responsibility. Where they discover their passions. Where they gain the skills necessary to navigate an increasingly complex world. America250 arrives at a particularly important moment. Today’s students are growing up in a world defined by rapid technological change, global connectivity, artificial intelligence, and evolving workforce expectations. The future they will inherit looks dramatically different from the world many educators entered when they began teaching. That reality makes the work happening inside schools more important than ever. ## **From Quill Pens to Artificial Intelligence** Perhaps no comparison better illustrates America’s journey than the transformation of education itself. When the[ Declaration of Independence was signed in 1776](https://www.archives.gov/milestone-documents/declaration-of-independence), information traveled at the speed of a horse. Books were scarce. Communication could take weeks or months. Research often required access to physical documents. Education looked dramatically different than it does today. Fast forward 250 years. Students can collaborate with peers around the world in real time. Artificial intelligence can support learning, research, creativity, and problem-solving. Virtual reality can transport students to historical events, scientific environments, and distant locations. Translation tools help break language barriers. Digital resources place vast amounts of information at students’ fingertips. The founders of the nation could never have imagined these technologies. Yet they would likely recognize something that remains unchanged: Education remains one of the most powerful forces shaping the future of a nation. Today’s classrooms are preparing students for careers that do not yet exist, technologies that have not yet been invented, and challenges that have not yet emerged. That responsibility is both exciting and profound. ## **A Leadership Opportunity for Schools and Districts** America250 is not simply a teaching opportunity. It is a leadership opportunity. Across the country, school leaders are navigating increasingly complex challenges. Political division, technology debates, budget pressures, mental health concerns, workforce shortages, and rapidly changing expectations all compete for attention. Yet America’s 250th anniversary offers something rare. A chance to unite communities around a shared experience. Regardless of background, geography, profession, or political perspective, communities can come together to celebrate the values that connect them: Education. Opportunity. Innovation. Service. Community. Hope. School districts have a unique opportunity to lead those conversations. America250 can become more than a celebration. It can become a catalyst for meaningful dialogue about the future communities want to create for their students. ## **Connecting History to the Future** The most powerful America250 celebrations will not focus solely on the past. They will focus on possibility. Students today will help define the next chapter of American history. They will become teachers, scientists, engineers, healthcare professionals, entrepreneurs, military leaders, public servants, artists, innovators, and community advocates. They will solve problems we cannot yet imagine. They will create technologies we have not yet envisioned. They will face challenges that require creativity, resilience, and collaboration. And they will make decisions that shape the future of their communities and the nation. When students understand that they are part of a larger story, learning becomes more meaningful. History becomes relevant. Citizenship becomes personal. Service becomes purposeful. The future becomes something they can actively influence. ## **The Educators Building Tomorrow** America250 also provides an opportunity to recognize the individuals helping prepare the next generation every day. Teachers. Paraprofessionals. Counselors. Principals. Technology leaders. Librarians. Custodians. Bus drivers. Administrative assistants. Cafeteria staff. Coaches. Support personnel. Countless individuals contribute to the educational experience of students every single day. Many work long hours with little recognition. Many quietly change lives without ever appearing in headlines. Yet their influence extends far beyond the walls of a school building. The student who discovers a love of science. The graduate who becomes a doctor. The entrepreneur who starts a company. The teacher who returns to inspire future generations. The engineer who develops life-changing technology. Each success story often begins with an educator who believed in a student. America250 reminds us that building a stronger nation begins by investing in the people who help shape future generations. ## **The Next 250 Years Begin Today** Perhaps the most powerful aspect of America250 is that it is not really about the past. It is about possibility. The students entering kindergarten this year may witness America’s 300th birthday celebration in 2076. The students graduating high school today will spend their lives helping shape communities, industries, governments, and institutions. The decisions they make will influence the nation for decades. That is why America250 matters. Not because it marks the end of a chapter. But because it reminds us that the story continues. Every generation inherits the responsibility of moving the nation forward. Every generation contributes something new. Every generation helps write the next chapter. ## **A Celebration Worth Remembering** America250 offers schools an opportunity unlike any other. It is a chance to celebrate history without becoming trapped by it. To honor sacrifice while embracing progress. To connect communities through shared experiences. To inspire students to think beyond themselves. To recognize educators who help shape the future every day. And to remind young people that they have an important role to play in the story of America. Two hundred and fifty years ago, a group of individuals began writing a story that continues today. Two hundred and fifty years from now, historians may not remember every lesson taught in 2026. They may not remember every classroom project, every school board meeting, or every technology initiative. But they will live in the America shaped by the students sitting in today’s classrooms. That is why America250 matters. Not because it celebrates the first 250 years. But because it reminds us that the next 250 years are already beginning. And those future chapters are waiting to be written. **[ABC24 Memphis](https://www.youtube.com/@ABC24Memphis) – [America’s 250 | Nonprofit prepares local students for the future](https://www.youtube.com/watch?v=Dbw6Y9CAhuA)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [A Civics Celebration for the Classroom and the Country](https://edcircuit.com/a-civics-celebration-for-the-classroom-and-the-country/) **Published:** July 4, 2025 **Author:** EdCircuit Staff **Excerpt:** As the U.S. celebrates its 250th birthday on July 4th, 2026, classrooms have an opportunity to reconnect students with the civic values that shaped the nation. **Content:** On July 4, 2026, America will commemorate its **250th year of independence**, marking a monumental milestone in the nation’s history. As fireworks light the skies and patriotic parades fill the streets, educators are called to do something even more powerful—**light the minds of students with the principles that forged this country**. ## **A Quarter Millennium of Democracy: A Milestone Worth Teaching** This is not just another July 4th. It’s a once-in-a-generation opportunity to **refresh the national conversation about democracy, citizenship, and civic responsibility**. In a time when public trust in institutions is strained and civic knowledge is in decline, America’s 250th birthday is a hopeful, urgent reminder of the ideals we share—and the education needed to protect them. ## **Why Civics Matters More Than Ever** Despite being a founding purpose of public education, **civics has too often taken a backseat** to subjects like math, reading, and science. Yet a healthy democracy depends not only on informed citizens but also on **engaged and ethical ones**. Recent national assessments show that [**less than 25% of eighth graders**](https://www.nationsreportcard.gov/civics/results/achievement/) are proficient in civics. This shortfall isn’t just academic—it’s constitutional. To address this gap, several **national initiatives** have emerged in anticipation of America’s 250th: ### **America250** The official nonpartisan commission tasked with organizing the nation’s semiquincentennial. Their “America’s Invitation” campaign invites individuals, organizations, and schools to celebrate America’s story while shaping its future. ### **CivXNow Coalition** Led by iCivics and supported by over 300 organizations, CivXNow is advancing a comprehensive K–12 civic education agenda to help every student become a capable, informed citizen. ### **Educating for American Democracy (EAD)** A roadmap and framework supported by bipartisan leaders, EAD offers guidance for integrating history and civics in deeper, inquiry-based ways. It promotes reflection on the Constitution, pluralism, and civic agency. These initiatives are leading the charge to **ensure that America’s 250th isn’t just commemorated—it’s taught**. ## **A Quick Timeline of Civic Milestones** Here are just a few key moments in American civic history that could anchor classroom lessons or student projects: **Year****Milestone****1776**Declaration of Independence signed in Philadelphia**1787**U.S. Constitution drafted**1791**Bill of Rights ratified**1865**13th Amendment abolishes slavery**1920**19th Amendment grants women the right to vote**1964**Civil Rights Act passes, ending legal segregation**1971**26th Amendment lowers voting age to 18**2008**Barack Obama elected as first African American President**2026**250th anniversary of the founding of the United States This timeline can become a springboard for inquiry: What voices were included or excluded at each stage? How have these moments shaped our democracy today? ## **The Classroom as a Civic Arena** Educators are in a unique position to shape the nation’s next 250 years. Here’s how schools can turn this anniversary into an unforgettable learning moment: ### **1. Bring the Founding Documents to Life** Engage students in mock constitutional conventions, interpretive essays, and debates. Encourage them to update or rewrite the Declaration of Independence for today’s America. ### **2. Highlight Civic Heroes—Past and Present** Move beyond textbook figures to include changemakers like Frederick Douglass, Shirley Chisholm, César Chávez, and modern youth activists. Let students nominate their own civic heroes. ### **3. Local Government, Real Lessons** Organize student visits to city council meetings, school board sessions, or statehouses. Students can present proposals or learn how to register voters. ### **4. Create Student-Led Time Capsules** Invite students to document what freedom, community, and justice mean to them in 2026. Archive digital and physical submissions to be revisited at future school reunions. ### **5. Launch a “Civic Literacy Challenge”** Host schoolwide events, trivia games, and art contests that explore civics in engaging, cross-disciplinary ways. Tie in technology, history, English, and even STEM. ## **Celebrating, Not Sanitizing** While this anniversary is a time to celebrate, **it’s also a time to confront complexity**. The American story includes contradiction—liberty and slavery, suffrage and exclusion, unity and division. Great civics teaching helps students wrestle with these truths while still nurturing optimism and agency. This birthday offers an entry point into these discussions, encouraging both patriotism and progress. **Love of country doesn’t mean silence about its flaws—it means committing to its better future.** ## **From Fireworks to Frameworks** Educators, parents, and policymakers can use July 4, 2026, not just to look back but to look forward. How do we want the next 250 years to unfold? What must students know and do to sustain democracy for generations to come? The answer starts in the classroom—with civic literacy as the launchpad for civic action. Let this Independence Day be more than a celebration. Let it be a **declaration of purpose—a national renewal through education**. ### **Classroom Call to Action:** - Use #America250Classroom to showcase student work on social media - Tap into America250’s Classroom Toolkit and state-based programming - Explore resources from iCivics, the National Archives, and EAD - Connect student learning to real-world actions: register to vote, write to a legislator, or host a community event - Ask students: “What do *you* want America to be at 300?” **Here’s to 250 years—and the millions of future leaders who will carry the torch forward.** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Event, Hot Topics - controversial **Tags:** Headline --- ### [Graduation Season Through the Eyes of Educators](https://edcircuit.com/graduation-season-through-the-eyes-of-educators/) **Published:** June 4, 2026 **Author:** EdCircuit Staff **Excerpt:** Graduation season celebrates student success while revealing the powerful impact educators, mentors, and school communities have on young lives. **Content:** Graduation season is one of the most emotional and meaningful times in education, reminding educators why they chose a profession dedicated to changing lives. Across the country, stadium lights shine, auditoriums fill with proud families, and thousands of students put on caps and gowns to celebrate a milestone years in the making. Cameras flash. Names are called. Diplomas are handed out. Applause echoes through gymnasiums and athletic fields. For parents and families, [graduation is often a celebration of accomplishment and possibility](https://www.psychologytoday.com/us/blog/the-ritual-mind/202405/why-graduation-ceremonies-are-meaningful). For students, it is the closing chapter of one journey and the beginning of another. For educators, however, graduation season means something far deeper. It is a season of reflection. A season of pride. A season of gratitude. And often, a season of tears. Because while the audience sees graduates crossing a stage, educators see the stories behind every diploma. They see the obstacles that were overcome. They see the moments when students almost gave up. They see the victories that nobody else noticed. And they see the incredible growth that transformed children into young adults ready to take on the world. ## **Every Diploma Tells a Story** To many people, graduation appears to be a single event. Educators know it is the culmination of thousands of moments. Every diploma handed out represents a unique journey. Some students arrive at graduation after years of academic success and achievement. Others arrive after overcoming challenges that once made graduation seem impossible. One graduate may have spent months in hospitals while continuing coursework between treatments. Another may have arrived in the United States speaking little English and worked tirelessly to master a new language while adjusting to a new culture. One student may have balanced academics while caring for younger siblings each night. Another may have spent years battling anxiety, depression, or personal hardships while quietly showing up to class every day. Some students faced homelessness. Others experienced family loss. Some struggled academically before finding confidence through the encouragement of a teacher who refused to let them fail. Many of these stories never make headlines. Yet educators know them well. Graduation season reminds teachers, counselors, administrators, and support staff that success is not measured solely by grades, awards, or college acceptance letters. Sometimes success simply means refusing to quit. Sometimes success means showing up one more day. Sometimes success means believing in yourself after years of self-doubt. And sometimes success looks exactly like a student walking across a stage despite every obstacle that stood in their way. ## **The Students Educators Never Forget** Ask any veteran educator about graduation season, and they will almost certainly begin talking about students. Not curriculum. Not assessments. Not accountability reports. Students. The shy student who eventually became a student leader. The struggling reader who discovered a love of learning. The athlete who learned resilience after an injury. The student who found confidence through music, theater, robotics, agriculture, art, or career-technical education. Educators remember these students because they represent the heart of education. Years later, teachers can often recall specific moments with remarkable clarity. The student who finally understood a difficult concept. The senior who returned to say thank you. The graduate who accomplished something everyone said was impossible. Those memories stay with educators long after the final bell rings. Many teachers can point to former students who changed the trajectory of their own lives simply by reminding them why education matters. Graduation season brings many of those memories rushing back. ## **The Power of One Adult Who Believes** Educational research consistently highlights the importance of caring relationships in schools. Yet graduation season provides the most powerful evidence of all. Many successful graduates can identify a specific adult who made a difference. A teacher who saw potential. A coach who demanded excellence. A counselor who provided guidance. A principal who offered encouragement. A paraprofessional who provided daily support. A bus driver who greeted them every morning. A cafeteria employee who made them feel seen. These relationships often become turning points in a student’s life. Educators frequently underestimate their own influence. A conversation lasting five minutes may become a memory a student carries for decades. A word of encouragement offered during a difficult moment can completely change someone’s future. Students rarely remember every lesson. But they often remember how educators made them feel. They remember who believed in them. They remember who listened. They remember who cared. Graduation season serves as proof that those moments matter. ## **The Day Parents See What Educators Saw All Along** Graduation is often an emotional experience for families. Parents watch their children walk across a stage and wonder where the years went. They remember the first days of school. Homework battles. Sporting events. Concerts. Science fairs. School dances. Countless moments that led to this day. What many parents may not fully realize is that educators have been witnessing a different version of that journey. Teachers saw confidence emerge. Counselors watched students overcome fear. Coaches observed leadership develop. Administrators witnessed personal growth. School employees celebrated quiet victories that happened far from public view. Graduation day often becomes the moment when families and educators share the same realization: The student standing on the stage is not the same student who first walked through the school doors years earlier. Together, families and educators helped make that transformation possible. ## **When Students Choose the Educator Who Changed Their Life** One of the most meaningful traditions growing in schools today allows graduating seniors to recognize an educator or school employee who had a profound impact on their life. In some districts, selected educators accompany graduates during special ceremonies. In others, students invite a teacher, coach, counselor, or mentor to present their diploma. The results are often unforgettable. A student chooses the elementary teacher who first sparked a love of learning. A graduate selects the counselor who helped them navigate difficult personal circumstances. A student-athlete honors a coach who became a trusted mentor. Another chooses a school secretary who offered encouragement every day. The beauty of these moments lies in what they reveal. Students notice. They notice kindness. They notice consistency. They notice support. They notice belief. Most importantly, they remember. For educators, being selected by a graduate is often among the highest honors they will ever receive. No evaluation score. No award. No plaque. No recognition program can fully compare to hearing a student say: “You made a difference in my life.” ## **The School Employees Who Never Ask for Recognition** Graduation season also shines a light on people who rarely receive public attention. Schools are filled with individuals who quietly contribute to student success every single day. The bus driver who learns every student’s name. The cafeteria worker who notices when a child seems troubled. The school nurse who provides comfort and care. The secretary who helps anxious parents navigate challenges. The custodian who creates a welcoming environment. The paraprofessional who supports students through academic and personal obstacles. The technology specialist who keeps learning running. The assistant principal who spends hours helping students get back on track. These professionals rarely seek recognition. Yet their impact is often enormous. Graduation day belongs to them, too. Because every diploma represents the work of an entire school community. ## **Success Looks Different for Every Student** One of the most important lessons graduation season teaches is that success has many definitions. For one student, success may mean admission to a prestigious university. For another, success may mean earning an industry credential that leads directly to employment. One graduate may join the military. Another may begin an apprenticeship. Another may attend community college. Another may launch a business. Another may simply be celebrating the achievement of earning a diploma despite overwhelming adversity. Each pathway deserves respect. Each accomplishment deserves celebration. Each graduate deserves recognition. Educators understand that the purpose of education is not creating identical outcomes. It is helping every student discover and pursue their own potential. Graduation showcases hundreds of unique success stories all at once. That diversity is something worth celebrating. ## **The Graduates Who Changed Their Teachers** One truth rarely discussed is that students often change educators just as much as educators change students. Every teacher has graduates they will never forget. Students who taught resilience. Students who demonstrated courage. Students who revealed the power of perseverance. Students who reminded educators why they entered the profession. Sometimes a student overcomes extraordinary circumstances. Sometimes a student shows remarkable kindness. Sometimes a student grows in ways that inspire everyone around them. These students become part of an educator’s story. Years later, teachers may forget lesson plans, assignments, and meetings. But they remember the students. They remember the journeys. And they remember the lives they were fortunate enough to witness. ## **Why Graduation Still Matters** In an era dominated by discussions about test scores, accountability, funding, artificial intelligence, curriculum debates, and policy challenges, graduation offers a powerful reminder of what education is truly about. People. Relationships. Growth. Opportunity. Hope. Graduation reminds educators that their work extends far beyond academics. It reminds them that education changes lives. It reminds them that every investment of time, patience, encouragement, and care matters. The ceremony itself may last only a few hours. The impact lasts a lifetime. ## **The Moment That Makes Everything Worth It** Somewhere this graduation season, a teacher will quietly wipe away a tear. Not because of a test score. Not because of a ranking. Not because of an award. But because a young person they once met as a nervous freshman, an uncertain middle school student, or a struggling learner is walking confidently across a stage prepared for the future. The audience will see a graduate. The educator will see a journey. They will see the late nights. The difficult conversations. The setbacks. The growth. The courage. The resilience. And for one brief moment, every lesson, every phone call, every email, every word of encouragement, every act of patience, and every expression of belief will feel worth it. Because the greatest achievement in education is not the diploma itself. It is helping a young person discover that they are capable of far more than they ever imagined. That is what graduation season means to educators. And that is why, year after year, it remains one of the most meaningful moments in education. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Community, Hot Topics - controversial **Tags:** Headline --- ### [School Cyberattacks Surge During Summer Break](https://edcircuit.com/school-cyberattacks-surge-during-summer-break/) **Published:** June 24, 2026 **Author:** EdCircuit Staff **Excerpt:** School cyberattacks often rise during summer break as districts upgrade technology, reduce staffing, and face growing cybersecurity risks. **Content:** School cyberattacks are becoming one of the [most significant operational threats facing K–12 districts](https://www.ed.gov/teaching-and-administration/safe-learning-environments/school-safety-and-security/k-12-cybersecurity), and summer break has emerged as one of the most vulnerable times of the year for school cybersecurity. To most communities, summer break signals a well-deserved pause. Students head off to camps and vacations. Teachers recharge after another demanding year. School hallways become quiet. Behind the scenes, however, district technology teams enter one of the busiest and most complex periods of the year. Thousands of student devices are collected. Servers are upgraded. Software platforms are replaced. Accounts are archived. New staff members are onboarded. Security systems are updated. Data is migrated. Summer school programs continue operating. Construction projects introduce new technologies into buildings. At the same time, cybercriminals are paying attention. What many district leaders are beginning to recognize is that [summer break has evolved into a prime opportunity for cyberattacks](https://lumu.io/blog/cybersecurity-for-schools-the-guide-to-summer-break/) against schools. The combination of reduced staffing, major technology transitions, and delayed detection creates conditions that sophisticated attackers actively seek to exploit. Summer is no longer simply a maintenance season. It has become cybersecurity season. ## **School Cyberattacks Continue to Rise Nationwide** Over the last several years, schools have increasingly found themselves in the crosshairs of cybercriminals. Unlike businesses that can absorb operational disruptions through alternative revenue streams, schools operate on strict academic calendars and depend heavily on technology to support learning, communication, transportation, payroll, and student services. A successful cyberattack can impact: - Student Information Systems - Transportation scheduling - Payroll processing - Emergency notification systems - Learning management platforms - Human resources operations - Financial systems - Security cameras - Door access controls - Special education services For cybercriminals, schools represent attractive targets because they possess large amounts of sensitive data while often operating under tight budgets and limited cybersecurity staffing. What was once viewed as an IT issue has evolved into a leadership issue affecting every aspect of district operations. The consequences of a cyberattack extend far beyond technology. They can disrupt instruction, delay school openings, damage community trust, and create significant financial burdens. ## **Why Summer Creates the Perfect Cybersecurity Storm** During the school year, school systems benefit from constant activity. Teachers log into systems daily. Students access learning platforms throughout the day. Administrative staff monitor operations. Help desks receive immediate reports when something appears unusual. Summer changes that environment completely. Technology departments suddenly become responsible for dozens of critical projects simultaneously. Districts often spend summer months: - Replacing student devices - Updating operating systems - Migrating data - Refreshing servers - Installing security patches - Deploying new software - Updating wireless networks - Integrating artificial intelligence tools - Reconfiguring user permissions - Preparing student schedules - Supporting summer learning programs Every change introduces potential vulnerabilities. Cybersecurity professionals frequently describe periods of major transition as periods of heightened risk. Summer represents exactly that scenario for schools. Technology teams are essentially renovating the digital infrastructure of the district while simultaneously trying to keep every system secure. ## **Cybercriminals Understand School Calendars** Today’s cybercriminal organizations operate more like businesses than individual hackers. They conduct research. They identify vulnerabilities. They understand organizational behavior. And increasingly, they understand school calendars. Attackers recognize that summer often means: ### **Reduced Monitoring** Many district employees are on vacation, working modified schedules, or transitioning between school years. An unusual login attempt or suspicious system alert that might be noticed immediately in October could go undetected for days during July. ### **Delayed Response Times** A ransomware attack discovered during the school year often triggers an immediate district-wide response. Summer staffing structures can create delays that give attackers additional time to move through systems. ### **Infrastructure Changes** Cybercriminals frequently target organizations during major technology upgrades because changes can create temporary security gaps. New software implementations, cloud migrations, and network modifications all create opportunities if not properly secured. ### **Third-Party Vendor Access** Summer projects often require outside contractors, technology vendors, consultants, and construction teams to access systems and facilities. Every additional connection creates another potential attack surface. ## **Summer Is When Districts Change Everything** One reason summer has become such a critical cybersecurity period is that nearly every major technology initiative happens during these months. While classrooms sit empty, districts are often engaged in their largest operational projects of the year. Technology leaders may be: - Replacing aging infrastructure - Implementing new cybersecurity solutions - Expanding cloud services - Deploying artificial intelligence platforms - Updating network architecture - Managing construction-related technology projects - Integrating new vendors - Rebuilding student account structures The challenge is not simply completing these projects. The challenge is completing them securely. A single overlooked permission setting, unpatched device, or misconfigured cloud service can create vulnerabilities that remain hidden until students return. ## **The Hidden Cybersecurity Risks Inside Student Devices** Summer device collection is often viewed as a logistical challenge. In reality, it is also a cybersecurity challenge. When students return district-issued laptops, tablets, and hotspots, technology teams must do far more than inspect physical damage. Each device may contain: - Saved passwords - Cached credentials - Browser cookies - Personal cloud accounts - Unauthorized software - Browser extensions - VPN applications - Malware - Phishing remnants - AI tools outside district policies A device that appears physically perfect may still represent a significant security risk. Technology teams must determine what information should be archived, deleted, retained, or transferred before devices are reissued. Special education devices add another layer of complexity. Many communication and accessibility devices contain individualized settings that support student learning. Districts must carefully preserve necessary configurations while ensuring sensitive information remains protected. This process requires collaboration among technology teams, instructional leaders, compliance officers, and special education staff. ## **Summer School Keeps Systems Running** Many community members assume schools are largely inactive during summer. That assumption is far from reality. Districts continue supporting: - Summer school programs - Credit recovery courses - Athletic programs - Student camps - Extended school year services - Professional development - New staff onboarding As a result, systems remain active while major infrastructure work occurs in the background. Technology leaders must maintain reliable operations while simultaneously rebuilding portions of the district’s digital ecosystem. The balancing act creates complexity that cybercriminals are eager to exploit. ## **Human Error Remains the Greatest Threat** Despite headlines focusing on sophisticated ransomware groups, many school cyberattacks still begin with remarkably simple mistakes. A phishing email. A reused password. A fake invoice. A compromised vendor account. A fraudulent login request. Summer can unintentionally increase these risks. Temporary staff, seasonal workers, contractors, coaches, and newly hired employees may not be familiar with district cybersecurity expectations. Meanwhile, technology teams often face aggressive timelines to complete projects before the first day of school. Cybercriminals understand that stressed organizations are more likely to make mistakes. That reality makes cybersecurity awareness training just as important as firewalls and endpoint protection. ## **Artificial Intelligence Is Changing the Threat Landscape** Artificial intelligence is creating both opportunities and challenges for school cybersecurity. Districts increasingly use AI-powered tools to: - Detect network anomalies - Identify suspicious activity - Monitor login behavior - Analyze threat intelligence - Improve security operations At the same time, attackers are leveraging AI to improve their own tactics. Modern phishing emails can be professionally written and highly personalized. Fake invoices can appear legitimate. Impersonation attempts can mimic trusted administrators. Fraudulent vendor communications can be nearly indistinguishable from authentic messages. The emergence of AI-generated cyber threats means districts must prepare for attacks that are more convincing and harder to detect than ever before. ## **Cybersecurity and School Safety Are Converging** For years, districts treated cybersecurity and physical safety as separate responsibilities. That distinction is disappearing. Today’s schools rely on interconnected technologies that support: - Visitor management - Emergency communications - Security cameras - Door access systems - Transportation operations - Student accountability - Building monitoring A successful cyberattack can affect far more than digital records. It can impact the systems districts depend upon to keep students and staff safe. As a result, many districts are incorporating cybersecurity planning into broader school safety and emergency preparedness strategies. The conversation is no longer limited to IT departments. It now includes superintendents, school boards, safety coordinators, principals, and community stakeholders. ## **What School Boards Should Be Asking This Summer** Cybersecurity has become a governance issue. School boards increasingly play a critical role in helping districts understand and manage cyber risk. As summer projects move forward, board members should be asking important questions: - Have district backups been tested recently? - Are critical systems protected by multi-factor authentication? - Do we have a current ransomware response plan? - Have we conducted a cybersecurity assessment this year? - How are vendors vetted and monitored? - What cybersecurity training have employees completed? - Does our cyber insurance coverage meet current needs? - How quickly could we restore operations after a major disruption? These conversations help ensure cybersecurity remains a strategic priority rather than a reactive response. ## **Summer Is No Longer Downtime** For students, summer break represents freedom. For educators, it provides an opportunity to rest, reflect, and prepare for another school year. For district technology teams, however, summer has become one of the most important—and most vulnerable—periods of the year. Behind the scenes, thousands of devices are collected and reimaged. Accounts are created and removed. Infrastructure is upgraded. Vendors access systems. Data is archived. Security controls are tested. New technologies are deployed. At the same time, cybercriminals are actively searching for opportunities to exploit moments of transition. The districts that thrive in today’s cybersecurity environment understand that summer is no longer simply a maintenance season. It is cybersecurity season. The work completed between June and August may never be visible to students or families, but it often determines how securely and successfully a district begins the school year. When the first bell rings in the fall, the safest districts will not necessarily be the ones that worked the hardest during the summer. They will be the ones who planned, protected, tested, and prepared for the threats they hoped would never come. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Cybersecurity, Hot Topics - controversial **Tags:** Headline --- ### [AI Trust in Education Is Replacing Search](https://edcircuit.com/ai-trust-in-education-is-replacing-search/) **Published:** June 19, 2026 **Author:** EdCircuit Staff **Excerpt:** AI trust in education is reshaping how students research, learn, and verify information as AI tools increasingly replace traditional search engines. **Content:** AI trust in education is rapidly changing how students search for information, complete assignments, and determine what they believe online. For decades, search engines trained students to compare sources, analyze websites, and evaluate credibility. Today, however, many students are bypassing search engines entirely and[ turning directly to artificial intelligence for answers](https://today.usc.edu/ai-is-changing-how-students-learn-or-avoid-learning/). Instead of opening multiple browser tabs, students now ask AI platforms a question and receive polished responses within seconds. The process feels faster, easier, and more natural to a generation raised on instant digital experiences. But as AI becomes the preferred source of information for many students, educators are beginning to ask a deeper question: What happens when students trust AI more than search engines? The answer could reshape the future of digital literacy, classroom instruction, research habits, and the role of critical thinking in education. ## **AI Is Changing Student Research Habits** For more than twenty years, search engines have defined how students gather information online. Students learned how to: - Use keywords effectively - Compare websites - Analyze sources - Detect misinformation - Cross-reference information - Evaluate credibility Even when students rushed through the process, search engines still exposed them to multiple viewpoints and sources. Artificial intelligence changes that model entirely. AI tools do not simply provide links. They [generate direct answers](https://medium.com/@ronnie_huss/google-sends-links-ai-sends-answers-2e669764cbd6). Instead of requiring students to investigate information independently, AI synthesizes content into a single conversational response. That distinction matters enormously in education. Students are increasingly treating AI not as a tool to assist research, but as the research process itself. The shift is happening quickly across middle schools, high schools, and colleges as AI becomes integrated into browsers, productivity software, and classroom workflows. For many students, searching the internet now feels slower than simply asking AI. ## **Why Students Trust AI So Easily** One of the most important developments in modern education is how quickly students place trust in AI systems. The reason starts with design. AI tools are built to sound confident, conversational, and personalized. Unlike traditional search engines filled with advertisements, sponsored results, and endless links, AI platforms communicate in a way that feels human. Students can: - Ask follow-up questions - Request simpler explanations - Receive personalized responses - Get instant clarification - Interact conversationally That experience creates the perception of authority and intelligence. The challenge is that AI often sounds accurate even when it is incorrect. Many students — especially younger learners — may not fully understand that AI systems can hallucinate information, fabricate citations, or produce biased responses. Because the answers are polished and immediate, students may assume the information has already been verified. In reality, AI systems are predicting language patterns, not independently determining truth. ## **The Danger of AI Hallucinations in Education** One of the growing concerns surrounding AI trust in education is the rise of “invisible misinformation.” When students use search engines, they typically encounter multiple sources that can be compared against one another. AI-generated responses compress that process into a single answer, reducing opportunities for verification. This creates significant risks inside classrooms. Students may unknowingly encounter: - Fake academic citations - Incorrect statistics - Fabricated historical quotes - Misleading scientific explanations - Biased perspectives - Outdated information - Oversimplified concepts The issue becomes even more serious when students stop fact-checking AI-generated material altogether. Educators across K–12 and higher education are increasingly concerned that excessive AI reliance could weaken critical evaluation skills that students need for college, careers, and civic engagement. ## **Digital Literacy Is Entering a New Era** The rise of AI is forcing schools to rethink digital literacy instruction entirely. Traditional digital literacy focused on teaching students how to navigate the internet responsibly. AI literacy requires students to understand how artificial intelligence systems generate information in the first place. Students now need instruction in: - AI bias - AI hallucinations - Prompt engineering - Source verification - Ethical AI use - Data privacy - Algorithmic influence - Human oversight This represents one of the biggest shifts in educational technology since the rise of the internet itself. District leaders are beginning to realize that AI literacy may soon become as essential as traditional reading, writing, and research skills. ## **Teachers Are Becoming Guides Instead of Gatekeepers** As AI becomes more common in classrooms, the role of teachers is evolving as well. Teachers are no longer simply providers of information. Students can already access unlimited AI-generated explanations instantly from their phones or laptops. Instead, educators are increasingly becoming: - Critical thinking coaches - Verification guides - Discussion facilitators - Ethical mentors - Context providers This transition may actually increase the importance of educators rather than reduce it. AI can provide answers, but teachers help students evaluate whether those answers make sense, connect to broader concepts, or reflect credible evidence. Human educators still play an irreplaceable role in helping students develop judgment, skepticism, empathy, reasoning, and intellectual curiosity. ## **Schools Are Developing AI Policies Quickly** Districts across the country are now racing to establish AI guidance before regulations fully catch up. Many schools initially responded to AI with fear centered around cheating and plagiarism. However, the conversation has evolved significantly over the past year. Educational leaders are increasingly focusing on responsible AI integration instead of outright bans. District responses now commonly include: - AI acceptable-use policies - AI literacy initiatives - Professional development for teachers - Parent education nights - Classroom disclosure expectations - Student verification requirements - AI ethics discussions Some districts are also teaching students to treat AI as a “first draft” tool rather than a final authority. That distinction is critical. The goal is not necessarily to eliminate AI from education, but to ensure students continue practicing analysis, verification, and independent thought alongside it. ## **The Psychological Shift Toward Instant Answers** There is also a growing concern about how AI may influence student thinking habits over time. Search engines required students to explore, scan, compare, and investigate. AI encourages immediate answers with minimal effort. Some educators worry this could gradually reduce: - Deep reading habits - Research persistence - Productive struggle - Intellectual curiosity - Long-form analysis - Independent problem-solving The concern is especially important for younger students still developing foundational thinking skills. If students become too dependent on AI-generated responses, schools may face a generation less comfortable with ambiguity, uncertainty, and deep inquiry — all essential components of learning. ## **Parents Are Paying Attention** Parents are increasingly seeing AI appear in nightly homework routines, study sessions, and writing assignments. Some families view AI as a valuable educational support system that can provide tutoring, clarification, and accessibility benefits. Others worry students are beginning to outsource thinking itself. Both perspectives contain truth. AI can absolutely enhance learning when used responsibly and transparently. Students can receive personalized support, differentiated explanations, and faster feedback. However, without strong guidance, AI can also encourage shortcut behavior and overreliance. This creates an opportunity for schools and families to work together on developing healthy AI habits and expectations. ## **The Future of AI Trust in Education** The relationship between students and information is changing faster than many schools anticipated. Search engines are no longer the unquestioned gateway to knowledge for younger generations. AI is becoming embedded directly into browsers, learning platforms, productivity tools, and classroom technology ecosystems. The future may not involve students choosing between AI and search engines at all. Instead, AI may become integrated into nearly every digital experience students encounter. That makes digital literacy more important than ever. The real challenge for education is not whether students will use AI. They already are. The challenge is ensuring students understand when to trust AI, when to question it, and when human judgment still matters most. Because in the age of artificial intelligence, the future of education may depend less on access to information — and more on the ability to evaluate whether that information deserves our trust. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [AI Guardrails Are Reshaping K–12 Schools](https://edcircuit.com/ai-guardrails-are-reshaping-k-12-schools/) **Published:** June 12, 2026 **Author:** EdCircuit Staff **Excerpt:** AI guardrails in K–12 schools are becoming critical as districts race to balance innovation, privacy, cybersecurity, and responsible classroom use. **Content:** AI guardrails in K–12 schools are rapidly becoming one of the most urgent leadership priorities in education as school districts attempt to govern technologies evolving faster than state laws can keep pace. Across the country, district leaders are being forced to make [major decisions surrounding artificial intelligence](https://mashable.com/article/ai-policies-us-school-districts) without comprehensive legislation, established best practices, or long-term regulatory frameworks fully in place. While policymakers continue debating how AI should be regulated, students and teachers are already bringing these technologies into classrooms, assignments, communication systems, and daily workflows. The result is a rapidly growing movement inside K–12 education where districts are creating their own AI guardrails before formal state guidance fully arrives. In some school systems, district leaders are launching AI task forces, developing acceptable use policies, creating vendor review processes, and training teachers on responsible AI integration. Other districts are still struggling to determine where AI belongs in education at all. What is becoming increasingly clear, however, is that waiting may no longer be an option. Artificial intelligence is no longer a future conversation in K–12 education. It is already influencing classrooms, curriculum, cybersecurity, communication, and student learning across the country. ## District Leaders Are Being Forced to Move Faster Than Policy One of the defining challenges of the AI era is the speed at which technology is evolving compared to public policy. Generative AI platforms have [moved into mainstream education](https://thelifelonglearningblog.uil.unesco.org/2025/12/19/the-evolving-right-to-education-in-the-age-of-generative-ai/) at a pace rarely seen with previous technologies. Yet many states still lack comprehensive guidance surrounding: - Student AI usage - Teacher AI integration - Vendor accountability - Academic integrity - Student data privacy - AI procurement - Deepfake protections - Ethical classroom implementation That uncertainty is placing enormous pressure on district leadership teams. Superintendents, curriculum directors, chief technology officers, and school boards are increasingly being asked to answer questions lawmakers themselves are still debating. Questions such as: - Should students use AI for writing support? - Can AI-generated content be submitted for assignments? - What AI tools are safe for classrooms? - How should districts vet AI vendors? - Can AI systems store student information? - What happens when AI-generated information is inaccurate? - How should teachers disclose AI-assisted content? - Should AI literacy become part of curriculum standards? For many districts, the absence of clear regulation has created an unusual reality: local school systems are effectively becoming early AI policymakers. According to emerging guidance from organizations such as Consortium for School Networking and International Society for Technology in Education, districts increasingly recognize that they cannot afford to wait years for complete state or federal direction while AI tools continue rapidly entering classrooms. ## AI Committees and Task Forces Are Expanding One of the [first steps many districts are taking](https://www.theschoolhouse.org/post/ai-policies-guidelines-schools) is creating internal AI committees. These groups often include: - Technology leaders - Curriculum directors - Teachers - Principals - School attorneys - Cybersecurity staff - Communications personnel - Student support services - Equity leaders - Community representatives The goal is not simply approving AI tools. Districts are attempting to create governance structures capable of adapting alongside rapidly evolving technologies. Some districts are now building: - AI acceptable use policies - AI procurement frameworks - AI ethics guidelines - Teacher disclosure expectations - Student AI literacy initiatives - AI communication protocols - Vendor vetting systems - Deepfake response procedures Several school systems nationwide have already begun[ publishing interim AI guidance documents to help staff navigate](https://www.teachai.org/teachai-ai-guidance-for-schools-toolkit) the rapidly changing landscape. Others are piloting small-scale AI implementation programs before expanding districtwide adoption. In many ways, districts are attempting to balance innovation with caution. They understand students are already using AI tools outside school environments. The challenge is determining how schools can guide responsible use rather than simply react to misuse after problems emerge. ## Student Data Privacy Is Driving Many Decisions Among the biggest concerns surrounding AI adoption is student data privacy. District technology leaders understand that many AI systems rely on cloud infrastructure, machine learning models, and large-scale data processing. That creates significant concerns regarding how student information is collected, stored, retained, and potentially used. District leaders continue asking critical questions: - Is student data used to train AI models? - Can vendors retain student interactions? - Where is information stored geographically? - Are student conversations encrypted? - How transparent are vendor contracts? - Do AI platforms comply with FERPA and COPPA expectations? - What safeguards protect minors? For schools already under pressure from growing cybersecurity threats, AI introduces another major layer of operational risk. Some districts are now treating AI tools similarly to other high-risk technology platforms by requiring: - Privacy impact reviews - Cybersecurity evaluations - Legal review - Accessibility testing - Instructional alignment analysis - Equity assessments - Administrative approval processes This additional scrutiny can slow deployment timelines, but many district leaders argue that the risks surrounding student information require careful oversight. The challenge is especially difficult because AI tools evolve continuously. A platform approved today may look very different six months later as vendors rapidly update capabilities and data practices. ## Academic Integrity Policies Are Rapidly Changing Artificial intelligence is also forcing districts to reconsider long-standing definitions of originality, plagiarism, authorship, and student work. Traditional academic integrity policies were not written for a world where students can instantly generate essays, coding assistance, study guides, summaries, or presentations using AI systems. As a result, districts are now revising student handbooks and classroom expectations. Some schools are moving away from strict AI bans and toward responsible use models focused on: - Prompt literacy - Critical thinking - Reflection-based assignments - Citation expectations - Authentic assessment design - Ethical AI collaboration - Process-focused learning Many educators increasingly recognize that students will continue using AI regardless of school restrictions. The larger question is whether schools will help students understand how to use these technologies responsibly, ethically, and critically. This shift is transforming classroom conversations. Rather than asking only, “Did AI write this?” educators are increasingly asking: - How was AI used? - Did the student verify the information? - Did learning still occur? - Was AI used ethically and transparently? That represents a major cultural shift for K–12 education. ## Teachers Need Clear AI Guardrails Too The AI conversation is not centered solely on students. Teachers themselves are increasingly using AI for: - Lesson planning - Rubric generation - Translation support - Parent communication - Differentiated instruction - Brainstorming activities - Administrative efficiency - Classroom resource development However, many educators remain uncertain about what is officially permitted. Without clear district guidance, teachers may fear: - Violating policy - Exposing student data - Relying too heavily on AI-generated material - Sharing inaccurate information - Introducing biased content - Creating copyright concerns This uncertainty is pushing districts to create professional guardrails alongside student policies. Some districts now require staff training before AI tool usage. Others have created approved platform lists or tiered AI access models separating classroom-safe tools from restricted technologies. Professional development is becoming increasingly important because many teachers are asking not only how to use AI—but when it should or should not be used. ## Parents and Communities Want Transparency Districts are also recognizing that AI governance cannot happen behind closed doors. Parents and communities increasingly want transparency regarding: - How AI is being used - What student data is collected - Whether AI influences grading - How schools protect children online - What safeguards exist against misinformation - Whether AI could eventually replace human interaction Some parents are enthusiastic about AI’s educational potential. Others remain deeply cautious. Concerns surrounding surveillance, deepfakes, misinformation, and excessive screen dependence continue shaping public conversations around educational technology. As a result, many districts are beginning to include community engagement as part of AI governance planning. School boards are increasingly discussing AI during public meetings, and district leaders are recognizing that community trust may become one of the most important factors influencing long-term AI adoption. ## Cybersecurity Teams Are Preparing for AI Threats Artificial intelligence is also creating new cybersecurity concerns for K–12 schools. District cybersecurity leaders worry AI may increase: - Sophisticated phishing attacks - Social engineering scams - Deepfake impersonation - AI-generated misinformation - Credential theft attempts - Automated malware development K–12 schools already remain frequent ransomware targets. AI-assisted cyber threats may further complicate district security planning. As a result, many districts are now integrating AI awareness into broader cybersecurity strategies. Some schools are: - Updating incident response plans - Expanding phishing awareness training - Developing deepfake verification procedures - Strengthening communication protocols - Teaching AI-focused digital literacy The intersection of AI and cybersecurity is quickly becoming one of the most important operational challenges facing district technology leaders. ## The Role of District Leadership Is Changing Artificial intelligence is fundamentally reshaping K–12 leadership itself. Technology directors are no longer simply infrastructure managers. Curriculum leaders are no longer evaluating only textbooks and instructional software. Superintendents are no longer discussing technology only through operational lenses. AI governance now intersects with: - Ethics - Privacy - Cybersecurity - Instruction - Workforce readiness - Community trust - Equity - Student well-being - Strategic planning - Legal compliance This represents a major shift in how districts approach innovation. School systems are no longer reacting to technology years after adoption begins. They are being forced to proactively shape policies while technologies are still evolving in real time. ## The Districts Asking the Smartest Questions May Lead the Future Eventually, state and federal AI regulations will become more defined. But district leaders understand they cannot afford to wait. Students are already using AI. Teachers are already experimenting with it. Vendors are already marketing AI-powered platforms directly to schools. The districts moving fastest are not necessarily the ones adopting the most AI tools. They may ultimately be the districts asking the smartest questions first. The goal of AI guardrails is not to eliminate innovation. It is to create environments where innovation can occur responsibly, securely, ethically, and equitably. The districts building thoughtful governance frameworks today may ultimately become the models that shape how K–12 education navigates artificial intelligence for years to come. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [K-12 Technology Leadership Is No Longer Just IT](https://edcircuit.com/k-12-technology-leadership-is-no-longer-just-it/) **Published:** June 23, 2026 **Author:** EdCircuit Staff **Excerpt:** K-12 technology leadership has evolved from IT support into a strategic role shaping AI, cybersecurity, instruction, and district vision. **Content:** K-12 technology leadership has transformed dramatically over the last fifteen years. The district technology leader of 2026 looks very different from the technology director of 2010. Fifteen years ago, many school districts viewed technology as a behind-the-scenes support function. Keep the network running. Maintain devices. Handle helpdesk tickets. Make sure state testing systems stayed online. Technology departments were often expected to solve problems quietly while the rest of the district focused on instruction and operations. Today, district technology leaders are helping shape artificial intelligence policy, cybersecurity response planning, digital citizenship frameworks, instructional transformation initiatives, professional development systems, student data privacy strategies, and even district-wide communication plans. In many school systems, technology leaders are no longer simply managing infrastructure — they are helping guide district vision and leadership decisions at the highest levels. The role has evolved because education itself has evolved. Technology is no longer separate from teaching, learning, school safety, communication, operations, or community engagement. It now touches nearly every aspect of the modern educational experience. As a result, district technology leadership has become one of the most influential and complex leadership positions in K–12 education. ## **The Technology Director of 2010** In 2010, the typical district technology office looked very different from what it does today. Most technology leaders focused heavily on operational reliability and infrastructure management. Their daily responsibilities often included: - Maintaining servers and network systems - Supporting classroom hardware - Managing email systems - Troubleshooting software problems - Supporting testing environments - Maintaining district websites - Managing projectors and interactive whiteboards - Handling helpdesk requests - Managing internet filtering and firewall systems The work was critical, but the role was often reactive rather than strategic. Something broke. The technology department fixed it. At the time, many districts were still in the earlier phases of digital transformation. One-to-one device programs were far from universal. Cloud-based collaboration platforms were still emerging. Video conferencing tools were limited. Learning management systems were not deeply integrated into instruction. Artificial intelligence was not part of district planning conversations, and cybersecurity threats, while present, had not yet reached today’s level of sophistication. Technology leaders were respected, but in many districts, they were not consistently viewed as executive-level strategic leaders. In some school systems, technology departments operated separately from curriculum and instruction teams. Conversations surrounding teaching and learning were often disconnected from conversations about infrastructure and systems. That separation no longer exists. ## **The Pandemic Accelerated the Transformation** While district technology leadership had already started evolving before 2020, the COVID-19 pandemic accelerated that transformation at a pace few school systems could have predicted. Almost overnight, district technology teams became central to instructional continuity and operational stability. Technology leaders suddenly became crisis managers, trainers, communicators, instructional support specialists, and strategic advisors all at once. District technology departments found themselves responsible for: - Scaling remote learning systems district-wide - Deploying thousands of student devices - Expanding Wi-Fi and internet access - Supporting video conferencing platforms - Training educators on digital learning tools - Helping families navigate online systems - Protecting districts from rising cybersecurity threats - Supporting digital equity initiatives - Managing communication platforms during uncertainty For many districts, the pandemic fundamentally changed how leadership teams viewed technology departments. Technology was no longer simply operational support. It was instruction. It was access. It was communication. It was continuity. Superintendents and school boards witnessed firsthand how essential district technology leadership had become. Technology departments were no longer supporting transformation from the sidelines — they were helping lead it in real time. That perception shift continues to shape district leadership structures today. ## **AI Has Moved Technology Leaders Into the Spotlight** Artificial intelligence may be the clearest example of how dramatically the role has evolved. In 2010, very few district technology leaders were discussing AI governance, generative AI guardrails, ethical AI frameworks, or student AI literacy. In 2026, those conversations are happening daily. District technology leaders are now helping districts answer questions such as: - Should students be allowed to use generative AI tools? - How should districts address academic integrity in the AI era? - What AI platforms are safe for student use? - How should districts evaluate vendor AI claims? - What protections should exist around student data privacy? - How should educators receive AI training? - What AI guardrails should districts establish? - How can AI improve operational efficiency while maintaining human connection? These are not merely technical questions. They are leadership questions involving ethics, policy development, instructional philosophy, communication, and community trust. In many districts, technology leaders are now collaborating directly with curriculum departments, legal counsel, communications offices, school boards, and superintendents to create AI guidance that impacts entire school communities. Districts are no longer asking technology leaders to simply install software. They are asking them to help define the future of learning. ## **Cybersecurity Has Become a Leadership Priority** Cybersecurity has also fundamentally [reshaped district technology leadership](https://www.nationalcpc.org/blog/cybersecurity-is-an-education-leadership-issue-not-just-an-it-problem/). According to [Consortium for School Networking’s](https://www.cosn.org/) (CoSN) [2026 U.S. State of EdTech report,](https://www.cosn.org/edtech-topics/state-of-edtech-leadership/) cybersecurity continues to rank among the top priorities for district technology leaders as schools face growing concerns surrounding ransomware, phishing attacks, AI-related security risks, staffing shortages, and student data privacy. The report, based on feedback from more than 600 district technology leaders across 44 states, highlights how district technology leadership has expanded far beyond infrastructure management into strategic planning, governance, and operational leadership. Fifteen years ago, many school districts approached cybersecurity primarily through antivirus software, basic filtering systems, and firewall protections. Today, districts face significantly more sophisticated threats capable of disrupting learning, compromising student information, and impacting entire school operations. Modern district technology leaders are now deeply involved in: - Incident response planning - Cybersecurity tabletop exercises - Vendor security reviews - Staff cybersecurity awareness training - Data governance and privacy policies - Multi-factor authentication implementation - Disaster recovery planning - Continuity of operations strategies In some districts, technology leaders are coordinating directly with law enforcement agencies, emergency management teams, insurance providers, and state cybersecurity offices. The role increasingly intersects with school safety and district risk management. During a cyber incident, district technology leaders may help guide operational recovery, public messaging, family communication, and instructional continuity simultaneously. That level of responsibility extends far beyond traditional technical support. ## **Technology Leaders Are Now Executive Leaders** One of the biggest shifts in the profession may be where technology leaders now sit within district leadership structures. In many districts, chief technology officers and technology directors are participating in cabinet-level conversations surrounding: - Strategic planning - AI implementation - Budget development - School safety initiatives - Professional development - Community engagement - Data privacy - Long-term instructional transformation Superintendents increasingly rely on technology leaders not only for technical expertise, but for leadership insight. A superintendent preparing a district-wide AI rollout may depend on the technology leader to help shape implementation timelines, communication strategies, staff training, and cybersecurity protections. A district responding to a ransomware attack may rely on technology leadership to coordinate operational recovery while maintaining trust with families and staff. A board of education discussing student device expectations may look to technology leaders to explain digital citizenship practices, online safety concerns, and evolving AI challenges. The position has become deeply interconnected with district-wide leadership and decision-making. ## **The Modern Technology Leader in Action** Imagine a district technology leader preparing for the start of the school year in 2026. Their day may begin with a cybersecurity planning meeting reviewing phishing simulation data and discussing updated incident response protocols. An hour later, they may lead an AI professional development session helping educators understand responsible classroom integration and academic integrity expectations. By midday, they may review vendor privacy agreements, coordinate emergency communication systems with district safety teams, and prepare budget recommendations for an upcoming board meeting. Later that afternoon, they may meet with principals to discuss instructional technology implementation before joining a superintendent cabinet meeting focused on long-term strategic planning. That is not a support-only role. That is executive leadership. ## **Human Leadership Matters More Than Ever** Ironically, as technology becomes more advanced, the human side of leadership has become even more important. Modern district technology leaders spend significant time building relationships, communicating complex ideas clearly, and helping school communities navigate change. Successful technology leaders today must effectively communicate with: - Teachers - Principals - Parents - Students - School boards - Superintendents - Community stakeholders A technology leader may spend one part of the day discussing cybersecurity compliance requirements with administrators and another helping a teacher feel more comfortable integrating AI into classroom instruction. The strongest technology leaders are often the ones who can bridge innovation and people. They understand that successful technology implementation is rarely just about devices or software. It is about trust, communication, training, collaboration, and long-term cultural change within a district. ## **The Future of K–12 Technology Leadership** Looking ahead, the role will likely continue expanding. Artificial intelligence, predictive analytics, immersive learning environments, advanced cybersecurity frameworks, digital credentialing systems, and data-driven decision-making tools will place even greater strategic demands on district technology leadership. At the same time, districts will continue facing pressure surrounding: - Budget limitations - Staff shortages - Student data privacy concerns - Community trust - Digital fatigue and screen time balance - Equity and accessibility - Cybersecurity preparedness Technology leaders will increasingly help districts answer not only what technology can do — but what technology should do. That distinction matters. The most effective district technology leaders of the future may not simply be the most technically skilled individuals. They may be the leaders who can balance innovation with ethics, efficiency with human connection, and rapid transformation with thoughtful implementation. ## **Technology Leadership Is Now Educational Leadership** The district technology leader of 2026 is no longer simply the person responsible for keeping systems online. They are helping shape district vision, instructional transformation, cybersecurity readiness, AI governance, community communication, and long-term strategic planning. Technology leadership in K–12 education has evolved from operational support into strategic educational leadership. And the districts that thrive in the next decade may not simply be the ones with the best technology — but the ones with technology leaders capable of guiding people through change. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [Student Device Return Is More Than Repairs](https://edcircuit.com/student-device-return-is-more-than-repairs/) **Published:** June 17, 2026 **Author:** EdCircuit Staff **Excerpt:** Student device return now requires schools to address privacy, cybersecurity, accessibility, repairs, and digital readiness for the next school year. **Content:** Student device return season begins quietly in schools across the country. The final bell rings, lockers empty, classrooms shut down for summer, and carts of Chromebooks, tablets, and laptops begin stacking up in hallways, media centers, libraries, and IT offices. For many districts, the process feels routine. Screens are checked for cracks. Chargers are counted. Asset tags are scanned. Repairs are documented. Cases are inspected for damage. Devices are stacked, sorted, and shelved for summer work. But behind every returned device is something schools cannot afford to overlook: student information, digital identities, accessibility settings, communication tools, saved files, passwords, downloads, and months of educational activity that may still live inside the machine. What appears to be a simple technology collection process has quietly evolved into one of the most important operational, privacy, cybersecurity, and student-support responsibilities districts face during the summer months. A school-issued device is no longer just a piece of hardware. It is an extension of the classroom, a portal into learning systems, a communication tool, a testing environment, a storage space for student work, and, for some students, a critical accessibility support device. That means summer device collection is about far more than determining whether a student owes the district a replacement charger. It is about stewardship. Districts that approach student device return strategically are not only protecting technology investments. They are protecting student privacy, reducing cybersecurity risks, preserving accessibility supports, preparing devices for instruction, and ensuring a smoother start to the next school year. And increasingly, school leaders are realizing this process deserves far more attention than it typically receives. ## **The Physical Inspection Is Only the Beginning** The visible side of student device return is still important. Districts must account for every device issued throughout the year. Technology teams inspect screens, hinges, keyboards, batteries, ports, webcams, touchpads, styluses, protective cases, and chargers. Devices are tagged for repairs, warranty work, replacement parts, or retirement. Some devices may need simple fixes. Others may require battery replacement, keyboard repairs, screen swaps, or full replacement due to damage or age. According to [Frontline Education](https://www.frontlineeducation.com/school-device-lifecycle-management), effective device lifecycle management includes tracking, maintaining, repairing, collecting, refreshing, and redeploying student technology throughout the entire school year—not just during deployment season. Summer becomes the district’s largest maintenance window. IT departments often spend weeks repairing fleets, reimaging systems, updating operating systems, replacing broken parts, and evaluating which devices remain viable for another school year. Inventory systems must also be updated to reflect lost, damaged, or retired equipment so districts can budget accurately for future purchases. But once the physical inspection is complete, districts face a much larger question: What information is still on the device? ## The Hidden Layer: Student Information A returned student device may still contain downloaded assignments, saved passwords, browser history, screenshots, photos, videos, cached files, locally stored documents, autofill information, communication logs, or application data connected to the student who used it throughout the year. Even in cloud-based learning environments, local information often remains on devices longer than many schools realize. And unlike a cracked screen or damaged keyboard, those risks are invisible. The next student who receives the device should never gain accidental access to another student’s information, accounts, or educational materials. Yet without a structured process, that possibility becomes very real. The [U.S. Department of Education’s Student Privacy Policy Office](https://studentprivacy.ed.gov/ferpa) explains that FERPA protects the privacy of student education records maintained by schools and educational agencies. That does not necessarily mean every downloaded worksheet becomes a formal education record. But it does mean schools have a responsibility to thoughtfully manage student-related information and prevent unauthorized access. Summer device return should therefore include more than hardware collection. It should include a formal review of what must be archived, what should remain within official district systems, and what must be securely removed before a device is reassigned. Districts increasingly recognize that a proper reset process is not optional—it is part of responsible digital operations. ## **Archive, Delete, or Retain?** One of the most overlooked challenges in student device return is deciding what happens to the information tied to the device. Not everything should be deleted immediately. But not everything should remain indefinitely either. The [U.S. Department of Education’s Best Practices for Data Destruction guidance](https://studentprivacy.ed.gov/sites/default/files/resource_document/file/Best%20Practices%20for%20Data%20Destruction%20%282019-3-26%29.pdf) notes that schools should establish clear policies for data retention and destruction. That creates an important distinction for districts. Some information belongs in official systems such as: - student information systems - learning management systems - assessment platforms - special education documentation systems - district-approved cloud storage environments Other information may need to be returned to students or families, especially creative work, portfolios, projects, or locally saved materials students want to preserve. And some information should be securely removed entirely before a device enters storage, repair, recycling, or reassignment. Without consistent procedures, districts risk creating uneven privacy practices across buildings and departments. One school may fully wipe devices immediately, while another stores devices untouched for months with student sessions still active. Consistency matters. This is where collaboration between IT leaders, records personnel, curriculum teams, building administrators, and special education staff becomes essential. ## **Cybersecurity Starts During Summer Collection** Summer device return is also one of the best opportunities districts have to strengthen cybersecurity before the next school year begins. Throughout the year, student devices may accumulate unauthorized browser extensions, outdated software, unapproved applications, suspicious downloads, cached credentials, or security vulnerabilities. When thousands of devices reconnect in August, those weaknesses can scale quickly across a district network. The [Cybersecurity and Infrastructure Security Agency (CISA)](https://www.cisa.gov/topics/cybersecurity-best-practices/K12cybersecurity/protecting-our-future-cybersecurity-k12) encourages K–12 schools to prioritize practical cybersecurity protections and build stronger long-term security plans. Summer creates a rare reset window. Devices can be: - reimaged - patched - updated - scanned for vulnerabilities - reset to district standards - reenrolled in device management systems - stripped of unauthorized software - reassigned with updated security policies This is also the ideal time for districts to evaluate whether acceptable use policies are functioning effectively. Were students bypassing filters? Installing unauthorized tools? Accessing restricted content? Circumventing device management settings? The purpose should not be punitive. Instead, districts can use summer findings to improve safeguards, strengthen configurations, and better prepare systems for the following school year. Every returned device becomes a snapshot of how well a district’s technology ecosystem functioned throughout the year. ## **When Devices Become Accessibility Tools** The most sensitive part of student device return often involves students receiving special education services or using assistive technology. For some students, a device is not simply a Chromebook or tablet. It is their communication system. It may contain speech-generation software, personalized accessibility settings, visual schedules, motor accommodations, language supports, enlarged interfaces, customized symbols, sensory tools, or communication profiles built carefully over months—or even years. A careless reset could erase months of personalization and directly impact a student’s ability to communicate and participate in learning. That is why assistive technology devices should never follow the same workflow as standard student inventory. Before devices are wiped or reassigned, schools should determine: - whether communication systems are backed up - where accessibility profiles are stored - whether settings transfer between devices - what information must remain archived - who verifies the device configuration - how summer services or extended school year programs are supported This process often requires collaboration between: - IT departments - intervention specialists - speech-language pathologists - occupational therapists - classroom teachers - assistive technology coordinators - special education administrators The transition between school years can already be difficult for students requiring specialized supports. Losing carefully configured technology settings only creates additional barriers. Districts that approach this thoughtfully demonstrate that technology management is also student support management. ## **Preparing Devices for the Next School Year** Once devices are repaired, cleaned, updated, reset, and secured, districts begin preparing them for redeployment. This stage is far more strategic than many people realize. Devices may need: - updated operating systems - grade-level restrictions - testing software - instructional applications - accessibility tools - filtering adjustments - new asset tags - replacement batteries - refreshed cases - updated management profiles Different student populations may require entirely different configurations. Elementary students may need stricter filtering and simplified interfaces. High school students may require specialized software for advanced coursework. Career and technical education students may need industry-specific applications. Students receiving special education services may require accessibility tools installed before the first day of school—not weeks later. The quality of a district’s back-to-school technology experience is often determined during summer preparation. A smooth August rollout rarely happens by accident. ## **Sustainability and the Device Lifecycle** Summer device return also forces districts to confront a growing challenge in K–12 education: technology sustainability. Not every device collected in May will return to classrooms in August. Some devices will be retired because of age, battery degradation, repeated damage, or outdated hardware. Others may be refurbished for secondary use, reassigned to younger grades, donated, harvested for parts, or responsibly recycled. As districts continue operating large one-to-one device programs, long-term lifecycle planning has become increasingly important. That includes: - battery disposal - electronic waste management - responsible recycling - secure destruction of retired storage devices - refurbishment planning - budgeting for refresh cycles A student device is no longer a short-term technology purchase. It is part of an ongoing operational ecosystem that districts must maintain responsibly and sustainably. ## **A Leadership Opportunity Most Schools Never Talk About** Student device return may never receive the attention of artificial intelligence initiatives, cybersecurity conferences, or major technology rollouts. But it represents something equally important. It is where district operations, student privacy, accessibility, cybersecurity, compliance, and instructional readiness all intersect at once. It is where schools demonstrate whether technology is being managed intentionally—or simply collected and redistributed year after year. The strongest districts understand that device stewardship extends beyond physical equipment. It includes protecting student information, preserving accessibility supports, reducing security risks, maintaining operational consistency, and ensuring every student begins the next school year with technology that is truly ready for learning. What happens after a student turns in a device says a great deal about how a district approaches technology leadership overall. And increasingly, schools are discovering that student device return is not the end of the technology cycle. It is the beginning of the next one. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Digital Citizenship, Hot Topics - controversial, School Safety **Tags:** Headline --- ### [Celebrating the School Community Behind Every Student](https://edcircuit.com/celebrating-the-school-community-behind-every-student/) **Published:** May 22, 2026 **Author:** EdCircuit Staff **Excerpt:** The school community deserves recognition for the long hours, care, and teamwork that help students learn, grow, and succeed every day. **Content:** The school community is the heartbeat of every school building, and as another school year comes to a close, this is a moment to celebrate the people who make learning possible every single day. When families think about schools, the first image that often comes to mind is the classroom teacher standing in front of students. Teachers deserve enormous appreciation for the work they do, but a successful school year is built by far more than what happens inside a single classroom. Behind every hallway, classroom, cafeteria, office, library, lab, and gymnasium is an entire team of people working together to support students. Schools are living communities powered by relationships, teamwork, sacrifice, and care. It is the teacher aide sitting beside a struggling student, patiently helping them regain confidence during a difficult lesson. It is the assistant principal handling discipline situations, transportation concerns, student conflicts, parent communication, and emergencies while still finding time to encourage students in the hallway between meetings. It is the secretary answering nonstop phone calls while greeting parents with a smile, organizing schedules, helping students who forgot assignments, calming nervous families, and somehow keeping the building running smoothly all at once. It is the cafeteria staff arriving before sunrise to prepare breakfasts and lunches for hundreds of students each day. It is the custodian resetting classrooms late at night after concerts, games, science labs, and school events so students walk into a clean, safe, welcoming building the next morning. It is the guidance counselor helping students navigate anxiety, friendships, academic pressure, family struggles, college applications, career planning, and moments of uncertainty that may never appear on a report card but shape a child’s future forever. It is the science teacher staying after school to reset lab stations and organize materials for the next day. The music teacher preparing students for concerts and performances. The intervention specialist modifying lessons late into the evening. The librarian helping students discover books that spark imagination. The technology department rushing to fix devices during testing season. The school nurse caring for students who walk through the office needing far more than just a bandage. One school building contains hundreds of responsibilities and countless acts of care that often go unnoticed. That is what makes a strong school community so extraordinary. The end of the school year is often described as exhausting, and rightfully so. Schools run on long hours and emotional investment. Staff members arrive before sunrise for bus duty, tutoring, supervision, rehearsals, practices, meetings, and preparation. Many remain long after students leave, entering grades, answering emails, planning lessons, calling parents, organizing events, reviewing data, preparing reports, or simply making sure tomorrow is ready before finally heading home. And even then, the work often continues at kitchen tables, on laptops late at night, and during weekends spent preparing for the next school day. Yet despite the exhaustion, school communities continue showing up for students. That commitment is what makes education different from almost any other profession. Schools are built on human connection. A student’s day can be changed by encouragement from a cafeteria worker who remembers their name, a bus driver greeting them every morning, a counselor helping them through a difficult moment, or a secretary offering kindness during a stressful day. Students may never fully realize how many adults are quietly working behind the scenes for their success, but those moments shape the culture and heart of a school building every single day. This year likely brought moments of stress, uncertainty, deadlines, and difficult conversations. But it also brought moments that remind educators and staff members why they continue doing this work. A student finally understanding a difficult concept. A shy child gaining confidence. A senior opening an acceptance letter. A hallway filled with laughter after spirit week. A successful concert, science fair, theater production, or championship game. A parent sending a simple email saying thank you. A student who felt seen, supported, and cared for because someone inside that building took the time to make a difference. Those moments matter. At a time when conversations around education often focus on politics, staffing shortages, funding concerns, testing, and burnout, it is equally important to pause and recognize the incredible humanity inside every school community. Schools are filled with people who consistently give more of themselves than what is written in a job description. They celebrate student victories, support families through challenges, mentor young people, solve problems, manage crises, and create spaces where students can learn, grow, and belong. That work deserves recognition. As summer begins, many educators and staff members will finally have an opportunity to pause, recharge, and reflect. Some will spend time with family. Others will coach, teach summer programs, attend professional development, or already begin preparing for next year. Because even after the final bell rings, school communities continue building toward the future. So, as the school year comes to a close, this is a thank you to the entire school community. Thank you to the teachers who inspired curiosity and growth. Thank you to the aides and paraprofessionals who provided patience and support. Thank you to the assistant principals and administrators who carried enormous responsibility behind the scenes. Thank you to the cafeteria workers who made sure students were fed and cared for every day. Thank you to the secretaries who became communicators, organizers, problem-solvers, and welcoming faces for families. Thank you to the counselors, nurses, custodians, librarians, bus drivers, intervention specialists, technology teams, coaches, and every staff member whose work helped students feel safe, supported, and valued. Your long hours mattered. Your patience mattered. Your kindness mattered. Your presence mattered. And while students may leave the building for summer break, the impact of what you helped create this year will continue long after the hallways grow quiet and the final bell fades away. Because the true strength of a school community has never been found in the building itself. It has always been found in the people inside it. **[Good Morning America](https://www.youtube.com/@GMA) – [Social media loving the heartfelt videos for the end of the school year](https://www.youtube.com/watch?v=5U65j95Jnl8)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Community, Hot Topics - controversial **Tags:** Headline --- ### [AI Lesson Planning: A Teacher’s Summer Guide](https://edcircuit.com/ai-lesson-planning-a-teachers-summer-guide/) **Published:** June 8, 2026 **Author:** EdCircuit Staff **Excerpt:** AI lesson planning can help teachers save time, improve instruction, and responsibly prepare classrooms for the future of learning. **Content:** AI lesson planning is quickly becoming [one of the most important conversations in education](https://www.nea.org/nea-today/all-news-articles/how-ai-changing-way-you-teach) as teachers, administrators, and school leaders explore how artificial intelligence can support instruction without replacing the human connection that defines great teaching. For many educators, summer offers something the school year rarely provides: time to think. The rush of bells, grading, hallway duty, parent emails, intervention meetings, testing schedules, and daily classroom management finally slows down. That breathing room creates an opportunity for teachers to experiment, reflect, redesign lessons, and explore how AI can help them become more effective educators before students return in the fall. But this conversation is bigger than technology. It is about teacher workload. It is about instructional quality. It is about differentiation. It is about helping educators reclaim time while maintaining the creativity, empathy, and professional judgment that students need most. The U.S. Department of Education has [emphasized](https://www.ed.gov/sites/ed/files/documents/ai-report/ai-report.pdf) that AI should enhance teaching and learning while keeping educators at the center of instructional decision-making. UNESCO has similarly urged schools to [approach AI with human-centered and ethical practices](https://www.unesco.org/en/articles/ai-education-ensuring-ethical-and-human-centered-integration) that prioritize privacy, equity, and responsible implementation. The message is becoming increasingly clear across K-12 education: AI should support teachers, not replace them. ## **Why Teachers Are Exploring AI Lesson Planning** Teachers are carrying enormous instructional expectations. Today’s classrooms require differentiation, data analysis, social-emotional awareness, parent communication, technology integration, intervention planning, formative assessment, behavior management, and curriculum alignment — often simultaneously. At the same time, educators are being asked to personalize instruction for students with vastly different academic, emotional, and social needs. Many teachers spend evenings rebuilding lessons, searching for engagement strategies, modifying assignments, creating accommodations, and preparing resources long after the school day ends. That reality is one reason AI has captured the attention of educators. For the first time, teachers have access to tools capable of helping them brainstorm ideas, generate instructional materials, organize content, simplify reading passages, draft assessments, and build differentiated supports in minutes rather than hours. The key is understanding how to use those tools responsibly and intentionally. AI should not become a shortcut that removes teacher thinking from the planning process. Instead, it should act more like an instructional assistant — helping educators move faster while still relying on professional expertise to guide the final decisions. ## **AI Lesson Planning Must Begin With Purpose** One of the biggest mistakes educators can make is asking AI to create an entire lesson before clarifying what students actually need. A weak prompt sounds like this: “Create a lesson on fractions.” A stronger prompt sounds like this: “I teach fourth-grade math. My students understand basic fractions but struggle comparing fractions with unlike denominators. I need a 45-minute lesson with visual modeling, guided practice, partner discussion, and an exit ticket that checks for misconceptions.” That difference matters. The second prompt reflects instructional thinking. The teacher has already identified: - the learning gap, - the grade level, - the classroom structure, - the time frame, - and the desired outcome. AI performs best when teachers first define the instructional purpose. This is an important guideline for educators moving into AI-supported planning: **the teacher should always do the critical thinking before the technology does the generating.** ## **A Real Classroom Example: Rebuilding a Science Unit Over Summer** Consider a middle school science teacher preparing for the upcoming school year. Last year, her ecosystems unit struggled. Students memorized vocabulary but had difficulty explaining energy transfer and environmental balance. Classroom discussions felt flat, and many students failed to connect the concepts to the real world. During summer break, she decides to use AI to redesign the unit. Instead of asking AI to “create an ecosystems unit,” she approaches the process strategically. First, she asks: “My seventh-grade students struggled connecting food webs to real-world ecosystems. Suggest engaging phenomena-based lesson ideas connected to local environments.” AI provides several ideas, including: - analyzing a pond ecosystem, - examining invasive species, - and studying how pollution impacts local waterways. One suggestion sparks an idea. The teacher builds a lesson around an algae bloom affecting nearby lakes students recognize from their own community. Next, she asks AI to: - generate vocabulary supports, - create differentiated reading passages, - develop discussion questions, - suggest misconceptions students may have, - and draft an exit ticket. The teacher does not simply copy and paste the results. She reviews everything carefully. She rewrites sections in her own voice. She removes examples that do not fit her students. She adjusts the reading level. She adds hands-on activities and classroom discussion strategies based on her own experience. By August, she has not replaced her planning process with AI. She has strengthened it. This is what responsible AI lesson planning looks like. ## **Using AI to Differentiate Instruction** Differentiation remains one of the most time-consuming parts of lesson planning. Teachers are expected to support students reading below grade level, English learners, advanced learners, students with IEPs, and students who simply learn differently — often within the same classroom period. AI can help educators create multiple entry points into learning. For example, a teacher might ask: “Rewrite this reading passage at three different reading levels while preserving the same core concepts.” Or: “Create scaffolded discussion questions for students who struggle participating in class conversations.” Or: “Generate extension activities for advanced learners who finish early.” This allows teachers to spend less time formatting and more time focusing on instructional delivery and student relationships. However, educators must remain thoughtful when using AI-generated differentiation. Supports should never feel watered down or isolating. Students should still feel connected to the same essential learning goals as their peers. AI can help widen access to learning, but teachers must ensure that rigor, dignity, and inclusivity remain intact. ## **AI Can Help Teachers Anticipate Student Misconceptions** Experienced teachers often predict where students will struggle before instruction even begins. AI can strengthen that process. A teacher preparing a lesson on the water cycle might ask: “What misconceptions do fifth-grade students commonly have about evaporation and condensation?” AI may identify misunderstandings such as: - students believing evaporated water disappears completely, - or assuming clouds are made from smoke rather than water droplets. This allows teachers to proactively address confusion during instruction instead of waiting until after an assessment reveals learning gaps. In this way, AI becomes less about replacing teacher expertise and more about enhancing reflective instructional planning. ## **AI and Teacher Burnout** One of the most important aspects of this conversation is teacher burnout. Across the country, educators are navigating growing responsibilities while trying to maintain meaningful learning experiences for students. Many teachers arrive early, stay late, and continue planning from home well into the evening. AI will not solve every challenge facing education. But it may help teachers reclaim valuable time. Instead of spending two hours creating leveled reading supports, a teacher may spend twenty minutes refining AI-generated drafts. Instead of building every review question from scratch, a teacher can focus energy on improving discussion quality, feedback, and student interaction. That time matters. The goal should not be efficiency for efficiency’s sake. The goal should be creating more space for the parts of teaching that matter most: - relationships, - feedback, - creativity, - mentoring, - encouragement, - and instructional responsiveness. Students rarely remember perfectly formatted worksheets. They remember the teacher who helped them believe they could succeed. ## **AI Can Strengthen Assessment Design** Assessment is another area where AI can support teachers effectively. Educators can ask AI to: - generate exit tickets, - create practice questions, - draft rubric language, - build discussion prompts, - or suggest project-based learning ideas. For example: “Create three exit ticket questions for a high school history lesson on the Industrial Revolution. One question should assess factual understanding, one should identify misconceptions, and one should require critical thinking.” This kind of prompt helps teachers move beyond recall-based assessment and encourages deeper learning. Teachers can also use AI to improve feedback systems by generating: - self-reflection prompts, - peer review sentence starters, - or student conferencing questions. Still, assessment design should always remain grounded in teacher judgment. AI-generated questions may sometimes lack nuance, alignment, or age appropriateness. Teachers must review all materials carefully before classroom use. ## **Responsible AI Use Means Protecting Student Privacy** One of the most important responsibilities schools face is protecting student data. Teachers should never input confidential student information into AI platforms unless the district has specifically approved the tool and verified its privacy protections. That includes: - student names, - grades, - disability information, - discipline records, - family situations, - health information, - or personally identifiable data. Instead of writing: “Create accommodations for John Smith who has ADHD and struggles emotionally.” A safer approach would be: “Suggest strategies for supporting a middle school student who struggles maintaining attention during independent work.” Districts must provide clear guidance regarding approved platforms, acceptable use, and student privacy expectations. Organizations like TeachAI continue to emphasize the importance of transparent policies and ethical implementation as schools adopt AI technologies. ([teachai.org](https://www.teachai.org/?utm_source=chatgpt.com)) ## **District Leaders Must Prepare Teachers for AI** This conversation cannot fall entirely on classroom teachers. Principals, curriculum directors, technology leaders, and superintendents must help establish clear expectations for AI implementation. That means districts should provide: - approved AI platforms, - professional development, - privacy guidance, - prompt-writing training, - instructional examples, - and ethical use policies. Without support, schools risk creating inconsistent AI practices from classroom to classroom. Some districts are already creating summer AI cohorts where teachers collaborate, test tools, share successful prompts, and redesign lessons together. This approach positions AI as a professional learning opportunity rather than simply another technology initiative. Parents also need to be included in the conversation. Families deserve transparency regarding: - how AI is being used, - how student data is protected, - and how schools are teaching ethical AI use. The future of AI literacy will require partnership between schools and families. ## **AI Should Never Flatten Teacher Creativity** One concern many educators share is that AI-generated lessons can sometimes feel generic. A polished lesson is not always a meaningful lesson. AI may create a technically organized sequence: - objective, - warm-up, - guided practice, - independent work, - closure. But great teaching involves more than structure. Students respond to passion, storytelling, humor, local examples, relationships, and authenticity. A classroom lesson becomes memorable because of the teacher delivering it. That is why educators should use AI to expand creativity rather than replace it. Teachers can ask AI to: - generate role-play ideas, - create simulations, - suggest debate formats, - develop inquiry questions, - or connect lessons to current events and student interests. The teacher then shapes those ideas into something personal and meaningful for their own classroom culture. ## **The Best AI Lesson Planning Still Feels Human** The future of AI in education will not be determined by how quickly schools adopt technology. It will be determined by whether educators use these tools to strengthen learning while preserving the human relationships at the center of teaching. A great lesson still depends on a teacher who knows: - when students need encouragement, - when confusion is building, - when to slow down, - when to challenge deeper thinking, - and when a conversation matters more than the lesson plan itself. AI cannot replace empathy. It cannot replace classroom presence. It cannot replace trust. What it can do is help teachers prepare more efficiently, differentiate more effectively, communicate more clearly, and spend more energy on students instead of repetitive planning tasks. That is why summer may be the ideal time for educators to explore AI lesson planning. Not because schools should rush toward replacing traditional teaching methods, but because thoughtful experimentation now may help teachers enter the next school year more prepared, more supported, and more empowered to focus on what matters most: helping students learn, grow, and succeed. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Device Maintenance in K-12 Schools Matters](https://edcircuit.com/device-maintenance-in-k-12-schools-matters/) **Published:** May 22, 2026 **Author:** EdCircuit Staff **Excerpt:** Device maintenance in K-12 schools keeps devices reliable, reduces downtime, extends lifespan, and supports consistent digital learning for all students. **Content:** Device maintenance in K-12 schools is no longer a technical afterthought. It is a core part of how schools support learning, protect investments, and ensure students have reliable access to digital tools every day. ## **The shift to 1:1 devices in schools** Over the past decade, K-12 education has undergone a major digital transformation. Many districts have adopted 1:1 device programs, placing a Chromebook or iPad in the hands of every student. This shift accelerated during the COVID-19 pandemic, when remote and hybrid learning made devices essential rather than optional. What received far less attention was what happens after rollout. In many schools,[ device maintenance is still treated as a back-end IT task](https://edcircuit.com/how-k-12-schools-are-resetting-device-management/) instead of a core part of instructional continuity. The result shows up quickly. Devices begin to fail, tickets pile up, and classroom momentum slows down. That gap is no longer easy to ignore. Devices break. Batteries degrade. Software becomes outdated. And when maintenance is reactive instead of planned, the impact is felt across classrooms. ### **Why maintenance gets overlooked** There are a few common reasons schools underestimate device maintenance: - Initial focus is on procurement, not sustainability - IT teams are understaffed or stretched thin - Budgets prioritize new purchases over upkeep - Responsibility for care is unclear between students, teachers, and IT The result is predictable: devices fail faster, support tickets increase, and instructional time is disrupted. ## **The real cost of poor device maintenance** When device maintenance is not prioritized, the consequences show up in classrooms almost immediately. ### **Instructional disruption** Picture a classroom where five students cannot log in, three devices will not hold a charge, and one has a cracked screen that makes it unusable. The lesson does not stop, but those students are already behind. In a 1:1 environment, even small failure rates create real gaps in participation. ### **Increased IT workload** Without preventive maintenance, IT teams spend most of their time reacting. Instead of improving systems, they are stuck clearing backlogs, triaging urgent issues, and managing frustrated staff. This is where burnout starts to show. ### **Higher long-term costs** Reactive maintenance is expensive. Emergency repairs, rushed replacements, and lost devices add up quickly. Districts often end up paying more over time because they delayed small, manageable upkeep. Schools that invest in structured maintenance programs regularly extend device lifespan by one to two years. At scale, that is a major budget difference. ### **Equity breaks down quickly** When device maintenance is inconsistent, equity breaks down fast. The students who lose access are often the ones who rely on school devices the most. Maintenance is not just operational. It directly impacts who gets to fully participate in learning. ## **What effective device maintenance looks like** [Strong device maintenance programs](https://www.frontlineeducation.com/school-device-lifecycle-management/) are proactive, structured, and shared across the school community. ### **1. Preventive maintenance routines** Routine checks and updates reduce the likelihood of major failures. This includes regular OS updates, battery health checks, and physical inspections. Preventive care is far less disruptive than emergency fixes, and far less expensive. ### **2. Clear ownership and accountability** One of the most common gaps in schools is unclear responsibility. When no one owns device care, everyone assumes someone else does. Effective programs define roles clearly: - Students take responsibility for daily handling - Teachers reinforce expectations in real time - IT teams manage systems, repairs, and tracking Small habits, like proper storage and charging, reduce damage more than most schools expect. ### **3. Student education and digital responsibility** Students need to see devices as tools, not temporary equipment. Simple habits matter: - Carrying devices correctly - Keeping food and liquids away - Reporting issues early instead of ignoring them Schools that invest even a small amount of time in this see measurable drops in damage rates. ### **4. Streamlined repair and support systems** When something does go wrong, response time matters. Efficient systems include: - Clear ticketing workflows - Defined repair timelines - Access to loaner devices The goal is not zero issues. The goal is minimal disruption. ### **5. Lifecycle planning** Every device has a lifespan, and ignoring that reality leads to budget surprises. Lifecycle planning allows districts to: - Forecast replacement cycles - Spread costs over time - Avoid large, reactive purchases This is where maintenance connects directly to financial planning. ## **The role of leadership in device maintenance** School and district leaders play a critical role in shifting maintenance from reactive to proactive. ### **Budget alignment** Maintenance must be built into technology budgets, not treated as an optional expense. This includes funding for: - Repairs and parts - IT staffing - Device management tools ### **Policy development** Clear policies help set expectations for device use and care. These policies should be communicated to students, staff, and families. ### **Culture shift** Maintenance should be seen as part of the learning environment, not just a technical function. When schools treat devices as essential learning tools, care and responsibility follow. ## **Moving from reactive to proactive maintenance** Many schools are now recognizing the need to rethink their approach. A proactive strategy includes: - Tracking device performance data - Identifying common failure points - Addressing issues before they escalate This shift reduces costs, improves reliability, and supports better learning outcomes. ## **Moving from reactive to proactive maintenance** Many schools are starting to recognize that their current approach is not sustainable. A proactive strategy is built on visibility and planning. That includes tracking device performance, identifying repeat issues, and addressing patterns before they escalate. This shift changes how IT teams operate. It also changes how classrooms function. When devices are reliable, teachers can plan with confidence and students can stay engaged. ## **Final thoughts** Device maintenance in K-12 schools is [not just about fixing what breaks](https://edtechmagazine.com/k12/article/2024/02/how-breakfix-programs-maintain-one-one-computing-success-perfcon). It is about protecting instructional time, supporting equity, and making technology investments last. Schools have already committed to digital learning. The devices are in students’ hands. The real question now is whether those devices will continue to support learning consistently or slowly become a source of disruption. Without a clear maintenance strategy, even the strongest 1:1 program starts to break down. With one, it becomes sustainable. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [AI Policy in Education Drives Equity Outcomes](https://edcircuit.com/ai-policy-in-education-drives-equity-outcomes/) **Published:** June 11, 2026 **Author:** EdCircuit Staff **Excerpt:** AI policy in education determines equity —without clear guidance, schools risk inconsistency, misuse, and widening gaps in student outcomes. **Content:** **AI policy in education** is quickly becoming the most important decision school systems are not making fast enough. Right now, in districts across the country, students are using AI every day— with or without permission, with or without guidance. The difference is not whether AI is being used. **The difference is whether schools have decided how it should be used.** Artificial intelligence is already [embedded in how students learn, research, and produce work](https://www.gse.harvard.edu/ideas/news/25/04/ai-can-add-not-just-subtract-learning). The question is no longer whether AI belongs in education. The question is whether schools are **leading it—or reacting to it.** ## **The Reality: Policy Is All Over the Place** Across K–12 education, AI policy is inconsistent at best—and nonexistent at worst. Some districts have: - Developed clear guidelines for student and teacher use - Integrated AI into instruction with guardrails - Begun training staff on responsible implementation Others are: - Blocking tools entirely - Leaving decisions up to individual teachers - Avoiding the conversation altogether And many fall somewhere in between. This inconsistency is not just a leadership challenge—it is an equity issue. Because when policy varies from district to district—or even classroom to classroom—students receive fundamentally different experiences with the same technology. ## **The Risk of No Policy: Inequity by Default** When schools fail to define how AI should be used, the result is not neutrality. It is chaos. Without clear policy: - Teachers create their own rules, leading to inconsistency - Students navigate AI without guidance - Misuse increases—not always out of intent, but out of confusion - Opportunities to use AI for learning are unevenly distributed In some classrooms, students are learning how to use AI to deepen thinking, refine work, and explore new ideas. In others, students are told to avoid it entirely—or worse, left to figure it out on their own. The result is not just different outcomes. It is **different levels of preparation for the future.** Policy is not about control. It is about **clarity**. And without clarity, inequity grows. ## **The False Choice: Ban It or Embrace It** Many districts are approaching AI as a binary decision: - Allow it - Or restrict it But that framing misses the point. AI is not a trend that can be paused or postponed. Students already have access to it—on personal devices, at home, and outside of school systems. Blocking AI in school does not prevent its use. It simply removes the opportunity to **teach students how to use it well**. This creates a dangerous dynamic: - Students who explore AI independently gain an advantage - Students who follow school restrictions fall behind What appears to be a protective decision can quickly become an inequitable one. ## **What Strong AI Policy Actually Looks Like** If policy is the lever for equity, then it must be intentional, practical, and aligned across the system. Strong AI policy in education should include: ### **1. Clear Use Guidelines** Define when and how AI can be used by students and teachers. Remove ambiguity so expectations are consistent. ### **2. Instructional Integration** AI should not sit outside the classroom—it should be part of how students write, research, problem-solve, and think. ### **3. Data Privacy and Security** Ensure student data is protected and that approved tools meet district standards. ### **4. Professional Development** Teachers need ongoing support—not just initial training—to confidently guide students. ### **5. Consistency Across Schools** Students should not have entirely different AI experiences based on their classroom or building. Policy must move beyond documents and into **practice**. ## **The Leadership Responsibility** AI policy is not an IT decision. It is not a one-time document. And it is not something districts can afford to delay. This is a leadership issue—one that sits at the intersection of: - Instruction - Technology - Equity - Risk management In many districts, AI use is already happening—but without policy, without training, and without alignment. That is where inequity takes hold. **If your district does not have a clear AI policy, you do not have a neutral position—you have an inconsistent one.** The longer districts wait to define AI policy, **the more they allow inconsistency to become the system.** And once that happens, closing the gap becomes significantly harder. ## **The Urgency: This Is Already in Motion** The most important reality for school leaders is this: **AI is already shaping student outcomes.** Students are: - Using it to complete assignments - Exploring it independently - Learning from it—whether guided or not And they are doing so at different levels, with different support systems. There is no pause button. There is no slow rollout. There is only a rapidly evolving landscape where: - Some students are being prepared - And others are not ## **The Path Forward: Lead, Don’t React** Districts that take a proactive approach to AI policy have an opportunity to: - Create consistent expectations - Support teachers with clarity and confidence - Ensure equitable access and use - Prepare students for a future where AI is embedded in nearly every field Those who do not risk falling into a familiar pattern: Technology arrives, adoption varies, and inequity widens before systems respond. AI policy is the moment where that pattern can be broken. ## **Final Thought** AI is already shaping how students learn. Policy will determine whether schools shape that impact— **or simply react to it after the gap has already formed.** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [School Bus Cameras and Student Privacy](https://edcircuit.com/school-bus-cameras-and-student-privacy/) **Published:** June 15, 2026 **Author:** EdCircuit Staff **Excerpt:** School bus cameras raise questions about footage storage, privacy, parent access, bullying investigations, and district policy. **Content:** School bus cameras and school surveillance systems have become a standard part of K–12 education, but many parents, educators, and administrators still do not fully understand what happens to the footage after it is recorded. Across the country, school districts now operate complex surveillance networks that include cameras on buses, in hallways, outside entrances, parking lots, cafeterias, gyms, and other common areas. These systems are designed to improve safety, document incidents, reduce vandalism, investigate bullying, and protect students and staff. Yet behind every camera is a growing set of questions about privacy, access, retention policies, student rights, and legal responsibilities. For many families, the issue only becomes real when an incident occurs. A parent may believe their child is being bullied on the bus. A fight may happen in a hallway. A student may report harassment near a locker room or outside the school building. Suddenly, parents want answers, and the first question often becomes: “Can we see the footage?” The answer is rarely simple. Under federal privacy laws such as the[ Family Educational Rights and Privacy Act](https://studentprivacy.ed.gov/ferpa) (FERPA), [school surveillance footage can quickly become part of a student’s educational record depending on how it is used and maintained by the district](https://studentprivacy.ed.gov/faq/faqs-photos-and-videos-under-ferpa). That means school districts must carefully balance transparency with the privacy rights of every student captured on camera. In today’s educational environment, surveillance systems are no longer just about security. They have become part of district operations, student discipline, legal compliance, transportation oversight, and parent communication. ## **Why Schools Are Expanding Camera Systems** Most modern school districts use surveillance cameras for several reasons: - Student safety - Bus behavior monitoring - Bullying investigations - Threat assessment - Building security - Visitor monitoring - Vandalism prevention - Athletic and event supervision - Staff accountability - Emergency response documentation School buses in particular have become one of the most common locations for [surveillance systems](https://www.campussafetymagazine.com/insights/why-unified-camera-systems-are-essential-for-school-bus-security/173718/). Cameras on buses can capture fights, unsafe behavior, stop-arm violations, vandalism, driver interactions, and bullying concerns. Some systems even include multiple camera angles and audio recording capabilities. District leaders often argue that these systems protect everyone involved. Drivers feel safer. Administrators can investigate incidents more accurately. Students may behave differently knowing cameras are present. Parents gain reassurance that concerns can potentially be verified. But the expansion of surveillance also creates a difficult question: How much monitoring is too much? ## **What Happens to the Footage?** One of the biggest misconceptions among parents is that districts store surveillance footage forever. In reality, most school systems automatically overwrite recordings after a relatively short period unless the footage is flagged for preservation. Retention policies vary dramatically by district and state. Some districts store routine footage for: - 7 days - 14 days - 30 days - 60 days - 90 days Other districts may retain footage longer if: - An incident report was filed - Law enforcement requested preservation - A disciplinary investigation is underway - Litigation is possible - A parent complaint was submitted Many districts use motion-triggered cloud systems or network video recorders that continuously overwrite old footage once storage limits are reached. That means timing matters. If a parent waits several weeks to report bullying or harassment, the footage may already be deleted permanently. This reality is becoming increasingly important as families assume digital evidence automatically exists forever. In many cases, districts simply do not have the storage infrastructure to retain thousands of hours of daily video indefinitely. Some district policies specifically state that surveillance recordings are only maintained “as long as necessary” or at the discretion of district administrators. ## **Who Actually Has Access to School Surveillance Video?** Access is typically [restricted to authorized personnel only](https://caseguard.com/articles/ferpa-and-student-surveillance-systems/). Depending on district policy, access may include: - Superintendents - Transportation directors - Principals - Assistant principals - School resource officers - Security personnel - IT administrators - Legal counsel Teachers generally do not have unrestricted access to surveillance systems, and neither do parents. This is where FERPA becomes critically important. According to federal guidance, a video can become an educational record if it is directly related to a student and maintained by the school district. For example: - A hallway fight investigation - A bullying complaint - A disciplinary action on a bus - A student injury - A medical emergency - A harassment incident Once footage becomes tied to discipline or a student-specific investigation, districts must treat it carefully because other students also appear in the recording. That creates enormous complications for schools attempting to balance parental rights with student privacy protections. ## **Can Parents Request Access to Footage?** This is one of the most misunderstood areas in education law. Parents often believe they have an automatic right to obtain surveillance footage involving their child. In reality, schools usually distinguish between: - Viewing footage - Receiving copies of footage - Public release of footage Under FERPA, parents may have the right to inspect records directly related to their child, but districts are generally not required to provide copies of videos. In many cases, districts will: - Allow a supervised viewing - Blur or redact other students - Limit viewing to administrators’ offices - Deny copies entirely - Require formal written requests If multiple students appear in the video, schools may need to redact identifying information before allowing access. This process can be extremely time-consuming. A single 10-minute hallway recording could require hours of redaction work to protect student privacy. Some districts deny access entirely if they believe releasing the footage would violate the privacy rights of other students. That can frustrate [families who believe surveillance footage](https://www.pullcom.com/education-law-notes/latest-on-ferpa-foia-school-videotapes) may prove bullying, harassment, discrimination, or inappropriate staff behavior. ## **How Parents Typically Make a Request** Most districts require formal written requests when parents [seek access to surveillance footage](https://www.smgglaw.com/news/supreme-court-holds-that-school-bus-surveillance-video-is-a-public-record-but-student-images-are-not/). A typical process may involve: 1. Submitting a written complaint 2. Providing the date and approximate time of the incident 3. Identifying the location 4. Explaining the nature of the concern 5. Requesting preservation of footage immediately That final step is extremely important. Parents who suspect an incident occurred often need to specifically request that footage be preserved before it is automatically deleted. Districts may then review the footage internally before determining: - Whether an incident occurred - Whether the footage qualifies as an educational record - Whether access can legally be granted - Whether redaction is required In some cases, parents may escalate concerns through: - School boards - State education departments - Attorneys - Freedom of Information requests - Due process complaints However, FERPA protections often limit how much footage can actually be released publicly. ## **The Growing Debate Around Privacy** The expansion of school surveillance has created growing debate across K–12 education. Supporters argue: - Cameras deter misconduct - Video protects students and staff - Investigations become more objective - Transportation incidents are easier to resolve - Threat assessment improves - Emergency response improves Critics argue: - Students are constantly monitored - Surveillance can create distrust - Data security risks are increasing - Audio recording raises legal concerns - Districts may lack clear oversight - Retention policies are inconsistent There are also growing concerns about cybersecurity. Surveillance systems themselves can become targets for hacking, unauthorized access, or data breaches. Districts must now think beyond simply installing cameras. They must also protect: - Video servers - Cloud storage systems - Access credentials - Retention databases - Remote viewing permissions As schools expand camera systems, cybersecurity and student privacy are becoming deeply connected conversations. ## **Why District Policies Matter More Than Ever** One of the biggest issues nationally is inconsistency. Two neighboring school districts may have completely different rules regarding: - Retention timelines - Parent access - Audio recording - Redaction procedures - Law enforcement access - Footage sharing - Public records requests That inconsistency creates confusion for families and educators alike. Strong district policies should clearly define: - Where cameras are located - Whether audio is recorded - How long footage is stored - Who can access recordings - How parents can request review - How evidence is preserved - How footage is secured - When law enforcement becomes involved Districts that fail to establish transparent procedures may face growing legal and public trust challenges in the years ahead. ## **The Future of School Surveillance** School surveillance systems are likely to expand even further over the next decade. Artificial intelligence is already entering the conversation through: - Behavioral detection - Weapon recognition - Crowd monitoring - Facial recognition debates - Automated alerts - License plate recognition near campuses At the same time, parents are becoming more aware of student privacy rights and digital monitoring concerns. That means districts are entering a new era where safety, technology, transparency, cybersecurity, and privacy must all work together. The camera itself is no longer the biggest issue. The real question is how schools responsibly manage the enormous amount of student data being collected every single day. For district leaders, the future will not simply be about adding more cameras. It will be about building trust, maintaining transparency, protecting student rights, and creating policies that families understand before an incident ever occurs. **[12 News](https://www.youtube.com/@12newskwch) – [AI cameras on Wichita school buses raise privacy concerns](https://www.youtube.com/watch?v=aXhb-MkjfY0&t=38s)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety **Tags:** Headline --- ### [Student Loan Caps Trigger National Debate](https://edcircuit.com/student-loan-caps-trigger-national-debate/) **Published:** May 21, 2026 **Author:** EdCircuit Staff **Excerpt:** Student loan caps are fueling lawsuits and raising new questions about graduate education, workforce shortages, and college affordability. **Content:** Student loan caps are quickly becoming one of the most consequential higher education policy debates of 2026, as states, universities, healthcare leaders, and students confront new questions about the future affordability of graduate education. What began as a federal effort to address growing concerns over student debt has rapidly evolved into a nationwide legal and policy battle involving workforce development, educational access, and the rising cost of advanced degrees. In recent weeks,[ a coalition of states filed lawsuits against the U.S. Department of Education](https://thehill.com/homenews/education/5885968-states-sue-education-department-graduate-student-loans/) over newly proposed restrictions that would place limits on federal borrowing for graduate and professional degree programs. The lawsuits argue the federal government exceeded its authority and could unintentionally create barriers for students pursuing careers in healthcare, education, law, counseling, and other professions that often require advanced degrees. The issue is drawing attention far beyond the courtroom. For colleges and universities, the debate raises concerns about enrollment, accessibility, and long-term program sustainability. For students and families, it creates uncertainty around how graduate education may be financed in the future. For states already struggling with shortages in nursing, mental health services, teaching, and educational leadership, the proposed limits are being viewed through the lens of workforce readiness. And for policymakers, the lawsuits have become part of a much larger national conversation surrounding the role federal lending has played in shaping the modern higher education system. ## **The Proposed Loan Restrictions** At the center of the lawsuits are proposed federal limits tied to graduate and professional student borrowing programs. Supporters of the restrictions argue that the changes are intended to reduce excessive debt accumulation and encourage greater accountability in higher education pricing. Critics, however, argue that the[ caps could significantly reduce access to advanced degree pathways](https://www.insidehighered.com/news/students/financial-aid/2026/05/19/25-states-sue-ed-department-over-grad-student-loan-limits) for students without substantial personal or family financial resources. Graduate education often comes with significant financial demands. Medical school, law school, counseling programs, doctoral studies, and healthcare certifications can require years of tuition payments, licensing expenses, residency requirements, internships, and unpaid clinical work. For many students, federal student loans have historically served as the primary mechanism for accessing those opportunities. The concern among critics is not simply about borrowing itself, but about what happens when access to borrowing changes before the underlying cost structure of graduate education changes with it. ## **Why States Are Suing** The lawsuits filed by states, including [Washington](https://thehill.com/homenews/education/5885968-states-sue-education-department-graduate-student-loans/), [Michigan](https://www.wzzm13.com/article/news/local/nessel-whitmer-join-lawsuit-suing-michigan-department-of-education-student-loan-rule/69-9df14bc9-3bee-4768-afdf-81d5d2e1867c), [Virginia](https://thehill.com/homenews/education/5885968-states-sue-education-department-graduate-student-loans/), and New Jersey, collectively argue that the proposed loan caps could disrupt critical workforce pipelines and limit educational opportunity. Several states specifically highlighted concerns surrounding healthcare staffing shortages, arguing that reducing access to graduate financing could discourage students from entering professions already facing nationwide demand. Nursing programs, behavioral health pathways, occupational therapy programs, physician training tracks, and mental health counseling degrees were all referenced throughout various public statements and reporting connected to the lawsuits. Education leaders are also closely watching the debate unfold. Across K–12 education, advanced degrees are often required for leadership, specialized instructional roles, counseling certifications, school psychology positions, intervention services, curriculum leadership, and district administration. At a time when many school systems are already facing shortages in special education, mental health support, and school leadership recruitment, some education observers worry the restrictions could add another layer of financial pressure for aspiring educators seeking advanced credentials. Others argue the issue could disproportionately affect first-generation college students and middle-income families who may not qualify for large amounts of need-based aid but also lack the financial resources to independently fund graduate education. [KGW News](https://www.youtube.com/@KGWNews8) – [Oregon AG sues Department of Education over limiting access to federal student loans](https://www.youtube.com/watch?v=DAWPL9gzpmY) ## **The Federal Perspective** Federal officials and supporters of the proposed restrictions argue that the conversation surrounding [graduate student debt has been building for years](https://www.usnews.com/news/national-news/articles/2026-05-19/states-sue-over-new-limits-on-federal-graduate-student-loans-what-to-know). Advocates for reform point to growing concerns that unlimited or high-cap federal lending may contribute to tuition inflation while leaving some graduates with unsustainable repayment burdens. They also argue that institutions should be more accountable for program outcomes, particularly in cases where graduates accumulate large debt loads without sufficient earning potential to manage repayment responsibly. Supporters of the policy frequently frame the restrictions as a broader effort to address long-term debt growth and encourage financial sustainability within higher education. Some policymakers have argued that the current structure of graduate lending has allowed educational costs to rise too rapidly over time without adequate pressure to contain pricing. The debate reflects a growing national divide over how higher education should be financed, who bears responsibility for rising tuition costs, and how access can be preserved without expanding long-term debt burdens. ## **A Debate Larger Than Student Loans** While the lawsuits focus on the legality of federal loan restrictions, the broader discussion extends into nearly every corner of higher education policy. The United States continues to face ongoing conversations surrounding: - college affordability - workforce shortages - educational equity - student debt - healthcare staffing - teacher recruitment - graduate program accessibility In many ways, the lawsuits have become a focal point where all of those issues intersect. For years, colleges and universities have faced criticism over escalating tuition costs. At the same time, industries such as healthcare and education continue to rely heavily on workers whose careers require graduate-level credentials. That creates a difficult balancing act. Limiting borrowing may reduce future debt exposure for some students. But critics argue that restricting access without addressing the root causes of educational costs could shift financial barriers directly onto students and families. The issue is especially complicated because many graduate students are not traditional undergraduate learners. Some are career changers. Others are teachers pursuing administrative licensure, nurses seeking advanced practice certifications, counselors completing supervised training hours, or working professionals attempting to move into higher-paying or higher-demand careers. For many of those individuals, graduate education is directly connected to economic mobility and long-term career advancement. ## **Students Caught Between Cost and Opportunity** For current and future graduate students, the debate introduces a new level of uncertainty into an already expensive educational landscape. A prospective nursing student considering advanced certification may now question how future financing could change before completing a multi-year program. A teacher pursuing principal licensure may wonder whether borrowing limitations could affect enrollment decisions. A student entering counseling or social work may face difficult choices about affordability versus career aspirations. The uncertainty extends beyond tuition alone. Graduate students often balance housing costs, childcare responsibilities, unpaid internships, transportation expenses, licensing exams, and reduced work schedules while completing their programs. As a result, many education experts say the conversation surrounding graduate lending cannot be viewed solely through the lens of tuition bills or debt totals. It also involves questions about who can realistically afford to enter essential professions in the first place. ## **Potential Impact on Workforce Development** One of the strongest themes emerging from the lawsuits is concern over future workforce pipelines. Healthcare systems across the country[ continue to report shortages](https://www.online.uc.edu/blog/why-is-nursing-in-demand.html) involving nurses, therapists, behavioral health professionals, and physicians. Schools continue to face shortages in counselors, intervention specialists, psychologists, administrators, and specialized teaching roles. Several state officials involved in the lawsuits argue that limiting graduate loan access could unintentionally slow efforts to address those shortages. Others believe the lawsuits may intensify pressure on universities to reevaluate tuition pricing, program structure, and long-term affordability strategies. Some analysts suggest the controversy could accelerate broader conversations around: - tuition reform - alternative credential pathways - employer-supported education programs - state scholarship expansion - income-based repayment models - workforce incentive programs In that sense, the debate may ultimately reshape not only how graduate education is financed, but also how advanced workforce preparation is structured in the future. ## **What Happens Next** The lawsuits are expected to move through federal courts over the coming months, with legal arguments likely centered on administrative authority, federal education law, and rulemaking procedures. Courts may ultimately determine whether the Department of Education acted within its legal authority when implementing the proposed restrictions and whether states can demonstrate measurable harm connected to the policy changes. Regardless of the legal outcome, the debate surrounding student loan caps has already exposed broader tensions within higher education and workforce policy. Questions surrounding affordability, access, accountability, and workforce preparation are unlikely to disappear anytime soon. As states, universities, students, and policymakers continue to navigate the issue, the discussion may increasingly focus on a larger reality facing the nation: advanced degrees remain essential for many critical professions, but the path to obtaining them continues to grow more financially complex. And while the courts may decide the legality of the policy itself, the larger national conversation about who can afford graduate education, and how the country prepares its future workforce, is only beginning. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Higher Education, Hot Topics - controversial **Tags:** Headline --- ### [Inside the CoSN Conference Community](https://edcircuit.com/inside-the-cosn-conference-community/) **Published:** May 19, 2026 **Author:** EdCircuit Staff **Excerpt:** CoSN brings together district leaders, educators, and technology innovators driving conversations around AI, cybersecurity, strategy, and K-12 transformation. **Content:** Walk into the CoSN annual conference and one thing becomes immediately clear: This isn’t just another education technology event. Yes, there are sessions. Yes, there are vendors. But ask attendees why they come—and why they return year after year—and the answers point somewhere deeper. “It’s a family reunion,” says Melissa Dodd, chief business officer at Lafayette School District in California. “If I get to attend one conference a year, this is the one I choose.” Across dozens of conversations with district leaders, nonprofit partners, and industry experts at CoSN2026 in Chicago this April, a consistent theme emerges: CoSN is about gaining perspective on leadership, strategy, and where K–12 education is headed next. ## **A Community That Solves a Structural Challenge in Education Technology** K–12 technology leadership is isolating work. In many districts, the CTO or technology director is one of only a handful of people (or the only person) responsible for everything from infrastructure and cybersecurity to data privacy, device strategy, tools and platforms, and artificial intelligence. The breadth of responsibility is wide, and the pace of change is relentless. That isolation comes up repeatedly in conversations. “It can be very lonely work,” says Dodd. “You need people you can call, ask questions, and learn from.” The CoSN conference provides a way to address that isolation, not just during the event, but year-round. The relationships formed through sessions, shared meals, and informal hallway conversations often evolve into ongoing peer networks. Group chats, advisory committees, and professional collaborations extend well beyond the event itself. “This isn’t just networking,” says Beatriz Arnillas, vice president of fundraising and special projects for 1EdTech and a former CoSN committee co-chair. “We connect at CoSN and stay connected.” That distinction matters. In a field where decisions carry high stakes and limited margin for error, having trusted peers to turn to is essential. ## **The Shift from IT Support to System-Level Leadership** If CoSN is anchored in community, it is also grounded in the understanding that the role of the K–12 tech leader has fundamentally changed. Historically, tech teams were seen as operational, responsible for keeping systems running, devices connected, and issues resolved. But over the past decade or so, that perception has shifted dramatically. “Before COVID, we thought technology was important,” says Sheryl Abshire, education technology specialist and former CTO. “During COVID, districts realized that the people leading tech needed a voice at the table.” That shift has elevated the expectations placed on technology leaders. Today, they are helping shape instruction, equity, policy, and long-term strategy. “You can’t stay in firefighting mode,” says Chris Stanley, senior education strategist at Barton Malow and former assistant superintendent in Michigan. “You need space to think at a higher level.” The CoSN conference creates that space. By stepping away from day-to-day demands, leaders get to examine how their district is doing, how it compares to others, and where it needs to go next. Just as important, the conference reinforces a shared definition of the role itself. Through frameworks, professional development, and peer dialogue, it helps align expectations for what effective technology leadership looks like in modern K–12 systems. ## **From AI to Screen Time: The Issues Defining the Moment** Across interviews, several key issues surfaced consistently, offering a snapshot of what’s currently shaping decision-making in districts nationwide. ### **Artificial Intelligence: Moving Beyond Experimentation.** Many districts are already in implementation mode, developing policies, piloting tools, and thinking through long-term implications. But what stood out in conversations was a focus on intentionality. “How are people actually leveraging AI beyond the tools?” asks Amanda Lanicek, CTO of Springtown ISD in Texas. “That’s what I’m here to figure out.” “The AI sessions at CoSN are more targeted on district leadership and policy vs. ‘shiny new tools,’” says Christine Fox, chief growth and innovation officer at CAST. Leaders spoke about the need for governance frameworks, staff training, and student guidance. There’s also growing recognition that restricting these tools is not an effective approach. “We need to teach students how to use them responsibly,” says Joan Wade, executive director of AESA and recipient of the CoSN Partnerships That Matter Award, “not just take them away.” Wade was excited to visit CoSN’s AI Playground and see if it would be a good fit for AESA’s annual conference later this year. ### **Cybersecurity: A Persistent and Evolving Threat.** If AI represents opportunity, cybersecurity remains a constant pressure. Districts continue to face increasingly sophisticated threats, and many leaders described cybersecurity as one of their most urgent responsibilities. “Cyber is near and dear,” says Lanicek. “We’re all dealing with it and learning from each other.” Sessions focused on real-world incidents, lessons learned, and emerging threats were among the most attended, underscoring both the scale of the challenge and the value of shared knowledge. ### **Student Well-Being, Screen Time, and Responsible Technology Use.** Another issue gaining traction across districts is how schools should navigate student device use, particularly when it comes to mobile phones and screen time. Attendees acknowledged that communities and school boards are increasingly grappling with concerns about student attention, distraction, and well-being. But many cautioned against oversimplifying the issue or treating all technology use the same way. “SHLB \[Schools Health & Libraries Broadband Coalition\] understands that there’s a growing concern about adolescent use of personal mobile devices, but we also know that technology can be not just beneficial but transformative in educational settings,” says Joey Wender, executive director of SHLB. “We believe that issues of mobile phone usage should not be conflated with general screen time discussions.” That distinction reflects a broader conversation happening across K–12 education: how to ensure technology remains focused on learning while also promoting healthy digital habits. For district leaders, that means thinking beyond blanket bans and instead creating thoughtful policies that help students understand when technology supports learning, when boundaries are necessary, and how to manage distractions responsibly. Several leaders emphasized that these decisions are rarely one-size-fits-all. Districts are balancing instructional goals, student well-being, family expectations, and local community needs—all while preparing students for a world where digital fluency is increasingly essential. ## **Learning Happens Through People** One of the more subtle but important distinctions about CoSN is how attendees define “learning.” While sessions and keynotes are valuable, many participants emphasized that the real insights often come from conversations. “The topic isn’t as important as who’s presenting it,” says Will Brackett, technology director for Oak Park Elementary District 97 in Illinois. “I’ll go to a session just to hear from someone I’ve never met before to broaden my horizons.” This people-first approach changes how knowledge is exchanged. Instead of passively consuming information, attendees actively engage—asking questions, sharing experiences, and comparing approaches in real time. It also contributes to a level of openness that can be harder to achieve at other conferences. “One of the most powerful things about CoSN is that people go to sessions,” says Fox. “They’re engaged, they’re listening, they’re connecting.” Even vendors describe the conference as a chance to understand the real challenges districts are facing and to collaborate on solutions. ## **An Ecosystem, Not a Marketplace** Unlike many conferences where districts and solution providers operate in parallel, attendees describe a more integrated dynamic where different stakeholders actively work together. “It’s not just companies sponsoring,” says AESA’s Wade. “They’re at the table co-designing solutions with tech directors. I don’t see that anywhere else.” Nonprofits, state organizations, and advocacy groups also play a critical role, contributing perspectives on policy, funding, and equity. The result is a more holistic view of the challenges facing K–12 and a stronger foundation for addressing them. “At CoSN, I get to learn, meet new vendors, and connect with the vendors we already work with,” says Jon Garrett, coordinator of technology systems at Tippecanoe School Corporation in Indiana. ## **Looking Ahead: Preparing for What’s Next** For all the discussion of current challenges, the conference is ultimately focused on the future. Leaders come to solve immediate problems and to discuss emerging technologies, policy shifts, or new expectations around teaching and learning. “You find people who’ve solved the problems you’re facing today,” says Kevin McMillian, IT administrator at Beaverton School District in Oregon, “and you also see what’s coming before it becomes a problem.” That dual perspective is one of the many reasons attendees return year after year. Because in a field defined by constant change, staying current isn’t enough. Leaders need to stay ahead, and they need a community with which to do it. Or, as Abshire says, “CoSN is the place to prepare you for whatever you want your future to be. You can get it here!” *This article was originally published by [Consortium for School Networking ](https://www.cosn.org/)and has been republished with permission. Read the original article on CoSN: [More Than a Conference: Inside the Community Powering K–12 Tech Leadership](https://www.cosn.org/more-than-a-conference-inside-the-community-powering-k-12-tech-leadership/). **PUBLISHED: April 29, 2026*** *CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes* [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![A woman with curly brown hair, resembling Ellen Ullman, wears a black top and smiles outdoors with greenery in the background.](https://edcircuit.com/wp-content/uploads/2026/05/ellen-1.jpeg) ](https://edcircuit.com/author/ellen-ullman/) [Ellen Ullman](https://edcircuit.com/author/ellen-ullman/ "Ellen Ullman"): Author Ellen Ullman is a Content & PR Strategist at Ed2Market, bringing more than 20 years of experience in edtech. Ellen has held editorial and marketing roles at District Administration, Tech & Learning, eSchool Media, SETDA, and Bloomz. At the edtech marketing firm she ran from 2020-2022, she worked with BetterLesson, CoSN, HMH, 1EdTech, Securly, and many others. She enjoys developing campaigns that connect with educators and administrators, inspire students, and drive real impact. [ ](https://www.linkedin.com/in/ellenullman/) [ View all posts ](https://edcircuit.com/author/ellen-ullman/ "View all posts") [ ](https://www.ed2market.com/) **Categories:** COSN, Hot Topics - controversial **Tags:** Headline --- ### [Lab Safety Lessons From Fishers High School](https://edcircuit.com/lab-safety-lessons-from-fishers-high-school/) **Published:** May 20, 2026 **Author:** EdCircuit Staff **Excerpt:** Lab safety matters. The Fishers High School incident shows why every school needs strong protocols and a trained Chemical Hygiene Officer. **Content:** Lab safety is becoming one of the most important operational and instructional priorities in K–12 education. As science programs continue to expand through STEM initiatives, Advanced Placement coursework, engineering pathways, biotechnology labs, and hands-on learning experiences, schools are managing increasingly complex laboratory environments that require professional-level safety oversight. The recent [chemical incident at Fishers High School in Indiana](https://www.wthr.com/article/news/local/fishers-high-school-chemical-reaction-prompts-fire-department-police-response-indiana-state-police-isp-hamilton-county/531-2b569a46-bee2-4444-8ddb-391afe6c305d) serves as another reminder that even experienced educators and well-run programs can face unexpected laboratory emergencies. According to multiple reports, a chemical reaction in a science lab prompted a significant response from local police, fire departments, and Indiana State Police after concerns emerged while materials were being prepared for an Advanced Placement chemistry project. Authorities later confirmed that the substance was safely destroyed and no injuries were reported. The outcome could have been far worse. That reality is exactly why districts must move beyond viewing[ lab safety](https://sciencesafety.com/product/lab-safety-awareness/) as a compliance checklist and instead recognize it as a critical responsibility tied directly to student protection, staff wellbeing, operational readiness, and district liability management. [IndianapolisToday](https://www.youtube.com/@IndianapolisToday) – [Fishers High School in Fishers, Indiana, experienced a chemical reaction in a science laboratory ](https://www.youtube.com/watch?v=lbaxeEj0DLA) ## **The Growing Complexity of School Laboratories** Today’s school laboratories are far more advanced than many people realize. Students regularly work with corrosive chemicals, heat-producing equipment, electrical systems, compressed gases, biological specimens, lasers, reactive compounds, and engineering tools that require careful supervision and strict safety controls. Many high school STEM and CTE environments now resemble scaled-down professional laboratories. At the same time, districts are often balancing aging facilities, limited budgets, staffing shortages, and growing expectations around hands-on learning. Science educators are frequently responsible not only for instruction, but also for inventory management, chemical storage, waste disposal, laboratory preparation, safety documentation, and emergency planning. That combination creates risk. The Fishers High School incident appears to [have been handled appropriately](https://www.wishtv.com/news/education/chemical-reaction-at-fishers-high-school-prompts-emergency-response/). Emergency personnel responded quickly, the substance was safely neutralized, and no injuries occurred. But incidents like this reveal how quickly a routine preparation activity can escalate into a multi-agency emergency response. For district leaders, the key question should not simply be whether anyone was injured. The better question is whether their systems are strong enough to prevent the next incident from happening. ## **Why Chemical Hygiene Officers Matter** One of the[ most overlooked positions in K–12 education is the Chemical Hygiene Officer](https://edcircuit.com/chemical-hygiene-officer-why-every-district-needs-one/), often referred to as a CHO. In some districts, the role is assigned informally. In others, responsibilities are scattered across multiple staff members with no centralized oversight. Some schools may not even realize the position should exist. Yet [a properly trained Chemical Hygiene Officer](https://sciencesafety.com/chemical-hygiene-officer-certification-training/) plays a critical role in maintaining safe laboratory operations and supporting compliance with recognized laboratory safety standards and professional best practices. A CHO typically helps oversee: - Chemical inventory management - Proper storage and segregation - Safety Data Sheet (SDS) organization - Hazard communication - Chemical disposal procedures - PPE compliance - Emergency preparedness - Laboratory inspections - Staff safety training - Incident documentation - Risk assessments - Ventilation awareness - Compliance procedures Most importantly, the [CHO creates accountability and consistency across a district’s science program](https://edcircuit.com/benefits-of-having-a-chemical-hygiene-officer-in-all-schools/). Without centralized oversight, laboratory safety procedures can vary dramatically from classroom to classroom. Chemical inventories become outdated. Storage rooms become overcrowded. Expired or unstable chemicals remain on shelves. Safety training becomes inconsistent. Emergency planning becomes reactive instead of proactive. Teaching chemistry and overseeing a chemical hygiene program are not the same responsibilities. Science teachers already manage enormous instructional demands. Expecting them to independently oversee complex chemical hygiene systems without structured district support can create dangerous gaps. ## **Lab Safety Is About Trust** In many science classrooms, students walk into laboratories trusting that the environment around them is safe long before they fully understand the risks associated with chemicals, heat sources, reactive materials, or specialized equipment. Families trust that schools have systems in place to protect their children. Educators trust that equipment is functioning properly, chemicals are stored correctly, and emergency procedures are ready if something goes wrong. That trust carries enormous responsibility. [Lab safety](https://sciencesafety.com/product/9th-grade-science-lab-safety-reduce-risks/) is not just about compliance documents or inspection checklists. It is about protecting students, educators, and school communities while creating environments where hands-on learning can occur safely and confidently. ## **The Importance of Treating Near Misses Seriously** One of the biggest mistakes organizations make is dismissing incidents that do not result in injuries. In professional laboratory environments, near misses are treated as serious learning opportunities because they expose weaknesses before catastrophic outcomes occur. The Fishers incident should be viewed through that lens. The fact that nobody was injured does not reduce the importance of the event. Instead, it highlights why preparation, communication, emergency response coordination, and safety protocols matter. Schools should use incidents like this to evaluate important questions: - Are chemical inventories updated regularly? - Are incompatible chemicals separated properly? - Are reactive substances clearly identified? - Are teachers trained on handling hazardous materials? - Is PPE consistently available and enforced? - Are ventilation systems functioning correctly? - Are emergency response procedures practiced regularly? - Is there a formally designated CHO? - Are laboratory inspections documented consistently? These are not small operational details. They are foundational components of a district’s duty of care. ## **Safety Culture Starts With Leadership** One of the strongest indicators of laboratory safety is not building age or district size. It is culture. Schools with strong safety cultures typically share several characteristics: - Leadership prioritizes safety conversations - Staff feel comfortable reporting concerns - Near misses are documented and reviewed - Safety training occurs regularly - Laboratory procedures are standardized - Safety equipment is inspected routinely - Chemical purchasing is monitored carefully - Roles and responsibilities are clearly defined In weaker safety cultures, safety becomes informal and reactive. Procedures are passed down verbally. Documentation becomes inconsistent. Storage rooms become cluttered. Staff rely on memory instead of written protocols. Over time, those vulnerabilities compound. The challenge is that lab safety often receives widespread attention only after a public incident occurs. But the absence of headlines does not necessarily mean the absence of risk. ## **The Expanding Demands on Science Teachers** Science teachers today are being asked to balance more responsibilities than ever before. In addition to delivering engaging instruction, many educators are managing larger class sizes, increased behavioral needs, evolving curriculum expectations, and growing pressure to provide innovative Safer STEM experiences. At the same time, many are also expected to maintain laboratory inventories, organize storage areas, monitor safety equipment, prepare materials, and manage hazardous waste procedures. That workload creates pressure points even for highly experienced educators. This is another reason [Chemical Hygiene Officers](https://sciencesafety.com/product/chemical-hygiene-officer-pathway/) are so important. A strong chemical hygiene program distributes responsibility across a system instead of placing the entire burden on classroom teachers alone. It also creates opportunities for ongoing professional development so educators remain current on evolving lab safety standards, storage procedures, emergency response protocols, and best practices for handling hazardous materials. ## **Emergency Response Is Only One Layer of Safety** Public attention naturally focuses on emergency response during incidents like the one at Fishers High School. Fire trucks, police vehicles, evacuations, and hazmat responses are visible and dramatic. But the most important lab safety work happens long before first responders arrive. True lab safety is rooted in prevention. It includes: - Careful experiment planning - Reviewing chemical compatibility - Evaluating risk levels - Inspecting storage conditions - Training staff regularly - Monitoring ventilation systems - Testing eyewash stations and safety showers - Maintaining accurate documentation - Practicing emergency response procedures - Building strong communication systems When those systems are strong, schools reduce the likelihood of emergencies occurring in the first place. ## **The Liability Conversation Districts Cannot Ignore** There is also an important operational and legal reality districts must acknowledge. If a serious laboratory incident occurs, investigators will likely examine safety documentation, training records, chemical inventories, inspection logs, emergency planning procedures, and oversight responsibilities. Districts without clearly defined chemical hygiene programs may face difficult questions about how laboratory safety was being managed and monitored. This is why many safety experts believe every district operating science laboratories should have a formally [designated and properly trained Chemical Hygiene Officer overseeing safety systems and procedures](https://sciencesafety.com/product/chemical-hygiene-officer-pathway/). The role is not simply about regulatory compliance. It is about reducing preventable risk while strengthening the overall safety culture of a school district. ## **Moving From Reaction to Prevention** The Fishers High School incident[ ended without injuries](https://www.larryinfishers.com/2026/05/14/chemical-incident-in-fishers-high-school-science-lab-prompts-emergency-response/), and that remains the most important outcome. But districts across the country should still pay close attention to what the incident represents. Science education remains one of the most valuable parts of the student experience. Laboratory learning encourages curiosity, innovation, problem-solving, collaboration, and career exploration. Schools should absolutely continue expanding hands-on STEM opportunities. However, those opportunities must be supported by equally strong lab safety systems. The future of STEM education depends not only on innovation but on responsibility. That means investing in stronger safety cultures, improving laboratory oversight, supporting educators with ongoing training, and ensuring every district has qualified individuals overseeing chemical hygiene programs. Because in modern science education, preparation is not just a best practice. It is protection. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety **Tags:** Headline --- ### [CoSN 2026: Building Cultures of Belonging](https://edcircuit.com/cosn-2026-building-cultures-of-belonging/) **Published:** May 26, 2026 **Author:** EdCircuit Staff **Excerpt:** The 2026 CoSN Network Meetup explored how districts can build cultures of belonging through inclusive leadership, technology, and community engagement. **Content:** At the [2026 CoSN Conference](https://cosn2026.eventscribe.net/), the sixth annual “Network Meetup” brought together district leaders to tackle one of the most pressing mandates in modern education: moving beyond simple inclusion to foster a genuine culture of belonging. While inclusion often refers to being “invited to the room,” belonging is the feeling of being valued, heard, and essential to the fabric of the community. As technology continues to reshape the educational landscape, leaders at the meetup focused on three critical pillars: students, staff, and the broader community. The goal was clear: clarify what belonging looks like, surface effective strategies, and develop actionable steps for inclusive leadership. ## **1. Students: From Compliance to Connection** The conversation regarding students centered on the idea that accessibility is the baseline, but connection is the goal. A recurring theme was the distinction between “providing access” and “ensuring belonging.” ### **The Power of Inclusive Tech** For students with disabilities, technology is often their primary bridge to learning. However, Christine Fox from CAST noted that adaptive technology can unintentionally “other” a student if not implemented seamlessly. With federal Title II ADA requirements approaching in April 26, 2028 (per a recent deadline extension from [the Justice Department](https://www.federalregister.gov/documents/2026/04/20/2026-07663/extension-of-compliance-dates-for-nondiscrimination-on-the-basis-of-disability-accessibility-of-web)), leaders emphasized that EdTech departments must work hand-in-hand with Special Education departments. The goal is a universal design approach where tools are available to everyone, reducing the stigma of “special” equipment. ### **Elevating Student Voice** Belonging is intrinsically linked to representation. Leaders discussed: - Curriculum Representation: Building a curriculum that reflects all ethnic groups and identities so students see themselves in their daily work. - Active Participation: Moving students from passive learners to active contributors by including them on school boards and committees. - Holistic Recognition: Shifting the spotlight to include student achievements beyond just sports, celebrating arts, community service, and niche interests (like the student-led “Lemon/Lime Club”). ### **Small Gestures, Large Impact** Practices like greeting students at the door and ensuring teachers use correct name pronunciations were highlighted as foundational. These actions signal to a student that they are seen as an individual from the moment they enter the building. ## **2. Staff: Building Resilience and “The Why”** A culture of belonging for staff is the engine that drives student success. If educators and tech teams do not feel they belong, they cannot effectively model that environment for their students. ### **Visibility and Shared Purpose** For technical staff who often work behind the scenes, belonging comes from understanding the “why.” Some districts have implemented community bus tours and school visits for tech teams, allowing them to see their impact in the classroom firsthand. This bridges the gap between hardware and heart. ### **Collaborative Decision-Making** Belonging is fostered when staff are included in the trajectory of the district. - Pilot Groups: Moving away from top-down mandates, districts are using multi-phase pilots to test new initiatives, ensuring that even those with dissenting opinions are heard, provided they are passionate about the work. - Professional Wellness: One district shared a “Deep Work” initiative that shifted focus from productivity to wellness, offering programs like chair yoga and grief counseling. These programs acknowledge the staff’s humanity, especially during times of collective loss or stress. ### **Recognition and Mentorship** Formal recognition such as student-nominated teacher awards and informal community builders like food trucks or departmental lunches create a supportive ecosystem. For newer staff, veteran leaders emphasized a mentor mindset, modeling inclusive culture as a core professional responsibility. ## **3. Community: Navigating Politics with Purpose** Fostering belonging for the community is perhaps the most complex challenge, particularly in a politically charged climate. Leaders at the meetup agreed that transparency and “holding space” are the most effective tools for engagement. ### **Intentional Communication** Communication must be strategic and accessible. - Multilingual Outreach: Ensuring all district information is translated into multiple languages is non-negotiable for international communities to feel welcome. - Demystifying Tech: With screen time becoming a national talking point, districts are hosting Parent Tech Nights to explain exactly how applications are used and how parents can support learning at home. ### **Strategic Partnerships** Building a culture of belonging requires looking outside the school walls. Partnering with city planners, mayors, and local business leaders ensures the district is not an island. Engaging local service organizations—like the Rotary or Lions Club—and inviting them into the school building helps the broader community see the positives of the daily work taking place in schools. ### **The All Kids Mandate** In times of division, district leadership must remain anchored. The consensus at the meetup was a commitment to the “All Kids” principle: making decisions based on what is best for each student, not just the most vocal or influential parents. By maintaining high standards and soliciting feedback through annual Climate and Culture surveys, leaders can act on data rather than assumptions. ## **The Path Forward** The 2026 CoSN Network Meetup served as a reminder that belonging is not a destination but a continuous practice. It requires inclusive leadership that is visible, empathetic, and data-driven. Whether it is ensuring a visually impaired student has seamless access to high school tech or hosting a “Coffee with the Superintendent,” the goal remains the same: creating a space where every stakeholder can say, “I am seen, I am safe, and I belong.” *This article was originally published on* [CoSN](https://www.cosn.org)*. Check out the entire article [Fostering a Culture of Belonging for All: Insights from the 2026 CoSN Network Meetup](https://www.cosn.org/fostering-a-culture-of-belonging-for-all-insights-from-the-2026-cosn-network-meetup/)* **Published: May 6, 2026** *CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes.* [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** COSN, edLeaders, Hot Topics - controversial **Tags:** Headline --- ### [AI Policy in Schools: Why Student Voice Matters Now](https://edcircuit.com/ai-policy-in-schools-why-student-voice-matters-now/) **Published:** May 19, 2026 **Author:** EdCircuit Staff **Excerpt:** AI policy in schools must include student voice. Learn how districts can build ethical, practical, and future-ready AI guidelines together. **Content:** AI policy in schools is no longer optional—it’s essential—and districts that fail to define it risk falling behind both technologically and instructionally. ## **The moment districts are already in** A student turns in an essay that feels different. The teacher suspects AI use but isn’t sure what’s allowed. The principal is asked to step in, but there’s no district guidance. The conversation stalls, not because people don’t care, but because no one has a shared framework to act on. This isn’t a hypothetical. It’s happening in schools every day. Artificial intelligence has moved from novelty to normal almost overnight. Students are using it to brainstorm, summarize, and problem-solve. Teachers are experimenting with it for lesson design and differentiation. Meanwhile, district leaders are trying to keep pace with something that evolves faster than traditional policy cycles. Without a clear AI policy, districts don’t prevent use. They lose visibility, consistency, and trust. ## **Why an AI policy matters now** At its core, an AI policy is not about restriction. It’s about clarity. Districts need a shared understanding of: - What responsible AI use looks like - Where the boundaries are - How decisions are made when issues arise Done well, a policy protects student data, supports academic integrity, and creates room for innovation. It also reduces the burden on individual teachers who are otherwise left to make judgment calls in isolation. Organizations like the [National Education Association](https://www.nea.org/resource-library/artificial-intelligence-education) and district-focused groups have emphasized a balanced approach: policies should foster innovation while addressing safety, privacy, and equity. If the balance tips too far in either direction, the system breaks. Too loose, and risks increase. Too strict, and use goes underground. ## **The missing piece: student voice** Many districts are moving quickly to draft AI policies. Fewer are involving students in the process. **That’s a mistake.** Students are not just users of AI. They are often the most experienced users in the system. They know which tools are popular, how they’re being used, and where the gray areas are. When students are excluded, policies tend to miss reality. They read well on paper but fail in practice. When students are included, three things change. **Policies become grounded in real use Students can describe how AI is actually being used in assignments, group work, and independent study. That insight helps districts write enforceable guidelines, not theoretical ones. **Buy-in increases across the system Students are far more likely to follow expectations they helped shape. It shifts the tone from compliance to shared responsibility. **AI literacy becomes part of the process Involving students creates space to discuss bias, authorship, data privacy, and ethical use. These are not side topics. They are core skills. Some districts are starting to form student advisory groups or AI councils. Others include student representatives on broader technology committees. The structure matters less than the signal: student voice is not optional in decisions that directly affect them. ## **AI Policy in Schools: What happens when students are left out** It’s worth being clear about the downside. When policies are written without student input: - Rules often feel disconnected from actual behavior - Enforcement becomes inconsistent across classrooms - Students find workarounds rather than engaging responsibly In some cases, overly restrictive policies push AI use into private channels where educators have even less visibility. That creates more risk, not less. For district leaders, this is not just a student issue. It’s a system design issue. ## **What a strong AI policy includes** A strong policy doesn’t try to predict every scenario. It focuses on clarity in key areas. ### **Clear definitions** Start by defining what AI means in your district context. This may include generative tools, adaptive platforms, and AI-enabled applications. Without this, confusion is inevitable. ### **Purpose and guiding principles** This section sets the tone. Effective policies emphasize: - AI as a support for learning, not a replacement - Equity in access and use - Transparency in how tools are used - Human oversight in grading and decision-making This is where districts articulate their values. ### **Data privacy and security** This is one of the most critical areas. Policies should clearly state: - No personally identifiable student information is entered into unapproved tools - All tools must meet privacy and compliance standards - There is a process for vetting new platforms Technology leaders play a key role here, but expectations should be understood system-wide. ### **Academic integrity** Rather than blanket bans, strong policies define: - Acceptable uses, such as brainstorming or tutoring - Unacceptable uses, such as submitting AI-generated work as original - Expectations for disclosure Some districts ask students to explain how AI supported their work. That approach encourages transparency without shutting down use. ### **Approved tools and flexibility** Not every tool should be allowed, but not every tool should be blocked either. Districts should: - Maintain a list of approved tools - Create a clear pathway to evaluate new ones - Allow room for teacher judgment within guidelines Overly rigid systems rarely work in fast-changing environments. ## **AI Policy in Schools: A practical path forward** Districts don’t need to start from scratch. A structured approach can make this manageable. ### **Build a cross-functional team** Include: - Teachers across grade levels - Administrators - IT and data privacy experts - Special education representatives - Students - Parents or community members If students are missing, the perspective is incomplete. ### **Understand current use** Before writing policy, gather input: - What tools are already in use? - How are they being used? - Where are the concerns? This step often reveals that AI adoption is already widespread. ### **Write for clarity, not complexity** Policies should be usable. That means: - Plain language - Real examples - Short summaries for different audiences If people can’t quickly understand the policy, they won’t follow it. ### **Pilot and refine** Start small. Test the policy in a few schools or departments. Use feedback to adjust before scaling. ### **Invest in professional learning** Teachers need time and support to adapt. Training should focus on: - AI literacy - Classroom applications - Ethical considerations Without this, even strong policies won’t translate into practice. ### **Commit to ongoing updates** AI is evolving quickly. Policies should be reviewed regularly, with input from both staff and students. ## **Watch: Why AI in education requires thoughtful policy** This video provides a helpful overview of how AI is shaping education and why districts need clear, intentional approaches to its use. ## **Common mistakes districts should avoid** Even well-designed efforts can fall short. A few patterns show up repeatedly. **Overly restrictive policies When policies focus only on control, students adapt by hiding their use. That reduces transparency and increases risk. **Vague guidance If expectations are unclear, implementation varies widely from classroom to classroom. That creates confusion for students and frustration for teachers. **Lack of student involvement Policies without student input often miss how AI is actually used. That gap makes them harder to enforce. **Treating AI as temporary This is not a short-term issue. Policies should reflect long-term integration, not quick fixes. ## **The leadership opportunity** For school boards, superintendents, CIOs, and principals, AI policy is not just a compliance task. It’s a leadership decision. It’s an opportunity to: - Set a clear vision for responsible innovation - Build trust with staff, students, and families - Create consistency across schools - Prepare students for a world where AI is embedded in nearly every field Most importantly, it’s a chance to model inclusive decision-making. When students are part of the process, policies become more than rules. They become shared agreements. ## **AI Policy in Schools: Final thought** If districts don’t define how AI should be used, students will define it on their own. The question is not whether AI belongs in schools. It already does. The real question is whether leaders will shape its use with intention, clarity, and input from the people using it every day. The strongest AI policies don’t just protect systems. They prepare students. And they start by inviting those students into the conversation. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Class of 2026: Graduating in the Age of AI Change](https://edcircuit.com/class-of-2026-graduating-in-the-age-of-ai-change/) **Published:** May 18, 2026 **Author:** EdCircuit Staff **Excerpt:** The Class of 2026 graduates into a world shaped by AI, electric tech, and gamified learning—reshaping time, attention, and education. **Content:** The Class of 2026 is graduating in the age of AI, stepping into a world shaped by tools, systems, and technologies that did not exist when they first entered school. From their earliest school years to now, change has been constant. What they experienced in elementary school looks very different from their high school reality. This class has not just witnessed change. They have adapted to it in real time. ## **From DVDs to On-Demand Everything** This generation grew up during a major shift in how content is consumed. Early experiences with DVDs and scheduled television quickly gave way to streaming platforms and instant access. They didn’t just watch content. They controlled it. They could pause, skip, replay, and search instantly. Platforms like [YouTube](https://www.youtube.com/playlist?list=PLxPT5flGMDtu3ycJXQFkf1goTF5lLYsiG) became learning tools as much as entertainment. This shift didn’t just change what they watched. It changed how they expect to learn—on demand, at their own pace, and often visually. ## **A Generation Shaped by Gamification** The Class of 2026 also grew up in the era of video games—not just as entertainment, but as a way of thinking and learning. From early console games to mobile apps and online platforms, they are used to systems that reward progress, provide instant feedback, and encourage persistence through challenges. That mindset has carried into education. Many of today’s learning tools mirror game design: levels, progress tracking, badges, and immediate responses. Students are often motivated by clear goals and visible progress, much like advancing through a game. This raises an important shift in how learning is experienced. Students are not just completing tasks. They are engaging in systems that feel interactive and responsive. For educators, this creates both opportunity and challenge. When used well, gamification can increase engagement and persistence. But it also means students may expect constant feedback and stimulation, which traditional models do not always provide. ## **Learning Through Disruption** One of the most defining experiences for this class was the sudden move to online learning during COVID-19. Students logged into classes from kitchen tables and bedrooms. [Zoom](https://www.edweek.org/technology/zoom-use-skyrockets-during-coronavirus-pandemic-prompting-wave-of-problems-for-schools/2020/04) became the classroom almost overnight. This required independence. Students had to manage their time, stay engaged, and complete work without the structure of a physical classroom. That experience changed expectations. Learning is no longer tied to a single space. It is something that can happen anywhere. ## **The Emergence of AI in Everyday Learning** As this class progressed through high school, artificial intelligence became part of their academic experience. AI tools are now part of daily student workflows, from writing support to study help and instant feedback. These tools reflect something familiar. Like games, they respond immediately. They adapt. They guide. But schools are still defining boundaries. Questions about appropriate use and academic integrity remain. The Class of 2026 has learned not just with AI, but alongside it. ## **A World Changing Beyond the Classroom** The changes this class has experienced extend far beyond school. They have grown up alongside the rise of electric vehicles, the introduction of electric school buses, and the early stages of self-driving technology. What once felt futuristic is becoming more visible. Transportation is shifting. Energy use is changing. Entire industries are adapting. For this class, these are not abstract ideas. They are part of the world they are preparing to enter. ## **Always Connected, Always Scheduled** This generation has rarely been offline. Smartphones and smartwatches shape how they manage their time. Schedules live in apps. Reminders are constant. Notifications guide daily routines. Students are more scheduled than ever, but not always less distracted. This raises a key question: **Has constant connectivity improved time management, or created new challenges?** The answer depends on the student. Some thrive with structure. Others struggle with constant interruption. ## **Phones in the Classroom** Phones have been a constant presence throughout this class’s education. They can support learning, offering quick access to information and collaboration tools. But they can also divide attention. Schools have responded in different ways, and this class has adapted to all of them. This ongoing tension reflects a larger issue: how to balance access with focus. ## **Learning Without Boundaries** Students today can learn almost anything at any time. A concept can be explained in seconds through a video. A skill can be learned entirely online. This has created more independent learners, but it also requires discipline. Students must filter information, stay focused, and manage distractions. ## **What This Means for Educators and Families** For educators and families, the Class of 2026 represents both progress and complexity. Students are adaptable and comfortable with technology. They are used to interactive systems, instant feedback, and flexible learning environments. At the same time, they need guidance in areas technology cannot replace—focus, critical thinking, and balance. Families now play a role in helping students navigate not just school, but the digital environments that shape it. ## **Looking Ahead** As the Class of 2026 graduates, they are entering a world that will continue to evolve. AI will expand. Automation will grow. Technology will continue to shape how people live and work. What sets this class apart is their ability to adapt. They have moved through disruption, adjusted to new systems, and kept moving forward. ## **A Defining Question** If there is one question that captures this generation, it may be this: **Has growing up with interactive, always-on systems made them more prepared, or simply more dependent on them?** The answer is still unfolding. ## **A Milestone Worth Recognizing** Graduation marks the end of a unique journey. The Class of 2026 has moved from DVDs to streaming, from video games to gamified learning, from classrooms to Zoom, and into AI-supported education. They have watched the world shift toward electric transportation and automation. The real story is not the technology they grew up with, but how they learned to keep up with it. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Students **Tags:** Headline --- ### [From communication to connection: Why schools must move beyond information to involvement](https://edcircuit.com/from-communication-to-connection-why-schools-must-move-beyond-information-to-involvement/) **Published:** May 18, 2026 **Author:** EdCircuit Staff **Excerpt:** Craven County discovered that strong family engagement comes not from more communication, but from communication that is visible, consistent, and accessible. **Content:** There was a moment recently when I realized something uncomfortable about the way we communicate in schools. We were sending more information than ever before including emails, newsletters, updates across multiple platforms—everything a family could need to stay informed. And yet, I couldn’t say with confidence that families felt more connected. That disconnect isn’t unique to one district. It’s happening everywhere. For years, school communication has been measured by output. Did we send the message? Did we post the update? Did we check the box? But families don’t experience communication that way. They experience it in moments—quick glances between work and home, short interactions on their phones, fragmented attention in the middle of busy days. If what we send doesn’t meet them in those moments, it doesn’t land. In districts like ours—serving more than 12,000 students across 26 schools—that realization forced a shift in thinking. Like many systems, we had a mix of tools and approaches. Some classrooms were highly connected to families, while others relied on more traditional methods that were becoming less effective including weekly Friday folders that often get left in the student’s backpack. At the same time, our community was becoming more complex. We serve families who speak 31 different languages. We were asking them to engage with systems that were not always intuitive or aligned with how they communicate in their daily lives. The more we examined it, the clearer it became: we weren’t struggling to communicate with families. We were struggling to involve them. And that distinction matters. ## **Involvement starts with visibility, not volume** Involvement doesn’t come from sending more information. It comes from giving families meaningful access to what is happening inside our schools. That shift became clear not in a strategy meeting, but in conversations with families. What they valued most wasn’t another update. It was the simple moments—a photo from the classroom, a short video, a quick message that gave them a window into their child’s day. Those moments change how families experience school. They feel more connected and more willing to engage. In practice, that shift shows up in interaction. In our district, it has translated into tens of thousands of exchanges between educators and families each month, with most messages read the same day. When communication is timely and accessible, families are more likely to participate. In a single month, more than 100 school events were shared with families through digital channels, shifting communication from static announcements that could be easily missed to real-time updates and reminders delivered directly to families’ phones. That shift matters. Instead of simply knowing an event is happening, families are more consistently reminded and better positioned to attend, turning awareness into participation. For districts serving multilingual communities, accessibility is foundational. Communication that requires translation outside the moment creates friction. But when families can receive and respond in their own language, engagement becomes more immediate and more consistent. ## **Consistency and simplicity drive real engagement** As we worked to strengthen communication, another challenge surfaced. It wasn’t just how we were communicating—it was how consistently that communication was happening across the district. Elementary schools often set the standard. Families are used to frequent updates and classroom visibility. But as students move into middle and high school, that connection can fade. If we want to build real involvement, communication has to follow students throughout their entire experience. That requires more than adding another tool. It requires alignment around approaches that are simple enough for educators to use consistently and accessible enough for families to rely on. Because if something is complicated, it won’t be used—not consistently, and not at scale. Across districts, we’re seeing a clear pattern: when communication becomes easier to deliver and easier to consume, it becomes more consistent. And when it becomes consistent, engagement follows. In some schools, this visibility now extends into school culture. When families can see what’s happening day to day—whether it’s classroom learning or student behavior—it creates a shared understanding of expectations. Students gain ownership, and families have a clearer picture of progress. In our district, that has translated into tens of thousands of positive behavior interactions being shared with families each month. ## **The shift that matters most** Public schools are operating in a more competitive environment than ever before. Families have more choices, more information, and higher expectations. They are not just asking whether their child is learning, and they are asking what that experience looks like and whether they can see it for themselves. If we can’t answer those questions clearly and consistently, someone else will. That has changed the role of communication. It is no longer just about sharing updates. It is about showing what makes our classrooms meaningful places for students. Tools can support that shift, but they are not the story. In our case, adopting a platform like [ClassDojo for Districts](https://www.classdojo.com/districts/?utm_source=pr&utm_medium=pr&utm_theme=from-communication-to-connection-why-schools-must-move-beyond-information-to-involvement&utm_content=JenniferWagner-byline&utm_format=bylined-article) helped us move toward more immediate, visual communication—but the real change came from rethinking how and when we engage families. We have to stop thinking of communication as something we send and start thinking of it as something families experience. That shift sounds simple, but it changes everything. When communication is visible, accessible, and consistent, families don’t just receive it—they act on it. And that’s when engagement becomes real—because we’ve realized our goal isn’t just to inform families—it’s to involve them. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Jennifer Wagner, a woman with blonde, wavy hair wearing a white blouse and a pearl necklace, smiles at the camera against a light gray background.](https://edcircuit.com/wp-content/uploads/2026/05/Jwagner-Headshot_24_2-scaled.jpg) ](https://edcircuit.com/author/jennifer-wagner/) [Jennifer Wagner](https://edcircuit.com/author/jennifer-wagner/ "Jennifer Wagner"): Author Jennifer Wagner serves as the Director of Public Relations for Craven County Schools, North Carolina. [ View all posts ](https://edcircuit.com/author/jennifer-wagner/ "View all posts") [ ](mailto:jennifer.wagner@cravenk12.org)[ ](https://www.cravenk12.org/departments/public-relations) **Categories:** Educators, Hot Topics - controversial, K-12 Teachers, Parents **Tags:** Headline --- ### [National Speech-Language-Hearing Month Honors SLPs](https://edcircuit.com/national-speech-language-hearing-month-honors-slps/) **Published:** May 14, 2026 **Author:** EdCircuit Staff **Excerpt:** National Speech-Language-Hearing Month celebrates SLPs changing lives through communication support, advocacy, technology, and care. **Content:** [National Speech-Language-Hearing Month](https://www.asha.org/national-speech-language-hearing-month/) celebrates the [speech-language pathologists (SLPs)](https://www.asha.org/slp/) and audiologists who help students, families, and adults communicate, connect, and thrive. A young student presses a button on a communication device for the very first time. “I love you.” For the parent sitting nearby, the moment can feel overwhelming. For the speech-language pathologist supporting that child, it is a powerful reminder of why the profession matters so deeply. Moments like these happen every day in classrooms, therapy rooms, hospitals, clinics, and homes across the country. Speech-language pathologists help people communicate, connect, learn, and build confidence in ways that often change the direction of a person’s life. Some help young children say their first words. Others support students struggling with language development, social communication, or literacy skills. Many work with adults recovering from strokes, traumatic brain injuries, neurological conditions, or hearing loss. No matter the setting, speech-language pathologists help people feel understood. That impact is why it matters. The month celebrates speech-language pathologists and audiologists whose work helps students, families, patients, and communities communicate more confidently and connect more meaningfully. Supported in part by the [American Speech-Language-Hearing Association](https://www.asha.org/), the national observance shines a spotlight on professionals whose work often happens quietly but changes lives every single day. For many outside the profession, the role of an SLP is often misunderstood. Some assume speech-language pathologists only help children pronounce sounds correctly or overcome stuttering. The reality is far more complex. SLPs work with communication in nearly[ every form imaginable](https://www.asha.org/students/about-speech-language-pathology-careers/?srsltid=AfmBOooK4J5ltNvqH-fCT84aW29wWMP4S1lHNDHfPANkLxJbcAlc5TtV). They support individuals with language disorders, articulation challenges, cognitive communication difficulties, swallowing disorders, voice conditions, social communication needs, traumatic brain injuries, developmental delays, autism spectrum disorders, and neurological conditions. They work with toddlers learning first words, students building literacy skills, adults recovering from strokes, and elderly patients trying to maintain communication and safe swallowing abilities. Their work is educational. It is medical. It is emotional. And it is profoundly life-changing. ## **The Professionals Behind the Scenes** In schools across the country, speech-language pathologists are among the most essential — and often most overlooked — members of the educational team. While teachers are visible in classrooms each day, SLPs frequently move quietly behind the scenes, balancing enormous caseloads and responsibilities that many families never fully see. A school-based SLP may spend a single day traveling between multiple buildings, coordinating schedules with teachers, documenting progress, attending meetings, conducting evaluations, completing Medicaid billing paperwork, communicating with parents, and delivering individualized therapy sessions — all while ensuring students receive legally required services and meaningful support. Their schedules are often relentless. A morning might begin with articulation therapy for elementary students, transition into language interventions connected to literacy instruction, continue with social communication support for middle school students, and end with high school meetings focused on accommodations and transition planning. And through all of it, SLPs are helping students do something foundational to every aspect of life: Communicate. Communication affects nearly everything inside a school environment. It impacts reading, writing, classroom participation, social interaction, emotional regulation, self-advocacy, and confidence. When students struggle to communicate effectively, they often struggle academically, socially, and emotionally as well. SLPs help bridge those gaps. They help students participate more confidently in classroom discussions. They help children express frustration without behavioral outbursts. They help students build literacy and language connections. They help individuals advocate for themselves. They help students feel heard. That kind of work changes educational outcomes — but it also changes lives. ## **The Emotional Weight of the Profession** Speech-language pathology is deeply personal work. Many communication challenges are tied closely to confidence, identity, and emotional well-being. Students who struggle to communicate may experience embarrassment, isolation, anxiety, or frustration that extends far beyond academics. Families often carry emotional stress while trying to navigate evaluations, interventions, and support systems for their children. SLPs become trusted guides through those experiences. They celebrate progress that others may overlook. They reassure families during difficult moments. They help students regain confidence after setbacks. They provide encouragement when progress feels slow. And sometimes, the biggest victories are the smallest moments. A student raising their hand in class for the first time. A child successfully ordering food independently. A teenager confidently participating in a conversation. A parent hearing a clearer sentence after months of therapy. These moments are difficult to measure on spreadsheets or reports, but for families, they can mean everything. Many speech-language pathologists will say their greatest rewards are not found in documentation, evaluations, or meetings. They are found in hugs from students. In smiles after successful communication. In emotional thank-you messages from parents. In watching someone finally feel understood. ## **Technology Has Changed the Profession** Technology has dramatically[ reshaped speech-language pathology](https://www.carlow.edu/how-technology-is-changing-the-field-of-speech-language-pathology/) over the last two decades. What once relied heavily on flashcards, worksheets, mirrors, and paper visuals has evolved into a profession deeply connected to digital tools and assistive technologies. Today’s SLPs use tablets, speech-generating devices, communication applications, teletherapy platforms, visual supports, adaptive software, and artificial intelligence tools to help individuals communicate more effectively and independently. For nonverbal students and individuals with significant communication challenges, [augmentative and alternative communication (AAC)](https://www.asha.org/public/speech/disorders/aac/?srsltid=AfmBOorNZdBIth_Kp9gerX6wHLhT2WTfO5iym9xC52bAvMjWKuBUDsVd) technology has been transformative. Modern AAC systems allow users to communicate wants, needs, emotions, ideas, questions, and opinions with greater independence than ever before. For many families, hearing a child independently communicate through technology can become one of the most emotional moments of their lives. Technology has also expanded access to services. Teletherapy and virtual intervention platforms now help SLPs reach students in rural communities, underserved districts, and areas facing significant staffing shortages. During and after the COVID-19 Pandemic, speech-language pathologists adapted rapidly to virtual environments while continuing to support students and families during one of the most disruptive periods in modern education. Digital tools now assist with: - Progress monitoring - Therapy engagement - Data collection - Collaboration with teachers - Parent communication - Personalized interventions - Accessibility supports But despite all the innovation, one thing has not changed: The heart of the profession is still human connection. No device replaces patience. No software replaces compassion. No technology replaces encouragement. SLPs combine innovation with empathy in ways that make communication more accessible and more meaningful. ## **Collaboration Across Entire Support Systems** Speech-language pathologists rarely work alone. Inside schools, they collaborate constantly with classroom teachers, intervention specialists, occupational therapists, psychologists, administrators, paraprofessionals, counselors, and families. Their role intersects with nearly every support system connected to student success. An SLP may help a teacher modify communication strategies inside the classroom. They may work alongside occupational therapists to support students using assistive devices. They may collaborate with school psychologists during evaluations. They may guide parents on communication strategies to continue at home. Their expertise becomes part of a much larger team focused on helping students succeed academically, socially, and emotionally. That collaboration often goes unnoticed, but it is critical to creating inclusive learning environments where students feel supported and understood. ## **The Growing Challenges Facing SLPs** As awareness surrounding communication needs has grown, so have the demands placed on speech-language professionals. Many districts across the country face shortages of qualified SLPs while student needs continue to increase. Large caseloads, staffing shortages, compliance requirements, and expanding responsibilities have placed significant pressure on professionals already balancing emotionally demanding work. In some districts, SLPs travel between multiple schools each week while managing dozens of students across multiple age groups and service plans. Others balance school responsibilities with home visits, outpatient services, or additional clinical work. And despite the intensity of those demands, they continue showing up each day ready to support students and families with compassion and professionalism. That commitment deserves recognition. ## **Supporting Communication Across a Lifetime** While schools play a major role during Speech-Language-Hearing Month, speech-language pathology extends far beyond K–12 education. SLPs work extensively with adults in hospitals, rehabilitation centers, nursing homes, universities, and home healthcare settings. They support stroke recovery, traumatic brain injuries, Parkinson’s disease, voice disorders, swallowing challenges, neurological conditions, and cognitive communication impairments. For adults recovering from medical trauma, communication can become central to reclaiming independence and quality of life. The ability to safely swallow food again. The ability to speak clearly with loved ones. The ability to communicate needs and emotions. The ability to reconnect socially and emotionally. These are not small victories. They are life-changing milestones. ## **Why National Speech-Language-Hearing Month Matters** Professions centered around communication often work quietly in the background. SLPs rarely seek attention for the work they do, yet their impact reaches classrooms, homes, clinics, hospitals, and communities every single day. Communication is connection. Communication is confidence. Communication is learning. Communication is belonging. Communication is independence. Speech-language pathologists help make all of those things possible. As schools continue focusing on inclusion, accessibility, student wellness, literacy, and personalized learning, the role of speech-language pathologists will only become more important. Their ability to support communication across educational, emotional, social, and medical settings makes them essential members of both healthcare and educational communities. This month is an opportunity to celebrate professionals whose work often happens quietly but whose impact lasts a lifetime. Behind every breakthrough in communication is usually someone who refused to give up on helping another person feel heard, understood, and connected to the world around them. And sometimes, all it takes to remind an SLP why they chose this profession is a smile, a hug, or two simple words spoken for the very first time: “I love you.” **[KCRG-TV9: Your Trusted Local News Source](https://www.youtube.com/@kcrg) – [Expert of the Day: National Speech Language Hearing Month](https://www.youtube.com/watch?v=_Sa5wRcer5A)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [Assessment Testing Is Outdated in Modern Education](https://edcircuit.com/assessment-testing-is-outdated-in-modern-education/) **Published:** May 14, 2026 **Author:** EdCircuit Staff **Excerpt:** Assessment testing is outdated. As colleges move away from test scores, schools must adopt modern methods that reflect real student learning. **Content:** For decades, [assessment testing](https://www.nea.org/student-success/standardized-testing-student-assessment) in education has been treated as a reliable measure of student ability and college readiness. It promised objectivity, consistency, and a level playing field. That promise is breaking down. Classrooms have changed. College admissions have changed. Workforce expectations have changed. Yet many assessment systems still reflect a model built for a different era—one focused on speed, recall, and uniformity rather than depth, application, and growth. Higher education is already adjusting. K–12 systems are not moving as quickly. That gap is no longer easy to ignore. ## **Assessment Testing: The Misalignment Is No Longer Subtle** Walk into a modern classroom, and the shift is obvious. Students are collaborating on projects, analyzing real-world problems, and using digital tools to create and communicate ideas. Now compare that to how most standardized tests operate: - Timed, high-pressure conditions - Heavy reliance on multiple-choice questions - Focus on isolated subject knowledge - Limited opportunity to demonstrate applied thinking The disconnect is clear. A student might spend weeks building a climate research project—gathering data, presenting findings, and defending conclusions—only to be evaluated later on a 60-minute multiple-choice exam covering disconnected standards. Students who can lead discussions, design solutions, or communicate complex ideas often struggle to show those strengths in a timed testing environment. Yet those scores still carry outsized weight. Measurement is driving instruction instead of reflecting it. ## **Colleges Are Already Moving Away from Test Scores** Admissions offices have been[ reevaluating standardized testing](https://muse.jhu.edu/article/934803) for years, but the shift accelerated during the pandemic. Hundreds of institutions temporarily waived exams like the SAT and ACT. What began as a necessity has become a long-term change. Today, many colleges fall into three categories: - **Test-optional**: Students decide whether to submit scores - **Test-blind**: Scores are not considered at all - **Holistic review**: Greater emphasis on GPA, coursework, essays, and experiences Systems such as the University of California have adopted test-blind policies, while many private and flagship institutions continue to extend test-optional approaches. The reasoning is consistent: **high school GPA, especially when paired with course rigor, is a stronger predictor of college success than a single standardized test score.** Equity concerns also remain central: - Access to test preparation varies widely - Scores often correlate with income and available resources - A single test day can be affected by stress, health, or external factors For many institutions, heavy reliance on test scores no longer aligns with their goals. ## **K–12 Systems Are Caught in a Contradiction** While colleges evolve, many K–12 systems remain anchored to test-driven accountability models. This tension shows up in classrooms every day: - Teachers are encouraged to design deeper learning experiences - Districts promote project-based and student-centered instruction - Yet performance is still judged largely by standardized test results In practice, this leads to compromise. A teacher may guide students through a multi-week inquiry project, then pivot to test prep as assessment season approaches. A school may emphasize critical thinking but still center evaluation around benchmark scores. The message becomes inconsistent: innovation is encouraged, but only up to a point. ## **Assessment Testing: The Real Cost of Staying the Same** Outdated assessment systems don’t just lag behind. They actively shape classroom experience. ### **Instructional Narrowing** In many schools, weeks leading up to state exams are dominated by practice tests and review packets. Extended projects and discussions are put on hold to focus on format and strategy. ### **Student Disengagement** Students recognize when something feels disconnected. A timed exam rarely reflects how they actually learn or solve problems, which reduces motivation over time. ### **Reinforced Inequities** Students with access to tutoring, prep programs, and stable testing environments have clear advantages. Without context, scores often reflect opportunity as much as ability. ### **Incomplete Measures of Ability** A single score cannot capture growth, persistence, creativity, or collaboration—yet those are the skills schools claim to prioritize. For administrators and policymakers, this directly impacts outcomes, equity, and public trust. ## **Assessment Testing: What Modern Assessment Needs to Include** Updating the assessment does not mean removing accountability. It means broadening it. A more effective system includes multiple measures: ### **Performance-Based Assessment** Students demonstrate knowledge through presentations, research, and real-world problem-solving tasks. ### **Portfolio Systems** A body of work collected over time shows growth, depth, and revision in ways a single test cannot. ### **Competency-Based Progression** Students advance based on mastery, not time spent in a classroom. ### **Formative Assessment** Ongoing feedback helps guide learning in real time instead of evaluating it after the fact. ### **Balanced Use of Standardized Testing** Standardized tests can still provide useful system-level data, but they should be one measure among many—not the defining one. These approaches better align with how students learn and how success is measured beyond school. ## **Implementation Is the Real Challenge** There is broad agreement that change is needed. The difficulty is execution. Modernizing assessment requires: - Professional development so teachers can design and evaluate new assessment models - Time and infrastructure to support portfolios and performance tasks - Clear rubrics to ensure consistency across classrooms - Updated accountability frameworks that move beyond single-score evaluation These are complex shifts that require coordination and investment. But maintaining the current system also has a cost—one that continues to grow. ## **The Role of Test Developers Is Changing** Assessment providers are not becoming irrelevant. They are being pushed to evolve. There is increasing demand for tools that measure complex skills, including: - Scenario-based assessments - Interactive digital simulations - Adaptive testing models - Embedded performance tasks within digital platforms Districts still need reliable data. What they need now are tools that reflect modern learning, not outdated formats. ## **What This Means for Students and Families** As colleges place less emphasis on standardized test scores, the definition of success is shifting. Students are evaluated more heavily on: - Consistent academic performance over time - Strength and rigor of coursework - Writing, communication, and critical thinking skills - Real-world experiences, leadership, and initiative For families, this requires a shift in focus. Preparation is no longer about maximizing a single score. It is about sustained effort, meaningful learning, and skill development over time. ## **The Direction Is Clear. The Pace Is Not.** Assessment is not disappearing. It is being redefined. Higher education has already taken meaningful steps away from test-centric models. K–12 systems are beginning to respond, but progress remains uneven. The risk is not change. The risk is delay. Every year, outdated assessment systems remain in place, and the gap widens between what students learn, how they are evaluated, and what is actually required for success beyond school. The question is no longer whether assessment should change. It is whether systems will move fast enough to stay aligned with the students they serve. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [From LMS to Learning Ecosystems: A New School Model](https://edcircuit.com/from-lms-to-learning-ecosystems-a-new-school-model/) **Published:** May 12, 2026 **Author:** EdCircuit Staff **Excerpt:** From LMS to learning ecosystems, schools are managing connected tools, data, and platforms that are reshaping teaching and learning systems. **Content:** From LMS to learning ecosystems, schools are undergoing a fundamental shift as the traditional model of a single platform gives way to a complex network of interconnected tools, data systems, and digital experiences. In many districts, what once felt centralized is now distributed—creating both new opportunities and new challenges. In many classrooms, a single assignment may involve multiple systems—from accessing instructions in an LMS to completing work in a separate tool and submitting it through another platform. What once felt streamlined is now layered. This is not a temporary transition. It is a structural change in how education systems operate. ## **The LMS Is No Longer the Center** For years, the [learning management system (LMS)](https://www.discoveryeducation.com/blog/educational-leadership/learning-management-system/) served as the digital hub of teaching and learning. It was where assignments were posted, grades were tracked, and communication occurred. Today, that role has changed. The LMS hasn’t disappeared—it has been displaced. While still essential, it is no longer the center of the digital experience. Teachers and students now move across multiple platforms throughout the day, depending on the task at hand. The LMS is now one part of a much larger system—one that continues to expand. ## **The Explosion of EdTech Tools** Over the past decade, schools have adopted a growing number of digital tools designed to enhance instruction, assessment, communication, and data tracking. Districts now manage platforms for: - content delivery and instruction - assessment and grading - communication with families - data analytics and reporting - intervention and support - AI-powered tools Each tool is introduced with a purpose. But over time, the accumulation of tools creates complexity. What began as innovation has, in many cases, become accumulation. Vendor sprawl, overlapping features, and inconsistent workflows are now common challenges. More tools do not always lead to better outcomes—often, they create fragmented experiences for both teachers and students. ## **The Rise of Learning Ecosystems** As complexity increases, districts are shifting from thinking about tools to thinking about systems. A [learning ecosystem](https://www.uil.unesco.org/en/learning-ecosystems) is not defined by a single platform, but by how multiple systems connect and interact. An ecosystem typically includes: - LMS (learning management systems) - SIS (student information systems) - instructional and content tools - communication platforms - data and analytics systems - AI-driven applications An ecosystem is not defined by the number of tools, but by how well those tools work together. When designed effectively, ecosystems create seamless experiences. Data flows between systems. Redundant tasks are reduced. Teachers and students can focus more on learning and less on navigation. But achieving this level of cohesion requires intentional design. ## **The Challenge of Integration** Interoperability—the ability for systems to work together—is one of the most significant challenges districts face. Without integration, more technology often creates more friction—not less. In many districts: - platforms do not communicate effectively - data must be entered multiple times - login systems are inconsistent - workflows are fragmented This creates inefficiencies at every level. Teachers spend time navigating systems instead of focusing on instruction. Students manage multiple interfaces. Administrators struggle to access unified data. The promise of a connected ecosystem is clear—but the reality is often a collection of tools that do not fully align. ## **Data: The Backbone of the Ecosystem** At the center of every learning ecosystem is data. Student progress, engagement, assessment results, and communication all generate data across multiple systems. The challenge is not collecting data—it is connecting it. When data remains siloed, insights are limited. When systems are connected, data becomes actionable. District leaders are increasingly focused on how data flows between systems, how it is accessed, and how it informs decision-making. A well-designed ecosystem does not just store data—it uses it to support learning and improve outcomes. ## **The Impact on Teachers and Students** The shift to learning ecosystems has direct implications for those using these systems every day. For teachers, this often means: - managing multiple platforms simultaneously - adapting to different workflows - balancing instruction with system navigation - experiencing increased cognitive load This complexity is one of the drivers behind the growing issue of digital exhaustion among educators. For students, the experience can be equally fragmented. Navigating multiple systems requires adaptability, organization, and digital fluency. Consistency matters—and in many ecosystems, it is still developing. ## **The Role of District Leadership** As ecosystems become more complex, leadership decisions become more critical. Technology decisions are no longer isolated—they are instructional decisions. District leaders must consider: - how tools integrate within the system - how data is managed and shared - how users experience the ecosystem - how technology aligns with instructional goals Procurement is no longer about selecting the best individual tool—it is about building a cohesive system. This requires a shift from short-term adoption to long-term strategy. ## **What Leading Districts Are Doing** Forward-thinking districts are taking a more intentional approach to building and managing learning ecosystems. Key strategies include: ### **Tool Consolidation** Reducing the number of platforms to focus on fewer, more effective tools. ### **Prioritizing Interoperability** Selecting tools that integrate seamlessly with existing systems. ### **Establishing Governance Structures** Creating clear processes for evaluating and approving new tools. ### **Focusing on User Experience** Designing systems that are intuitive and consistent for teachers and students. ### **Aligning Technology with Instruction** Ensuring that technology supports learning rather than driving it. These districts recognize that successful ecosystems are not built through accumulation—they are built through design. ## **A Shift Toward System Thinking** The move from LMS to learning ecosystems reflects a broader shift in education. Schools are no longer just adopting tools—they are managing systems. This requires: - long-term planning - cross-functional collaboration - continuous evaluation - a clear vision for how technology supports learning Systems thinking recognizes that every decision affects the whole. Adding a new tool is not just a technical decision—it impacts workflows, communication, and user experience across the system. In this context, simplicity becomes a strategic priority. ## **What Comes Next** As artificial intelligence becomes more integrated into education, it will add another layer to the learning ecosystem. AI tools will: - connect with existing platforms - generate and analyze data - support instruction and assessment This will increase both the potential and the complexity of ecosystems. The challenge for schools will be managing this growth without overwhelming the people who rely on these systems every day. ## **A Defining Moment for Digital Strategy** The shift from LMS to learning ecosystems represents a defining moment for digital strategy in education. Schools must decide whether they will continue to add tools reactively—or design systems intentionally. This decision will shape: - teacher experience - student engagement - data quality - long-term effectiveness of technology investments The opportunity is clear: to build systems that are connected, efficient, and aligned with learning goals. ## **Moving Forward** As schools continue to evolve, one thing is becoming clear: the future of education will not be built on a single platform. It will be built on ecosystems. In the end, the question is no longer which platform schools should choose—but how well their systems work together. Because in a world of learning ecosystems, success is not defined by access to tools, but by the clarity, simplicity, and connection those tools create. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [The Parent-School Divide on Screen Time and AI](https://edcircuit.com/the-parent-school-divide-on-screen-time-and-ai/) **Published:** June 9, 2026 **Author:** EdCircuit Staff **Excerpt:** The parent-school divide on screen time and AI is growing as families and schools hold different expectations for student learning and technology use. **Content:** The parent-school [divide on screen time and AI](https://edtechmagazine.com/k12/article/2026/04/parents-divided-artificial-intelligence-heres-how-schools-can-build-trust) is no longer subtle—it is growing in real time, and students are caught in the middle. In classrooms, students are engaging with digital platforms, interactive tools, and increasingly, artificial intelligence. These technologies are being introduced to enhance learning, personalize instruction, and prepare students for a rapidly changing future. At home, however, a different conversation is taking place. Parents are limiting screen time. Monitoring device use. Raising concerns about attention, behavior, and development. They are asking whether children are spending too much time on devices—and not enough time thinking, interacting, and engaging in the real world. And in the middle of these two environments is the student. **Navigating two very different expectations about how learning should happen.** ## **Two Environments, Two Philosophies** For schools, technology represents opportunity. It offers: - Access to resources - Personalized learning pathways - New ways to engage students - Tools to prepare learners for a digital future Districts are making intentional decisions to integrate technology and AI into instruction—not as an add-on, but as a core component of modern learning. For parents, technology often represents concern. They are observing: - Increased device dependency - Shorter attention spans - Changes in behavior and social interaction - A growing reliance on screens for both learning and entertainment These observations are not unfounded. But they are often disconnected from how schools are framing technology use. **What schools see as innovation, families may see as overexposure.** ## **The Mismatch Students Are Living In** The tension between school and home is not theoretical—it is lived out by students every day. The same student being told to [limit screen time at home is often required to depend on it at school](https://www.the74million.org/article/parents-schools-clash-over-movement-to-abolish-screens/). A child may be: - Encouraged to use digital tools throughout the school day - Asked to limit or avoid those same tools at home At school, speed and efficiency are often emphasized through technology. At home, parents may encourage slower, more deliberate activities. At school, AI may support writing and problem-solving. At home, parents may want their child to develop those skills independently. In some households, parents are asking children to complete homework without digital assistance—only to find that the assignment itself was designed to be completed on a device. These differences are not just philosophical. **They are shaping how students understand effort, independence, and learning itself.** And when expectations are not aligned, confusion follows. This divide is no longer theoretical—it is playing out in real districts across the country. In the video below, parents are asking schools to limit the use of AI and classroom technology, while district leaders explain their approach—highlighting the growing gap in expectations around how students should learn. **[Central Oregon Daily News](https://www.youtube.com/@CentralOregonDaily) – [Parents ask school district to limit AI and technology use, school responds](https://www.youtube.com/watch?v=RX3vlLgQdKM)** ## **Why This Divide Matters More Than Ever** The parent-school divide is not just about screen time. It is about alignment. When families and schools are not aligned: - Communication begins to break down - Policies are questioned - Trust becomes harder to sustain And in a time when schools are asking communities to support decisions around AI, device use, and digital learning strategies, that trust is essential. This is not simply a communication issue. **It is a leadership issue.** ## **The Silence Around Purpose** One of the most significant gaps in this conversation is not disagreement—it is clarity. Many districts have implemented technology effectively. Fewer have clearly communicated: - The purpose behind its use - The expected outcomes - The boundaries in place to protect student development Parents are often left to interpret what they see: - Devices coming home - Increased screen time - New tools they may not fully understand Without context, concern fills the gap. Because when purpose is not clearly defined, technology can feel excessive—even when it is being used thoughtfully. ## **Moving From Assumption to Alignment** Closing the gap between schools and families does not require eliminating technology. It requires alignment. And alignment begins with transparency. Schools must move from assuming understanding to actively building it. This means: - Clearly explaining how and why technology is used - Defining what productive screen time looks like - Communicating where limits and boundaries exist - Involving families in the conversation—not just the outcome Parents do not need to agree with every decision. But they do need to understand it. Because understanding builds trust. ## **Reframing the Role of Technology** Part of this alignment requires a shift in how technology is positioned. It cannot simply be presented as necessary. It must be presented as intentional. Technology in elementary classrooms should be framed as: - A tool to support thinking—not replace it - A resource used at specific moments—not constantly - A component of learning—not the entire experience This distinction changes the conversation. It moves from: - “Why are students on screens so much?” To: - “How is this supporting learning?” And that shift matters. ## **The Role of AI in the Divide** AI introduces a new level of complexity. Unlike traditional digital tools, it does more than deliver content. It can: - Generate responses - Guide thinking - Complete parts of the learning process For schools, this represents opportunity. For parents, it often raises concern. Questions around: - Academic independence - Skill development - Over-reliance on technology Are becoming more common. And in many cases, families are asking these questions before schools have fully answered them themselves. This is where proactive leadership becomes critical. Because if schools do not clearly define the role of AI, families will define it for themselves—and often with caution. ## **A Shared Responsibility** Neither schools nor families can solve this alone. Students do not experience learning in isolation. Their habits, expectations, and behaviors are shaped across environments. Which means alignment is not optional. It is necessary. Schools must: - Lead with clarity - Communicate with purpose - Design learning with intention Families must: - Engage in the conversation - Seek understanding - Partner in supporting student development Because the goal is not full agreement. **It is a shared direction.** ## **A Defining Moment for Trust** The parent-school divide on screen time, and AI is not just about technology. It is about trust in how learning is being shaped. The decisions being made today—about how students use technology, how they engage with AI, and how learning is structured—will have long-term implications. And those decisions cannot exist in isolation. They must be understood, supported, and aligned across the environments students move through every day. Because when schools and families are not aligned, students don’t just experience different expectations. **They experience different definitions of what learning is supposed to be.** And in the end, the future of education will not be defined solely by what happens in classrooms. **It will be defined by whether schools and families can come together around a shared vision of how students learn—and what they truly need to succeed.** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial, Parents **Tags:** Headline --- ### [Cybersecurity Careers Started With Video Games](https://edcircuit.com/cybersecurity-careers-started-with-video-games/) **Published:** June 5, 2026 **Author:** EdCircuit Staff **Excerpt:** Cybersecurity careers are increasingly being shaped by students whose passion for video games sparked an interest in coding, networks, and digital defense. **Content:** Cybersecurity careers are beginning in places many adults never expected — inside gaming headsets, online multiplayer lobbies, Discord servers, esports arenas, and bedrooms lit by glowing monitors long after midnight. For one student, it started with frustration. At 14 years old, he logged into his favorite online game only to discover his account had been stolen. Years of saved progress, unlocked content, online friendships, and competitive rankings were suddenly gone. Panic quickly turned into anger. Then curiosity. How did someone gain access to the account? Why was the password compromised? What was phishing? How were hackers targeting gamers? That moment changed everything. Instead of walking away from technology, the student became obsessed with understanding how digital systems worked and how they could be protected. What started as hours spent gaming transformed into late nights researching password security, malware, online scams, two-factor authentication, and ethical hacking. His parents initially believed gaming was becoming a distraction. Teachers worried he was spending too much time behind a screen. But over time, something unexpected happened: the same student who once rushed home to play online games began talking about cybersecurity certifications, network defense, and future careers in digital security. Today, stories like this are becoming increasingly common. Across K-12 education, educators and cybersecurity professionals are beginning to recognize that video games are doing far more than entertaining students. Gaming environments are quietly developing technical curiosity, resilience, collaboration, strategic thinking, and digital awareness — all skills deeply connected to cybersecurity careers. In many ways, the next generation of cybersecurity professionals may already be training for the future without even realizing it. ## **Cybersecurity Careers Often Start With Digital Curiosity** The journey into cybersecurity rarely follows a straight line. Some professionals enter through military experience. Others discover cybersecurity in college computer science programs or IT departments. Increasingly, however, students are [discovering cybersecurity organically](https://gameplan.com/news/why-high-school-students-should-learn-about-cybersecurity) through gaming culture and online digital communities. Modern video games are incredibly complex digital ecosystems. Students interact daily with: - Online servers - Voice communication platforms - Account authentication systems - Digital marketplaces - Anti-cheat software - Cloud storage - Moderation systems - Network connections - Live updates and patches Whether they realize it or not, gamers are constantly interacting with cybersecurity concepts. Students begin asking questions naturally: - Why did my account get hacked? - How does two-factor authentication work? - Why do phishing scams target gamers? - How do anti-cheat systems detect cheaters? - What causes lag or packet loss? - How do VPNs protect connections? - How are online transactions secured? Those questions become gateways into deeper technical exploration. For the student in this story, gaming slowly evolved from competition into fascination with technology itself. After helping friends recover compromised accounts and warning classmates about suspicious Discord links, he began exploring cybersecurity content online. At first, it was simple YouTube tutorials. Then it became: - Learning basic coding - Watching ethical hacking demonstrations - Building a gaming PC - Experimenting with networking concepts - Researching malware protection - Exploring cybersecurity competitions Without realizing it, gaming had already become a launchpad for a career pathway. ## **Video Games Build Skills Cybersecurity Professionals Need** For years, gaming conversations in education often focused on screen time and distraction. While balance remains important, that conversation is beginning to evolve. Cybersecurity professionals increasingly recognize that gaming develops many of the same cognitive and interpersonal skills required in cybersecurity environments. Gaming teaches students how to: - Solve problems under pressure - Analyze patterns quickly - Adapt to changing situations - Communicate in teams - Learn through failure - Manage limited resources - Think strategically - Respond rapidly to threats Those skills directly mirror real cybersecurity work. Security analysts must identify vulnerabilities quickly. Incident response teams must communicate effectively during crises. Ethical hackers must think creatively and adapt constantly. Competitive gaming environments reinforce many of those same mental habits. The student who once spent hours coordinating multiplayer strategies in games like Call of Duty, managing Discord communities, and troubleshooting connection problems eventually discovered he enjoyed solving technical challenges more than simply winning matches. That realization mattered. Instead of viewing technology only as entertainment, he began seeing it as a system to understand, improve, and protect. ## **Gaming Communities Introduce Students To Online Risk** Gaming communities also expose students to cybersecurity risks earlier than many adults realize. Young gamers regularly encounter: - Phishing scams - Fake giveaways - Malware downloads - Account theft attempts - Social engineering tactics - Identity impersonation - Suspicious links - Credential theft In many cases, students experience cybersecurity threats firsthand before schools formally teach cybersecurity concepts. For this student, one phishing scam became a turning point. A fake login page promising free in-game rewards nearly compromised multiple accounts. After researching how phishing worked, he became fascinated by how attackers manipulate trust and exploit human behavior online. That experience sparked something deeper than fear — it sparked purpose. He started helping friends secure their accounts. He encouraged classmates to stop reusing passwords. He taught younger gamers how to identify suspicious messages. The student who once simply consumed technology was now helping others navigate digital safety responsibly. That transformation reflects a larger shift happening among today’s students. Many young people are developing cybersecurity awareness not through textbooks alone, but through lived digital experiences. ## **Esports And Cybersecurity Are Becoming Connected** Schools across the country are beginning to recognize the overlap between esports and cybersecurity education. Esports programs are [no longer viewed solely as extracurricular gaming clubs](https://www.encoura.org/resources/wake-up-call/esports-more-than-just-an-extracurricular/). Many districts now see them as opportunities to teach: - Collaboration - Leadership - Communication - Technology operations - Digital citizenship - Broadcasting - Hardware management - Network awareness - Cybersecurity fundamentals Students participating in esports often become highly comfortable with digital systems and troubleshooting environments. Some districts are now intentionally pairing esports initiatives with cybersecurity programs because the student interest naturally overlaps. That connection makes sense. Students managing private game servers, moderating Discord channels, streaming gameplay, configuring PCs, or maintaining tournament systems are already developing valuable technical experience. For the student in this story, joining an esports team exposed him to even more technical learning opportunities. He began helping manage equipment, optimize network performance, and troubleshoot hardware issues before competitions. Those experiences built confidence. Teachers who once struggled to engage him in traditional classroom discussions suddenly saw him become a leader when technology problems needed solving. That is one of the most important lessons schools are beginning to learn: students often reveal their strengths when learning feels connected to authentic interests. ## **Cybersecurity Requires Hands-On Learning** One reason gaming aligns so naturally with cybersecurity is because both environments reward hands-on experimentation. Cybersecurity cannot be learned entirely through memorization. Students learn best when they: - Explore systems - Test solutions - Troubleshoot problems - Simulate attacks - Analyze failures - Experiment safely - Think critically Gaming naturally encourages this mindset. Gamers constantly tweak settings, optimize performance, research solutions, and adapt strategies. They are comfortable learning through trial and error. That willingness to experiment is essential in cybersecurity. The student eventually moved beyond gaming into cybersecurity labs, online simulations, and beginner capture-the-flag competitions. What excited him most was not simply “hacking,” but understanding systems deeply enough to defend them. That distinction matters. Strong cybersecurity education emphasizes ethics, responsibility, and protection — not exploitation. Gaming culture helped him develop persistence, but mentorship and education helped shape that curiosity into responsible cybersecurity learning. ## **Parents Often Misunderstand The Opportunity** One of the emotional realities surrounding gaming is that many families initially struggle to see its long-term value. This student’s parents worried constantly about screen time. Like many families, they questioned: - Was gaming hurting academics? - Was too much time being spent online? - Would gaming become a distraction from future goals? Those concerns were understandable. But over time, they noticed something changing. Their son was no longer only playing games. He was: - Researching cybersecurity careers - Building technical skills - Watching educational cybersecurity videos - Exploring certifications - Talking about digital safety - Helping others solve technology issues Gaming had become a doorway into meaningful learning. That realization changed family conversations entirely. Instead of only limiting technology use, they began guiding it toward productive opportunities. That shift is important for educators and parents alike. Students are more likely to thrive when adults help channel their passions into career exploration rather than dismissing those interests outright. ## **Cybersecurity Needs Students Like This** The cybersecurity workforce shortage continues to grow [nationally and globally](https://programs.com/resources/cybersecurity-talent-shortage-stats/). Organizations desperately need skilled professionals capable of defending schools, hospitals, businesses, and critical infrastructure from increasingly sophisticated cyber threats. At the same time, schools are searching for ways to engage students in future-ready careers. Gaming may be one of the most overlooked pathways available. Students who thrive in gaming environments often demonstrate: - Technical curiosity - Persistence - Adaptability - Rapid problem-solving - Digital literacy - Communication skills - Leadership potential Those are valuable workforce traits. Cybersecurity careers also provide opportunities across many different interests, including: - Threat intelligence - Ethical hacking - Cloud security - AI security - Digital forensics - Cyber law - Security operations - Risk management - Cyber education and training For students who may not connect with traditional academic pathways immediately, cybersecurity offers hands-on, purpose-driven opportunities that feel relevant and engaging. ## **Artificial Intelligence Is Expanding The Need For Cybersecurity** As artificial intelligence rapidly transforms digital systems, cybersecurity careers are becoming even more critical. AI is helping organizations detect threats faster, automate security monitoring, and analyze massive amounts of data. At the same time, cybercriminals are using AI to create more advanced phishing attacks, scams, and misinformation campaigns. Today’s students are growing up in highly digital environments shaped by: - AI-powered systems - Cloud platforms - Online gaming ecosystems - Smart devices - Social media - Streaming platforms Gamers are often highly comfortable navigating these environments already. That digital fluency gives many students a natural foundation for future cybersecurity and AI-related careers. The combination of cybersecurity knowledge and AI literacy may become one of the most important workforce skillsets of the next decade. ## **Schools Must Recognize Passion-Driven Learning** One of the biggest takeaways from stories like this is that learning does not always begin inside traditional academic structures. Sometimes it begins with curiosity. Sometimes it begins with frustration. And sometimes, it begins with a video game. For this student, gaming was never simply entertainment. It became a bridge into technology, digital responsibility, cybersecurity awareness, and eventually a career goal filled with purpose. The teenager who once stayed up late competing in online matches may someday help protect hospitals from ransomware attacks, secure school networks, defend financial systems, or prevent large-scale cyber incidents. That possibility matters. As schools continue preparing students for future careers, educators and families may need to rethink how they view gaming entirely. Because behind many gaming screens today may be future cybersecurity analysts, ethical hackers, network defenders, digital investigators, and technology leaders already learning how to think critically in the digital world. And for some students, the journey toward protecting the future may begin with simply pressing “Start Game.” [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Cybersecurity, Hot Topics - controversial **Tags:** Headline --- ### [How Teachers Change Lives Every Day](https://edcircuit.com/how-teachers-change-lives-every-day/) **Published:** May 6, 2026 **Author:** EdCircuit Staff **Excerpt:** How teachers change lives through belief, connection, and everyday moments that shape confidence, direction, and lifelong impact. **Content:** **How teachers change lives** is rarely obvious in the moment. It doesn’t always show up in grades, test scores, or end-of-year results. More often, it happens quietly, in passing comments, small decisions, and moments that seem easy to overlook. But those are the moments students carry with them. Years later, they don’t remember every lesson. They remember how a teacher made them feel, what they were told when it mattered, and the point when something shifted. That’s where the real impact takes hold. ## **It Starts With Being Seen** For many students, school is where they decide whether they matter. A teacher notices a student sitting quietly in the back, unsure if they should raise their hand. Instead of moving on, the teacher pauses. “Go ahead,” they say. “Take your time.” The student answers, hesitantly at first. It’s not perfect. But the teacher nods. “That’s a strong start. Keep going.” It’s a small exchange. It lasts less than a minute. But for that student, it changes something. They speak up again the next day. And the day after that. This is how the **impact of teachers** begins, not with big gestures, but with attention. ## **Belief Changes Direction** Students often decide what they’re capable of long before they should. Sometimes it takes just one person to interrupt that thinking. A student stays after class, expecting a correction, maybe a list of what went wrong. Instead, the teacher says: “You’re better than this work. I’ve seen it.” There’s no lecture. No long speech. Just a clear statement of belief. Moments like this don’t feel dramatic. But they stay. They reshape how students see themselves, and more importantly, what they believe they can do next. This is why teachers matter. They don’t just respond to performance. They help define potential. ## **The Turning Point Students Never Forget** Ask adults when things changed for them, and many will point to a teacher. Not a full semester. Not a curriculum. A moment. A conversation after class. A second chance when they expected none. A quiet “don’t give up yet” at exactly the right time. These moments often happen without an audience. There’s no recognition, no announcement. But for the student, it becomes a line they can trace everything back to. That’s how teachers change students’ lives, not all at once, but in moments that shift direction. ## **A Classroom Can Be a Safe Place** Before learning happens, students need to feel safe enough to try. Teachers create that environment every day: - By allowing mistakes without embarrassment - By setting clear, steady expectations - By treating students with consistency and respect For some students, this may be the most stable place they experience. A predictable classroom. A calm voice. A teacher who doesn’t change how they treat you based on your worst day. That stability builds trust. And trust is what allows students to take risks, ask questions, and grow. ## **The Lessons That Last Aren’t Always Academic** Students may forget formulas, dates, or specific assignments. But they remember: - How to push through frustration - How to speak up when it matters - How to think through a problem instead of avoiding it A writing assignment becomes confidence. A group project becomes communication. A difficult lesson becomes resilience. This is the lasting impact of teachers. They teach skills students carry into every part of life. ## **Expanding What Feels Possible** Some students walk into school with a narrow view of what their future looks like. Teachers widen that view. They suggest opportunities. They recommend books that shift perspective. They connect effort today to possibility tomorrow. Sometimes it’s as simple as saying: “You should think about this as a career.” For a student who has never heard that before, it can change everything. ## **Consistency Is What Builds Trust** Not every moment is powerful on its own. What makes the difference is consistency. Showing up every day. Following through. Being fair, even when it’s difficult. Students notice patterns. They learn who they can rely on. And when trust is built over time, it gives weight to every word a teacher says. ## **The Ripple Effect Goes Further Than We See** The influence of a teacher rarely ends with one student. A student who gains confidence begins to participate more. They encourage others. They carry that confidence into new spaces. Years later, that same student may lead, mentor, or support someone else in the same way. This is how the impact grows. Quietly, steadily, beyond what can be measured. ## **Why This Matters Right Now** There’s a lot of conversation around education that focuses on pressure, challenges, and limitations. Those realities exist. But they are not the full picture. Every day, teachers are shaping how students see themselves. They are helping them find direction. They are giving them reasons to keep going. That work is not always visible. But it is constant. And it matters. ## **Final Thought** The true answer to how teachers change lives isn’t found in one moment. It’s found in what stays. It’s in the student who speaks up when they used to stay quiet. The one who keeps trying after they wanted to quit. The one who starts to believe they are capable of more. Teachers may not always see the outcome of their impact. But their influence shows up in who students become, in the choices they make, and in the confidence they carry into the world. And that is something that lasts. **[Harvard Graduate School of Education](https://www.youtube.com/@HarvardEducation) – [Teachers Change Lives – and Inspire the Future](https://www.youtube.com/watch?v=xQzK1MB0mu4)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial, K-12 Teachers **Tags:** Headline --- ### [OSHA Compliance in Schools: Hidden Safety Risks](https://edcircuit.com/osha-compliance-in-schools-hidden-safety-risks/) **Published:** May 28, 2026 **Author:** EdCircuit Staff **Excerpt:** OSHA compliance in schools protects students and staff from preventable injuries, chemical exposure, blocked exits, and emergency failures. **Content:** OSHA compliance in schools is no longer optional, and [Occupational Safety and Health Administration (OSHA)](https://www.osha.gov/) alignment has become a critical benchmark for protecting students, staff, visitors, and district operations. Walk through almost any school in America long enough and the warning signs begin to reveal themselves. A blocked exit near a stairwell. An overloaded custodial closet filled with unlabeled chemicals. Extension cords stretched across classroom floors. Clutter stacked in hallways that were designed to serve as emergency egress routes. Broken eyewash stations in science prep rooms that have not been inspected in months. What is most alarming is not simply the presence of these hazards. It is how normalized they have become. Teachers work around them. Custodians adapt to them. Administrators walk past them. Students become conditioned to them. Over time, unsafe conditions stop looking dangerous because they become part of the everyday environment. That is where risk begins to grow. As a safety inspector, I can say with certainty that schools failing to align with OSHA safety expectations are not simply exposing themselves to citations or operational deficiencies. They are exposing students, staff, contractors, and visitors to preventable harm. Every hallway, classroom, laboratory, cafeteria, boiler room, maintenance shop, and custodial closet carries a duty of care obligation. Schools are entrusted with protecting people every single day, and that responsibility does not disappear because budgets are strained, facilities are aging, or staffing levels are stretched thin. Safety is operational. It is foundational to the learning environment itself. And in today’s environment, districts that are not aggressively pursuing OSHA alignment are exposing themselves to enormous physical, legal, financial, and reputational risk. While OSHA jurisdiction over public schools varies by state, the safety principles behind OSHA standards remain critical benchmarks for protecting employees, students, contractors, and building occupants. ## **Duty of Care Is More Than a Legal Obligation** Many school leaders hear the phrase “[duty of care](https://sciencesafety.com/product/duty-of-care/)” without fully understanding the weight attached to it. [Duty of care](https://dictionary.law.com/Default.aspx?selected=599) means a school has both a legal and ethical responsibility to provide an environment that is reasonably safe for students, employees, and visitors. That responsibility includes identifying hazards, correcting unsafe conditions, maintaining safety procedures, training staff, and ensuring operational accountability throughout the building. When a student slips in a cluttered hallway, when a teacher is exposed to hazardous chemicals without proper ventilation, or when an emergency exit is blocked during an evacuation, investigators immediately begin asking one question: could this have been prevented? In many cases, the answer is yes. Most hazards in schools are visible long before an incident occurs. The warning signs are there. The issue is whether leadership chooses to address them before something serious happens. All it takes is one blocked stairwell during a smoke condition. One improperly stored chemical inside a science prep room. One overloaded electrical outlet. One delayed evacuation during a fire alarm. Most catastrophic incidents are not caused by one sudden failure. They are caused by smaller failures that were ignored over time. ## **Science Labs and Safer STEM Spaces Are Among the Highest-Risk Areas in Schools** Modern STEM education has transformed schools into increasingly complex environments. Today’s science labs often contain corrosives, flammables, compressed gases, biological materials, electrical equipment, heat sources, and chemical storage systems that require active oversight. Yet many schools still operate these spaces with outdated inventories, incomplete training, poor ventilation, aging safety equipment, and little understanding of OSHA laboratory safety expectations. This is one of the most dangerous gaps in K-12 education today. Under OSHA’s Laboratory Standard, facilities using hazardous chemicals in laboratory settings are expected to maintain a Chemical Hygiene Plan and designate personnel responsible for implementation, including a [Chemical Hygiene Officer](https://sciencesafety.com/cho-chemical-hygiene-officer-certification-training/), commonly referred to as a CHO. For schools with laboratories, STEM spaces, chemical storage areas, or hazardous material usage, the absence of a qualified CHO creates a serious leadership and compliance gap. The Chemical Hygiene Officer oversees chemical safety procedures, storage practices, emergency planning, exposure mitigation, employee training coordination, eyewash and shower readiness, and implementation of the school’s Chemical Hygiene Plan. If a district does not formally designate a Chemical Hygiene Officer, responsibility does not disappear. Operational accountability typically shifts upward to building and district leadership, often falling on principals, facilities directors, or superintendents who may ultimately be held responsible for unsafe conditions and failures in oversight. That should concern every school board in America. Because when an exposure occurs, investigators will ask: Who was responsible for chemical safety? If no one has that role clearly assigned, the district has already failed its first test. Imagine a student accidentally accessing improperly stored chemicals because a prep room remained unsecured. Imagine a teacher suffering respiratory irritation because ventilation systems were not inspected. Imagine emergency eyewash stations failing during a chemical splash event. These are not impossible scenarios. They are real risks already present in schools across the country. ## **Custodial Closets Are Often the Most Overlooked Hazard Zones** One of the most consistently neglected areas during school inspections is the custodial closet. These small spaces frequently contain incompatible chemicals stored side by side, unlabeled spray bottles, leaking containers, missing [Safety Data Sheets](https://sciencesafety.com/product/safety-data-sheets/), improper ventilation, and unsecured products accessible to unauthorized individuals. Bleach is stored near ammonia. Degreasers next to oxidizers. Improperly diluted disinfectants. Chemical transfer containers without labels. These are not technical mistakes. They are warning signs. Custodial and maintenance staff are among the most exposed employees in any school district. They handle chemicals daily and often work after hours with limited supervision. Without proper hazard communication training, personal protective equipment, and documented chemical management procedures, schools create an environment where preventable injuries become inevitable. Every chemical in a school should be accounted for. Every employee should know where Safety Data Sheets are located. Every storage area should be organized, ventilated, labeled, and secured. And every district should routinely inspect these areas before an accident forces them to. ## **Hallways, Stairwells, and Emergency Exits Become Deadly During Emergencies** Schools often underestimate the [danger of clutter](https://open.spotify.com/episode/6oQfZngw2IFP9hy3Nk0jWr?si=qBV-K3htQ76kPIia_yHUog). Boxes are stored in corridors. Furniture in stairwells. Overflow supplies in exit pathways. Extension cords stretched across walking surfaces. These conditions may seem harmless during a normal school day. During an emergency evacuation, they can become deadly obstacles. In a fire, smoke condition, lockdown, severe weather event, or panic situation, seconds matter. Crowded exits and obstructed hallways increase the likelihood of falls, crushing injuries, delayed evacuations, and chaos. Emergency egress routes exist for one purpose: rapid escape. Anything that interferes with that mission is a safety failure. One blocked exit can change the outcome of an emergency. Schools must conduct routine egress inspections with zero tolerance for obstruction. Not monthly. Not quarterly. Daily. Because the condition of a hallway at 7:00 a.m. may not be the same by lunchtime. Safety is not static. It requires constant attention. ## **Cafeterias and Kitchens Carry Serious Occupational Risks** School kitchens operate like commercial food service environments, yet many districts fail to treat them with the seriousness they deserve. Slip hazards, grease buildup, burns, lifting injuries, electrical hazards, improper food storage, and poor ventilation are all common findings. Employees in food service areas face risks from hot surfaces, chemical cleaners, sharp equipment, repetitive motion strain, and rushed working conditions. When staffing shortages increase pressure, shortcuts begin to appear. Wet floors go unmarked. Damaged equipment remains in service. Cleaning chemicals are mixed improperly. Exhaust systems go without maintenance. The result is predictable. Injuries rise. Workers’ compensation claims increase. Absenteeism grows. And morale declines. Safe schools are not built solely in classrooms. They are built in every operational space where employees work and students gather. ## **Classrooms Are Not Automatically Safe** Many educators assume the classroom itself is low risk. That assumption is dangerous. Overloaded power strips, unsecured shelving, trip hazards, poor air quality, blocked doors, exposed wiring, damaged flooring, and improper storage practices are common across schools nationwide. Teachers are often asked to do more with less space, leading to overcrowded classrooms filled with excess furniture, personal appliances, stacked supplies, and makeshift storage. Unfortunately, what begins as convenience often creates hazards. Heavy objects stored overhead can fall. Improperly anchored furniture can tip. Space heaters can ignite combustible materials. Electrical systems can overload. A safe classroom must be intentionally maintained. Not improvised. ## **Emergency Preparedness Must Move Beyond Paper Compliance** Many schools have emergency plans. Far fewer have effective emergency readiness. There is a difference. A binder on a shelf does not save lives. Prepared staff do. Schools should routinely evaluate: - Emergency exit accessibility - Fire extinguisher placement and inspections - Eyewash station functionality - Chemical spill response procedures - AED accessibility - Staff emergency training - Lockdown and evacuation procedures - Incident reporting systems - Hazard communication programs - Air quality and ventilation systems - Preventive maintenance schedules An emergency plan that employees do not understand is not a plan. It is paperwork. The districts that respond best during emergencies are almost always the districts that treated safety as a culture long before the emergency occurred. ## **OSHA Alignment Is About More Than Avoiding Fines** One of the biggest misconceptions in education is the belief that OSHA compliance is only about inspections and penalties. That mindset misses the larger point. OSHA alignment creates structure. It establishes accountability. It reduces injuries. It protects employees. It improves operational discipline. And perhaps most importantly, it demonstrates that leadership values human life over convenience. Parents notice when [schools are clean, organized, and well-maintained](https://www.officeexpressjanitorial.com/the-importance-of-maintaining-a-clean-school/). Staff notice when hazards are corrected quickly. Students notice when adults take safety seriously. Culture starts at the top. If leadership tolerates unsafe conditions, the entire organization follows that example. But when leadership prioritizes safety, accountability spreads throughout the building. ## **The Cost of Waiting Is Too High** Every superintendent, principal, board member, and facilities director should ask themselves one difficult question: What hazard are we ignoring today that could become tomorrow’s headline? Because after a serious incident, the warning signs almost always become obvious. The blocked exit was ignored by everyone. The leaking chemical container was not addressed. The failed eyewash station nobody tested. The overloaded electrical outlet that everyone worked around. The hallway clutter staff stopped noticing. Most school tragedies are not caused by one catastrophic failure. They are caused by dozens of smaller failures that accumulated over time. That is why OSHA alignment matters. Not because regulations exist. But because people matter. Students matter. Teachers matter. Custodians matter. Food service workers matter. Maintenance teams matter. And every single person who enters a school building deserves an environment where safety is treated as a non-negotiable priority. ## **The Schools That Lead Tomorrow Will Prioritize Safety Today** The future of education is not just about technology, curriculum, or innovation. It is also about operational integrity. The safest schools are not necessarily the newest or wealthiest. They are the schools with leadership willing to act before something goes wrong. Schools that perform regular inspections. Schools that train employees. Schools that assign safety responsibilities clearly. Schools that maintain Chemical Hygiene Plans. Schools that empower custodial and maintenance teams. Schools that remove clutter immediately. Schools that treat safety as everyone’s responsibility. The safest schools are not the ones that react fastest after tragedy. They are the ones who prevented it from happening in the first place. The warning signs are already there in many districts. The question is whether leadership will act now or wait until an injury, lawsuit, chemical exposure, or emergency forces action. Because once something happens, it is too late to claim the risk was unexpected. The hazards were already there. Someone simply failed to address them. And in today’s schools, that failure can carry devastating consequences. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety **Tags:** Headline --- ### [AI Literacy in Schools: Preparing Students for an AI World](https://edcircuit.com/ai-literacy-in-schools-preparing-students-for-an-ai-world/) **Published:** May 6, 2026 **Author:** EdCircuit Staff **Excerpt:** AI literacy in schools is emerging as a priority as districts teach students how artificial intelligence works, its limits, and how to use it responsibly. **Content:** AI literacy in schools is rapidly becoming a priority for educators as artificial intelligence tools reshape how students access information, complete assignments, and interact with technology. While early conversations about AI in education focused largely on preventing misuse, many districts are now recognizing that the more sustainable approach is to teach students how these tools work and how to use them responsibly. From elementary classrooms to high school career programs, artificial intelligence is increasingly part of the learning environment. Students encounter AI through search engines, writing tools, recommendation algorithms, and digital assistants long before educators formally introduce the concept in the classroom. For teachers, administrators, and policymakers, the challenge is clear: students must learn not only how to use AI tools but also how to understand their capabilities, limitations, and ethical implications. ## **Why AI Literacy Is Becoming Essential** Just as digital literacy became essential during the rise of the internet, [AI literacy is emerging as the next critical competency for students](https://www.whitehouse.gov/presidential-actions/2025/04/advancing-artificial-intelligence-education-for-american-youth/). Artificial intelligence already influences the information students encounter daily, from social media feeds and streaming recommendations to academic research tools. Without a basic understanding of how AI works, students may struggle to recognize when algorithms are shaping the information they see or when automated tools are generating content. Educators increasingly believe that AI literacy should include an understanding of several key concepts: - How AI systems generate responses and predictions - The limitations and potential inaccuracies of AI-generated content - The importance of verifying information produced by AI tools - Ethical considerations surrounding automation and data use - Responsible ways to incorporate AI into research and learning Teaching these concepts helps students become informed users rather than passive consumers of artificial intelligence systems. ## **Students Are Already Using AI** One reason AI literacy is becoming urgent is that [students are already interacting with AI tools](https://education.illinois.edu/about/news-events/news/article/2024/10/24/ai-in-schools--pros-and-cons)—often without fully understanding them. Generative AI writing platforms, coding assistants, and automated research tools have become widely accessible. Many students experiment with these technologies when studying, completing homework, or exploring ideas. In some cases, educators initially responded by attempting to limit or detect AI use. However, many schools now recognize that banning or ignoring AI may not be practical. Instead, the focus is shifting toward helping students understand when and how AI can be used productively. Just as calculators eventually became accepted tools in mathematics education, artificial intelligence may become a common support tool across many subject areas. The difference is that AI tools generate information, which requires students to evaluate accuracy and reliability more carefully. ## **What AI Literacy Actually Means** AI literacy is not simply about learning how to use AI tools. Instead, it involves developing a deeper understanding of how artificial intelligence systems function and how they affect decision-making in society. In practical terms, AI literacy can include: ### **Understanding How AI Works** Students learn the basics of machine learning, algorithms, and data training in accessible ways appropriate to their grade level. ### **Evaluating AI-Generated Content** Students practice identifying when AI output may contain errors, bias, or incomplete information. ### **Responsible AI Use** Students explore when AI can support learning and when independent thinking is necessary. ### **Ethical Awareness** Students discuss issues such as privacy, bias in algorithms, and the societal impact of automation. These skills help students move beyond simply using technology and toward understanding its broader implications. ## **How Schools Are Beginning to Integrate AI Literacy** Across the country, school systems are [experimenting with different ways to introduce AI literacy](https://www.edweek.org/technology/its-not-magic-how-these-schools-are-teaching-ai-literacy/2025/10) into existing curricula. Some districts are incorporating AI topics into digital citizenship or computer science courses. Others are embedding discussions of AI tools directly into writing, research, and project-based learning assignments. Examples of emerging approaches include: - **Elementary classrooms:** introducing basic concepts about how computers “learn” from data - **Middle school lessons:** exploring how recommendation algorithms influence online content - **High school courses:** examining AI ethics, bias in algorithms, and real-world applications Professional development is also becoming an important part of the process. Many teachers did not encounter artificial intelligence in their own training, so districts are investing in workshops and resources that help educators feel comfortable teaching AI concepts. ## **Teaching Responsible AI Use** One of the most important aspects of AI literacy is helping students develop responsible habits when using artificial intelligence tools. Educators emphasize that AI should support learning rather than replace it. For example, AI tools might help students brainstorm ideas, summarize information, or explore alternative perspectives—but students must still engage critically with the material. Teachers often encourage students to: - verify AI-generated information with trusted sources - use AI as a starting point rather than a final answer - acknowledge when AI tools contributed to their work - maintain original thinking and analysis By emphasizing these principles, schools aim to preserve academic integrity while acknowledging that AI tools are becoming part of the modern learning landscape. ## **Preparing Students for an AI-Driven Future** Beyond classroom assignments, AI literacy also prepares students for a workforce increasingly influenced by automation and intelligent systems. Artificial intelligence is already transforming industries ranging from healthcare and finance to engineering, agriculture, and media. Students entering these fields will likely encounter AI tools as part of their daily work. Developing AI literacy, therefore, helps students build the critical thinking and adaptability needed to navigate an evolving technological environment. Employers are increasingly seeking workers who can collaborate with technology, interpret data, and evaluate automated systems rather than rely on them. Schools that introduce AI literacy today may therefore be helping students build foundational skills for future careers. ## **A New Chapter in Digital Education** The conversation about artificial intelligence in education is still evolving. Early debates often focused on whether AI should be restricted or detected in student work. Increasingly, however, educators are recognizing that the long-term challenge is not preventing AI from entering classrooms but ensuring that students understand it. AI literacy in schools represents an important step in that direction. By helping students explore how artificial intelligence works, how it influences information, and how it should be used responsibly, schools can prepare learners to navigate a world where AI systems are increasingly present. Just as previous generations learned to use the internet responsibly, today’s students must learn to engage thoughtfully with artificial intelligence. For educators and school leaders, the goal is not simply to keep pace with technological change but to ensure that students develop the knowledge and judgment needed to use these powerful tools wisely. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [AI in Education: When to Introduce It](https://edcircuit.com/ai-in-education-when-to-introduce-it/) **Published:** May 27, 2026 **Author:** EdCircuit Staff **Excerpt:** AI in education is shaping classrooms. When should students start? Early, guided exposure with ethics and family alignment is key. **Content:** **AI in education** is no longer a future conversation, it is a present reality, and the question is no longer *if* students should learn it, but *when and how* we introduce it responsibly. Across classrooms, homes, and devices, students are already interacting with artificial intelligence—often without even realizing it. From recommendation engines to adaptive learning platforms, AI is embedded in their daily experiences. The reality is simple: students are already engaging with AI. Education systems are now tasked with ensuring that engagement is meaningful, appropriate, and grounded in understanding. ## **Moving Beyond the “Right Grade” Debate** The search for a single “right grade level” to[ introduce AI is understandable](https://www.apa.org/topics/artificial-intelligence-machine-learning/health-advisory-ai-adolescent-well-being)—but ultimately misguided. Education leaders and researchers are increasingly aligned around a more nuanced perspective: AI should be introduced through a **developmental progression**, not a fixed entry point. Young learners are capable of understanding foundational ideas long before they are ready to use advanced tools. In early elementary classrooms, students can begin to explore concepts like patterns, sorting, and decision-making—core ideas that underpin how AI systems function. At this stage, the goal is not technical skill, but cognitive awareness. As students grow, so too should the complexity of their understanding. Upper elementary learners can begin questioning how AI arrives at decisions and where those systems may fall short. By middle school, students are ready to grapple with responsibility, academic integrity, and the implications of using AI to complete tasks. High school students, in turn, should be positioned not just as users, but as critical thinkers and creators—capable of applying AI in meaningful, real-world contexts. This progression reflects a simple truth: the introduction of AI is not a moment—it is a continuum. ## **The Case for Early, Intentional Exposure** Introducing AI at a young age is not about accelerating technology use—it is about [shaping how students think](https://www.apa.org/topics/artificial-intelligence-machine-learning/ai-literacy-teens). When done correctly, early exposure builds a foundation for critical thinking, digital literacy, and ethical awareness. Students begin to understand that technology is not neutral, that outputs are shaped by inputs, and that human decision-making remains central to how tools are used. These are not advanced concepts—they are essential ones. However, early exposure without guidance introduces risk. Without clear expectations, students may begin to rely on AI as a shortcut rather than a support. The difference between assistance and replacement can quickly blur, particularly when students are not explicitly taught how to engage with these tools responsibly. That is why intentionality matters. AI should not simply be present in the classroom—it should be framed, discussed, and continuously examined. ## **Why This Must Be a Team Approach** One of the most overlooked realities in this conversation is that AI in education does not stop at the classroom door. Students move fluidly between school and home, often using the same tools in both spaces. When expectations are inconsistent, confusion follows. [A successful approach to AI integration](https://schoolai.com/blog/ai-in-school-districts-a-roadmap-for-successful-integration) requires alignment between educators, families, and district leadership. Schools must clearly communicate how AI is being used, why it is being introduced, and what responsible use looks like across grade levels. This includes developing transparent policies that guide both instruction and student behavior, while also establishing a shared language around ethics that parents can reinforce at home. For families, the conversation is equally important. Parents are navigating many of the same uncertainties as educators, often without the same level of access to information or guidance. When schools proactively engage families—through communication, resources, and ongoing dialogue—they create a unified approach that supports students more effectively. Within classrooms, educators play a critical role in modeling appropriate use. This means designing learning experiences that prioritize thinking over output, asking students to explain their reasoning, and using AI as a tool for exploration rather than completion. When students see AI used thoughtfully, they are more likely to mirror that behavior. Alignment is not optional—it is foundational. Without it, even the best-designed initiatives will struggle to gain traction. ## **Ethics Must Lead, Not Follow** If AI is introduced without a strong ethical framework, the consequences will surface quickly—and often quietly. Students must be guided to understand how AI systems can reflect bias, how data shapes outcomes, and why human oversight is essential. They need to recognize the difference between using AI to support learning and using it to bypass the learning process entirely. They must also develop an awareness of data privacy and the long-term implications of their digital choices. These are not abstract ideas reserved for older students. Even at the upper elementary level, students can begin to explore how AI decisions are made and why those decisions are not always fair or accurate. These early conversations lay the groundwork for more sophisticated thinking in later years. Ethics cannot be treated as an add-on or a final step. It must be embedded into every stage of AI education, shaping not only what students do, but how they think about what they do. ## **The Right Time Is Now—With the Right Approach** So, when is the right time to introduce AI in the classroom? The answer is not a grade level—it is a mindset. The right time is when schools are prepared to introduce AI with intention, when educators are supported with clear guidance, and when families are included as partners in the process. It is when instruction is developmentally appropriate, expectations are clearly defined, and ethics are placed at the center of the conversation. Schools that approach AI in this way are not simply reacting to change—they are shaping it. As districts across the country wrestle with these decisions, real-world examples are beginning to emerge. In the video below, one school system explores a critical question: Are students falling behind without AI—and what does responsible integration actually look like? **[WKMG News 6 ClickOrlando](https://www.youtube.com/@News6WKMG) – [AI in the Classroom: Are Kids Falling Behind Without It?](https://www.youtube.com/watch?v=c7itLay0Zg4)** ## **A Defining Leadership Moment** AI in education represents more than a shift in tools; it represents a shift in how students learn, think, and engage with the world. The decisions made today—by educators, administrators, and policymakers—will influence how an entire generation understands technology. Handled with purpose, AI can become a powerful force for creativity, innovation, and deeper learning. It can challenge students to think critically, solve complex problems, and engage with content in new ways. Handled without intention, it risks becoming something far less impactful—a shortcut that replaces thinking rather than enhancing it. This is a leadership moment for education. Not because of the technology itself, but because of what it demands from us: clarity, alignment, and a commitment to doing what is right for students. The question is no longer whether AI belongs in the classroom. The question is whether we are ready to lead the introduction in the way our students deserve. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Rethinking Learning Design in Elementary Schools](https://edcircuit.com/rethinking-learning-design-in-elementary-schools/) **Published:** June 10, 2026 **Author:** EdCircuit Staff **Excerpt:** Rethinking learning design in elementary schools is critical as screen time and AI reshape attention, thinking, and student engagement. **Content:** **Rethinking learning design in elementary schools** is no longer optional—it is becoming the defining decision that will shape how students learn in the decade ahead. Over the past decade, classrooms have [steadily integrated more technology](https://www.lockncharge.com/blog/the-future-of-technology-in-the-classroom). Devices are now standard. Digital platforms guide instruction. Artificial intelligence is beginning to influence how students write, read, and solve problems. But amid this rapid evolution, a critical question remains: **Have we redesigned learning—or simply layered new tools onto old models?** Because while classrooms have changed, the structure of learning often has not. And that disconnect is beginning to show. ## **A System Under Pressure** Elementary education is now operating under a convergence of forces that are reshaping the classroom experience in real time. Screen time has accelerated the pace of learning. AI is changing how tasks are completed. And attention is revealing the consequences of both. Students are increasingly: - Expecting immediate responses - Moving quickly through tasks - Struggling to sustain focus over time These are not isolated challenges. They are signals. Signals that how students experience learning is shifting—and that the systems designed to support that learning must evolve with it. ## **The Problem Isn’t the Tools—It’s the Design** Technology is not the problem. AI is not the problem. The problem is how they are being used within the structure of learning. In many cases, schools have: - Adopted tools before defining their purpose - Focused on access rather than application - Prioritized efficiency over the learning process We didn’t just change the tools in classrooms. **We changed the conditions under which students learn.** And yet, the design of learning has not kept pace. Tools do not automatically improve outcomes. Design does. Without intentional design, even the most advanced tools can: - Accelerate shallow thinking - Reduce opportunities for productive struggle - Fragment attention instead of building it This is not a failure of innovation. **It is a gap in intentionality.** ## **What Learning Design Actually Means** Learning design is often reduced to lesson planning or curriculum alignment. In reality, it is far more foundational. It is the deliberate structuring of: - Time - Attention - Cognitive demand - Student experience It determines: - How long students stay with a task - When they are expected to struggle - When support is introduced - What role technology plays in the process Strong learning design does not simply deliver content. **It shapes how students think while engaging with that content.** And in elementary education, that distinction matters. Because this is where habits of thinking are formed. ## **The Cost of Designing for Speed** Modern classrooms have become faster. Digital tools and AI allow students to: - Move quickly through content - Receive immediate feedback - Complete tasks with greater efficiency These capabilities are powerful. But they come with trade-offs. When speed becomes the priority, something else begins to shift. Students start to associate learning with completion rather than understanding. They move through tasks—but may not stay with ideas long enough to fully process them. **When we design for speed, we don’t just move faster—we change what students value.** Depth gives way to efficiency. Reflection becomes secondary. And over time, the learning process itself begins to change. ## **Designing for Thinking, Not Just Doing** At its core, learning design must shift from task completion to thinking development. This requires creating environments where students: - Spend time processing ideas - Work through confusion without immediate answers - Build persistence through challenge It also requires clarity around the role of technology. Technology should: - Extend thinking - Provide meaningful feedback - Support exploration It should not: - Replace effort - Short-circuit reasoning - Eliminate productive struggle The goal is not to reduce technology use. **It is to ensure that students remain the ones doing the thinking.** ## **The Role of AI in Learning Design** AI introduces both opportunity and risk into elementary learning environments. When used effectively, it can: - Personalize instruction - Support differentiation - Provide timely feedback But without intentional boundaries, it can also: - Complete tasks for students - Reduce cognitive effort - Shift the learning process away from the learner This is where design becomes essential. AI should be positioned as: - A support after thinking has occurred - A tool for refinement—not replacement - A resource that enhances learning without bypassing it Because once students begin to rely on AI too early, the habits they develop can shape how they approach learning long-term. And those habits are not easily reversed. ## **Teachers as Designers, Not Just Implementers** No shift in learning design can occur without teachers at the center. They are not simply delivering instruction. **They are designing the learning experience in real time.** Every decision—how long to wait before offering help, when to introduce a tool, how to structure a task—shapes how students engage and think. Yet too often, teachers are placed in a reactive position: - Adapting to tools they did not select - Navigating expectations that are not clearly defined - Balancing innovation with classroom reality To move forward, districts must: - Trust teacher expertise - Provide clear design frameworks - Invest in professional development focused on instructional decision-making Because tools do not teach. **Teachers do.** And their ability to design meaningful learning experiences determines whether those tools create impact—or noise. ## **Leadership Must Drive the Shift** Rethinking learning design is not a classroom-level initiative. It is a leadership responsibility. District leaders must move beyond questions of access and adoption and focus on: - What high-quality learning looks like in a digital environment - How attention and thinking are shaped by instructional choices - Where balance is needed between speed and depth This requires: - Clear expectations - Aligned policies - Ongoing evaluation of instructional impact Without leadership direction, learning design will remain inconsistent. And inconsistency leads to uneven outcomes. ## **From Engagement to Attention to Understanding** For years, education has prioritized engagement. And engagement matters. But engagement alone is not enough. A student can be engaged with a tool and still struggle to: - Sustain attention - Process information deeply - Retain and apply knowledge Learning design must move beyond engagement and focus on a more complete progression: **Attention → Thinking → Understanding** Each stage builds on the one before it. And when attention is weak, the entire process is affected. Because attention is not incidental. **It is built—and it must be designed for.** ## **A Defining Moment for Elementary Education** Elementary education is at a turning point. The tools available today are more advanced than ever. The opportunities for innovation are real. But so are the risks. The decisions being made now—about how learning is designed, how technology is used, and how students engage—will shape the future of education in lasting ways. The schools that lead will not be the ones that adopt the most technology. They will be the ones that use it with clarity and purpose. They will design learning experiences that: - Build attention - Develop thinking - Support deep, lasting understanding Because in the end, the future of education will not be defined by how quickly students complete tasks. **It will be defined by how deeply they can think.** And no tool can do that for them. Because the moment we design learning as if it can, we risk changing what learning actually is. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Creativity, Hot Topics - controversial **Tags:** Headline --- ### [Teacher Appreciation Week: Make It Last All Year](https://edcircuit.com/teacher-appreciation-week-make-it-last-all-year/) **Published:** May 8, 2026 **Author:** EdCircuit Staff **Excerpt:** Teacher Appreciation Week matters, but real support for teachers should happen all year. Here’s how schools and families can make it count. **Content:** [Teacher Appreciation Week](https://www.pta.org/home/events/PTA-Teacher-Appreciation-Week) matters, but how we support teachers the other 51 weeks matters even more. Walk into any school during Teacher Appreciation Week and you’ll see it, notes on doors, snack carts in the hallway, small gifts stacked on desks. It’s thoughtful. It’s genuine. And for many teachers, it means a lot. But here’s the truth most people don’t say out loud: those gestures don’t follow teachers home on a Tuesday night in November when they’re still grading papers at 9:30 p.m. They don’t ease the pressure of a packed classroom in March. They don’t create more time in a day that already feels stretched thin. Teachers don’t experience their work in one week. They live it every day. For 9 to 10 months out of the year, teachers are with students roughly seven hours a day, five days a week. That’s mornings that start before the first bell. It’s managing transitions, answering questions, redirecting behavior, explaining the same concept three different ways, and still finding time to encourage a student who’s quietly struggling. It’s hundreds of small decisions, every single day. That kind of work can’t be fully honored in a single week. It has to be supported consistently. So the real question isn’t how we celebrate Teacher Appreciation Week. It’s what we do when it’s over. ## **Why Year-Round Appreciation Matters** A week of recognition can lift spirits. It can remind teachers that people see them. But what sustains teachers is something different. It’s walking into a building where their time is respected. Where their voice carries weight. Where support shows up before burnout does. When appreciation becomes part of the culture, it stops feeling like a performance and starts feeling real. And students notice that. They see how adults treat the people leading their classrooms. They learn what respect looks like, not because it’s taught—but because it’s modeled. ## **What School Leaders Can Do** If appreciation is going to last, it has to be built into how schools operate—not just how they celebrate. Start with time. Protect planning time like it’s instructional time—because for teachers, it is. Every interrupted prep period turns into work that gets pushed into evenings and weekends. Be intentional about meetings. If it can be an email, make it an email. If it doesn’t directly support teaching and learning, reconsider it. Listen, and then follow through. Teachers know when feedback disappears into a void. Even small changes signal something important: that their experience matters. Be present in classrooms in ways that aren’t tied to evaluation. Notice what’s working. Name it specifically. A quick, genuine “I saw how you handled that moment—that made a difference” can carry more weight than a generic thank-you. And when the workload is heavy—and it will be—acknowledge it. Not with slogans, but with support. Coverage when possible. Flexibility when it counts. Awareness that the job is demanding, even on the “good” days. ## **What Teachers Can Do for Each Other** No one understands the pace and pressure of teaching like another teacher. That’s why peer support matters so much. It doesn’t have to be complicated. It can look like sharing a lesson that worked well. Covering a class for five minutes so someone can reset. Checking in after a tough day and actually listening to the answer. It also means shifting the culture from isolated to collaborative. Close the door when you need to—but don’t live there. Open it to share ideas, to ask questions, to admit when something didn’t go as planned. Celebrate each other, too. Not in big, formal ways, but in real ones: “That strategy you used—I’m trying that tomorrow.” “That conversation you had with that student—that mattered.” And maybe most importantly, give each other grace. Everyone is carrying something—inside or outside the classroom. A little patience can change the tone of an entire day. ## **What Families Can Do** Families play a bigger role than they sometimes realize. Appreciation doesn’t have to be elaborate to be meaningful. A short note that says, “My child feels confident in your class,” or “Thank you for being patient when this was hard for them”—that sticks. Teachers remember those words long after the week is over. Be mindful of communication. Teachers are balancing instruction, planning, and dozens of student needs throughout the day. Respecting their time isn’t just courteous—it’s supportive. Partner with them. When challenges come up, approach the conversation with curiosity instead of assumption. Most teachers want the same thing families do: for students to succeed. And when things are going well, say something. Positive feedback is easy to overlook, but it’s often what keeps people going. ## **What Students Can Do** Students don’t need a special week to show appreciation. They have opportunities every single day. It can be as simple as effort. Trying on an assignment. Staying engaged in a lesson. Saying “thank you” on the way out the door. Showing respect for the classroom and the people in it. Those actions might seem small, but they add up quickly. Because at the end of the day, one of the most meaningful forms of appreciation a teacher can receive is this: knowing their work is making a difference. ### **Making Appreciation Part of the Culture** It’s easy to plan a week. It’s harder to build something that lasts. But lasting appreciation doesn’t come from bigger events. It comes from consistent actions. From decisions that make the job more sustainable. From moments that remind teachers they’re not doing this work alone. It shows up in how time is protected. In how people communicate. Whether support is proactive or reactive. That’s what teachers feel—not just what they’re told. ## **A Final Thought** Teacher Appreciation Week matters. It should be celebrated. But it shouldn’t carry the full weight of our gratitude. Because long after the signs come down and the schedules return to normal, teachers are still there. Still showing up early. Still staying late. Still finding ways to reach every student in front of them. Not for a week. For an entire year. The question isn’t whether teachers deserve appreciation. It’s whether we’re willing to show it when it’s not on the calendar. So yes—celebrate the week. But when it’s over, don’t move on. Send the note. Say the words. Make the change. And then do it again the next day. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [Digital Exhaustion in Schools: The Hidden Teacher Crisis](https://edcircuit.com/digital-exhaustion-in-schools-the-hidden-teacher-crisis/) **Published:** May 5, 2026 **Author:** EdCircuit Staff **Excerpt:** Digital exhaustion in schools is impacting teachers as growing tech demands, platforms, and communication expectations create constant pressure. **Content:** Digital exhaustion in schools is rapidly emerging as one of the most pressing challenges facing educators as technology expands across every aspect of teaching and learning. In many schools, teachers are no longer just planning lessons—they are managing platforms, responding to constant communication, and [adapting to new tools in real time](https://www.edutopia.org/article/technology-integration/). A typical day may include navigating multiple systems, responding to messages across several channels, updating digital platforms, and adjusting instruction to align with new tools—all before the final bell rings. For many educators, the issue is not technology itself—it is the accumulation of expectations that come with it. Over time, this constant digital demand is creating a new form of fatigue that is distinct from traditional burnout. It is digital exhaustion—and it is quietly reshaping the teaching profession. ## **What Is Digital Exhaustion?** [Digital exhaustion is not simply about being overworked.](https://www.forbes.com/sites/rodgerdeanduncan/2025/12/23/eight-rules-for-escaping-the-trap-of-digital-exhaustion/) It is the result of continuous interaction with digital systems, constant notifications, and the expectation of immediate response. Unlike traditional workload challenges, digital exhaustion does not have a clear endpoint. The school day may end, but the communication cycle often does not. Emails continue to arrive. Messages remain unread. Platforms require updates, grading, and monitoring. Teachers are not just managing classrooms—they are managing a digital ecosystem. This creates a sense of always being “on,” where the boundaries between work and personal time become increasingly blurred. ## **The Explosion of Tools and Platforms** Over the past decade, the number of digital tools used in schools has grown significantly. What was once a limited set of platforms has expanded into a complex network of systems. Teachers are often expected to use: - learning management systems (LMS) - grading and assessment platforms - communication tools for parents and students - instructional apps and subject-specific tools - data dashboards and reporting systems - emerging AI tools Each platform may serve a purpose, but together they create a fragmented experience. More tools have not simplified teaching—they have often complicated it. Multiple logins, overlapping features, and inconsistent expectations add to the cognitive load. Teachers are not just learning one system—they are managing many at once. And in many cases, new tools are introduced without removing old ones. ## **Communication Without Boundaries** Technology has made communication easier—and more constant. Teachers now receive messages through: - email - parent communication apps - learning platforms - school messaging systems While increased communication can strengthen relationships, it also creates an expectation of availability. Parents may expect quick responses. Students may reach out late in the evening. Administrators may send updates outside of traditional hours. The school day may end, but the communication cycle often does not. Over time, this leads to a feeling that communication is never complete—and that responsiveness is always expected. ## **The Shift from Teaching to Managing Systems** Increasingly, teachers are not just delivering instruction—they are managing systems. Logging into platforms, tracking data, responding to messages, and navigating tools are becoming a significant part of the role. Time that was once spent planning lessons or working directly with students is now divided across multiple digital responsibilities. This raises an important question: **How much of a teacher’s time should be spent managing technology versus engaging with students?** As digital expectations increase, the balance between instruction and system management is becoming harder to maintain. ## **AI: Support or Added Pressure?** Artificial intelligence is adding a new layer to this evolving landscape. On one hand, AI offers tools that can: - assist with lesson planning - generate assessments - provide feedback - streamline administrative tasks On the other hand, it introduces new expectations. Teachers are now expected to: - understand how AI tools work - evaluate which tools are appropriate - guide students in responsible use - adapt instruction in response to AI capabilities AI is being introduced as a solution—but for many teachers, it initially feels like another expectation to manage. The promise of efficiency is real, but the transition requires time, learning, and adaptation—resources that are already limited. ## **The Impact on Teachers** Digital exhaustion has real consequences for educators and schools. Teachers experiencing digital fatigue may notice: - reduced focus and concentration - difficulty managing multiple systems - increased stress levels - less time for meaningful instructional planning - challenges maintaining work-life balance Over time, this constant digital demand can make even experienced educators feel like they are always catching up. Importantly, digital exhaustion is not always visible. It does not always appear as disengagement or frustration. Often, it manifests as quiet fatigue—teachers continuing to meet expectations while feeling increasingly stretched. ## **What Schools Are Beginning to Recognize** As awareness grows, some schools and districts are beginning to recognize digital exhaustion as a systemic issue rather than an individual challenge. This shift is critical. Rather than asking teachers to “manage their time better,” schools are starting to examine the structures and expectations that contribute to digital overload. Emerging responses include: ### **Tool Consolidation** Reducing the number of platforms used across the district to create a more streamlined experience. ### **Clear Communication Expectations** Establishing guidelines around response times and after-hours communication. ### **Intentional Technology Adoption** Evaluating whether new tools truly add value before introducing them. ### **Focused Professional Development** Providing training that is practical, relevant, and directly applicable to classroom needs. ### **Protecting Teacher Time** Recognizing the importance of uninterrupted planning time and reducing unnecessary digital demands. These efforts reflect a growing understanding that technology should support teaching—not complicate it. ## **A Shift Toward Intentional Technology Use** The conversation around digital exhaustion is prompting a broader shift in how schools think about technology. For years, the focus has been on adoption—bringing new tools into classrooms to enhance learning. Now, the focus is shifting toward intentional use. This means asking: - Does this tool improve learning outcomes? - Does it simplify or complicate teacher workflows? - Does it align with instructional goals? Not every tool that is available needs to be used. In many cases, less may be more. ## **What Comes Next** Digital exhaustion in schools is unlikely to disappear on its own. As technology continues to evolve, the demands on educators will continue to grow unless systems and expectations evolve alongside it. Moving forward, schools will need to balance innovation with sustainability. This includes: - prioritizing simplicity over complexity - aligning technology use with clear instructional goals - setting realistic expectations for communication and responsiveness - supporting teachers as they navigate new tools Technology has the potential to transform education in meaningful ways—but that transformation must be designed with educators in mind. ## **A Defining Challenge for Modern Education** Digital exhaustion represents a defining challenge for modern education—not because technology is inherently problematic, but because of how it is implemented and experienced. Teachers remain at the center of the learning experience. Their ability to focus, engage, and connect with students is critical. If digital systems begin to detract from that focus, the impact extends beyond teachers to students, classrooms, and entire school communities. ## **Moving Forward** As schools continue to integrate technology into every aspect of learning, one thing is becoming clear: more technology does not always lead to better outcomes. The future of education will not be defined by how much technology schools can add—but by how effectively it is used. In the end, the question is not how much technology schools can implement—but how much teachers can realistically sustain. Because when teachers are overwhelmed by systems, the impact is felt where it matters most: in the classroom. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [Teacher Appreciation Week Ideas for Schools](https://edcircuit.com/teacher-appreciation-week-ideas-for-schools/) **Published:** May 4, 2026 **Author:** EdCircuit Staff **Excerpt:** Teacher Appreciation Week ideas for schools that boost morale, reward educators, and create meaningful, lasting moments teachers truly value. **Content:** [Teacher Appreciation Week](https://www.nea.org/about-nea/media-center/press-releases/nea-celebrates-national-teacher-appreciation-week-2) ideas for schools should do more than check a box. Done right, this week can lift morale, strengthen culture, and remind teachers that their work is seen and valued. Teachers give a lot, often quietly and consistently. A thoughtful, well-planned week gives that effort the recognition it deserves. The key is not doing more, but doing it with intention. Here’s how to create a week that feels energizing, personal, and genuinely rewarding. ## **Start With a Theme That Sets the Tone** A strong theme makes everything easier to plan and more fun to experience. It gives the week a sense of purpose instead of feeling like a collection of random events. Try themes like: - “Teachers Are MVPs” with sports-style decorations and shoutouts - “Recharge Week” focused on rest and wellness - “Around the World” featuring global snacks and student contributions For example, a “Recharge Week” might include calming music in the lounge, tea stations, and short mindfulness breaks built into the day. It doesn’t need to be elaborate to feel intentional. ## **Plan Teacher Appreciation Week Activities by Day** Breaking the week into daily moments keeps energy high and gives teachers something to look forward to. **Monday**: A Strong Start Kick things off with a simple but warm welcome. Picture this: a table at the entrance with coffee, breakfast snacks, and handwritten notes waiting in each classroom. **Tuesday**: Student Voices Matter This is where the magic happens. Have students write specific thank-you notes or record short video messages. A note that says, “You helped me understand math when I was stuck,” means far more than a generic thank you. **Wednesday**: Midweek Boost Bring in something unexpected. A snack cart rolling through the halls, a surprise dessert bar, or even a popcorn station during planning periods can reset the mood. **Thursday**: Time to Recharge Offer something teachers rarely get enough of: time and calm. Cover a class for 20 minutes, create a quiet lounge space, or declare a “no meeting” day. **Friday**: Celebrate and Recognize Wrap up with recognition that feels personal. Share standout moments, give lighthearted awards, or host a short gathering that highlights each teacher’s impact. ## **Make Recognition Personal** General appreciation is easy to forget. [Personal recognition is not](https://www.nea.org/advocating-for-change/new-from-nea/send-e-card-your-favorite-teachers). Instead of broad messages, focus on specifics: - “You always notice when I’m having a hard day.” - “You made science fun for the first time.” Create simple “Why We Appreciate You” posters for each teacher filled with student comments. Hang them on classroom doors or in hallways where everyone can see them. That kind of visibility matters. ## **Bring the Community Into the Celebration** Some of the best teacher appreciation ideas come from outside the school. Local businesses are often willing to help: - Coffee shops may offer free or discounted drinks - Restaurants might donate lunch or provide coupons - Small businesses can contribute gift cards or giveaways Even a few partnerships can make teachers feel supported beyond the school walls. It sends a clear message that the community values their work too. ## **Focus on Experiences, Not Just Gifts** Gifts are appreciated, but experiences are remembered. Think about moments that create energy: - A morning “clap-in” where students line the halls and cheer - Music playing as teachers arrive - A surprise assembly with student performances One school set up a hallway “red carpet” entrance with students announcing each teacher’s name as they walked in. It took very little to organize, but teachers talked about it all year. ## **Keep It Simple and Genuine** You don’t need a big budget to create a meaningful Teacher Appreciation Week. What matters most: - Thoughtful effort - Consistency throughout the week - Genuine messages of thanks A handwritten note from a student or parent often carries more weight than a large, impersonal gift. ## **Support Teacher Well-Being in Real Ways** If you want your teacher appreciation week activities to stand out, focus on what teachers actually need. Consider: - Extra planning time or class coverage - Flexible schedules for a day - A quiet space to relax without interruption These gestures show respect for teachers’ time and workload. That kind of support doesn’t go unnoticed. ## **Use Visuals to Build Energy** The physical environment plays a big role in how the week feels. Simple ideas: - Hallway banners with teacher names - Door decorations created by students - A large appreciation wall filled with notes and drawings When appreciation is visible, it becomes part of the daily atmosphere rather than a one-time gesture. ## **Highlight Teachers Beyond the Building** Recognition shouldn’t stop at the school doors. Share the celebration: - Post teacher shoutouts on social media - Feature stories in newsletters - Highlight teachers on the school website A short post recognizing a teacher’s impact can go a long way, especially when families and the community join in. ## **Offer Small but Meaningful Rewards** Not every reward needs to be big to be effective. Try: - Gift cards for coffee or lunch - Preferred parking for the week - Casual dress passes - Extra break time These are simple, practical perks that teachers can enjoy right away. ## **Involve Students in the Planning** Students bring energy and authenticity that can’t be replicated. Let them: - Help choose themes - Design decorations - Plan small surprises When students take part, the appreciation feels more genuine. It also teaches them how to express gratitude in meaningful ways. **Capture and Share the Moments** Don’t let the week pass without documenting it. Take photos, record short clips, and gather highlights. At the end of the week, share a recap video or slideshow. It gives teachers something to look back on and reinforces the impact of the celebration. ## **End With a Moment That Feels Complete** The final day should feel like a true closing, not just the end of a schedule. Bring everyone together, even briefly: - Share a collective thank-you message - Hand out small keepsakes - Reflect on the week’s best moments A thoughtful closing ties everything together and leaves a lasting impression. ## **Why Teacher Appreciation Week Matters** Teacher Appreciation Week is more than a tradition. It’s an opportunity to strengthen the culture of a school. When teachers feel valued: - Morale improves - Engagement increases - School communities grow stronger And that impact reaches students in ways that are hard to measure but easy to feel. **Final Thought** The most effective teacher appreciation week ideas for schools [are not the most expensive or elaborate](https://www.usatoday.com/story/money/2026/05/04/teacher-appreciation-week-2026-deals-free-food/89774687007/). They are the ones that feel real, personal, and consistent. When appreciation is done well, teachers don’t just notice it in the moment. They carry that feeling with them long after the week is over. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial, K-12 Teachers **Tags:** Headline --- ### [How Star Wars Inspires AI in Education Today](https://edcircuit.com/how-star-wars-inspires-ai-in-education-today/) **Published:** May 4, 2026 **Author:** EdCircuit Staff **Excerpt:** Star Wars inspires AI in education, from adaptive learning to virtual tutors, shaping today’s edtech and personalized learning future. **Content:** [Star Wars inspires AI in education](https://edcircuit.com/how-star-wars-shaped-the-future-of-education-and-innovation/) by showing how technology can support, guide, and adapt to human needs in real time. That idea, first imagined in [Star Wars](https://www.starwars.com/), is no longer theoretical. It’s already showing up in classrooms. Students are using AI to draft essays, get instant feedback, and explore ideas faster than ever. Teachers are leaning on AI to personalize instruction and reduce time spent on repetitive tasks. This is not science fiction anymore. It’s a daily practice. And whether we realize it or not, many of these expectations were shaped decades ago by the world George Lucas created. ## **The Shift: From Tools to Learning Companions** The biggest change happening in AI right now is not just capability. It’s behavior. [Early edtech tools](https://medium.com/@janelreyneke/the-evolution-of-edtech-a-not-so-brief-history-ef7eab82a3d5) delivered content. Today’s AI interacts. Think about how students are using tools like ChatGPT. They don’t just search for answers. They ask follow-up questions, refine ideas, and iterate in real time. The experience feels more like a conversation than a lookup. That’s a direct echo of what made droids in Star Wars so compelling. They weren’t just machines. They responded, adapted, and built trust over time. This shift matters because learning is not just about information. It’s about engagement. AI that behaves like a partner keeps students in the process longer and more actively. ## **The Jedi Model Is Finally Scalable** For years, education has talked about personalized learning. Star Wars showed us what that looks like long before we had the tools to build it. Jedi training is adaptive. It’s responsive. It meets the learner where they are. Now, AI is making that model real. In classrooms today, students can: - Get step-by-step guidance instead of static answers - Receive targeted feedback based on their mistakes - Move at their own pace without holding others back Districts are piloting AI tutors that adjust in real time. Platforms are analyzing student behavior, not just performance, to refine how content is delivered. This is not just personalization as a feature. It’s personalization as the foundation. ## **Simulation Is Becoming a Core Learning Strategy** One of the most overlooked ideas in Star Wars is how often characters learn by doing, not listening. Training happens in simulated environments. Mistakes are expected. Feedback is immediate. That model is gaining traction fast. AI-powered simulations are now being used across subjects: - Science students run virtual experiments - Medical learners practice procedures safely - Business students navigate scenario-based decision making These environments allow for something traditional classrooms struggle with. Safe failure. Students can try, fail, adjust, and try again without real-world consequences. AI makes these simulations smarter by adapting difficulty and responding to decisions in real time. That’s a major shift from passive learning to active participation. ## **AI Is Changing the Role of the Teacher, Not Replacing It** There’s still a persistent fear that AI will replace educators. That’s not what’s happening in practice. What’s actually happening is a redistribution of time. Teachers are using AI to: - Generate lesson plans faster - Provide quicker feedback on student work - Identify learning gaps earlier That frees up time for what matters most. Discussion, mentorship, and critical thinking. In many ways, the role of the teacher is moving closer to what we saw in Star Wars. Less lecturer, more guide. And that shift is long overdue. ## **The Ethics Conversation Is No Longer Optional** Star Wars always carried an[ underlying message about power and responsibility](https://valticus.pro/posts/power-and-responsibility-in-star-wars/). That theme feels especially relevant now. AI in education raises real questions: - How is student data being used? - Are AI systems reinforcing bias? - Who is accountable for AI-driven decisions? These are not future concerns. They’re current ones. Schools and edtech companies are now being pushed to prioritize transparency and fairness. There’s growing demand for AI systems that educators can understand and trust. The takeaway is simple. Building powerful tools is not enough. They have to be responsible. ## **What EdTech Leaders Are Doing Differently Now** The influence of Star Wars is not always direct, but it shows up in how leaders think. There’s a noticeable shift toward building technology that feels: - More human - More intuitive - More supportive Leaders are asking better questions: - Does this tool reduce friction for learners? - Does it empower teachers instead of replacing them? - Does it adapt, or does it just deliver? That mindset is shaping product design, classroom integration, and long-term strategy. It’s less about adding AI and more about using it well. ## **Why This Still Matters in 2026** It’s easy to dismiss Star Wars as entertainment, but its real impact is conceptual. It gave people a language for imagining technology that feels natural. Technology that works with us, not against us. That vision is still guiding decisions today. AI is moving fast. Faster than most systems are ready for. In that kind of environment, having a clear philosophy matters. Star Wars offered one early on. Technology should enhance human potential, not overshadow it. ## **A Better Way to Think About the Future of AI in Education** The real lesson here is not about specific technologies. It’s about direction. We don’t need classrooms full of futuristic gadgets. We need systems that: - Support how people actually learn - Adapt to individual needs - Keep humans at the center AI can help us get there, but only if it’s built with intention. That’s where edtech has an opportunity to lead. ## **May the 4th, With Purpose** Star Wars Day is fun. But it’s also a useful moment to reflect. We’re no longer imagining what AI in education could look like. We’re building it in real time. The question now is not *can we do this*. It’s *how should we do this*. And that’s where the influence of stories like Star Wars still matters. They remind us that technology, at its best, is not just powerful. It’s purposeful. ## **The Force Behind What Comes Next** Somewhere right now, [a student is using AI to solve a problem faster](https://www.engageli.com/blog/ai-in-education-statistics), explore an idea deeper, or express themselves more clearly. That moment matters. Because it represents a shift in how learning happens. And in a small but meaningful way, it connects back to a vision that started with Star Wars. Not just a story about space, but a story about possibility. That’s what continues to inspire edtech. And that’s what will shape what comes next. **May the 4th be with you.** **[Star Wars](https://www.youtube.com/@StarWars) – [Happy Star Wars Day 2025](https://www.youtube.com/watch?v=uUXbvaQSeDc)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial, Movies and Film **Tags:** Headline --- ### [National Principals’ Day: The Impact of School Leaders](https://edcircuit.com/national-principals-day-the-impact-of-school-leaders/) **Published:** May 1, 2026 **Author:** EdCircuit Staff **Excerpt:** National Principals’ Day recognizes school principals’ leadership, duty of care, and lasting impact on students, teachers, and communities. **Content:** **National Principals’ Day** is a reminder that every successful school relies on a principal who is quietly holding everything together. Before the first bell rings, decisions are already being made. During the day, principals move from classrooms to conversations to unexpected challenges. After dismissal, they are still answering emails, attending events, and preparing for tomorrow. It is not just a role. It is a constant responsibility. ## **The Center of School Leadership** Strong **school principals** shape more than schedules and policies. They shape the entire feel of a building. You notice it right away. A school either feels calm and focused, or it doesn’t. Teachers either feel supported or they don’t. Students either understand expectations, or they are left guessing. That difference starts with leadership. On **National Principals’ Day**, it is worth noticing how often principals show up in the moments that matter. Sitting in the audience at a musical performance. Standing on the sidelines at an athletic event. Walking table to table at a science fair, asking students about their work. These are not extra tasks. They are part of how principals build trust and visibility across the school. ## **More Than Management** It is easy to think of principals as managers. Schedules, staffing, budgets. But that view misses the reality of the job. A principal might start the day resolving a student issue, shift into supporting a teacher through a difficult situation, and end by communicating with families about something that affects the entire school. Decisions are rarely simple. Information is often incomplete. And the stakes are always real. Good **school principals** bring consistency to environments that can change by the hour. They create stability when things feel uncertain. ## **The Duty of Care: Where the Buck Stops** At the core of school leadership is [Duty of Care](https://sciencesafety.com/product/duty-of-care/). Inside a school building, responsibility for safety and well-being does not spread evenly. It lands with the principal. This is what people mean when they say the buck stops at the principal’s office. If a serious situation unfolds, the principal leads. If a safety decision needs to be made, the principal makes it. If families need answers, the principal provides them. That responsibility shows up in real ways: - Responding immediately to student safety concerns - Supporting staff during high-pressure situations - Making judgment calls that affect hundreds of students at once - Communicating clearly when something goes wrong These decisions are not theoretical. They happen in real time, often with no perfect answer. On **National Principals’ Day**, this is one of the most important truths to recognize. The role carries weight that does not pause at the end of the school day. ## **The Ripple Effect on Students** A principal’s impact on students is often quiet, but it is consistent. A greeting in the hallway. A quick check-in. Showing up to events again and again. Recognizing effort, not just outcomes. Students notice patterns. They notice fairness. They notice who shows up. They notice when expectations are clear and support is real. Over time, those small moments shape how students experience school. Whether they feel safe. Whether they stay engaged. Whether they believe they belong. That influence lasts longer than any single school year. ## **Supporting Teachers So Students Can Succeed** Behind every strong classroom is a teacher who feels supported. And behind that support is often a principal. Principals set expectations, but they also provide backup when challenges arise. They help teachers navigate difficult situations, improve their practice, and stay focused on students. When teachers know their leadership is steady, they can do their best work. This is one of the less visible impacts of **school principals**, but it is one of the most important. Strong leadership strengthens teaching, and strong teaching drives student success. ## **Building Trust Beyond the School Walls** Schools do not operate in isolation. Families and communities are part of the equation. Principals are often the bridge. They answer questions, address concerns, and communicate decisions that affect students and families. They represent the school at events and in conversations that shape public trust. That trust is built slowly, through consistency and clarity. When it is strong, schools are more resilient. When it is missing, even small challenges can grow quickly. ## **Why National Principals’ Day Matters More Than Ever** **National Principals’ Day** is not just about appreciation. It is about the recognition of complexity. The role of school principals has expanded. Expectations are higher. Challenges are more visible. And the margin for error is small. At the same time, burnout is real. Retaining strong leaders depends in part on whether their work is acknowledged and supported. Taking a moment to recognize principals is not just a gesture. It shows that the work they do every day is seen and valued. A short message. A genuine thank you. A note from a student or teacher. These signals matter more than they seem. ## **A Responsibility That Carries Forward** The influence of a principal does not end when the school year does. It shows up in the systems they build, the culture they create, and the people they support. Years later, students may not remember every lesson. But they remember how their school felt. Whether it was structured or chaotic. Supportive or distant. Encouraging or indifferent. Principals help define that experience. ## **Closing Thought** On **National Principals’ Day**, it is worth looking beyond the title and focusing on the reality of the work. School leadership is not just about running a building. It is about carrying responsibility for people, decisions, and outcomes every single day. Long after the last bell rings and the building empties, the work is not really finished. Plans are already forming for the next day. Problems are still being solved. Responsibility is still there. And when the doors open again in the morning, it all starts over. **[OfficialTPSD](https://www.youtube.com/@OfficialTPSD) – [Happy National Principals’ Day!](https://www.youtube.com/watch?v=DP9l6LNmPWI)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [Teacher Burnout: Supporting Educators in Schools](https://edcircuit.com/teacher-burnout-supporting-educators-in-schools/) **Published:** May 1, 2026 **Author:** EdCircuit Staff **Excerpt:** Teacher burnout is a growing issue in education as schools work to support educator well-being, reduce workload pressures, and improve retention. **Content:** **Teacher burnout is becoming one of the most significant challenges facing education as schools work to support educator wellbeing, retention, and sustainable workloads.** Across the country, teachers continue to demonstrate extraordinary dedication to their students and communities. They design lessons, support diverse learners, communicate with families, and guide students academically and emotionally. Yet behind that commitment lies a growing concern shared by educators and school leaders alike: the increasing demands placed on teachers. Over the past decade, the role of the teacher has expanded significantly. In addition to delivering instruction, teachers often serve as mentors, counselors, technology facilitators, and problem-solvers within their classrooms. These responsibilities are essential to student success, but they can also contribute to heavy workloads and stress when adequate support systems are lacking. As a result, districts, administrators, and policymakers are paying closer attention to how educator well-being influences the overall strength of the education system. ## **Understanding the Sources of Teacher Burnout** [Teacher burnout rarely stems from a single issue](https://www.nea.org/nea-today/all-news-articles/whats-causing-teacher-burnout). Instead, it often develops from the accumulation of many responsibilities over time. Teachers balance lesson planning, grading, classroom management, professional development requirements, meetings, and ongoing communication with families. A typical school day does not always end when the final bell rings. Many educators remain in their classrooms well into the afternoon or evening, preparing lessons, responding to emails, reviewing student work, or organizing materials for the following day. At the same time, classrooms are becoming more complex environments. Teachers support students with a wide range of learning styles, academic needs, and social experiences. In many cases, educators are also helping students navigate emotional challenges that extend beyond the classroom. These responsibilities require not only instructional expertise but also emotional investment. When expectations continue to grow without the support needed to manage them effectively, educators may begin to feel overwhelmed or exhausted. ## **Why Teacher Wellbeing Matters for Students** Teacher well-being is closely connected to student success. When teachers feel supported, they have the energy and focus needed to design engaging lessons, collaborate with colleagues, and build strong relationships with their students. A teacher who has time to thoughtfully plan instruction and provide meaningful feedback can have a profound impact on student learning. Conversely, when educators experience persistent stress or fatigue, it becomes more difficult to maintain the level of creativity, patience, and enthusiasm that effective teaching requires. Supporting teachers is therefore not only about improving working conditions—it is also about strengthening the learning environments that benefit students. ## **How Schools Are Responding** Recognizing the importance of educator wellbeing, many schools and districts are exploring new ways to support teachers more effectively. One approach involves reviewing schedules and workloads to ensure teachers have adequate planning time during the school day. Dedicated planning periods, team-teaching models, and professional learning communities enable educators to collaborate and share resources rather than working in isolation. Some districts are also examining how technology can streamline administrative tasks. Tools that assist with grading, lesson organization, or communication can help teachers reclaim valuable time that might otherwise be spent on repetitive tasks. Equally important is fostering a school culture where teachers feel valued and heard. When educators have opportunities to contribute ideas and participate in decision-making, they are more likely to feel connected to their school communities. ## **Strengthening Professional Support Networks** Another important strategy involves strengthening the professional support networks available to educators. Mentorship programs can help early-career teachers navigate the challenges of the profession while building confidence in their teaching practice. Experienced educators who share insights and guidance often play an important role in helping new teachers succeed. Professional development also contributes to teacher wellbeing when it is meaningful and directly connected to classroom practice. Training that provides practical strategies can make teaching more manageable and effective. Collaboration among teachers is equally valuable. When educators share ideas, strategies, and resources, they build communities that support one another and reduce the isolation that teachers sometimes experience. ## **Looking Toward the Future of Teaching** The growing conversation around teacher burnout reflects a broader recognition that strong schools depend on strong educators. Teachers remain the most important influence on student learning inside the classroom. Supporting their professional well-being is therefore essential for maintaining high-quality education systems. As education continues to evolve—with new technologies, shifting expectations, and expanding student needs—schools must ensure that teachers have the support necessary to thrive in their roles. ## **Supporting the Educators Who Support Students** Teachers dedicate their careers to helping young people learn, grow, and prepare for the future. Ensuring that educators feel supported, valued, and empowered is essential for the long-term success of schools. When educators feel supported, they bring their best energy, creativity, and dedication to the classroom. Supporting teachers ultimately strengthens the entire education system—benefiting students, schools, and communities alike. When teachers thrive, schools [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [Create Your Free edCircuit Account Today](https://edcircuit.com/create-your-free-edcircuit-account-today/) **Published:** April 30, 2026 **Author:** EdCircuit Staff **Excerpt:** Create your free edCircuit account to reach education decision-makers, publish content, and get your message seen across K–12. **Content:** **Create your free edCircuit account and start getting your voice—and your message—in front of education decision-makers today.** If you’re not showing up in the education conversation, someone else is. Whether you’re an educator, thought leader, agency, or business, edCircuit gives you a direct path to reach the people who matter most. No cost to start. No barriers to entry. Just a platform built to help your voice get seen, shared, and recognized. **Why edCircuit?** When you publish through edCircuit, your content doesn’t sit unnoticed. It’s positioned for impact. You gain access to: - Front-page visibility on edCircuit - Distribution across social media channels - Placement in a weekly newsletter reaching **100,000+ subscribers** - An audience that includes superintendents, district leaders, CIOs, CTOs, CAOs, CFOs, principals, educators, and policy influencers **You’re not starting from zero—you’re stepping into an audience that’s already engaged.** This isn’t just publishing. **This is access to the education conversation.** **Choose the Path That Fits You** edCircuit is designed to meet you where you are—and help you grow from there. ## **Subscriber: Stay Informed and Connected** If you want to stay ahead of what’s happening in education, this is where you start. As a subscriber, you’ll receive: - Weekly and monthly newsletters - Insights from educators, leaders, and industry experts - Access to trending topics shaping K–12 and beyond **Best for: Educators, administrators, and anyone who wants to stay informed and connected. 👉 **Subscribe here: ## **Contributor: Share Your Voice** If you have ideas, insights, or experiences that others can learn from, this is your opportunity. As a contributor, you can: - Publish articles that reach a national audience - Build your voice in the education space - Join a network of over 1,000+ educators and thought leaders - Influence conversations that impact real decisions **Your experience is more valuable than you think—especially to someone trying to solve the same problem.** You don’t need to be a professional writer. You just need something worth sharing. **Best for: Educators, leaders, innovators, and thought leaders. 👉 **Become a contributor: ## **Agency: Amplify Your Clients** For agencies working in education, edCircuit becomes a powerful extension of your strategy. You can: - Publish press releases that reach decision-makers - Create thought leadership for your clients - Extend campaign visibility beyond paid ads - Position your clients as credible voices in the education space **Your clients don’t just need visibility—they need to be taken seriously.** And that only happens when they’re seen in the right context. **Best for: Marketing agencies, PR firms, and education-focused consultants. 👉 **Register your agency: ## **Business: Build Your Brand in Education** If you’re an education company—large or small—[visibility is everything](https://www.forbes.com/councils/forbesbusinesscouncil/2026/01/06/stop-overcomplicating-marketing-visibility-comes-from-making-it-easy/). edCircuit helps you: - Share company news and announcements - Publish articles on trending education topics - Promote your products through trusted content - Reach an audience actively looking for solutions **If your audience doesn’t see you, they can’t choose you.** This is where your message meets the right audience. **Best for: EdTech companies, service providers, and education-focused businesses. 👉 **Register your business: ## **What Makes edCircuit Different** There are plenty of places to publish content. But very few are built specifically for education. edCircuit is different because: - The audience is already defined - The content is already trusted - The distribution is already in place You’re not building from scratch. **You’re stepping into a system designed for visibility and influence.** ## **Start Simple. Start Now.** You don’t need a full strategy. You don’t need multiple pieces of content. You don’t need everything figured out. You just need to start. Create your free account. Choose your path. Take the first step. ## **Final Thought** The opportunity is already there. The audience is already there. **The only question is—are you going to show up?** ## **Create Your Free Account** - 👉 [Subscribe](https://edcircuit.com/subscribe-to-edcircuit/) and stay informed - 👉 Become a [contributor](https://edcircuit.com/edcircuit-contributor/) and share your voice - 👉 Register for a free [agency](https://edcircuit.com/registration-agency/) account and amplify your clients - 👉 Register for a free [business](https://edcircuit.com/registration-business/) account and grow your reach **Get started today:** - - - - [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Business, Community, Companies, Hot Topics - controversial **Tags:** Headline --- ### [Assessment in the AI Era: Rethinking How We Grade](https://edcircuit.com/assessment-in-the-ai-era-rethinking-how-we-grade/) **Published:** April 29, 2026 **Author:** EdCircuit Staff **Excerpt:** Assessment in the AI era is reshaping grading as AI tools challenge how students complete work and demonstrate authentic learning. **Content:** [Assessment in the AI era](https://news.arizona.edu/employee-news/assessment-ai-era-grade-thinking-not-just-text) is rapidly becoming one of the most disruptive shifts in modern education as artificial intelligence tools challenge long-standing assumptions about how student learning is measured. In many classrooms, teachers are already encountering assignments that could not have been produced without some level of AI assistance, forcing a difficult but necessary question: **What does it actually mean to assess student learning today?** For decades, grading systems have relied on a simple premise—that the work students submit reflects their individual understanding. Essays, homework, projects, and tests have served as proxies for knowledge, effort, and skill development. That premise is now under pressure. Artificial intelligence has not just introduced a new tool into the classroom—it has fundamentally altered the relationship between effort, output, and evaluation. And as a result, schools are beginning to rethink not only how they grade, but what grading is meant to represent. ## **The Breakdown of Traditional Assessment Assumptions** Traditional assessment models were built in an era where access to information and support was limited. A student working independently at home, writing an essay or solving a problem set, was generally assumed to be demonstrating their own thinking. Today, that assumption no longer holds. Students can now: - generate full essays within seconds - receive step-by-step solutions to complex problems - summarize entire texts instantly - refine writing with advanced language tools - brainstorm ideas and outlines with minimal effort None of this automatically diminishes learning. In fact, many students are using AI in ways that mirror real-world workflows. But it introduces a fundamental challenge: **If AI can contribute significantly to the final product, what exactly are we measuring?** This question is at the center of a growing shift in education—one that moves beyond detecting AI use and toward redefining assessment itself. ## **From Product to Process** One of the most important changes emerging in classrooms is a shift from evaluating the final product to examining the learning process behind it. A polished essay, a correct answer, or a well-structured project no longer guarantees authentic understanding. Students can produce high-quality outputs with varying levels of comprehension, especially when AI tools are involved. As a result, educators are increasingly focusing on: - how students develop ideas - how they approach problem-solving - how they revise and refine their work - how they explain their reasoning This shift is changing instructional design. Teachers are incorporating: - draft checkpoints and revision cycles - in-class writing and problem-solving - reflective explanations of thinking - structured discussions and peer feedback When learning becomes visible, assessment becomes more meaningful. Teachers are no longer evaluating just what students produce—but how they arrive there. ## **The Rise of Authentic Assessment** As traditional methods are questioned, many schools are turning toward **[authentic assessment](https://blog.examind.io/authentic-assessment)** approaches that require students to apply knowledge in meaningful, real-world contexts. Authentic assessment includes: - project-based learning - presentations and demonstrations - portfolios of student work - collaborative problem-solving - performance-based tasks These approaches shift the focus from completion to understanding. A student presenting their ideas, defending conclusions, or engaging in discussion must rely on their own thinking in ways that are difficult to replicate through AI alone. More importantly, authentic assessment aligns with how learning is applied beyond school. In most professional environments, success is not measured by isolated outputs, but by the ability to think critically, communicate clearly, and adapt to new challenges. ## **Rethinking Homework in the AI Era** Few areas of education are being reexamined more quickly than homework. For generations, homework has been a primary tool for both practice and evaluation. In the AI era, however, its role is becoming less clear. When assignments are completed outside of the classroom, it becomes increasingly difficult to determine how much of the work reflects independent student thinking. In many districts, this shift is leading to broader conversations about the role of homework altogether. Educators are experimenting with new approaches: - shifting key assessments into the classroom - using homework as ungraded practice rather than evaluation - designing assignments that require personal reflection or application - incorporating checkpoints that require explanation of thinking Homework is not disappearing—but its purpose is evolving. Rather than serving as a primary measure of learning, it is becoming a tool for preparation, exploration, and reinforcement. ## **The Expanding Role of AI in Assessment** While much of the conversation focuses on challenges, artificial intelligence also has the potential to support assessment in powerful ways. Educators are beginning to explore how AI can: - provide immediate, targeted feedback - identify patterns in student understanding - support differentiated instruction - reduce grading workload for teachers In some ways, AI may become as embedded in assessment as calculators once were in mathematics. The key difference is that AI does not just compute answers—it generates ideas, language, and reasoning. This makes thoughtful implementation essential. AI should not replace student thinking, but it can support the learning process when used appropriately. The challenge for schools is to integrate these tools in ways that enhance learning without diminishing it. ## **Academic Integrity in a Changing Landscape** [The rise of AI is also reshaping how schools think about academic integrity](https://www.abc27.com/news/us-world/tech/ap-as-ai-tools-reshape-education-schools-struggle-with-how-to-draw-the-line-on-cheating/). Traditional definitions of cheating may not fully capture the complexities of AI-assisted work—and in some cases, may no longer apply in the same way. Educators are now asking: - When is AI use appropriate? - How should AI assistance be acknowledged? - What defines original work in an AI-supported environment? Rather than relying solely on detection tools, many schools are shifting toward clear expectations and responsible use policies. This includes: - teaching students how to use AI ethically - encouraging transparency - emphasizing learning over performance This shift reflects a broader understanding that integrity is not just about preventing misuse—it is about helping students develop sound judgment in a world where AI is readily available. ## **Preparing Students for an AI-Integrated Future** Beyond immediate classroom implications, assessment in the AI era is closely tied to preparing students for the future. Artificial intelligence is already integrated into many industries, from healthcare and finance to engineering and media. Students entering these fields will be expected not only to understand their work but also to collaborate effectively with technology. This requires a balance: - students must develop independent thinking and foundational skills - students must also learn how to use AI tools effectively and responsibly Assessment plays a critical role in maintaining this balance. It must ensure that students are not only producing work but also developing the ability to think critically, evaluate information, and apply knowledge in new contexts. ## **A Defining Moment for Education** Assessment in the AI era represents more than a shift in grading practices—it represents a broader transformation in how education defines learning itself. Long-standing assumptions are being challenged. Familiar practices are being reconsidered. And educators are being asked to adapt in real time. This moment brings uncertainty, but it also presents an opportunity. Schools now have the chance to design assessment systems that are more meaningful, more reflective of real-world learning, and more aligned with how students actually think and grow. ## **What Comes Next** As education continues to evolve, one thing is clear: assessment cannot remain static in a rapidly changing technological landscape. Educators, administrators, and policymakers will need to work together to: - redefine what it means to demonstrate understanding - create clear expectations for AI use - design assessments that prioritize thinking over completion - support teachers as they adapt their practices The future of assessment will not be defined by a single method or tool. It will be shaped by a combination of approaches that reflect the realities of modern learning. And in the AI era, the most important question may no longer be what students produce—but how they think, learn, and demonstrate understanding along the way. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [What 15 Episodes Taught Us About School Safety](https://edcircuit.com/what-15-episodes-taught-us-about-school-safety/) **Published:** April 27, 2026 **Author:** EdCircuit Staff **Excerpt:** What 15 episodes taught us about school safety: Season 3 of Safer Ed reveals how systems, people, and pressure shape real outcomes. **Content:** **What 15 episodes taught us about school safety** is this: safety isn’t defined by policies, procedures, or plans—it’s defined by what actually happens when those systems are tested. After 15 episodes exploring school safety from every angle—near misses, communication breakdowns, hidden gaps, and decision-making under pressure—one thing is clear: **Safety systems don’t fail when they’re written—they fail when they’re tested.** Season 3 of the [**Safer Ed Podcast**](https://open.spotify.com/show/1TQUGN0IjBrDOBYpBzVcC1) wasn’t built around theory. It was built around reality—how safety functions in active buildings, during unpredictable moments, and through the decisions made by educators every day. And what we uncovered has major implications for school leaders, educators, and anyone responsible for creating safe learning environments. ## **Safety Is Not a Checklist—It’s a System Under Pressure** Across all 15 episodes, a consistent theme emerged: Safety is not something you complete. It’s something you continuously manage. Schools often approach safety as a checklist: - policies in place - drills completed - procedures documented But real safety doesn’t live in documentation—it lives in execution. And execution is where systems are tested. When pressure is introduced—time constraints, unclear information, competing responsibilities—systems don’t operate the way they were designed on paper. They adapt. And that adaptation is where both strength and risk are revealed. ## **Near Misses Are the Signals Schools Can’t Afford to Ignore** One of the most important lessons from Season 3 is the value of near misses. Near misses are often dismissed because nothing bad happened. But that’s exactly why they matter. They show us where a system didn’t fully hold—but wasn’t forced to prove it. When these moments are ignored, they don’t disappear. They become normalized. And over time, those normalized behaviors shape the environment more than the written system itself. ## **Systems Don’t Fail All at Once—They Drift** Another critical takeaway is that safety failures are rarely sudden. They are gradual. They develop through: - small assumptions - incomplete communication - unclear ownership - misaligned schedules - environments that haven’t kept up with evolving instruction Each of these on its own may seem manageable. But together, they create drift. **Drift doesn’t feel like failure—it feels like things are working.** And that’s what makes it dangerous. ## **Ownership Is the Difference Between Presence and Assumption** Throughout the season, one issue surfaced repeatedly: ownership. When responsibility isn’t clearly defined, people assume someone else is handling it. And assumption creates gaps. These gaps are not always visible. They don’t interrupt the day. They don’t trigger immediate concern. But they exist—and when a situation arises, they are exposed instantly. Clear ownership ensures that systems are not just in place—but actively present. ## **Communication Doesn’t Break Down—It Becomes Incomplete** Communication is often viewed as a system that either exists or doesn’t. But what Season 3 revealed is more nuanced. Communication rarely disappears—it becomes incomplete. Under pressure, messages become shorter. Details are lost. Urgency is interpreted differently. What feels like communication does not always result in action. And when communication requires interpretation instead of creating clarity, alignment breaks down. ## **The Hidden Gaps Are the Most Dangerous** Some of the most powerful insights from this season came from examining what doesn’t stand out. After-hours activity. Student movement between spaces. Doors opened for convenience. Informal supervision. None of these feel like problems. That’s what makes them dangerous. Because risk in schools is often not found in the obvious—it’s found in what has been accepted. ## **Decision-Making Under Pressure Defines Outcomes** The final major takeaway from Season 3 is this: Systems don’t act—people do. And people, under pressure, make decisions differently than they do in controlled environments. They simplify. They assume. They prioritize speed over clarity. Not because they are careless—but because they are responding to the conditions in front of them. And those decisions—made in seconds—often determine the outcome. This is where even strong systems can quietly step aside. ## **What This Means for Schools Moving Forward** If there is one takeaway from 15 episodes, it’s this: Safety is not about having the right systems—it’s about ensuring those systems function under real conditions. That requires a shift in thinking. From: ***“Do we have a plan?”*** To: ***“What actually happens when we’re tested?”*** It requires leaders to: - examine real scenarios, not just procedures - evaluate how people respond under pressure - identify where assumptions replace clarity - recognize where systems are present—and where they are not **Listen to the Full Season** This article reflects insights from all 15 episodes of **Season 3 of the Safer Ed Podcast**, including the finale: [ **“What We’ve Learned: The Reality of School Safety Systems”**](https://open.spotify.com/episode/0uysQfYj4J0UTMjVZNw4ss) If you’re responsible for safety in any capacity, this isn’t just a season worth listening to—it’s a perspective worth applying. ## **Final Thought** In every school, systems are in place. But the question is whether those systems are present when it matters. Because safety is not defined by preparation alone—it’s defined by what holds when everything else is uncertain. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Safer Ed **Tags:** Headline --- ### [Reach Education Decision-Makers Without Ads](https://edcircuit.com/reach-education-decision-makers-without-ads/) **Published:** April 29, 2026 **Author:** EdCircuit Staff **Excerpt:** Reach education decision-makers without ads by using content, press releases, and thought leadership to influence K–12 leaders. **Content:** Reach education decision-makers without ads—and more importantly, without being ignored. Because here’s the reality: Most education leaders aren’t clicking on ads. They’re skipping them. For years, the default strategy has been simple: Run ads. Boost posts. Spend more to reach more. But in education, that approach is starting to fall short. Because the people you’re trying to reach—superintendents, district leaders, CIOs, CTOs, principals, and educators—**aren’t looking for ads.** They’re looking for insight. They’re looking for relevance. They’re looking for solutions that actually apply to their world. ## **The Problem With Traditional Visibility** Most education brands [face the same challenge](https://www.onlineeducation.com/features/edtech-challenges-and-opportunities): You have something valuable to share— But getting it in front of the *right audience* is the hard part. Paid ads might generate impressions… But **impressions look good in reports—they rarely influence decisions.** Because in education, decisions aren’t made on clicks. They’re made on: - Trust - Credibility - Relevance **In education, attention isn’t bought. It’s earned.** ## **Where Real Visibility Actually Happens** If you look closely at how education leaders consume information, a pattern emerges: They engage with: - Articles that provide real insight - Press releases that announce meaningful updates - Thought leadership grounded in real-world experience They read. They evaluate. They share. And most importantly— **They act on what they trust.** ## **This Is Where Content Becomes Strategy** The shift isn’t away from visibility. It’s toward **strategic visibility**. That means showing up in places where: - Your message is relevant - Your content adds value - Your audience is already paying attention Not interrupting them with ads— **But meeting them with something worth their time.** ## **How edCircuit Changes the Equation** **edCircuit is built for exactly this shift—where content isn’t competing for attention, it’s placed where attention already exists.** Rather than trying to force visibility, edCircuit positions your message within an ecosystem where education professionals are already engaged. When agencies and businesses publish through edCircuit, their content reaches an audience that includes: - Superintendents - District and school leaders - Policy influencers - CIOs, CTOs, CAOs, CFOs - Principals and educators And that changes everything. edCircuit is built for exactly this shift—where content isn’t competing for attention, it’s placed where attention already exists. 👉 **Explore how to get started with edCircuit:** ## **What Strategic Visibility Looks Like** When you leverage edCircuit, visibility becomes intentional. ### **1. Front-Page Exposure** Your content appears where education professionals are already browsing, reading, and engaging. 2. **Social Amplification** Articles and press releases are shared across channels that reach an active education audience. 3. **Newsletter Reach (100,000+ Subscribers)** Your message is delivered directly to inboxes—where decision-makers actually pay attention. 👉 **See how your organization can be featured:** 4. **Credibility Through Context** You’re not just promoting a product. You’re contributing to a larger conversation. And that builds trust faster than any ad campaign. ## **Why Agencies Are Leaning In** For agencies, this shift is a game-changer. Instead of campaigns that disappear once the budget runs out— You can: - Publish press releases that continue to reach audiences over time - Create thought leadership content for your clients - Position brands as part of the education conversation—not outside of it Because here’s the reality: **Your clients don’t just need visibility—they need to be taken seriously.** 👉 **Start positioning your clients today:** And that only happens when they’re seen in the right context. Your clients don’t just need visibility—they need to be taken seriously. ## **Why Businesses Are Seeing Results** For education companies—large or small—the value is just as clear. You’re no longer competing for attention in crowded ad spaces. You’re showing up in an environment where: - Educators are actively looking for ideas - Leaders are evaluating solutions - Decision-makers are paying attention That means your content isn’t an interruption. **It becomes part of the decision-making process.** ## **From Awareness to Influence** The biggest shift isn’t in tactics—it’s in mindset. Instead of asking: “How do we get more eyes on this?” The better question is: **“How do we get the right people to take this seriously?”** Because in education, that’s what drives action. And action is what drives growth. ## **A Smarter Way to Show Up** The brands and agencies that are winning right now aren’t the loudest. They’re the most relevant. They show up consistently. They provide value. They build trust over time. And they do it in spaces designed for education—not general audiences. ## **Final Thought** You don’t need to outspend competitors to get noticed. You need to show up in the right place, with the right message, in front of the right audience. **The question isn’t whether your audience is out there.** **It’s whether you’re showing up where they’re already paying attention.** **Ready to move from visibility to influence? Start here:** 👉 **Register for your free Agency account:** 👉 **Register for your free Business account:** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Business, Community, Hot Topics - controversial **Tags:** Headline --- ### [Education Thought Leadership Starts With Your Voice](https://edcircuit.com/education-thought-leadership-starts-with-your-voice/) **Published:** April 27, 2026 **Author:** EdCircuit Staff **Excerpt:** Education thought leadership starts with your voice. Learn how educators and leaders can share ideas and reach decision-makers. **Content:** Education thought leadership often begins with a quiet frustration that exists across classrooms, district offices, and leadership teams. It lives in classrooms, district offices, leadership meetings, and in the moments after a long day when everything finally slows down. It sounds like this: - *“There has to be a better way to do this.”* - *“Why isn’t anyone talking about this?”* - *“I wish more people understood what’s actually happening.”* And yet… those thoughts often stay exactly where they started. Unshared. Unheard. Unseen. **And here’s the reality—education is being shaped every single day… with or without your voice in it.** ## **The Gap Between Experience and Influence** Every day, educators and leaders [make decisions that shape the future](https://blogs.worldbank.org/en/education/educators-shaping-futures--what-we-know--still-need-to-learn--an) of students. They solve problems in real time. They adapt. They innovate. They lead. But there’s a disconnect that’s hard to ignore: **The people closest to the work are often the furthest from the conversation.** Instead, the narrative is driven by: - Headlines - Outside perspectives - Voices removed from day-to-day realities And over time, that creates a gap— Between what’s actually happening in schools… and what the world believes is happening. ## **You Don’t Need a Platform—You Need Access** For years, the belief has been: “If you want to share your voice, you need a platform.” A blog. A following. A personal brand. But that’s not what’s missing. What’s missing is **access to the right audience**. An audience that includes: - Superintendents - District leaders - Policy influencers - CIOs, CTOs, CAOs, CFOs - Principals and teachers Because when the right people hear the right ideas— **that’s when change actually begins.** ## **Why Most Voices Never Get Heard** It’s not a lack of ideas. It’s not a lack of passion. It usually comes down to three things: ### **“I don’t have time.”** The reality of education is demanding. Writing or publishing feels like something extra. ### **“I’m not a writer.”** There’s a belief your voice has to sound polished or perfect. It doesn’t. **Clarity beats perfection every time.** ### **“Where would I even share it?”** This is the real barrier. Because even when the idea is there— without a place for it to go, it never leaves your head. ## **What Happens When Voices Stay Silent** When the people doing the work don’t share their experiences: - Innovation slows - Misconceptions grow - Opportunities are missed - Decisions get made without full context And over time, education starts to feel disconnected from the people inside it. But when voices are shared— That’s when things shift. ## **When One Idea Reaches the Right Person** Most people underestimate the impact of a single idea. Not because it isn’t valuable— but because they don’t realize who might see it. One perspective… in the right place… can reach: - A superintendent rethinking strategy - A district leader searching for solutions - A policymaker shaping direction - An educator looking for something that works That’s how conversations evolve. That’s how change spreads. ## **You Already Have What Matters** You don’t need: - A massive following - A polished brand - A perfectly structured article You already have: - Experience - Perspective - Insight And right now, those are exactly the things education needs more of. ## **Real voices. Real experiences. Real ideas.** **There’s a Shift Happening in Education** Education isn’t standing still. AI is changing classrooms. Technology is reshaping access. Policies are evolving faster than ever. And with all of that change comes a growing need for something simple— **Voices grounded in reality.** Not theory. Not assumptions. Not secondhand perspectives. But people who are actually in it, every day. ## **So Where Does Your Voice Go?** That’s the question more educators and leaders are starting to ask. Because having something to say is one thing. **Having a place where it actually matters—that’s everything.** Platforms like edCircuit are built for exactly this— To give educators, leaders, and innovators a place where their voice doesn’t just exist… **It gets seen. It gets shared. And it reaches the people making decisions.** ## **A Simple First Step** You don’t need to have everything figured out. You don’t need the perfect topic. You don’t need a long-term plan. You just need to start. Start with one idea. One experience. One perspective you believe others should hear. Because the truth is— **The education conversation doesn’t move forward without voices like yours.** ## **Final Thought** There are people right now: Looking for answers. Looking for ideas. Looking for perspective. And what they’re looking for… might be something you’ve already experienced. **The difference isn’t in the idea.** **It’s in whether you choose to share it.** ## **Get Started with edCircuit (Free)** If you’re ready to take that first step, edCircuit makes it simple: - 👉 [**Subscribe**](https://edcircuit.com/subscribe-to-edcircuit/) to stay informed with weekly insights - 👉 [**Become a Contributor**](https://edcircuit.com/edcircuit-contributor/) and share your voice - 👉 [**Register your Agency**](https://edcircuit.com/registration-agency/) to amplify your clients - 👉 [**Register for a Business**](https://edcircuit.com/registration-business/) account to reach education decision-makers Creating an account is completely free—and it opens the door to a platform built to elevate voices across education. **Start here:** - - - - [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Columnists, Community, Companies, Hot Topics - controversial **Tags:** Headline --- ### [COPPA in Schools: What Educators Must Know](https://edcircuit.com/coppa-in-schools-what-educators-must-know/) **Published:** April 27, 2026 **Author:** EdCircuit Staff **Excerpt:** COPPA in schools explained: how educators stay compliant, protect student data, and build trust across elementary, middle, and high school. **Content:** COPPA in schools is reshaping how educators use technology, protect student data, and build trust with families. As digital tools become essential in classrooms, the responsibility to safeguard student information is immediate, visible, and increasingly enforced. The [Children’s Online Privacy Protection Act (COPPA)](https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa) was created to protect the personal data of children under 13. In today’s school environment, its influence reaches far beyond that age threshold. It shapes how districts approve technology, how teachers use it, and how families decide whether to trust it. This is not just compliance. It is accountability in a digital-first education system. ## **Why COPPA Matters in Education** At its core, COPPA[ requires organizations collecting data from children under 13 to provide transparency and obtain verifiable parental consent](https://www.ecfr.gov/current/title-16/chapter-I/subchapter-C/part-312). In schools, that translates into daily decisions: - What tools are allowed in the classroom - What student data is being collected - Whether that data is used strictly for educational purposes - How vendors store, share, or monetize information Enforcement is no longer theoretical. [Recent FTC actions](https://www.ftc.gov/news-events/news/press-releases/2026/02/ftc-issues-coppa-policy-statement-incentivize-use-age-verification-technologies-protect-children) have targeted major platforms for collecting children’s data without proper consent, resulting in significant financial penalties and mandated changes to how data is handled. Regulators are also signaling stronger expectations around age verification and data minimization. For schools, the message is clear: it is not enough to assume a tool is safe because it is labeled “educational.” Districts must understand how it actually handles student data. ## **What COPPA Means for Students and Families** For families, COPPA is about visibility and control. Parents have the right to: - Know what data is collected from their children - Consent to or decline that collection - Request deletion of that data In schools, however, consent often works differently. Districts can provide consent on behalf of parents when tools are used strictly for educational purposes. That shifts responsibility to the institution. If a school approves a tool, families are trusting that the decision was made carefully. If something goes wrong, that trust is hard to rebuild. This is why transparency matters. Families are paying closer attention to student data privacy than ever before. Clear communication about what tools are used and why is now part of the job. ## **Elementary School: Maximum Protection, Minimal Margin for Error** At the elementary level, COPPA is most directly in play. Nearly all students are under 13, which means strict compliance is essential. Students cannot meaningfully consent. Schools act on their behalf. That raises the bar. ### **What this looks like in practice:** - District-led approval of every digital tool - Formal review of vendor privacy policies and data practices - Clear documentation of how student data is used and protected Teachers rely on apps for reading, math, and engagement. But even simple tools can collect names, emails, usage data, or behavioral insights. ### **Strong practices at this level:** - Use only district-approved platforms - Avoid creating independent teacher accounts for student tools - Confirm vendors clearly state COPPA compliance - Notify families about the tools being used and why At this stage, students are not managing their digital privacy. Adults are making those decisions for them. Mistakes here carry the highest risk. ## **Middle School: Complexity Increases** Middle school introduces complexity that many systems underestimate. Some students are under 13. Others are not. Independence increases, but understanding of data privacy often does not. ### **Key challenges:** - Mixed-age classrooms complicate compliance decisions - Students begin creating accounts and managing credentials - More collaboration tools and third-party platforms are introduced This is where gaps tend to appear. A tool that is acceptable for a 13-year-old may not be compliant for a 12-year-old in the same classroom. ### **What effective schools do differently:** - Set clear rules for account creation based on age - Continue centralized vetting of tools, regardless of student independence - Build digital privacy into digital citizenship instruction Middle school is the shift point from protection alone to preparation. ### **Students should begin to understand:** - What personal data is - Why is it collected - What risks come with sharing it Handled well, this stage builds awareness. Handled poorly, it creates unmanaged risk. ## **High School: Shared Responsibility, Higher Stakes** By high school, most students are over 13, and COPPA’s direct requirements are less central. But the risk environment expands. ### **Students are using:** - Advanced learning platforms - College and career tools - Third-party apps beyond school systems They are also sharing more personal information, often without fully understanding the long-term impact. The shift here is clear: responsibility becomes shared. Schools must enforce strong data governance. Students must learn to make informed decisions. ### **What strong systems focus on:** - Clear district-wide data privacy policies - Vendor accountability backed by formal agreements - Training for both staff and students Graduating students should understand how their data is collected, used, and protected. That is now part of being prepared for life beyond school. ## **How Districts and Teachers Stay Compliant** Compliance is not a checklist. It is an operational system. ### **At the district level:** - Maintain a vetted, continuously updated list of approved tools - Require data privacy agreements with all vendors - Assign clear ownership, often a data privacy or technology leader - Conduct regular audits to identify unapproved tools ### **At the school level:** - Enforce consistent use of approved platforms - Support teachers with compliant alternatives - Communicate clearly with families about technology use ### **At the teacher level:** - Use only approved tools, even when convenience is tempting - Avoid “click and agree” sign-ups that bypass review - Be intentional about what student data is entered into any system One of the most common risks is not misuse. It is an informal adoption. A single unvetted app can expose student data without anyone realizing it. ## **The Bigger Picture: From Compliance to Leadership** [COPPA enforcement is increasing](https://www.federalregister.gov/documents/2025/04/22/2025-05904/childrens-online-privacy-protection-rule). State-level student data privacy laws are expanding. New expectations around age verification and [AI-driven tools are already emerging.](https://publicinterestprivacy.org/coppa-rule-training-algorithms/) Schools that treat this as a checkbox will fall behind. Schools that take it seriously will lead. Leadership in this space looks like: - Transparency in how student data is used - Clear, consistent communication with families - Ongoing education for students about digital privacy - Real accountability for vendors Student data privacy is no longer a back-office issue. It is central to how schools operate. ## **Final Thought** Every app, platform, and login in a classroom is a decision about student data. COPPA sets the legal baseline. Trust sets the real standard. Schools that act on that difference will not just stay compliant. They will earn lasting trust. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation, School Safety **Tags:** Headline --- ### [Why Summer Learning Programs Matter for Students](https://edcircuit.com/why-summer-learning-programs-matter-for-students/) **Published:** April 24, 2026 **Author:** EdCircuit Staff **Excerpt:** Summer learning programs help students maintain academic progress, build new skills, and stay engaged during the summer months. **Content:** Summer learning programs help students maintain academic progress, build new skills, and stay engaged during the months when school is not in session. While summer break offers students an important opportunity to rest and recharge, it can also lead to learning gaps if students are not regularly engaged in educational activities. Schools and communities across the country recognize the importance of providing summer learning opportunities. Programs such as summer reading initiatives, enrichment camps, academic support programs, and STEM activities help students continue developing knowledge and skills while keeping learning engaging and enjoyable. When schools and communities work together to provide meaningful summer learning experiences, students are more likely to return to the classroom confident, prepared, and ready to continue their academic journey. ## **Understanding Summer Learning Loss** One of the main reasons summer learning programs are important is the concept often referred to as summer learning loss. During the summer months, students who do not regularly practice academic skills may lose some of the progress they made during the school year, particularly in reading and mathematics. Even small gaps in practice can make it more difficult for students to retain knowledge and maintain strong academic habits. When students return to school in the fall, teachers may need to spend time reviewing previous material before introducing new lessons. Summer learning programs help address this challenge by providing structured opportunities for students to review concepts, strengthen skills, and continue learning in a supportive environment. These programs help ensure that students return to school ready to build upon the knowledge they gained during the previous school year. ## **Encouraging a Love of Reading** Reading is one of the most effective ways students can stay connected to learning during the summer months. Many schools and libraries promote summer reading programs that encourage students to explore new books, discover different topics, and build lifelong reading habits. Summer reading programs often include book challenges, reading lists, and community events designed to motivate students to keep reading throughout the break. These initiatives help maintain reading comprehension skills while allowing students to discover stories and subjects that spark their curiosity. Families also play an important role in encouraging reading at home. Setting aside time each day for reading, visiting local libraries, or participating in community reading challenges can help students stay engaged with learning during the summer. Developing strong reading habits benefits students far beyond the classroom and supports long-term academic success. ## **Exploring Safer STEM and Hands-On Learning** Summer learning programs often give students opportunities to explore science, technology, engineering, and mathematics through hands-on experiences. Safer STEM-focused camps and workshops allow students to experiment, solve problems, and apply their knowledge in creative ways. Students may participate in activities such as building simple machines, conducting science experiments, learning the basics of coding, or exploring robotics. Hands-on learning helps students develop critical thinking skills while making learning interactive and exciting. For many students, summer STEM programs introduce new interests that can inspire future academic pathways and career goals. These experiences encourage curiosity and help students develop confidence in their abilities. ## **Supporting Students Who Need Additional Academic Help** Summer learning programs also provide valuable support for students who may benefit from additional academic reinforcement. Some students may need extra time to review key concepts or strengthen foundational skills before moving on to the next grade level. Targeted summer programs allow educators to provide focused instruction in smaller group settings. These environments often make it easier for students to ask questions, practice important skills, and receive individualized support. With the right support, students can return to school with improved confidence and a stronger understanding of important subjects. These programs help ensure that all students have the opportunity to continue progressing academically. ## **Providing Enrichment and Creative Opportunities** Not all summer learning programs focus strictly on traditional academic subjects. Many districts offer enrichment activities that encourage creativity, exploration, and personal development. Programs may include art workshops, music camps, theater programs, outdoor education experiences, or community service projects. These opportunities allow students to discover new talents and interests while remaining engaged in meaningful learning activities. Enrichment programs also help students develop important life skills such as teamwork, communication, and creative problem-solving. By offering a variety of summer learning opportunities, schools can create experiences that appeal to a wide range of student interests. ## **Strengthening Community Partnerships** Successful summer learning programs often involve partnerships between schools, libraries, community organizations, and local businesses. These collaborations expand the range of opportunities available to students and families. Libraries frequently host reading challenges and literacy programs, while community organizations may offer camps focused on arts, sports, or science exploration. Colleges, nonprofits, and local businesses may also support educational programs and mentorship opportunities. These partnerships strengthen the connection between schools and the communities they serve while creating a supportive network that encourages student learning throughout the summer. When communities work together to support education, students benefit from a broader range of experiences and resources. ## **Helping Students Stay Connected and Engaged** Summer learning programs also help students remain socially connected. Many students enjoy seeing friends, working with mentors, and participating in group activities during the summer months. These interactions help maintain a sense of belonging that supports both emotional well-being and academic motivation. Programs that combine learning with recreational activities create a balanced experience that supports both personal and academic growth. Maintaining these connections can help students return to school feeling comfortable, confident, and ready to learn. ## **Preparing Students for the Next School Year** One of the most important benefits of summer learning programs is that they help students return to school ready to succeed. Students who remain engaged in educational activities during the summer are often better prepared to begin the new school year. By reviewing key concepts, practicing skills, and exploring new interests, students maintain momentum in their learning journey. Teachers also benefit when students return prepared and ready to continue learning. Strong summer learning programs help create a smoother transition into the next grade level and allow teachers to focus on introducing new concepts rather than revisiting old material. ## **Looking Ahead** Summer break is an important time for students to relax and recharge, but it can also be a time for exploration, creativity, and continued learning. Summer learning programs provide opportunities for students to stay engaged, strengthen academic skills, and discover new interests. By encouraging reading, offering enrichment activities, supporting academic growth, and building community partnerships, schools help ensure that students remain connected to learning throughout the summer months. When schools, families, and communities work together to support summer learning, students gain experiences that strengthen their academic foundation, spark curiosity, and prepare them for continued success in the school year ahead. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [AI Literacy in Education Defines the New Divide](https://edcircuit.com/ai-literacy-in-education-defines-the-new-divide/) **Published:** May 29, 2026 **Author:** EdCircuit Staff **Excerpt:** AI literacy in education is the new equity line—students who can use AI effectively gain an advantage that others may never catch up to. **Content:** [AI literacy in education](https://www.digitaleducationcouncil.com/post/digital-education-council-ai-literacy-framework) is quickly becoming the most important skill schools are not yet consistently teaching. Two students sit in the same classroom with the same assignment. One uses AI to research, refine, and elevate their work. The other submits what they know—limited by time, resources, and support. Both had access to the same tools. **Only one knew how to use them.** For years, the digital divide was defined by access—who had devices, who had internet, and who did not. Districts invested heavily to close that gap, ensuring students could connect, participate, and engage. But a new divide is emerging. Students today are not separated by whether they have access to technology. They are separated by whether they know how to **use artificial intelligence effectively, responsibly, and strategically**. And that gap is growing fast. ## **Access Was the First Battle—Literacy Is the Next** The past decade in education has focused on getting devices into students’ hands. One-to-one initiatives, expanded broadband, and digital platforms became central to classroom learning. That work mattered—and it still does. But access alone no longer guarantees opportunity. A student with a laptop who does not understand how to: - Prompt AI tools effectively - Evaluate the accuracy of responses - Recognize bias or misinformation - Use AI to deepen thinking rather than replace it is at a significant disadvantage compared to a peer who does. This is the shift: From access to information… to **access to intelligence—and the ability to use it.** ## **The Students Who Are Already Ahead** In classrooms across the country, some students are quietly gaining an edge. They are: - Using AI to refine essays rather than generate them - Asking better questions and iterating on responses - Leveraging AI to study, organize, and plan - Exploring concepts beyond what is taught in class These students are not just using AI—they are **learning how to think with it**. Meanwhile, other students: - Avoid AI because they are unsure how to use it - Use it improperly and face consequences - Are restricted from using it altogether - Or simply don’t realize what is possible The result is not just a performance gap. It is a gap in **capability**. In many districts, the students gaining the biggest advantage from AI are not the highest-performing—they are the ones who figured it out first. ## **The Classroom Reality: Uneven and Unstructured** In many schools, AI use is already happening—but without structure. Some teachers are integrating AI thoughtfully, guiding students on how to use it responsibly and effectively. Others are still trying to understand it themselves. Some are banning it entirely. This creates an inconsistent learning environment where: - One student learns how to use AI as a tool for thinking - Another learns to avoid it - And another learns through trial and error—with no guidance The inconsistency is not just confusing—it’s inequitable. Because the students who figure it out on their own will move ahead, while others fall behind without even realizing why. ## **The Risk: Outsourcing Thinking Instead of Enhancing It** One of the biggest concerns around AI in education is that it allows students to bypass learning. That concern is valid—but incomplete. The real issue is not that students are using AI. It’s that they are using it **without being taught how to use it well**. Without AI literacy: - Students may accept incorrect information as fact - Rely on AI to do thinking for them - Lose opportunities to develop critical skills With AI literacy: - Students learn to question outputs - Refine their thinking through iteration - Use AI as a partner, not a shortcut The difference is not the tool. It’s the **instruction around it**. ## **The Leadership Gap: Why AI Literacy Isn’t Scaling Yet** Despite its importance, AI literacy is not yet a consistent part of K–12 education. Why? Because districts are still: - Developing policies - Navigating privacy concerns - Determining appropriate use cases - Figuring out how to train educators In many districts, AI use is already happening—but without policy, without training, and without consistency. That is where inequity takes hold. The longer districts wait to define and teach AI literacy, **the more they allow inequity to organize itself—quietly, and at scale.** ## **What AI Literacy in Education Should Actually Include** If schools are serious about equity, AI literacy must be intentional, structured, and system-wide. ### **1. Prompting as a Skill** Students should learn how to ask better questions, refine prompts, and guide AI toward useful responses. ### **2. Critical Evaluation** AI outputs should be analyzed, questioned, and validated—not accepted at face value. ### **3. Ethical Use** Students need clear guidance on: - When AI use is appropriate - How to cite or acknowledge AI assistance - Where the line exists between support and misuse ### **4. Bias Awareness** Students should understand that AI is not neutral—and learn how bias can appear in responses. ### **5. Integration into Instruction** AI literacy should not be a standalone lesson. It should be embedded into: - Writing - Research - Problem-solving - Project-based learning ### **The Urgency: This Gap Is Already Forming** The most important thing for leaders to understand is this: **The [AI literacy gap](https://www.unesco.org/ethics-ai/en/articles/ai-literacy-and-new-digital-divide-global-call-action) is not coming—it is already here.** Students are already experimenting, learning, and adapting. Some are gaining fluency quickly. Others are not. And unlike previous technology shifts, this one is moving faster. There is no slow adoption curve. There is no extended adjustment period. There is only a widening gap between: - Students who know how to use AI - And students who do not ## **The Path Forward: Teach It, Don’t Avoid It** Avoiding AI does not prevent inequity. It accelerates it. Schools that delay or restrict AI without providing guidance risk leaving students unprepared for a world where AI is embedded in nearly every field. Instead, the path forward is clear: - Teach students how to use AI - Provide consistent expectations - Support educators with training - Align practices across classrooms AI literacy must become part of what it means to be an educated student. ## **Final Thought** AI will not replace students. But it will amplify the gap between those who know how to think with it… **and those who were never taught how.** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [AI Equity in Education Starts with Access](https://edcircuit.com/ai-equity-in-education-starts-with-access/) **Published:** May 26, 2026 **Author:** EdCircuit Staff **Excerpt:** AI equity in education depends on access, literacy, and leadership—without it, AI risks widening gaps it promises to close. **Content:** [**AI equity in education**](https://www.naesp.org/resource/generative-ai-in-education-early-adoption-equity-and-the-road-ahead/) is no longer a future conversation—it is a present reality shaping classrooms, policies, and student outcomes across K–12 systems. In one district, students are being taught how to use AI to think, write, and solve problems. In another, students are being told not to use it at all. Both believe they are preparing students for the future. **Only one is.** This is the defining tension of artificial intelligence in education: **AI has the potential to close equity gaps—and at the same time, widen them faster than any technology before it.** ## **The Promise: AI as an Equity Accelerator** At its best, AI represents one of the most powerful tools educators have ever had to[ personalize learning](https://www.hmhco.com/blog/personalized-learning-with-ai?srsltid=AfmBOorDABHUyeFk2CPnyadB65tl8SM8fX7pCBBc8Yf2AOxdC2JjCD01). For decades, equity in education has been limited by scale. Teachers, no matter how skilled, can only differentiate instruction to a certain extent within the constraints of time, class size, and resources. AI changes that equation. Students can now: - Receive real-time feedback on writing and problem-solving - Access tutoring support beyond the school day - Translate content instantly into their home language - Engage with content adapted to their pace and level For multilingual learners, AI-powered translation tools remove barriers that once isolated them from instruction. For students with learning differences, AI can scaffold content in ways that feel personalized rather than standardized. For those who lack access to traditional tutoring, AI offers a form of academic support that is immediate and consistent. In theory, AI creates a classroom where **every student has a support system**, not just those who can afford one. ## **The Risk: A New Digital Divide** But equity in education has never been about tools alone—it has always been about **who gets to use them effectively**. The introduction of AI is exposing a new layer of inequity: ### **Access Gaps** Not all students have reliable devices or internet access at home. Even within well-resourced districts, disparities exist between schools, neighborhoods, and families. ### **AI Literacy Gaps** Knowing how to use AI effectively is quickly becoming as important as having access to it. Students who understand how to prompt, refine, and evaluate AI-generated content gain a significant advantage over those who do not. ### **Policy Gaps** [Some districts encourage responsible AI use.](https://edtechmagazine.com/k12/article/2026/01/fetc-2026-encouraging-responsible-artificial-intelligence-use-schools) Others restrict or ban it. The result is inconsistency—not just between states or districts, but sometimes between classrooms in the same building. ### **Bias in AI Systems** AI tools are only as unbiased as the data they are trained on. Without careful oversight, these systems can reinforce existing inequities rather than eliminate them. The outcome is a new kind of divide: Not just who has access to information—but who knows how to leverage intelligence. And in many districts, this divide is already forming. In some classrooms, students are being taught how to use AI to deepen thinking. In others, they are navigating it alone—or not at all. In some schools, teachers are supported with training and clear expectations. In others, they are left to figure it out on their own. This is not a future problem. **It is already happening.** ## **The Leadership Challenge: Where Equity Is Won or Lost** This is where the conversation shifts from technology to leadership. Equity in the age of AI will not be determined by the tools themselves—it will be determined by the decisions made by: - Superintendents - CIOs and CTOs - Principals - School boards - Classroom teachers District leaders are now facing questions that didn’t exist just a few years ago: - Should AI tools be open, restricted, or monitored? - How do we ensure consistent access across all schools? - What professional development do teachers need to guide students effectively? - How do we protect student data while still allowing innovation? In many districts, AI use is already happening—but without policy, without training, and without consistency. That is where inequity takes hold. The greatest risk is not adopting AI too quickly. **It is allowing inequity to grow quietly while decisions are delayed.** When one school integrates AI meaningfully and another does not, inequity expands—not because of intent, but because of inaction. ## **What AI Equity in Education Actually Looks Like** If equity is the goal, then access alone is not enough. True AI equity in education requires a coordinated, intentional approach. ### **1. Universal Access to AI Tools** Districts must ensure that all students—not just some—have access to approved AI platforms, both in school and, when possible, at home. ### **2. AI Literacy as a Core Skill** Students need to be taught how to: - Ask effective questions - Evaluate AI-generated responses - Recognize bias and misinformation - Use AI ethically and responsibly AI literacy is quickly becoming as fundamental as digital literacy. ### **3. Professional Development for Educators** Teachers cannot guide what they do not fully understand. Ongoing training is essential—not just on how AI works, but how it fits into instruction, assessment, and classroom management. ### **4. Clear, Inclusive Policy Development** AI policies should not be written in isolation. Including **student voice**, teacher input, and community perspectives ensures that policies reflect real-world use, not just theoretical concerns. ### **5. Consistency Across Classrooms and Schools** Equity requires alignment. Students should not have vastly different experiences with AI based solely on the classroom they are assigned to. ## **The Classroom Reality: Already in Motion** The most important thing to understand is this: **Students are already using AI.** Some are using it to enhance their learning. Others are navigating it without guidance. And some are not using it at all—either because they lack access or because they have been told not to. This uneven landscape is where inequity grows. Educators are not starting from scratch—they are catching up to a reality that is already unfolding in real time. ## **The Path Forward: Intentional, Not Accidental** AI will not wait for education systems to fully catch up. The pace of innovation is too fast, and student adoption is already widespread. The question is not whether AI will be part of education. The question is whether it will be implemented **intentionally or unevenly**. Districts that approach AI with a clear focus on equity—through access, literacy, policy, and leadership—have an opportunity to redefine what equitable education looks like in the modern era. Those that do not risk repeating a familiar pattern: New technology arrives, early adopters benefit, and gaps widen before systems catch up. ## **Final Thought** AI won’t decide who succeeds. But it will expose—faster than ever—**which systems were built for equity… and which were not.** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [The Attention Crisis in Elementary Schools](https://edcircuit.com/the-attention-crisis-in-elementary-schools/) **Published:** July 1, 2026 **Author:** EdCircuit Staff **Excerpt:** The attention crisis in elementary schools is growing as screen time and AI reshape how students focus, think, and engage with learning. **Content:** The [attention crisis](https://santamaria.wa.edu.au/decreasing-attention-spans-jennifer-oaten/) in elementary schools isn’t emerging—it’s already here, and classrooms are feeling the impact every day. Across K–5 environments, something has shifted in how students engage with learning. Tasks that once required sustained focus now feel harder to maintain. Independent work is more frequently interrupted by frustration. The patience needed to work through difficulty is thinner, and the expectation for immediate answers is growing stronger. Teachers are not imagining this change. They are experiencing it in real time, across subjects and grade levels. This is not isolated to one classroom or one district. It is systemic—and it is reshaping how students learn. ## **What Teachers Are Seeing Right Now** When elementary educators describe their classrooms today, a consistent pattern begins to emerge. Students often: - Struggle to maintain attention during independent work - Seek help almost immediately after encountering difficulty - Show less tolerance for tasks that require sustained effort - Move quickly from engagement to frustration In some classrooms, students are asking for assistance within seconds of starting a task—not because they are incapable, but because they are no longer accustomed to sitting with uncertainty. This shift is subtle at first, but over time it becomes more pronounced. Attention is not just about whether students are on task. It is about how long they can stay with the task—and what happens when it becomes challenging. Teachers are increasingly finding themselves not just delivering instruction, but actively rebuilding students’ ability to focus, persist, and work through complexity. What educators are experiencing is not isolated—it’s being observed across districts and classrooms nationwide. The video below highlights how schools are actively working to address declining attention spans, while also revealing just how widespread the challenge has become. **[WBDJ7](https://www.youtube.com/@wdbj7) – [Combating Students’ Attention Span Crisis](https://www.youtube.com/watch?v=U5ako6AyAk0)** ## **The Role of Screen Time in Shaping Attention** Screen time is now deeply embedded in elementary instruction. Digital tools are used for reading, math, assessment, and enrichment. In many cases, they provide interactive and engaging learning experiences. However, the design of these experiences matters. Many digital platforms are built around: - Immediate feedback - Rapid task completion - High levels of visual stimulation - Frequent transitions between activities These features can increase engagement, but they also shape expectations. Students begin to anticipate: - Quick responses - Continuous interaction - Minimal waiting Over time, slower forms of learning—such as reading extended text, writing independently, or solving multi-step problems—can feel unfamiliar or even uncomfortable. We didn’t just introduce more technology into classrooms. We changed the pace of thinking. And when the pace accelerates too much, depth can begin to suffer. ## **AI and the Acceleration of Thinking** Artificial intelligence is accelerating this shift even further. AI tools are designed to reduce friction in the learning process. They can generate responses, offer suggestions, and guide students through tasks with remarkable speed and accuracy. In many ways, they are powerful supports. But learning—particularly in elementary education—is not built on speed alone. It is built on time, effort, and process. When students rely on AI to move quickly through assignments, an important dynamic begins to change. They spend less time sitting with ideas, less time working through confusion, and less time developing their own approaches to solving problems. When students don’t have to think as long, they don’t build the capacity to think deeply. AI does not just influence how students complete tasks. It influences how long they are willing—and able—to stay with them. ## **The Disappearance of Productive Struggle** At the core of this issue is the gradual loss of productive struggle. Struggle is often misunderstood as something to be minimized. In reality, it is one of the most important components of learning. It is where students: - Make connections between ideas - Learn from mistakes - Develop persistence and resilience - Build confidence through effort In elementary classrooms, productive struggle might look like a student revising a sentence multiple times, working through a challenging math problem, or rereading a passage to fully understand its meaning. These moments are not inefficiencies. They are the learning process itself. However, when students become accustomed to tools that provide immediate answers or step-by-step guidance, their tolerance for struggle begins to decrease. Tasks that require sustained effort can feel overwhelming. Over time, students may begin to avoid them, not because they lack ability, but because they lack the stamina to engage. This is not a motivation issue. It is a capacity issue—and capacity must be built. ## **Classroom Reality: Teachers Adjusting in Real Time** Teachers are not passive observers in this shift. They are actively adapting their practices to meet the needs they are seeing. In many classrooms, educators are: - Reducing reliance on certain digital tools during key learning moments - Reintroducing hands-on and discussion-based activities - Creating structured time for sustained focus and independent thinking Some are intentionally slowing down instruction, allowing students more time to process, reflect, and work through challenges without immediate intervention. Others are rebalancing their approach to technology, using it more selectively and with clearer purpose. These adjustments are not about rejecting innovation. They are about restoring balance. Teachers understand that engagement and attention are not the same thing. A student can appear engaged with a screen but still struggle to sustain deep focus when the task requires independent thinking. Attention is not automatic. It is developed—and it requires intentional practice. ## **A Leadership Blind Spot** At the district and policy level, significant attention has been given to technology integration, AI adoption, and digital access. These are critical priorities in modern education. However, one area remains underdeveloped in many strategic conversations: The impact of these tools on student attention. Few policies explicitly address: - How instructional design affects attention span - The balance between fast-paced and slow-paced learning experiences - The need to build cognitive stamina over time This creates a gap between implementation and impact. Because attention is not simply a classroom management issue. It is a foundational learning outcome. And without intentional design, it can be unintentionally diminished. ## **Rethinking Learning Design in K–5 Classrooms** If attention is declining, the response cannot be to simply increase engagement through more tools or faster-paced content. It must be to rethink how learning is designed. This means creating environments that: - Provide time for sustained thinking - Encourage persistence through challenging tasks - Balance digital and non-digital experiences - Value depth over speed It also requires leaders and educators to ask more reflective questions: - Are students being given enough time to think independently? - Are we prioritizing efficiency over understanding? - Are our tools supporting focus, or fragmenting it? The goal is not to remove technology from classrooms. It is to ensure that technology enhances—not replaces—the thinking process. ## **The Risk of Ignoring the Shift** If the attention crisis in elementary schools is not addressed, the long-term implications extend beyond the classroom. Students may: - Struggle with complex problem-solving - Avoid tasks that require sustained effort - Develop patterns of shallow engagement These challenges may not be immediately visible in early grades, but they can compound over time, affecting how students learn in later years. Because attention is not just about behavior. It is about the ability to engage deeply with learning—and to stay with it long enough for understanding to take place. ## **A Moment That Demands Awareness** This is not a call to reverse innovation or remove technology from classrooms. It is a call to understand its influence better. Screen time and AI are powerful tools. When used thoughtfully, they can enhance learning, provide support, and expand opportunities for students. But when used without intentional design, they can also reshape learning in unintended ways. The challenge facing elementary education is not just what students are learning. It is whether they still have the ability to stay with the learning long enough for it to matter. ## **What Comes Next** The attention crisis in elementary schools is not temporary. It is a signal that how students experience learning is changing—and that these changes require a thoughtful and measured response. The districts that respond effectively will not be the ones that move the fastest or adopt the most tools. They will be the ones who understand when to slow learning down. Because in the end, the future of education will not be defined by how quickly students can access answers. It will be defined by their ability to stay with questions long enough to truly understand them. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [AI in Elementary Schools: Too Much, Too Soon?](https://edcircuit.com/ai-in-elementary-schools-too-much-too-soon/) **Published:** June 1, 2026 **Author:** EdCircuit Staff **Excerpt:** AI in elementary schools is accelerating, raising urgent concerns about student development, dependency, and how young learners build thinking skills. **Content:** **AI in elementary schools** is being adopted before it’s fully understood—and for the youngest learners, that may carry the greatest risk. Across K–5 classrooms, artificial intelligence is no longer theoretical. It is embedded in writing tools, reading platforms, math programs, and classroom workflows. Districts are piloting it. Vendors are accelerating it. Teachers are navigating it—often without clear guidance. And while AI conversations at the secondary level focus on cheating and academic integrity, elementary education presents a far more foundational challenge. **This is not about misuse. This is about development.** Because when AI enters elementary classrooms, it doesn’t just change how students complete tasks. **It changes how they learn to think.** ## **The Rush to Adopt: Innovation or Acceleration Without Direction?** [AI adoption](https://www.rand.org/pubs/research_reports/RRA4180-1.html) is moving quickly—and in many districts, the pace is being driven by urgency rather than strategy. Leaders are asking: - Are we preparing students for an AI-driven future? - Are we falling behind other districts? - Are we missing an opportunity to innovate? These are valid questions. But they are also creating a quiet pressure to act before systems are ready. In many cases, AI is being introduced: - Without clear grade-level expectations - Without consistent instructional models - Without a full understanding of long-term impact This is not new territory for education technology. But AI is different. Unlike previous tools, AI doesn’t just deliver content. **It generates it. It interprets it. It can even think through it—on behalf of the student.** And that changes everything. ## **The Developmental Question We Can’t Ignore** Elementary education is not just about content—it’s about building the cognitive foundation for all future learning. Students are developing: - Sentence structure - Reading comprehension - Logical reasoning - Problem-solving persistence These skills require time, repetition, and—most importantly—struggle. AI introduces a fundamental tension into this process. If a student uses AI to: - Generate a sentence - Organize an idea - Solve a problem What happens to the learning that would have occurred without it? This is the question many districts have not fully answered. Because the concern is not that AI might fail students. **It’s that it may succeed in ways that quietly replace the very skills students are supposed to develop.** In some elementary classrooms, students are already using AI tools to generate writing responses before they’ve fully mastered sentence construction on their own. That’s not a misuse of the tool. It’s a signal. ## **When Support Becomes Substitution** AI is often positioned as a support system—and in many cases, it is. It can: - Provide immediate feedback - Suggest improvements - Personalize learning experiences But for younger students, the line between support and substitution is thin—and easy to cross. When AI begins to: - Complete sentences - Offer full responses - Guide thinking step-by-step Students may begin to rely on it not as a tool—but as a replacement for effort. And that shift matters. Because productive struggle is not a barrier to learning. **It is the process of learning.** If AI removes that struggle too early, it may also remove the opportunity for students to develop: - Independence - Resilience - Deep understanding In elementary classrooms, AI doesn’t just answer questions. **It shapes how students learn to ask them.** ## **The Classroom Reality: Teachers Navigating Without a Map** Teachers are navigating this shift in real time. They are being asked to: - Integrate AI tools - Innovate instruction - Prepare students for a changing future All while maintaining focus, engagement, and foundational skill development. What they don’t always have is clarity. In some classrooms, [AI is being embraced as a support tool](https://www.gse.harvard.edu/ideas/usable-knowledge/23/07/embracing-artificial-intelligence-classroom). In others, it is being limited to preserve core skill development. Most fall somewhere in between. This inconsistency is not a failure. It is a reflection of a system still trying to define itself. In many cases, teachers are quietly adjusting their use of AI—not out of resistance, but out of observation. They are seeing: - Students are relying too quickly on suggestions - Reduced patience for independent work - A shift away from sustained thinking And they are responding accordingly. This is not a rejection of innovation. **It is professional judgment in action.** ## **The Policy Gap in K–5 Education** While AI policies are rapidly emerging across states and districts, most are focused on: - Data privacy - Cybersecurity - Academic integrity at the secondary level Very few directly address: - AI use in elementary classrooms - Developmentally appropriate expectations - Instructional boundaries for young learners This creates a critical gap. Because elementary education is not simply a smaller version of secondary education. It is a distinct stage—one where how students learn matters just as much as what they learn. Without clear guidance, districts risk: - Overuse without intention - Inconsistent implementation - Missed opportunities to shape AI use in meaningful ways And perhaps most importantly: **They risk allowing AI to define learning—rather than designing learning around students.** ## **What Districts Should Be Asking Right Now** This moment calls for intentional leadership. Not avoidance. Not acceleration. **Alignment.** Districts must begin asking: - What role should AI play at each grade level? - What skills must students develop independently before using AI support? - Where does AI enhance learning—and where does it replace it? - How do we ensure teachers are leading the use of AI, not reacting to it? These are not easy questions. But they are necessary. Because without clear answers, AI becomes something that happens *to* classrooms—rather than something designed *for* them. ## **The Risk of Getting This Wrong** If AI is introduced too aggressively in elementary education, the consequences may not be immediate. In fact, early results may look positive: - Faster task completion - Improved outputs - Higher engagement But over time, deeper gaps may begin to emerge. Students may: - Struggle with independent writing - Rely on prompts instead of thinking - Avoid complex problem-solving And by the time those gaps are visible, they may be difficult to reverse. Because foundational learning is not easily rebuilt. ## **The Opportunity to Get It Right** This is not a call to slow innovation. It is a call to lead it. When introduced thoughtfully, AI can: - Support differentiated instruction - Provide meaningful feedback - Enhance—not replace—student thinking The goal is not to remove AI from elementary classrooms. **It is to ensure that students remain the ones doing the learning.** That means: - Using AI to extend thinking—not shortcut it - Preserving space for struggle and discovery - Aligning technology use with developmental readiness ## **A Defining Moment for Elementary Education** AI is not just another tool entering the classroom. It is reshaping how learning can occur. For elementary education, that shift carries both promise and risk. The question is not whether AI belongs in K–5 classrooms. **The question is whether we are introducing it at the right time, in the right way, for the right reasons.** Because in elementary education, we are not just introducing tools. **We are shaping how students learn for the rest of their lives.** And once that foundation begins to shift, it is not easily rebuilt. That is why this moment matters more than most. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Screen Time in Elementary Schools: Finding Balance](https://edcircuit.com/screen-time-in-elementary-schools-finding-balance/) **Published:** May 25, 2026 **Author:** EdCircuit Staff **Excerpt:** Screen time in elementary schools is shifting toward AI-driven learning, forcing leaders to rethink balance, attention, and student development. **Content:** **[Screen time](https://www.aap.org/en/patient-care/media-and-children/center-of-excellence-on-social-media-and-youth-mental-health/qa-portal/qa-portal-library/qa-portal-library-questions/screen-time-at-school) in elementary schools** is no longer a debate about limits—it’s a defining decision about how young students will learn, think, and develop in an increasingly digital and AI-driven world. For years, educators and families asked a simple question: *How much screen time is too much?* Today, that question feels outdated. Devices are embedded in instruction. AI tools are entering classrooms. Digital platforms shape how content is delivered, consumed, and assessed. The real question now is far more complex—and far more important: **What kind of screen time are students experiencing, and what is it doing to their ability to think, focus, and learn?** Because the risk is no longer just too much screen time. **The risk is meaningless screen time.** ## **From Limiting Screen Time to Designing Learning** In the early days of classroom technology, screen time was treated as something to manage or restrict. Devices were supplemental—used for specific tasks or enrichment. That model no longer reflects reality. Today’s elementary classrooms are increasingly [structured around digital tools](https://www.rand.org/pubs/commentary/2026/03/as-classrooms-go-digital-are-educators-ready.html): - Literacy platforms guide reading instruction - Math programs adapt in real time - Interactive content replaces static materials - AI tools assist with writing, feedback, and exploration This shift has fundamentally changed the role of screen time. We didn’t just add screens to classrooms. **We changed how students experience learning.** For education leaders, this requires a critical shift in thinking: Screen time is not a usage issue. **It is a learning design decision.** And like any design decision, it must be intentional. ## **Passive vs. Productive: The New Divide** Not all screen time carries the same weight. [Passive screen time](https://avidopenaccess.org/resource/left-to-their-own-devices-not-all-screen-time-is-created-equal/)—watching videos, clicking through low-level tasks, consuming pre-packaged content—requires little cognitive effort. It may keep students occupied, but it does not consistently deepen understanding. Productive screen time, by contrast, demands engagement. It asks students to: - Create - Problem-solve - Collaborate - Reflect It transforms screens from delivery systems into thinking tools. This distinction is becoming one of the most important—and most overlooked—factors in elementary education. Because in many classrooms, screen time isn’t being designed. It’s being defaulted. Districts have invested heavily in devices and platforms. But far fewer have defined what *high-quality digital learning* actually looks like in practice. Without that clarity, technology becomes noise instead of impact. ## **The Attention Problem We Can’t Ignore** Ask elementary teachers what they’re seeing, and a consistent pattern emerges: - Students struggle to sustain focus - Transitions between tasks are harder - Patience for complex or slower-paced work is decreasing This isn’t anecdotal—it’s systemic. Students are growing up in an attention economy where digital experiences are designed to capture and hold engagement. Fast-paced visuals, constant feedback, and immediate rewards shape expectations long before students enter the classroom. When those same patterns appear in school-based technology, the line between learning and stimulation begins to blur. This creates a critical tension: Are digital tools supporting deep thinking—or training students to expect constant engagement? For young learners, this distinction matters. Because attention is not just a classroom behavior. **It is a foundational learning skill.** And if screen time is not designed carefully, it can work against the very outcomes schools are trying to achieve. ## **AI Changes the Equation** The rise of artificial intelligence doesn’t just expand screen time—it transforms it. AI-powered tools promise: - Personalized instruction - Instant feedback - Differentiation at scale - Increased efficiency for teachers These are powerful advantages. But they also introduce new risks—especially in elementary settings. Because AI doesn’t just support learning. **It can replace parts of the thinking process.** When students rely on AI to generate ideas, structure responses, or solve problems, an important question emerges: Are we accelerating learning—or bypassing it? For older students, this is already a challenge. For younger learners—still developing foundational skills in reading, writing, and reasoning—the implications are even greater. Early exposure to AI-driven tools must be handled with care. Not because AI doesn’t belong in elementary classrooms—but because it changes the role of the learner. And if that role shifts too far, too early, students risk becoming: - More dependent than independent - More reactive than reflective - More efficient—but less developed AI doesn’t just increase screen time. **It raises the stakes of how that time is used.** ## **The Teacher Tension: Innovation vs. Reality** Teachers are being asked to navigate this shift in real time. They are expected to: - Integrate technology meaningfully - Prepare students for a digital future - Use AI tools responsibly - Maintain engagement and classroom control At the same time, they are seeing the consequences of poorly designed screen use: - Decreased attention - Behavioral challenges - Reduced stamina for non-digital tasks In some classrooms, teachers are quietly pulling back—not because they reject innovation, but because they are responding to what they see in front of them every day. This is not resistance. It’s professional judgment. And it highlights a critical gap: We are asking teachers to implement technology at scale—without always giving them the framework to do it well. If districts want meaningful integration, they must provide: - Clear expectations for screen use - Professional development focused on design, not just tools - Flexibility for teachers to adapt based on student needs Technology should support instruction. **It should not dictate it.** ## **Parents Are Paying Attention** Outside the classroom, the conversation is just as intense. Parents are asking: - How much time are students spending on devices? - What are they actually doing during that time? - How is it impacting behavior, sleep, and social development? In many cases, families are trying to limit screen time at home—while schools are increasing it during the day. This creates a disconnect. And when that disconnect isn’t addressed, it can erode trust. Districts that lead in this space are not avoiding the conversation—they are owning it. They are: - Communicating clearly about how technology is used - Defining expectations for quality screen time - Engaging families as partners, not observers Because screen time doesn’t stop at the school door. And alignment matters. ## **Leadership and Policy: Moving Beyond Reaction** For policymakers and district leaders, the path forward requires more than guidelines—it requires strategy. Screen time must be addressed as part of a broader instructional vision. That includes: - Defining what productive screen use looks like in K–5 - Establishing age-appropriate expectations - Setting boundaries around AI integration - Ensuring balance between digital and hands-on learning But more importantly, it requires a shift in mindset. The goal is not to reduce screen time at all costs. **The goal is to make screen time worth it.** That means asking harder questions: - Does this technology deepen learning—or replace it? - Are students thinking more—or just interacting more? - Would this learning experience be better without a screen? The districts that ask—and answer—these questions will lead. ## **The Balance That Matters** The future of screen time in elementary schools will not be defined by minutes or limits. It will be defined by intention. The most effective classrooms will not be those with the most technology, but those that understand when and why to use it. Because balance is not about equal time. It’s about the right experience at the right moment. - Hands-on when it matters - Digital, when it enhances - AI when it supports—not replaces—thinking In the end, this is not a conversation about screens. It’s a conversation about students. And the districts that get this right will not be the ones that use technology the most. **They will be the ones who understand when not to use it at all.** **[CBS LA](https://www.youtube.com/@CBSLA) – [Reevaluating screen time in schools and children using technology](https://www.youtube.com/watch?v=HZVdo6G8vC4)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [High School Career Fair Benefits That Matter](https://edcircuit.com/high-school-career-fair-benefits-that-matter/) **Published:** May 20, 2026 **Author:** EdCircuit Staff **Excerpt:** High school career fair benefits include real-world exposure, resume skills, and career readiness while connecting students to local industries. **Content:** [High school career fair](https://www.schoolinks.com/resource/high-school-career-fair-planning-toolkit-resources) benefits are no longer optional—they are essential in a school system that is being asked to prepare students for a workforce that is evolving faster than curriculum can keep up. While schools continue to emphasize academic achievement, many still struggle to answer a fundamental question from students and families alike: *What comes next?* A well-executed career fair doesn’t just attempt to answer that question—it brings the answer directly into the building. ## **The Gap Schools Can’t Ignore** Across the country, school districts are investing heavily in technology, curriculum, and assessment. Yet, there remains a persistent disconnect between what students learn and how they apply it beyond graduation. Students are often told to “be ready,” but rarely shown what readiness actually looks like. This is where career fairs become more than a calendar event—they become a strategic response to a real problem. Without exposure to careers, industries, and professionals, students are left to make life-altering decisions based on limited information. That gap is not just an inconvenience—it’s a risk. A career fair closes that gap in a way few other initiatives can. ## **When the Gym Becomes the Real World** There is a moment at every well-run career fair that matters. A student approaches a table—hesitant at first. Maybe it’s a local engineer, a healthcare professional, or a skilled tradesperson. The conversation starts simple: *“What do you do?”* Five minutes later, that same student is asking: - *“What classes should I take?”* - *“Do I need college for this?”* - *“How did you get started?”* That shift—from curiosity to clarity—is the power of a career fair. In that moment, the gymnasium stops being a school space and becomes something else entirely: a bridge between education and the real world. ## **Exposure That Changes Trajectories** For many students, especially those without built-in professional networks, [career fairs provide their first meaningful exposure to the workforce](https://www.kuder.com/blog/5-tips-to-simplify-the-school-career-fair-planning-process/). This matters more than ever. Today’s students are navigating: - Careers that didn’t exist a decade ago - Industries being reshaped by AI and automation - Multiple post-secondary pathways beyond traditional college Without exposure, students default to what they know—or worse, what they *think* they know. Career fairs expand that lens. They introduce: - Skilled trades alongside four-year degree paths - Local opportunities alongside global industries - Emerging careers in technology, cybersecurity, and innovation And perhaps most importantly, they show students that success is not one-size-fits-all. ## **Preparation Is Where the Real Value Lives** The most impactful career fairs don’t start the day the booths are set up—they start weeks before. This is where schools have an opportunity to shift from passive participation to intentional preparation. ### **Resume Building: Telling Their Story** Many students believe they “don’t have anything to put on a resume.” That belief changes quickly when guided correctly. Career fair preparation teaches students how to frame: - Athletics as teamwork and discipline - Clubs as leadership and collaboration - Volunteer work as initiative and service It’s not just about building a resume—it’s about helping students recognize their own value. ### **Communication Skills: Learning to Show Up** In a digital world, face-to-face interaction is becoming less common—and more valuable. Career fairs force students to step into that space. They learn how to: - Introduce themselves with confidence - Ask meaningful questions - Engage in professional conversation The first handshake may feel awkward. The second feels better. By the third, something shifts. That growth is immediate—and lasting. ### **Professional Presence: Understanding First Impressions** For many students, this is the first time they think about how they present themselves in a professional setting. What they wear, how they carry themselves, how they speak—it all matters. And more importantly, they begin to understand *why* it matters. This isn’t about enforcing a dress code—it’s about building awareness of professional environments and expectations. ## **Moving Beyond the “Walk and Collect” Model** Too many career fairs fall into the same trap: students walk around, collect brochures, and leave. That’s not impact—that’s activity. To truly deliver on the promise of a career fair, schools must be intentional. That means: - Setting expectations before the event - Providing guiding questions for students - Requiring reflection afterward Imagine a student leaving with: - Three meaningful conversations - One potential mentorship connection - A clearer understanding of their next step That’s a different outcome entirely. ## **A Community Investment, Not Just a School Event** One of the most overlooked aspects of career fairs is their impact on the community. When local businesses, organizations, and professionals step into a school, something important happens: education becomes a shared responsibility. Employers gain insight into the future workforce. Students gain access to real-world knowledge. Schools gain partners. These connections often extend beyond the event: - Internship opportunities - Job shadowing experiences - Mentorship programs What starts as a conversation at a table can turn into a pathway after graduation. ## **Equity in Action** Career fairs are one of the most practical ways schools can address equity. Not every student has: - A parent with a professional network - Access to career guidance outside of school - Exposure to diverse career paths A career fair levels that playing field. Every student walks into the same space. Every student has access to the same conversations. Every student has the opportunity to ask questions and build connections. That access matters. And for some students, it can be the moment that changes everything. ## **Aligning with a Changing Workforce** The workforce is not what it was five years ago—and it won’t be the same five years from now. Employers are increasingly prioritizing: - Skills over degrees - Adaptability over specialization - Communication over technical knowledge alone Career fairs provide a direct line between what schools are teaching and what employers actually need. When students hear it directly from industry professionals, the message lands differently. It becomes real. ## **The Risk of Not Doing It** Schools that do not prioritize career exposure are leaving students to navigate their future on their own. That leads to: - Mismatched college choices - Unnecessary student debt - Workforce gaps - Disengaged learners In a time when districts are being asked to prove outcomes, career readiness cannot be an afterthought. It must be visible. It must be intentional. And it must be experienced. ## **The Bottom Line** A high school career fair is not about filling a gym with tables—it’s about filling students with direction. It’s about helping them connect what they are learning today with where they can go tomorrow. It’s about giving them the confidence to walk up, ask questions, and see themselves in a future they may not have imagined. Because when students can see it, they can begin to believe it. And when they believe it, they can pursue it. That’s the real impact of a career fair—and that’s why it matters now more than ever. **[KCRG – TV9](https://www.youtube.com/@kcrg) – [College & Career Fair gives high school students chance to learn about post-grad opportunities](https://www.youtube.com/watch?v=ZBA_tV_KkBM)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Community, Hot Topics - controversial, Students **Tags:** Headline --- ### [K–12 CIO Role: Why Districts Can’t Operate Without One](https://edcircuit.com/k-12-cio-role-why-districts-cant-operate-without-one/) **Published:** May 8, 2026 **Author:** EdCircuit Staff **Excerpt:** The K–12 CIO role now drives cybersecurity, data, and operations. Here’s why districts can’t function—or stay secure—without one. **Content:** The K–12 CIO Role Is Now the Backbone of Modern School Districts Most people don’t think about the [Chief Information Officer](https://www.kajeet.com/en/blog/what-is-the-new-role-of-school-district-cios)—until the system goes down, the data is locked, or the district is offline. In today’s environment, the **K–12 CIO role** is no longer behind the scenes. It is one of the most critical leadership positions in the district—responsible not just for technology, but for whether the district can operate at all. When technology fails in a school district, learning doesn’t slow down—it stops. ## **“If It Breaks, Everything Stops”** From where I sit, everything runs through systems most people never see. Student information systems. Learning management platforms. Transportation routing. Payroll. Communication tools. State reporting. These aren’t separate tools—they’re interconnected systems that power the entire district. And when one piece fails, it rarely fails alone. What most people don’t see is the fragility behind that ecosystem. The constant monitoring. The quiet adjustments. The planning that happens long before anything ever goes wrong. Because when it does go wrong, there’s no margin for error. ## **CIO vs. CTO: A Distinction That Now Matters** The titles[ Chief Technology Officer (CTO)](https://www.investopedia.com/terms/c/chief-technology-officer.asp) and Chief Information Officer (CIO) are often used interchangeably in K–12. But today, the difference matters more than ever. A CTO focuses on: - instructional technology - classroom tools - innovation in teaching and learning A CIO is responsible for: - infrastructure and systems - cybersecurity and risk - data governance and compliance - long-term technology strategy [Both roles are essential](https://edcircuit.com/the-essential-role-of-a-cto-in-modern-education/). But as districts become fully dependent on digital systems, the CIO has become the leader responsible for **stability, security, and scale**. ## **Cybersecurity: One Click Away From Crisis** Cybersecurity is no longer a future concern. It’s a daily reality. Phishing emails hit inboxes constantly. Ransomware attacks continue to target school systems. Student and staff data remain high-value targets. From a CIO’s perspective, the truth is simple: It only takes one click—from one staff member—to shut down an entire district. And unlike other sectors, schools can’t just lock everything down. They have to remain open. Accessible. Flexible enough to support teaching and learning. So every day becomes a balancing act: How do you protect everything—without slowing everything down? ## **The Daily Balancing Act No One Sees** From where I sit, every decision is a tradeoff. - Open access supports instruction—but increases risk - New tools drive engagement—but expand the attack surface - Speed meets demand—but systems require structure - Budgets shrink—while expectations continue to grow There’s no perfect answer. Only constant recalibration. And most of those decisions happen quietly, without recognition—until something goes wrong. ## **The Post-ESSER Cliff: Built Fast, Now Maintain Forever** We didn’t just buy devices during [ESSER](https://www.ed.gov/grants-and-programs/formula-grants/response-formula-grants/covid-19-emergency-relief-grants/elementary-and-secondary-school-emergency-relief-fund)—we built ecosystems. Districts expanded: - 1:1 device programs - digital platforms - network infrastructure - cybersecurity tools Those investments were necessary. They changed how schools operate. But now the funding is gone—and the responsibility remains. From a CIO perspective, the challenge has shifted: We’re no longer building systems. We’re being asked to sustain them—without the resources that built them. That means hard decisions: - What stays? - What goes? - What can we realistically support long-term? Because maintaining a system is often harder—and more expensive—than implementing it. ## **AI Didn’t Ease the Job—It Redefined It** Just as districts began stabilizing, artificial intelligence entered the conversation—and accelerated everything. From where I sit, AI isn’t theoretical. It’s already here: - in student workflows - in classroom tools - in staff experimentation - and often outside district control The questions now aren’t just technical—they’re foundational: - Where is the data going? - Who owns it? - How is it being used? - What are we responsible for protecting? And perhaps most importantly: How do we lead policy for something evolving faster than policy can be written? The CIO is now at the center of that conversation. ## **Data Is No Longer a Byproduct—It’s a Responsibility** One of the most overlooked parts of the CIO role is building a data-driven culture. This isn’t about collecting more data. It’s about making data usable, accurate, and actionable. That means: - integrating disconnected systems - ensuring consistency across platforms - providing access to decision-makers - protecting data at every level Done right, data informs decisions. Done wrong, it creates confusion—or risk. From a CIO perspective, data isn’t just an asset. It’s a responsibility. ## **Why Every District Needs a CIO—Now** There was a time when a small IT department could support a district. That time is gone. Today’s systems demand leadership that understands: - enterprise infrastructure - cybersecurity frameworks - compliance requirements - data strategy - long-term sustainability This is not a support function. This is a leadership role. Districts without a defined CIO function often find themselves reacting: - responding to outages - scrambling during security incidents - struggling to align technology with district goals Districts with strong CIO leadership operate differently: - proactively managing risk - aligning systems with strategy - supporting innovation without compromising security The difference is not subtle. It’s operational. ## **The Most Overlooked Leader in the District** You don’t realize you need a CIO—until you absolutely do. From the outside, the role looks technical. From the inside, it touches everything. It’s about: - protecting students and staff - enabling instruction - supporting operations - guiding leadership decisions School districts are no longer just places of learning. They are complex, interconnected digital ecosystems. And behind every system that works, every platform that connects, and every piece of data that stays protected, a CIO is making it happen. Often quietly. Often under pressure. And increasingly, at the center of everything a district depends on. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [AI in Special Education: Smarter Student Services Now](https://edcircuit.com/ai-in-special-education-smarter-student-services-now/) **Published:** May 11, 2026 **Author:** EdCircuit Staff **Excerpt:** AI in special education is transforming student services through personalization, automation, and assistive tools—while requiring strong parent engagement. **Content:** AI in special education is reshaping student services by making learning more personalized, whether through real-time reading support, adaptive math tools, or automated progress tracking tied directly to[ Individualized Education Program (IEP)](https://www.understood.org/en/articles/what-is-an-iep) goals. Artificial intelligence is no longer theoretical in K–12 education. It is already part of classrooms, intervention systems, and district operations. In special education, where individualized support is essential, AI is helping schools respond more precisely to student needs while improving how services are delivered. ## **Personalization That Adjusts in Real Time** At the center of special education is the need to meet each student where they are. AI strengthens this by continuously analyzing performance and adjusting instruction without waiting for formal assessment cycles. In practice, this might look like a middle school student with dyslexia using a reading platform that adjusts text complexity while reading content aloud. The student can engage with the same material as peers, but in a format that supports access and comprehension. Similarly, a math tool might identify patterns in errors and immediately provide targeted practice, while allowing the student to move ahead in areas they have already mastered. These adjustments happen quietly in the background, creating a more responsive and less disruptive learning experience. ## **AI in Special Education: Reducing Administrative Burden** Special education professionals manage a significant amount of documentation, from IEP development to service tracking and [progress reporting.](https://www.ablespace.io/blog/why-iep-data-collection-important/) These tasks are necessary, but they often compete with time spent directly with students. AI can help streamline this work. Tools can organize data, generate draft reports, and track service minutes more efficiently. Educators still review and finalize all information, but the time required to produce it is reduced. This shift matters. It allows teachers, therapists, and coordinators to focus more on instruction, intervention, and student relationships rather than paperwork. ## **Expanding Access Through Assistive Technology** [Assistive technology](https://www.atia.org/home/at-resources/what-is-at/) is one of the most immediate ways AI is improving access for students with disabilities. Tools such as speech-to-text, text-to-speech, predictive typing, and adaptive content platforms are now more accurate and easier to use. For example, a student with a writing disability can use speech-to-text to express ideas without being limited by handwriting or typing challenges. A student with reading difficulties can listen to text while following along visually, improving both comprehension and independence. AI can also simplify language, translate content, or provide visual supports. These features help ensure that students are not blocked from learning because of how information is presented. ## **AI in Special Education: Using Data to Support Early Intervention** Beyond academics, AI can help schools identify patterns in behavior, engagement, and attendance. This allows teams to respond earlier when something begins to change. A drop in participation, an increase in incomplete work, or shifts in attendance can signal that a student needs additional support. AI systems can flag these trends and provide insights that help educators act quickly. This aligns well with proactive support models, where the goal is to intervene early rather than respond after challenges become more serious. ## **Building Trust Through Transparency** The use of AI in special education also raises important questions about data privacy and decision-making. Students in special education often have sensitive learning profiles, and that information must be handled carefully. Districts need clear policies around how data is collected, stored, and used. Educators and administrators should understand how AI tools generate recommendations and where human judgment is required. Transparency is not only about compliance. It is essential for building trust with both staff and families. ## **Helping Parents Understand AI in Special Education** Parents are key partners in special education, but AI can feel unclear or unfamiliar. Schools have a responsibility to make its role understandable and relevant. Families do not need technical explanations. They need to know how a tool supports their child’s learning and how it connects to IEP goals. Districts can support this in practical ways: - Provide short, easy-to-read guides about commonly used tools - Include simple explanations during IEP meetings - Offer optional workshops focused on real classroom use Even brief conversations can make a difference. When parents understand how AI is being used, they are better prepared to ask questions, advocate for services, and reinforce strategies at home. ## **Keeping the Human Element at the Center** AI can support instruction and streamline processes, but it does not replace educators or service providers. Special education depends on relationships, professional judgment, and a deep understanding of each student. Teachers and specialists interpret data, make decisions, and build trust with students. AI can assist with insights and efficiency, but it cannot replicate those human elements. Keeping this balance clear is essential as adoption grows. ## **AI in Special Education: Moving Forward with Purpose** As districts continue to explore AI, thoughtful implementation will determine its impact. This includes selecting tools that align with instructional goals, providing training for staff, and maintaining open communication with families. Equity must also remain a priority. Access to AI-supported tools should not vary widely between schools or student groups. All students receiving special education services should benefit from the same level of support. AI will continue to evolve, offering new ways to understand learning and deliver services. The focus, however, should remain steady. The real measure of success will not be the technology itself, but whether it helps students access learning more fully, participate more consistently, and make meaningful progress over time. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Risky Decisions in School Safety Under Pressure](https://edcircuit.com/risky-decisions-in-school-safety-under-pressure/) **Published:** April 20, 2026 **Author:** EdCircuit Staff **Excerpt:** Risky decisions in school safety under pressure happen when time and clarity are limited. Discover how schools can better support decision-making. **Content:** **Risky decisions in school safety under pressure** don’t happen because people don’t care—they happen because people are forced to act before they fully understand what’s happening. And in those moments, the decision doesn’t feel risky—it feels like the only option available. No teacher, administrator, or staff member walks into a situation intending to take a risk. In fact, most decisions made in schools are grounded in responsibility, experience, and a genuine desire to do the right thing. But when time compresses, information is incomplete, and pressure builds, decision-making changes. And that’s where risk begins to take shape. In the latest episode of the [**Safer Ed Podcast**](https://open.spotify.com/show/1TQUGN0IjBrDOBYpBzVcC1), [*“Why Good People Make Risky Decisions in Schools,”*](https://open.spotify.com/episode/5yeJgMyOoPYo3wsJzw6jOa) we take a deeper look at what actually happens in those moments—and why even strong systems can quietly step aside when people need them most. ## **When Pressure Changes the Way People Think** In a controlled environment, educators rely on training. They follow procedures. They communicate clearly and deliberately. But real situations aren’t controlled. They’re fast. They’re unclear. And they demand an immediate response. Under pressure, the brain shifts. It moves from deliberate thinking to rapid processing. Instead of carefully weighing options, people begin scanning for patterns, searching for something familiar, and trying to make sense of the situation as quickly as possible. And in doing that, they simplify. They shorten communication. They skip steps. They focus on what feels most immediate rather than what might be most complete. This isn’t a failure of training—it’s a human response to pressure. ## **The Hidden Role of Assumption** When clarity is missing, assumption takes its place. People begin to fill in the gaps: - “It’s probably not that serious.” - “I can handle this.” - “Someone else will step in if needed.” - “I’ll escalate if it gets worse.” These thoughts don’t feel reckless—they feel reasonable. They allow action to happen quickly in an uncertain moment. But assumption replaces confirmation. And once that happens, decisions are no longer grounded in what is known—they are grounded in what is believed. That’s where systems begin to lose reliability. ## **When Communication Creates Confusion Instead of Action** Pressure doesn’t just change how people think—it changes how they communicate. Messages become shorter. Less detailed. More urgent. “We need help.” “Something’s wrong.” “Can someone come down here?” These messages feel efficient—but they create interpretation instead of action. The person receiving the message now has to determine: - What is actually happening - How urgent the situation is - What response is required And while they’re figuring that out, time is passing. Now, both sides of the situation are under pressure—each trying to act without full clarity. That’s when alignment begins to break. ## **The Illusion of Time** In high-pressure moments, time doesn’t feel accurate. What might be several minutes feels like seconds. And that feeling changes behavior. People rush—not because they’re careless, but because they feel like they don’t have time to slow down. They move toward action, even if that action isn’t fully informed. **Pressure doesn’t remove risk—it hides it behind urgency.** And in that urgency, steps get skipped. Communication gets shortened. Confirmation doesn’t happen. ## **Leadership in the Moment** When something goes wrong, people look for direction. They look for someone to anchor to—someone who can bring clarity to the situation. When leadership is visible and decisive, it stabilizes the environment. It aligns actions. It restores structure. But when leadership is unclear or delayed, people begin to act independently. Multiple decisions happen at once. Each one may be well-intentioned, but without coordination, they don’t connect. And when they don’t connect, gaps form. ## **When “Nothing Happened” Becomes the Problem** One of the most dangerous outcomes in school safety is when nothing goes wrong. Because that outcome reinforces the decision that was made. The system begins to trust actions that haven’t actually been tested under different conditions. People think: “That worked.” But what they don’t see is how easily the outcome could have been different. Over time, those decisions become part of how things are done—not because they are safe, but because they have not yet failed. ## **Designing Systems That Work Under Pressure** The goal isn’t to eliminate pressure. That’s not possible. The goal is to design systems that recognize how people actually behave under pressure—and support better decisions in those moments. That means: - Clarifying roles before situations occur - Reducing the need for interpretation in communication - Reinforcing confirmation, not assumption - Practicing scenarios that reflect real-world complexity - Designing systems that guide action, not just document it Because in the moment, people won’t have time to figure everything out. The system has to meet them where they are. ## **Final Thought** Risk in schools is rarely created by intent. It’s created in moments—when people are trying to do the right thing, but don’t have the clarity, time, or support they need. Because in every school, good people will face difficult decisions. The question is whether those decisions are supported— or whether your system quietly steps aside when they matter most. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Safer Ed **Tags:** Headline --- ### [EdTech Trends Transforming High School Classrooms](https://edcircuit.com/edtech-trends-transforming-high-school-classrooms/) **Published:** April 17, 2026 **Author:** EdCircuit Staff **Excerpt:** EdTech in high school is transforming learning as students use digital tools, AI, and immersive technology to collaborate, create, and explore ideas. **Content:** EdTech in high school is transforming classrooms as students use digital tools, artificial intelligence, and collaborative platforms to learn, create, and explore ideas in entirely new ways. What once began as occasional computer access in school libraries has evolved into a dynamic ecosystem of digital tools that shape how students research information, complete assignments, and interact with peers and teachers. Today’s high school students have grown up in a digital world. From smartphones and gaming systems to streaming media and social platforms, digital interaction is a natural part of their daily lives. As a result, schools are increasingly integrating educational technology into classrooms in ways that extend far beyond traditional computer labs. Modern classrooms now blend instruction, technology, and creativity to support deeper engagement and expanded learning opportunities. Rather than replacing traditional teaching methods, educational technology allows teachers to expand the ways lessons are delivered, and students demonstrate understanding. ## **From Computer Labs to Digital Classrooms** The presence of technology in schools has evolved dramatically over the past two decades. In the early 2000s, computers in schools were often limited to dedicated labs where students learned typing, basic research skills, and productivity tools. Internet access was still developing, and digital learning platforms were relatively limited. As wireless internet and mobile devices became more accessible, schools began integrating laptops and tablets directly into classrooms. Learning management systems enabled teachers to organize assignments digitally and gave students access to course materials outside the classroom. Today, technology is woven into everyday instruction across nearly every subject area. Students use digital platforms for writing, research, collaboration, and project development. Teachers incorporate multimedia resources, simulations, and interactive tools to make lessons more engaging and adaptable to different learning styles. This shift has created learning environments that look very different from classrooms just twenty years ago. ## **Digital Tools Are Expanding Classroom Possibilities** One of the most noticeable changes in modern high schools is the wide range of digital tools available to teachers and students. In many classrooms, students collaborate on shared documents in real time, analyze data sets using online platforms, or create multimedia presentations that combine research, storytelling, and visual design. Instead of relying exclusively on textbooks, students can access primary sources, videos, interactive maps, and digital archives that bring lessons to life. For teachers, these tools create opportunities to design learning experiences that are both interactive and flexible. A history teacher might guide students through digital archives of historical documents, while a science teacher may incorporate simulations that allow students to experiment with environmental or chemical systems. Assignments themselves have evolved. Students may now create podcasts, digital portfolios, interactive presentations, or short documentaries that demonstrate their understanding of a topic. These experiences allow students to move beyond memorization and actively engage with ideas. ## **Artificial Intelligence Is Entering the Classroom** Artificial intelligence has quickly become one of the most talked-about technologies in education. Early discussions about AI often focused on concerns about academic integrity and the possibility that students might rely too heavily on automated tools. While those concerns remain important, educators are increasingly exploring how artificial intelligence can support teaching and learning. Students may use AI-powered tools to brainstorm ideas for writing assignments, review challenging concepts, or receive step-by-step explanations when solving difficult problems. For example, a student working through a complex algebra problem may use an AI tool to better understand the reasoning behind each step. Teachers are also experimenting with AI in ways that support instruction. AI tools can assist with generating practice questions, organizing lesson ideas, or providing quick feedback on written work. At the same time, many schools are placing a growing emphasis on **AI literacy**. Students are learning not only how to use artificial intelligence tools but also how to evaluate their accuracy, recognize potential bias, and understand their limitations. These conversations are helping students develop responsible and informed approaches to emerging technologies. ## **Creativity and Media Production in the Classroom** Educational technology is also transforming how students express creativity and communicate ideas. Digital media tools now allow students to produce podcasts, video documentaries, digital artwork, animations, and interactive presentations as part of classroom assignments. These projects combine research, storytelling, and design in ways that extend beyond traditional written work. For example, students in a history course might create documentary-style videos examining key historical events. In a science class, students may create digital presentations that explain environmental research findings. Technology and media courses may involve designing websites, building mobile apps, or producing short films. These types of projects encourage creativity while also helping students develop communication and media literacy skills that are valuable in many modern careers. ## **Collaboration in a Connected Learning Environment** Technology has also transformed how students collaborate with one another. Cloud-based platforms allow students to collaborate on shared documents, presentations, and projects regardless of their physical location. Students can contribute ideas, revise work, and provide feedback in real time. In many classrooms, group assignments now involve collaborative research, shared writing projects, or digital presentations where each student contributes to a final product. These collaborative tools mirror the types of teamwork students will encounter in modern workplaces. Many professions require employees to collaborate across teams, departments, and geographic locations using digital platforms. By working together in connected digital environments, students gain valuable experience with communication, collaboration, and project coordination. ## **Preparing Students for a Digital Future** The growing role of educational technology reflects a larger goal: preparing students for a world where digital skills are essential. Many careers now require familiarity with digital communication, data analysis, online research, and creative problem-solving using technology. Students entering college or the workforce will be expected to navigate digital environments with confidence. By integrating technology into everyday learning experiences, schools help students develop digital literacy skills that extend far beyond individual assignments. Students learn to evaluate information, communicate ideas through multimedia formats, collaborate digitally, and adapt to emerging technologies. These capabilities are becoming essential for success in both higher education and professional environments. ## **The Future of EdTech in Schools** As educational technology continues to evolve, classrooms will likely become even more interactive and personalized. Emerging tools such as virtual reality and augmented reality may allow students to explore historical locations, conduct simulated science experiments, or visualize complex engineering designs in immersive ways. Adaptive learning platforms may provide more personalized instruction tailored to individual learning needs, while artificial intelligence tools may continue expanding their role in tutoring and instructional support. At the same time, educators remain focused on maintaining the human connections that define meaningful learning. Technology can support instruction, but teachers remain central to guiding discussions, encouraging critical thinking, and helping students interpret information thoughtfully. ## **Technology as a Tool for Engagement** The growing role of edtech in high schools reflects a broader shift in how educators approach learning. Technology is no longer viewed simply as a supplement to instruction—it has become a powerful tool for exploration, creativity, and collaboration. When used thoughtfully, digital tools can help students engage with ideas in ways that make learning more dynamic and meaningful. As schools continue to innovate, educational technology will remain an important tool for helping students explore ideas, collaborate with others, and prepare for the rapidly changing world beyond the classroom. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** EdTech, Higher Education, Innovation **Tags:** Headline --- ### [Student Mental Health: A Growing Focus in Schools](https://edcircuit.com/student-mental-health-a-growing-focus-in-schools/) **Published:** April 16, 2026 **Author:** EdCircuit Staff **Excerpt:** Student mental health is becoming a top priority in schools as educators focus on well-being, engagement, and the creation of supportive learning environments. **Content:** Student mental health is becoming one of the most important issues in education as schools work to support wellbeing, academic success, and positive learning environments. Across classrooms, counseling offices, and district leadership meetings, educators are recognizing that [student learning cannot be separated from emotional health](https://openriver.winona.edu/cgi/viewcontent.cgi?article=1103&context=jaep). When students feel safe, supported, and connected, they are far more prepared to focus, participate, and succeed academically. Today’s students arrive at school carrying a wide range of pressures—from academic expectations and social dynamics to family responsibilities and the constant influence of digital life. For many educators, the signs are visible in everyday classroom experiences: students who once eagerly participated may become quiet or withdrawn, while others struggle to concentrate or feel overwhelmed by assignments that once felt manageable. These observations are not simply anecdotal. They reflect a growing understanding within education that emotional well-being plays a critical role in how students learn, interact, and grow. As a result, schools across the country are expanding their focus beyond academic outcomes alone to include the broader conditions that allow students to thrive. ## **Why Student Mental Health Has Become a Central Education Conversation** For many years, mental health challenges were often addressed quietly within school counseling offices. Today, the conversation has moved into classrooms, leadership meetings, and policy discussions. Educators increasingly recognize that emotional well-being and academic performance are closely connected. Students who feel anxious, overwhelmed, or disconnected may struggle to focus on instruction, participate in discussions, or complete assignments. Conversely, students who feel supported and confident are more likely to engage with challenging material and take intellectual risks in their learning. This shift in awareness has encouraged schools to look more closely at how they support students throughout the school day. Rather than viewing mental health as separate from education, many educators now see it as an essential foundation for learning. When students feel emotionally secure, classrooms become spaces where curiosity, creativity, and collaboration can flourish. ## **The Expanding Role of School Counselors** One of the most visible responses to rising student mental health needs is the evolving role of school counselors and student support staff. Today’s counseling departments support students in a wide range of ways. In addition to college and career planning, counselors help students manage stress, navigate social challenges, and build coping strategies that support both academic and personal development. Counselors often work closely with teachers, administrators, and families to identify students who may need additional support. These professionals help create intervention plans, facilitate conversations with families, and connect students with additional resources when needed. In many schools, multidisciplinary teams—including counselors, school psychologists, and social workers—collaborate to ensure that students receive the[ support they need to remain engaged in their learning](https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Student-Mental-Health). Equally important is the proactive work counselors do with students. Workshops, classroom lessons, and small-group discussions help students develop skills such as emotional awareness, communication, and resilience—skills that benefit students long after graduation. ## **Teachers as Frontline Observers** While counselors provide specialized support, teachers are often the first adults to notice when a student may be struggling. Teachers see students every day. They observe how students interact with classmates, how they approach assignments, and how their engagement changes over time. These observations make teachers essential partners in identifying students who may need additional support. A teacher may notice that a student who once participated regularly in class discussions has become unusually quiet. Another student who typically completes assignments on time may begin falling behind or appear distracted during lessons. These early signals allow teachers to communicate with counselors and support staff before challenges become more serious. When schools create clear systems for collaboration between teachers and student support teams, students benefit from a network of adults working together to support their well-being. At the same time, teachers themselves need support and training. Understanding how to respond appropriately to student concerns and knowing when to involve counselors are essential parts of creating effective school-wide support systems. ## **Creating School Environments That Support Wellbeing** Beyond individual interventions, many schools are taking a broader look at how school culture can support student wellbeing. One widely adopted approach involves integrating **social-emotional learning (SEL)** into classroom instruction. SEL programs help students develop skills such as emotional regulation, empathy, collaboration, and responsible decision-making. These skills are not separate from academic learning. Students who can manage stress, communicate effectively, and work with others are often better equipped to engage in complex academic tasks. Schools are also exploring ways to design environments that encourage balance and connection. Some districts have introduced wellness spaces where students can take short breaks or speak with counselors. Others are creating advisory periods where students build stronger relationships with teachers and peers. Even small changes—such as incorporating reflective activities, collaborative discussions, or moments of mindfulness—can help create classroom environments where students feel more supported and connected. ## **The Importance of Families and Community Partnerships** Supporting student mental health is not a responsibility schools can carry alone. Families and communities play an essential role in helping young people develop resilience and healthy coping strategies. Strong communication between schools and families allows educators and parents to work together when concerns arise. When schools share information about available resources and support systems, families can better understand how to help their children navigate challenges. Community partnerships are also becoming increasingly valuable. Many schools collaborate with local healthcare providers, youth organizations, and mental health professionals to expand the services available to students. These partnerships help schools build networks of support that extend beyond the classroom and into the broader community. ## **What This Means for the Future of Education** The growing focus on student mental health represents an important shift in how educators think about learning and development. For decades, education systems measured success primarily through academic performance. While academic achievement remains essential, schools are increasingly recognizing that emotional well-being plays a critical role in helping students reach their potential. Schools that prioritize mental health are not lowering expectations. Instead, they are creating environments where students are better prepared to meet those expectations. When students feel supported and connected, they are more likely to attend school regularly, participate in classroom activities, and pursue academic goals with confidence. ## **Building Schools Where Students Can Thrive** As schools continue to evolve, student mental health will remain an essential part of the conversation about education’s future. Educators, families, and policymakers all share a common goal: helping young people develop the knowledge, skills, and confidence they need to succeed in life. Achieving that goal requires environments where students feel valued, supported, and ready to learn. By strengthening support systems, [fostering positive school cultures](https://www.lindenwood.edu/blog/cultivating-positive-school-culture-tips-for-administrators/), and prioritizing student well-being, schools are building foundations that allow students not only to succeed academically but to thrive as individuals in an increasingly complex world. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [CoSN 2026 Day 2: AI Drives K-12 Leadership](https://edcircuit.com/cosn-2026-day-2-ai-drives-k-12-leadership/) **Published:** April 14, 2026 **Author:** EdCircuit Staff **Excerpt:** CoSN 2026 Day 2 reveals AI, cybersecurity, and screen time at the center of K–12 as districts move quickly from ideas to action. **Content:** [**CoSN 2026 Day 2**](https://cosn2026.eventscribe.net/agenda.asp?startdate=4/14/2026&enddate=4/14/2026&BCFO=&pfp=FullSchedule&fa=&fb=&fc=&fd=) marked a decisive shift from early conference energy to full-scale engagement, where conversations turned into strategy and strategy began evolving into action. Inside the CoSN 2026 Conference, district leaders, technology officers, and education innovators leaned into one undeniable reality: artificial intelligence is no longer an emerging topic—it is now a foundational expectation. From the first sessions of the morning to the closing keynote, Day 2 reflected a K–12 landscape that is rapidly moving beyond exploration. School systems are no longer asking whether AI belongs in education. They are now focused on how to implement it responsibly, sustainably, and at scale. ## **A Morning Defined by Urgency and Direction** The day began early, with networking opportunities setting the tone for collaboration before attendees dispersed into a dense schedule of sessions. Leaders were immediately faced with difficult choices—not because of a lack of options, but because nearly every session addressed a critical pressure point in modern education. ![A speaker stands at a podium while three panelists part of the cosn conference sit at a table onstage audience members face the stage in a conference room](https://edcircuit.com/wp-content/uploads/2026/04/IMG_1347-500x375.jpeg "A speaker stands at a podium while three panelists part of the cosn conference sit at a table onstage audience members face the stage in a conference room | edcircuit")Discussions centered on leadership, innovation, and infrastructure. Sessions exploring AI integration, cybersecurity readiness, and device sustainability highlighted the interconnected challenges districts now face. Conversations around **secure AI implementation**, **student data privacy**, and **technology lifecycle management** underscored a growing understanding that these issues can no longer be addressed in isolation. Cybersecurity sessions reinforced this urgency. District leaders examined real-world phishing simulations and system vulnerabilities, recognizing that as AI capabilities expand, so too do the risks. The takeaway was clear: AI innovation and cybersecurity strategy must evolve together. ## **AI Moves to the Center of Every Conversation** By mid-morning, a clear pattern had emerged—AI was no longer confined to a single track or specialty session. It had become the connective tissue across the entire conference. ![A conference room filled with people seated at tables facing a presentation screen displaying a cosn slide with text and graphics](https://edcircuit.com/wp-content/uploads/2026/04/IMG_1349-500x375.jpeg "A conference room filled with people seated at tables facing a presentation screen displaying a cosn slide with text and graphics | edcircuit")Whether the topic was instructional practice, leadership strategy, infrastructure, or student safety, AI was embedded in the discussion. Sessions explored AI-driven voice tools, district-wide implementation strategies, and the evolving role of AI in defending against cyber threats. Even traditionally separate conversations—such as cloud computing, data privacy, and physical security—were reframed through an AI lens. The continued draw of the AI Playground reinforced this shift. Attendees were not just listening—they were experimenting, testing tools, and engaging directly with emerging technologies. This hands-on approach reflected a broader trend: districts are moving from passive learning to active implementation. ## **Where the Conference Comes to Life** While sessions provided structure, the real momentum of Day 2 could be felt beyond the scheduled agenda. The exhibit floor—especially the [EdTech Exchange](https://cosn2026.eventscribe.net/SearchByExpoCompany.asp?pfp=BrowseByCompany)—and surrounding networking spaces quickly became the heartbeat of the event, driving authentic, meaningful conversations. This is where theory meets reality. ![A group of people pose for a photo indoors in front of a sign reading cosn 2024 with large windows and city buildings visible in the background](https://edcircuit.com/wp-content/uploads/2026/04/IMG_1358-500x375.jpeg "A group of people pose for a photo indoors in front of a sign reading cosn 2024 with large windows and city buildings visible in the background | edcircuit")District leaders compared implementation strategies, shared lessons learned, and discussed challenges that rarely surface in formal presentations. Vendors and educators connected over real needs—not just product features—creating a more grounded and practical dialogue around edtech adoption. For edCircuit, the positioning near registration proved especially impactful. With consistent foot traffic and organic interactions, it created a steady flow of conversations with educators, administrators, and industry leaders. These moments—unscripted and immediate—often provide the most accurate snapshot of where education is heading. ## **From Big Ideas to Real-World Application** As the day progressed, the focus shifted from high-level vision to practical execution. Sessions in the late morning and early afternoon emphasized implementation, sustainability, and long-term planning. Topics such as **E-Rate funding**, **technology lifecycle management**, and **post-ESSER budget realities** reflected the financial pressures districts are navigating. Leaders are being asked to innovate while simultaneously managing shrinking or uncertain funding streams. At the same time, sessions on **responsible AI practices**, **micro-credentialing**, and **workforce development** highlighted a growing commitment to building systems that are not only effective, but also scalable and sustainable. This transition—from vision to execution—was one of the defining characteristics of Day 2. Districts are no longer satisfied with inspiration alone. They are demanding strategies that can be implemented, measured, and refined. ## **Balancing Innovation with Responsibility** The afternoon keynote, *“Building What’s Next: Supporting Youth in a Digital World,”* brought a broader perspective to the day’s discussions. While much of the conference focused on technology, the keynote served as a reminder that innovation must remain grounded in student experience. Conversations expanded to include digital well-being, human connection, and the long-term impact of technology on learning environments. As AI continues to reshape education, leaders are being challenged to ensure that progress does not come at the expense of student development or community values. This balance—between rapid innovation and thoughtful responsibility—is becoming one of the most important leadership challenges in K–12 education. ## **The Defining Takeaways from Day 2** Day 2 of CoSN 2026 reinforced several key themes that are shaping the future of education: Artificial intelligence is now embedded in every major conversation, influencing decisions across leadership, instruction, and infrastructure. Cybersecurity is evolving alongside AI, creating a dual priority that districts must address simultaneously. Leaders are shifting from exploration to implementation, focusing on how to scale innovation in real-world environments. At the same time, funding and sustainability remain significant concerns, particularly as districts move beyond temporary federal support. Perhaps most importantly, the value of the conference continues to extend beyond sessions—residing in the connections, conversations, and shared experiences that bring these ideas to life. ## **Looking Ahead** As CoSN 2026 continues, the momentum from Day 2 sets the stage for deeper conversations and more targeted strategies. The questions facing K–12 leaders are becoming more complex, but so too are the solutions being developed in spaces like this. For [edCircuit](https://x.com/edCircuit), the focus remains clear: listen, connect, and amplify the voices shaping the future of education. Because if Day 2 made anything certain, it’s this—the future of K–12 is not being imagined. It is being built, right now. [Day One: CoSN 2026: On the Ground with edCircuit](https://edcircuit.com/cosn-2026-on-the-ground-with-edcircuit/) [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** COSN, Hot Topics - controversial **Tags:** Headline --- ### [Cameras in Schools: Safety, Surveillance, and Privacy](https://edcircuit.com/cameras-in-schools-safety-surveillance-and-privacy/) **Published:** April 15, 2026 **Author:** EdCircuit Staff **Excerpt:** Cameras in schools are now common in hallways, buses, and campuses. As AI and facial recognition emerge, educators must balance safety and student privacy. **Content:** Cameras in schools have become one of the most widespread forms of safety technology in American education. Walk into almost any school today, and you will likely see them — small black domes mounted above entrances, watching stairwells, cafeterias, libraries, hallways, and parking lots. Most students barely notice them anymore. Yet over the past decade, these quiet observers have become a defining feature of modern school environments. According to the [National Center for Education Statistics](https://nces.ed.gov/programs/coe/indicator/a20/student-reported-safety-measures), **91 percent of public schools reported using security cameras during the 2019–2020 school year**, up from **61 percent just ten years earlier**. What was once considered an optional security measure has become standard infrastructure for many districts. For educators and administrators, cameras often represent a practical response to safety concerns and accountability. Parents and community members can be reassured that schools are taking steps to monitor and protect students. But the rapid expansion of surveillance technology also raises deeper questions. Are cameras simply another safety tool, similar to locked doors and fire alarms? Or are they quietly changing how schools operate — and how students experience their time in school? ## **Why Cameras in Schools Have Expanded** The growth of cameras in schools did not happen overnight. Several factors pushed districts in this direction. First, the technology itself has become far more affordable and easier to manage. Modern network cameras are less expensive than older systems and can be monitored from centralized software platforms. Administrators can quickly review footage on a computer or mobile device when incidents occur. Second, schools face increasing expectations around safety. Concerns about violence, bullying, vandalism, and unauthorized visitors have prompted districts to adopt tools that provide greater visibility across large campuses. Third, cameras provide something schools often struggle to obtain during disciplinary incidents: **objective documentation**. Consider a common scenario between classes. Two students are involved in a confrontation in a crowded hallway. Several bystanders offer conflicting explanations of what happened. An administrator reviews footage from hallway cameras and reconstructs the sequence of events within minutes. In cases like this, cameras can clarify misunderstandings and protect both students and staff from false accusations. For many school leaders, cameras are less about surveillance and more about **situational awareness** — the ability to understand what is happening across a busy campus. But as the number of cameras grows, their role is slowly evolving from documenting incidents to enabling **continuous observation**. That evolution is where the broader conversation begins. ## **Where Cameras Are Used — and Where They Are Not** Most camera systems in[ schools focus on areas where individuals have limited expectations of privacy](https://nces.ed.gov/pubs2006/stu_privacy/surveillance.asp). Common locations include: - Hallways - Entrances and exits - Parking lots - Libraries - Cafeterias - Gymnasiums - Outdoor campus spaces - Athletic facilities - School buses [School buses](https://mobisoftinfotech.com/resources/blog/transportation-logistics/school-bus-cameras-student-safety) in particular have seen widespread adoption of surveillance systems. Many districts install interior cameras to monitor student behavior and exterior cameras that record vehicles illegally passing stopped buses. However, there are clear legal boundaries. Cameras are **not permitted in places where individuals reasonably expect privacy**, including: - Bathrooms - Locker rooms - Changing areas Violating these boundaries can create serious legal and ethical consequences. The classroom itself occupies a more complicated space. While classroom cameras are generally legal in many jurisdictions, [they remain controversial](https://passk12.org/whitepapers/the-future-of-cameras-in-classrooms/). Some states allow or require cameras in **special education settings**, often when parents request monitoring to protect students with disabilities. During the COVID-19 pandemic, cameras also appeared in classrooms to support remote or hybrid instruction. Teachers sometimes worry that classroom cameras could be used for evaluation or disciplinary scrutiny. Parents may see them as a tool for transparency and accountability. These differing perspectives highlight a broader tension. Schools are not just places of learning. They are workplaces, community institutions, and public spaces. Surveillance technology affects everyone inside them. ## **The Data Behind the Cameras** Cameras do more than record events. They generate data — and in schools, that data must be handled carefully. When video recordings directly relate to identifiable students and are maintained by the school, they may fall under the [**Family Educational Rights and Privacy Act (FERPA)**](https://studentprivacy.ed.gov/ferpa). Under FERPA: - Parents may have the right to review video recordings involving their child. - Schools must protect recordings from unauthorized access or disclosure. - In some circumstances, footage may become part of a student’s educational record. Managing these responsibilities can be complicated. A single hallway camera may capture dozens of students at once. If a parent requests access to footage involving their child, schools must balance transparency with the privacy rights of other students who appear in the recording. Storage policies also vary. Some districts keep footage for only a few days unless an incident occurs. Others retain recordings for several weeks, depending on system capacity and local policies. As camera networks expand, so do the responsibilities associated with managing the data they produce. ## **The Overlooked Issue: Cybersecurity** One of the least discussed aspects of camera systems in schools is cybersecurity. Most modern cameras connect to school networks and cloud platforms. This connectivity allows administrators and security staff to review footage remotely, which can be valuable during investigations or emergencies. But it also introduces potential vulnerabilities. In other sectors, poorly secured internet-connected cameras have been exploited by hackers or used as entry points into larger networks. Cybersecurity researchers have demonstrated how unsecured devices can sometimes be accessed remotely or incorporated into large-scale cyberattacks. While incidents involving school camera systems remain uncommon, experts warn that **every connected device expands a district’s digital attack surface**. For school districts already managing cybersecurity threats such as ransomware attacks, camera systems represent another technology that must be secured carefully. Protecting these systems requires attention to: - strong authentication policies - regular software and firmware updates - restricted access to video systems - network segmentation - careful evaluation of technology vendors In other words, the cameras that help monitor physical spaces must also be protected from digital threats. ## **Cameras as Digital Hall Monitors** The next generation of camera technology could entirely change how schools use surveillance. Artificial intelligence is rapidly transforming video systems. Many modern platforms can already analyze footage, detect unusual activity, and quickly search recordings. Developers are now exploring features such as **facial recognition and behavioral analytics**. In the future, cameras could function as something more than security tools. They could become **digital hall monitors**. Imagine a school where cameras automatically recognize students as they enter the building each morning. Attendance could be logged automatically. Administrators could see which students are present and which have not arrived. In theory, systems like these might help address **chronic absenteeism**, a challenge that has grown in many districts in recent years. AI-powered cameras could also analyze movement patterns throughout buildings, identifying congested hallways or alerting staff when students remain outside class for extended periods. For administrators managing large campuses, these insights could help improve operations and safety planning. But the possibilities also raise difficult questions. Should schools track student movement throughout the day? Should facial recognition systems identify students automatically? Several districts and states have already restricted or banned facial recognition in schools due to privacy concerns. The technology is advancing quickly. Policy discussions about its use in education are still evolving. ## **Surveillance and School Culture** Surveillance inevitably influences behavior. Research across workplaces and public environments shows that people often act differently when they know they are being observed. Schools are no exception. Supporters of cameras argue that visibility can deter bullying, vandalism, and physical confrontations. In many schools, the presence of cameras reduces incidents in high-traffic areas. Teachers sometimes appreciate cameras for another reason: protection. When disputes arise, video footage can provide objective evidence that protects both students and educators. But critics worry about the long-term cultural effects of constant monitoring. Students are growing up in a world where technology already tracks location, browsing behavior, and digital activity. Expanding surveillance within schools could normalize the idea that observation is simply part of daily life. Others argue that trust and relationships remain the most powerful foundations of school safety. A camera can record a fight in the hallway. It cannot resolve the conflict that caused it. A camera can document bullying. It cannot replace the relationships that prevent it. Technology may support safe environments, but it cannot substitute for strong school communities. ## **Cameras, Accountability, and Community Expectations** Another reason cameras in schools have expanded is accountability. When incidents occur on school property, families and communities often expect clear explanations. Video footage can help administrators reconstruct events and address concerns with accurate information. In some cases, cameras prevent misunderstandings or rumors from spreading. In others, footage becomes an important piece of documentation during investigations. Insurance providers and risk management professionals have also emphasized documentation and incident reporting as part of broader safety strategies. Cameras cannot prevent every incident. But they can help provide clarity when questions arise. ## **The Questions Schools Must Consider** As surveillance technology evolves, schools may need to reconsider several important questions. What problems are cameras intended to solve? How much monitoring is necessary to support safety without creating an atmosphere of constant surveillance? Who has access to video footage, and how long is it stored? How will districts secure camera systems from cyber threats? Should technologies like facial recognition play any role in K–12 education? Different communities may arrive at different answers. A large urban district faces different challenges than a small rural school. But thoughtful discussion is essential. ## **A Moment of Reflection** For many students and educators, cameras have become almost invisible. They sit quietly above hallways and entrances, rarely noticed unless an incident occurs. Yet their presence represents a significant shift in how schools approach safety, accountability, and technology. The question is no longer whether schools will use cameras. Most already do. The real question is **how far surveillance should extend [in the future of education](https://volt.ai/blog/ai-privacy-concerns-in-schools-addressing-parent-and-community-worries-about-student-data-protection)**. Will cameras remain passive observers, helping administrators review incidents after they occur? Or will they evolve into intelligent systems capable of recognizing faces, analyzing behavior, and tracking movement across a campus? For students and families, the question may be even simpler. When you walk through the doors of a school each day, **how much of your experience should be recorded?** The decisions educators and communities make today will shape not only campus safety but also the next generation’s understanding of privacy, technology, and trust. And that conversation is only beginning. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial, School Safety **Tags:** Headline --- ### [Ohio AI Policy Schools: A New Mandate for K–12](https://edcircuit.com/ohio-ai-policy-schools-a-new-mandate-for-k-12/) **Published:** May 4, 2026 **Author:** EdCircuit Staff **Excerpt:** Ohio AI Policy Schools are redefining K–12 education, requiring districts to adopt AI policies while reshaping teaching, learning, and student responsibility. **Content:** [**Ohio AI Policy Schools**](https://education.ohio.gov/Media/Ed-Connection/Jan-6-2026/Department-releases-model-policy-for-artificial-in) are no longer navigating hypothetical conversations about artificial intelligence—they are now operating under one of the most significant policy shifts in modern K–12 education. Walk into a classroom today, and the shift is already happening. A student drafts an essay outline using AI before class even begins. Another uses it to check math reasoning, not just answers. In the back of the room, a teacher pauses—not to stop the use of AI, but to ask a different question: *Did the tool help you think, or did it think for you?* This is the new instructional reality. For the past two years, most districts have responded in fragments. Some blocked tools. Others ignored them. A few leaned in. Ohio has chosen a different path entirely. With [House Bill 96,](https://education.ohio.gov/Topics/AI-in-Ohio-s-Education) the state is forcing a moment of clarity. By July 1, 2026, every public, community, and STEM school district must adopt a formal, board-approved AI policy. This is not guidance or best practice—it is a requirement that shifts AI from an optional conversation to a defined system within education. This is the moment AI stops being experimental. And starts becoming institutional. ## **From Patchwork Decisions to Statewide Direction** What makes Ohio’s approach unique is not just the mandate—it’s the structure behind it. Rather than leaving districts to navigate AI independently, the Ohio Department of Education and Workforce has built a centralized framework designed to bring consistency to an otherwise fragmented landscape. Through its official AI in Education hub and model policy, the state is giving districts a starting point grounded in safety, ethics, and instructional purpose. The model policy does not attempt to control every decision. Instead, it establishes a foundation—one that districts can adapt based on their size, community, and instructional priorities. That flexibility is critical. A rural district, a suburban system, and a large urban district will not implement AI in the same way. But they will now be working from the same playbook. At its core, the policy reframes AI from a tool students might misuse into a system schools must intentionally design around. It emphasizes that AI use should be transparent, purposeful, and aligned to learning outcomes. It also makes clear that ignoring AI is no longer an option—districts must define how it fits into teaching and learning. This is where Ohio’s leadership becomes evident. The state is not reacting to AI. It is structuring it. ## **Moving Beyond Fear: Redefining Academic Integrity** One of the most profound shifts within Ohio’s approach is how it reframes the conversation around academic integrity. For many educators, AI first entered the classroom as a threat. Concerns about plagiarism, shortcut learning, and authenticity dominated early discussions. And those concerns are valid—AI can absolutely be misused. But Ohio’s policy direction challenges schools to move beyond fear-based responses. Instead of asking, *“How do we stop students from using AI?”* districts are being pushed to ask, *“What does responsible AI use actually look like in learning?”* That question is already reshaping instruction. In one Ohio classroom, a teacher redesigned a traditional research assignment. Instead of banning AI, students were required to use it—but with guardrails. They had to document prompts, evaluate the accuracy of responses, and explain where the AI fell short. The final product wasn’t just the assignment—it was the thinking behind it. That shift changes the role of both student and teacher. AI becomes visible. Thinking becomes measurable. And learning becomes harder to fake. In this way, AI is doing something education has needed for years. It is forcing a deeper look at what meaningful learning actually requires. ## **Where Policy Meets Practice: The Role of Denison University** Policy alone does not change classrooms. Implementation does. That is where partnerships—particularly with institutions like[ Denison University](https://denison.edu/ai/feature/161136)—are becoming critical to Ohio’s success. Through its AI initiatives and K–12 engagement efforts, Denison is helping districts translate abstract policy into real-world practice. Educators participating in these programs are not just reviewing guidelines—they are actively building frameworks, testing ideas, and redefining what AI looks like in their schools. What’s emerging from this work is a shift in mindset. Teachers who initially approached AI with skepticism are beginning to see its instructional potential. District leaders are recognizing that AI is not just a classroom issue, but a workforce readiness issue. And schools are starting to align their policies with the skills students will need beyond graduation. This connection between K–12 education and higher education is significant. It ensures that AI policy is not developed in isolation—but informed by the realities of college, careers, and a rapidly evolving digital economy. ## **AI Literacy: From Exposure to Understanding** If there is one theme that runs through[ Ohio’s approach](https://education.ohio.gov/Topics/AI-in-Ohio-s-Education/Model-Policy), it is this: students must understand AI, not just use it. AI literacy is quickly becoming as essential as digital literacy once was—but far more complex. Students must learn how to question outputs, recognize bias, evaluate accuracy, and understand the limitations of the tools they are using. This is where [Ohio’s AI Toolkit](https://innovateohio.gov/aistrategy) becomes more than a resource—it becomes infrastructure. Developed in partnership with [aiEDU](https://www.aiedu.org/), the seven-part toolkit is designed to support not just teachers, but students and families as well. It provides guidance on instruction, ethics, and real-world application, helping districts build a shared understanding of AI across their communities. This matters because AI does not stop at the classroom door. Students are using it at home. Parents are trying to understand it. Educators are being asked to lead it. Ohio’s approach acknowledges that reality and builds support around it. This is not about creating future programmers. It is about developing informed thinkers who can navigate an AI-driven world with awareness, responsibility, and confidence. ## **Trust, Data, and the Responsibility of Schools** As AI becomes more integrated into education, trust becomes the foundation for everything. Families want to know how student data is being used. Educators want clarity on which tools are safe. District leaders need assurance that the systems they adopt meet legal and ethical standards. Ohio’s model policy addresses these concerns directly, emphasizing compliance with federal and state privacy laws while setting expectations for transparency in how AI tools operate. It reinforces that schools are not just adopting technology—they are responsible for protecting the students who use it. This responsibility extends beyond data. It includes how AI is used to communicate, assess, and represent student work. It includes ensuring that AI does not amplify bias or create inequities. And it includes building systems where technology enhances learning rather than undermines it. In many ways, this is the hardest part of AI integration. Not the tools—but the trust. ## **A Timeline That Demands Action** The July 2026 deadline may seem distant, but for districts, the work has already begun. Developing an AI policy is not a one-meeting task. It requires collaboration across departments, input from educators, alignment with curriculum, and clear communication with families. It also requires ongoing professional development—because policies are only as effective as the people implementing them. Districts like Columbus City Schools have already begun taking action, establishing early guidelines that limit AI use to teacher-directed scenarios while building toward a broader, more comprehensive framework. Across the state, approaches will vary. But the expectation will not. ## **Why the Nation Is Watching** Ohio’s decision to mandate AI policies has positioned it as a national leader in education innovation. While other states continue to debate AI’s role in schools, Ohio has created a structure that balances urgency with flexibility. It acknowledges the realities educators are facing while providing a path forward that is both practical and scalable. This is not about having all the answers. It is about asking the right questions—and requiring schools to answer them. How should AI be used in learning? What does responsible use look like? How do we protect students while preparing them for the future? Ohio is not just exploring these questions. It requires every district to confront them. ## **The Future Is Already in the Classroom** The most important takeaway from Ohio’s AI mandate is not the policy itself. It is what the policy represents. A recognition that education can no longer afford to lag behind the technologies shaping the world that students are entering. AI is not coming. It is already here—sitting in classrooms, on student devices, and inside the workflows of teachers. Ohio’s approach ensures that schools are not simply reacting to that reality. They are designing for it. And in doing so, they are preparing students not just to use AI—but to think, question, and lead in a world that will be shaped by it. **[Columbus City Schools approves new artificial intelligence policy](https://www.youtube.com/watch?v=zGeaYBpeDP4) – [WBNS 10TV](https://www.youtube.com/@WBNS)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Senior Tag Risks Schools Can’t Ignore](https://edcircuit.com/senior-tag-risks-schools-cant-ignore/) **Published:** April 14, 2026 **Author:** EdCircuit Staff **Excerpt:** Senior Tag is a growing high school trend, but safety risks, legal concerns, and costly disruptions are forcing schools and families to rethink the tradition. **Content:** It’s 9:30 PM on a weeknight. A car slows down in a quiet neighborhood. A student steps out, scanning the street, gripping what looks like a weapon. Minutes later, a neighbor calls the police. It wasn’t a threat—it was Senior Tag. What has become a widely accepted spring tradition among high school seniors is now drawing increased concern from school administrators, law enforcement, and families. While intended to be a fun and competitive sendoff to senior year, Senior Tag—also known as “Senior Assassin”—has evolved into something far more complex, and in some cases, far more dangerous. ## **What Is Senior Tag—and Why It’s Growing** [Senior Tag is not a school-sponsored activity](https://www.facebook.com/PickeringtonSchools/posts/hello-plsd-communityas-we-approach-graduation-season-were-excited-to-celebrate-o/1413719927463438/), yet it thrives in nearly every corner of the country. Organized through group chats and social media, students form brackets, contribute to a cash prize, and attempt to “eliminate” assigned targets using water guns or Nerf-style blasters. The appeal is easy to understand. It’s competitive, social, and creates a shared experience during one of the most memorable times of a student’s life. The game taps into the excitement of senior year—a final opportunity to connect, compete, and leave a mark. But what begins as a simple game quickly becomes something much more immersive. Students don’t just participate; they strategize, monitor, and adjust their daily routines. The game follows them beyond school grounds and into their neighborhoods, evenings, and weekends. ## **When the Game Leaves the School Behind** In communities like Columbus, Ohio and across the country, local reports and coverage from outlets such as [Axios](https://www.axios.com/local/columbus/2026/04/10/school-tradition-senior-tag-2026-police) have highlighted growing concerns tied to Senior Tag. Law enforcement agencies have issued warnings as situations escalate beyond what participants initially intend. One of the most immediate concerns is how the game influences student behavior outside of school. In an effort to gain an advantage, students often track each other’s movements, wait outside homes, or follow peers in vehicles. While these actions may feel like harmless strategy within the context of the game, they introduce real-world risks—especially when combined with inexperience behind the wheel and the pressure to “win.” The result is a shift from passive participation to active pursuit, where decision-making can become impulsive and, at times, unsafe. ## **Blurring Lines: Property, Boundaries, and Perception** Senior Tag frequently crosses into spaces that extend beyond the comfort zone of the broader community. Students attempting to eliminate a target may enter private property, hide in backyards, or approach homes unannounced. While participants understand the context, neighbors and homeowners do not. This disconnect creates a critical issue: perception. To someone outside the game, these actions can appear suspicious or even threatening. In several cases nationwide, residents have contacted police after witnessing individuals hiding near homes or moving through neighborhoods at unusual hours. What students see as gameplay, others interpret as a potential security concern. In today’s environment, that misunderstanding carries weight—and consequences. ## **The Most Serious Risk: When Toy Weapons Look Real** Perhaps the most alarming aspect of Senior Tag is the use of toy weapons that can resemble real firearms. Water guns and modified Nerf blasters, particularly in low-light conditions or from a distance, can easily be misidentified. Law enforcement agencies have repeatedly emphasized a critical reality: officers responding to a report involving a possible weapon must act based on what they perceive in the moment—not on intent. This creates a dangerous scenario where: - A game can be mistaken for a real threat - A bystander may call 911 out of concern - A situation can escalate before context is understood The risk here is not hypothetical—it is rooted in how quickly perception can shape response. ## **Inside the School: Distraction and Disruption** Although Senior Tag takes place off campus, its impact is felt inside the building. Educators are seeing a noticeable shift in student focus during this time of year. Conversations revolve around targets, strategies, and standings. Phones are checked more frequently. Attention drifts. For seniors already navigating final exams, graduation requirements, and post-secondary plans, this added distraction can dilute engagement during one of the most critical academic periods of their high school experience. ## **Senior Pranks: Tradition or Liability?** Senior Tag often overlaps with another long-standing tradition: the senior prank. While historically viewed as a harmless rite of passage, pranks have increasingly crossed into territory that carries real consequences. In recent years, schools have faced: - Property damage requiring costly repairs - Unauthorized access to buildings after hours - Disruptions that impact staff, custodial teams, and operations What students intend as a memorable sendoff can quickly become a financial and logistical burden for districts. In some cases, these actions lead to disciplinary measures or legal consequences that follow students beyond graduation. ## **The Administrative Reality: A Shared Responsibility** For school leaders, Senior Tag presents a unique challenge. It is not school-sponsored, yet its effects are deeply tied to the school community. Administrators are often expected to respond to incidents that occur off campus but influence student behavior, school climate, and community safety. This creates a shared responsibility model that includes: - Schools communicating expectations and risks - Parents understanding the full scope of the activity - Students recognizing the consequences of their decisions The challenge is not simply enforcement—it is awareness. ## **Closing the Awareness Gap** One of the most consistent issues surrounding Senior Tag is that many families do not fully understand how the game is played today. To parents, it may sound like a harmless extension of childhood games involving water guns. What is often missing is the intensity, scale, and risk associated with the modern version. Without that understanding, important conversations never happen. Schools that take a proactive approach are beginning to address this gap early, communicating with families before the season begins and, in some cases, working alongside local law enforcement to reinforce key safety messages. These efforts are not about eliminating fun, but about ensuring that students can celebrate responsibly. ## **Shifting from Reaction to Prevention** Rather than responding after incidents occur, many districts are exploring ways to get ahead of the issue. This includes setting clear expectations, initiating conversations with students, and offering safer alternatives that still capture the spirit of competition and connection. Some schools are beginning to reframe the conversation around Senior Tag by focusing on: - Decision-making and accountability - Understanding unintended consequences - Creating structured, supervised end-of-year activities This approach recognizes a fundamental truth: students are not just looking for a game—they are looking for a memorable experience to close out their high school careers. ## **A Tradition Worth Rethinking** Traditions matter. They build community, create lasting memories, and mark important transitions. But not all traditions evolve in ways that align with today’s realities. Senior Tag, in its current form, reflects a gap between intention and impact. What feels like harmless fun to students can look very different to parents, neighbors, and law enforcement. The reality is simple: what feels like a game to students can look like a threat to everyone else. And in today’s environment, that misunderstanding carries consequences schools cannot afford to ignore. ## **The Bottom Line for Schools and Families** Senior year should be a celebration—one defined by achievement, connection, and a safe transition into what comes next. Senior Tag may continue to be part of that experience, but it cannot exist without awareness, boundaries, and accountability. For school leaders, the priority is clear: communicate early, act proactively, and lead with student safety in mind. For families, it starts with asking questions and understanding the full picture. And for students, it is an opportunity to reflect not just on how they want to celebrate—but on how they want to be remembered. **[NBC4 Columbus](https://www.youtube.com/@wcmhnbc4columbus) –[ Police issue warning about ‘senior tag’](https://www.youtube.com/watch?v=RfpQoeImkhQ)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety **Tags:** Headline --- ### [CoSN 2026: On the Ground with edCircuit](https://edcircuit.com/cosn-2026-on-the-ground-with-edcircuit/) **Published:** April 13, 2026 **Author:** EdCircuit Staff **Excerpt:** CoSN 2026 brings edCircuit to Chicago to connect with K–12 leaders, explore AI, and understand what’s next in education. **Content:** At the **CoSN 2026 Conference**, the hallway is packed. Conversations overlap. District leaders compare notes on AI implementation while, just a few steps away, others debate cybersecurity strategies and funding realities. You can feel it immediately—this is not a passive conference experience. This is where ideas are tested, challenged, and refined in real time. This is the [Consortium for School Networking 2026 Conference](https://cosn2026.eventscribe.net/index.asp?launcher=1)—and edCircuit is on the ground in Chicago to learn, connect, and understand what’s next in K–12 education. From the moment you step into the conference space, one thing is clear: this isn’t just about sessions. It’s about people working through real challenges, in real time, together. ## **More Than a Conference—A Community in Motion** What stands out immediately at CoSN 2026 is the alignment. ![Attendees gather and network in a hotel lobby at a cosn event with a chandelier overhead and cosn signage visible in the background](https://edcircuit.com/wp-content/uploads/2026/04/IMG_1278-500x375.jpeg "Attendees gather and network in a hotel lobby at a cosn event with a chandelier overhead and cosn signage visible in the background | edcircuit")In hallways, between sessions, and during networking events, the same themes keep surfacing. Artificial intelligence, cybersecurity, and sustainability are not siloed conversations—they are shared challenges being worked through collectively. For edCircuit, this is where the real value lives. It’s in the conversations that happen between sessions. It’s in the quick introductions that turn into deeper discussions. It’s in hearing firsthand how districts are navigating change. This is not passive learning. It is active engagement—and it’s happening everywhere. ## **AI Is Moving Fast—and Districts Are Moving With It** The pace of AI adoption is one of the most noticeable shifts on the ground. In [sessions](https://cosn2026.eventscribe.net/agenda.asp?startdate=4/13/2026&enddate=4/13/2026&BCFO=&pfp=FullSchedule&fa=&fb=&fc=&fd=) focused on AI tutoring and strategic integration, district leaders are walking through how these tools are already being used to support instruction and streamline workflows. In hands-on environments, attendees are testing platforms, asking questions, and sharing early results. But just as important are the conversations happening outside those rooms. Leaders are comparing implementation strategies. They’re discussing guardrails and policies. They’re openly sharing what worked—and what didn’t. The takeaway is clear: AI is no longer a future conversation. It is happening now, and districts are working to keep pace. ## **Cybersecurity Carries Urgency—and Attention** If AI represents speed, cybersecurity represents urgency. Across multiple discussions, there is a consistent tone: districts are under pressure to protect increasingly complex systems while maintaining day-to-day operations. Conversations around phishing attacks, identity management, and securing AI environments reflect a growing awareness of both risk and responsibility. What stands out most is who is part of these conversations. Superintendents. District administrators. Technology leaders working side by side. Cybersecurity is no longer a back-office issue—it is a leadership priority tied directly to trust, safety, and continuity. ## **Leadership Is the Real Work** At its core, CoSN 2026 is not about technology—it is about leadership. ![A woman in a red dress speaks on stage to a large seated audience at a cosn conference with her image projected on a screen beside her](https://edcircuit.com/wp-content/uploads/2026/04/a1-500x375.jpeg "A woman in a red dress speaks on stage to a large seated audience at a cosn conference with her image projected on a screen beside her | edcircuit") Every session, every conversation, and every connection points back to the same reality: innovation only works if it is led effectively. District leaders are navigating funding challenges, evaluating long-term technology investments, and making decisions that impact entire systems. They are balancing opportunity with risk, all while managing the expectations of students, staff, and communities. Being on-site makes this visible in a way that no agenda ever could. It’s not about finding the next tool. It’s about building systems that work. It’s about leading through complexity. ## **The Power of Being There** There is something that cannot be replicated through a schedule or session description. It’s the experience of being there. It’s the conversation you didn’t plan to have. It’s the connection that happens unexpectedly. It’s the ability to listen, ask questions, and understand context in real time. For edCircuit, this is the purpose of being at CoSN 2026. Not just to cover the conference—but to be part of it. ## **Connect with edCircuit On-Site** ![Edcircuit cosn display table at an event featuring a branded tablecloth brochures promotional materials and a standing banner with images and the tagline empowering the voices of education](https://edcircuit.com/wp-content/uploads/2026/04/IMG_1260-500x375.jpeg "Edcircuit cosn display table at an event featuring a branded tablecloth brochures promotional materials and a standing banner with images and the tagline empowering the voices of education | edcircuit")As we continue to move through the conference, edCircuit is focused on connecting with educators, leaders, and partners who are shaping the future of K–12 education. If you’re attending CoSN 2026, you can find us **near the registration area** throughout the event. Whether it’s a quick introduction, a conversation about what you’re seeing in your district, or ideas you want to share with a broader audience—we’d welcome the opportunity to connect. Because some of the most valuable insights don’t happen on stage—they happen in conversation. ## **What We’re Taking Back** As the conference unfolds, one thing is already clear. Education is in the middle of a significant shift, and the leaders at CoSN are not waiting to react—they are actively shaping what comes next. For edCircuit, the goal is to take these conversations, insights, and perspectives and bring them back to our audience in a meaningful way. Because what happens here doesn’t stay here. It influences decisions. It shapes strategy. It defines direction. ## **Building What’s Next—Together** The theme of CoSN 2026, [*“Building What’s Next, Together,”*](https://cosn2026.eventscribe.net/) is not just a message—it’s visible in every interaction. ![A large audience seated in a conference room faces a stage with multiple screens displaying a cosn presentation](https://edcircuit.com/wp-content/uploads/2026/04/3-500x375.jpeg "A large audience seated in a conference room faces a stage with multiple screens displaying a cosn presentation | edcircuit")It’s in the willingness to share. It’s in the openness to learn. It’s in the understanding that no single district has all the answers. But together, they are building something bigger. Because what’s happening at CoSN 2026 isn’t just conversation. It’s direction. And the leaders in the room are helping decide where education goes next. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** COSN, Hot Topics - controversial **Tags:** Headline --- ### [After-Hours School Safety Gaps Leaders Miss](https://edcircuit.com/after-hours-school-safety-gaps-leaders-miss/) **Published:** April 13, 2026 **Author:** EdCircuit Staff **Excerpt:** After-hours school safety gaps leaders miss happen when students remain in buildings without clear supervision. Learn how schools can close these risks. **Content:** After-hours school safety gaps leaders miss often exist in the quietest moments of the day—after the last bell rings, when staff begin to leave, and when the structure that defines the school day starts to fade. The assumption is simple: the day is over. But in reality, the building is still active. Students remain in hallways. Athletic teams move between spaces. Clubs meet in classrooms. Doors open and close as groups enter and exit. A custodian walks the halls. A coach supervises a small group. A teacher finishes grading before heading out. The activity hasn’t stopped. The system has simply changed. In the latest episode of the **Safer Ed Podcast**, [*“The Hidden Gaps: What Schools Think Is Safe (But Isn’t),”*](https://open.spotify.com/episode/5hnsWEXp05JQMYOhzGmM3q) we examine how after-hours activity creates one of the most overlooked safety challenges in schools—an environment where students are present, but systems are no longer fully aligned to support them. ## **When the Day Ends—but Responsibility Doesn’t** During the school day, safety is structured and visible: - Teachers supervise classrooms - Administrators monitor hallways - Movement is scheduled and controlled - Communication is immediate and defined Every part of the system works together to create a predictable, managed environment. But after school, those structures begin to shift. Not all at once—but gradually. Teachers leave. Administrators wrap up their day. Support staff remain, but their roles are different. Students are still present, but no longer operating within the same level of oversight. And yet, the building itself hasn’t changed. The same classrooms exist. The same labs are accessible. The same equipment and materials are in place. This creates a critical question that many schools don’t fully answer: **Who is responsible for students still in the building after hours?** ## **The Illusion of Supervision** One of the most common misconceptions in after-hours environments is the belief that “someone is there.” A custodian may be working down the hallway. A coach may be supervising practice. A club advisor may be in a classroom. From a distance, it appears that supervision exists. But supervision is not the same as coverage. Custodial staff are not responsible for student oversight. Coaches are focused on their teams. Advisors are responsible for their specific groups—not the building as a whole. So while adults are present, **system-wide supervision is often fragmented or undefined**. Students move between spaces. Hallways are used informally. Entry points are less controlled. And in many cases, no single individual has full awareness of who is in the building or where they are. This is not a failure of people—it is a gap in system design. ## **Students in Motion Without Structure** During the school day, student movement is controlled: - Passing periods are timed - Hallway presence is monitored - Entry and exit points are limited After hours, that structure disappears. Students move independently. They enter and exit through different doors. They walk between spaces without consistent supervision. They may arrive late, leave early, or return to areas they used earlier in the day. This shift creates unpredictability. And unpredictability makes it difficult to maintain awareness. A student walking down a hallway after school may not raise concern. But multiply that by multiple students, multiple entry points, and overlapping activities—and the building begins to function very differently. The question is no longer “Is someone in the building?” It becomes: **“Does anyone know who is in the building—and where?”** ## **Locked Doors Don’t Eliminate Risk** It’s easy to assume that locked classrooms or secured labs reduce risk after hours. And in some cases, they do. But access in schools is rarely absolute. Doors are opened temporarily. Rooms are used by different groups. Staff move between spaces. Students who are familiar with the building understand how to navigate it. A science lab, for example, may be fully controlled during the school day. Materials are accounted for. Procedures are followed. Students are supervised. After hours, that same space may be near an active classroom, a meeting area, or a hallway with student traffic. A door is opened briefly. A student steps inside out of curiosity or convenience. Nothing happens. And that’s exactly what makes it dangerous—because the system begins to trust an outcome that hasn’t actually been tested. Safety isn’t defined by past outcomes—it’s defined by present conditions. If access exists without supervision, risk exists—even if it hasn’t been realized. ## **The Role of Duty of Care** At the center of this issue is a concept that is often misunderstood or overlooked in after-hours environments: [**duty of care**](https://sciencesafety.com/product/duty-of-care/). Duty of care is not tied to the school day schedule. It is tied to the environment. If a school building is open and students are present, the responsibility to provide a safe environment remains. Duty of care doesn’t fade with the day—it follows the student. This includes: - Ensuring appropriate supervision - Maintaining safe access to spaces - Managing movement within the building - Providing clear communication in case of an issue When systems are designed only for the school day, but the building continues to operate beyond those hours, a gap forms between responsibility and reality. And that gap creates exposure—for students, staff, and the institution. ## **When “Normal” Becomes Risk** The most challenging part of after-hours safety is that nothing feels wrong. Students staying late is normal. Teams practicing is expected. Clubs meeting is encouraged. Even students walking through hallways after hours can feel routine. But risk often develops not from abnormal behavior—but from **normalized conditions that are no longer supported by a system**. A door propped open for convenience. A student cutting through a hallway to save time. A group entering through a side entrance. Each action is small. Each one feels harmless. But together, they create an environment where: - access is less controlled - supervision is less consistent - awareness is reduced And in that environment, small issues can escalate—not because people are careless, but because the system is not fully present. ## **What Strong Schools Do Differently** Schools that address after-hours safety effectively don’t eliminate activity—they align it. They recognize that the building doesn’t stop operating—and they design systems that reflect that reality. This includes: - Clearly defining who is responsible for the building during after-hours periods - Establishing expectations for student movement and access - Identifying which areas are accessible and which are restricted - Coordinating communication across groups using the building - Evaluating how entry and exit points are managed Most importantly, they shift the mindset from: **“The day is over”** to **“The environment is still active—and must still be supported.”** ## **Final Thought** After-hours activity is not the problem. Unaligned systems are. Because when students are still in the building, responsibility is still in the building. And the question every school leader should be asking is not: “Is someone here?” But: **“Is the system still working—or has it quietly stepped aside while the building stays open?”** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Safer Ed **Tags:** Headline --- ### [National Assistant Principals Week 2026](https://edcircuit.com/national-assistant-principals-week-2026/) **Published:** April 7, 2026 **Author:** EdCircuit Staff **Excerpt:** National Assistant Principals Week 2026 recognizes the impact of assistant principals in supporting students, teachers, and school success. **Content:** National Assistant Principals Week 2026 is an opportunity to recognize a group of school leaders whose impact is felt in every hallway, classroom, and conversation—yet whose work often goes unseen. Assistant principals are the backbone of school leadership. They are the steady presence in moments of chaos, the problem-solvers behind the scenes, and the individuals who ensure that schools not only function—but thrive. While their title may suggest a supporting role, their influence extends far beyond assistance. They are leaders in every sense of the word. In schools across the country, assistant principals are shaping culture, guiding instruction, supporting staff, and advocating for students—often all in the same day. ## **A Role Defined by Action, Not Title** There is no single job description that can fully capture what assistant principals do. On any given day, they may be: - Addressing student discipline with fairness and consistency - Supporting teachers through instructional coaching and feedback - Managing schedules, testing logistics, and building operations - Responding to parent concerns and community questions - Leading safety protocols and handling unexpected situations What makes the role unique is not just the breadth of responsibilities—it’s the immediacy. Assistant principals are constantly responding, adjusting, and solving in real time. They are often the first to arrive when something goes wrong and the last to leave when something needs to be resolved. ## **The Architects of School Culture** School culture is one of the most powerful drivers of student success, and assistant principals play a central role in shaping it. Their presence is felt throughout the school day—in hallways, classrooms, cafeterias, and events. These daily interactions build relationships and establish expectations. They help create an environment where students feel safe, respected, and supported. Assistant principals set the tone through consistency and visibility. They reinforce positive behavior, address challenges constructively, and ensure that expectations are clear and fair. More importantly, they humanize leadership. They are often the leaders students feel most comfortable approaching. They listen, guide, and mentor—helping students navigate not just school rules, but personal growth and responsibility. Culture is not created through programs alone. It is built through relationships, and assistant principals are at the center of those connections. ## **Supporting Teachers Where It Matters Most** Behind every strong classroom is a system of support, and assistant principals are a critical part of that system. They work closely with teachers to provide feedback, guidance, and encouragement. Whether it’s helping implement a new instructional strategy, addressing classroom management challenges, or supporting professional growth, assistant principals are partners in the teaching and learning process. This role requires balance. Assistant principals must hold high expectations while also understanding the realities teachers face. They must provide accountability while building trust. They must lead while also listening. In today’s educational landscape—where teacher burnout and retention are ongoing challenges—the support provided by assistant principals can make a meaningful difference. Their ability to recognize effort, provide constructive feedback, and advocate for staff contributes directly to a positive and sustainable work environment. ## **Navigating Complexity in Modern Schools** The role of the assistant principal has evolved significantly in recent years. Today’s schools are more complex than ever, with increasing demands related to student mental health, school safety, technology integration, and community engagement. Assistant principals are often at the center of these challenges. They help manage crisis situations, coordinate responses, and communicate with multiple stakeholders. They analyze data, support interventions, and ensure compliance with policies and procedures. They balance the needs of individual students with the expectations of the broader school community. This level of responsibility requires more than experience—it requires adaptability. Assistant principals must be able to shift quickly, think critically, and lead confidently under pressure. They must remain calm in difficult situations while making decisions that impact students, staff, and families. It is a role that demands both strength and compassion. ## **The Quiet Leadership That Makes Schools Work** One of the most defining aspects of the assistant principal role is that much of the work happens quietly. There are no announcements for a successfully de-escalated situation. No recognition for a schedule that runs smoothly. No spotlight for the countless small decisions that prevent larger problems. And yet, these moments are essential. Assistant principals operate behind the scenes, ensuring that systems function, expectations are upheld, and people are supported. Their success is often measured by what does not happen—conflicts avoided, disruptions minimized, and challenges resolved before they escalate. This quiet leadership is what allows schools to operate effectively each day. It is consistent, steady, and deeply impactful. ## **Why Recognition Matters** Recognition is more than appreciation—it is acknowledgment of impact. **National Assistant Principals Week 2026** provides an opportunity to bring visibility to a role that is essential but often overlooked. It allows school communities to recognize the individuals who are constantly working to support others. Assistant principals are often the first to step in when something goes wrong and the last to receive recognition when things go right. [Taking time to acknowledge their work sends a powerful message](https://www.nassp.org/national-assistant-principals-week/ap-week-activity-ideas-for-parents-teachers-and-students/): that their efforts matter, that their leadership is valued, and that their impact is seen. Strong schools are built on strong teams, and assistant principals are a vital part of that foundation. ## **A Simple Way to Show Appreciation** The [National Association of Secondary School Principals (NASSP)](https://www.nassp.org/) encourages educators, students, and families to recognize assistant principals during this week of celebration. One easy and meaningful way to participate is by sending a message of appreciation through their official page: Small gestures—whether a note, a message, or a public acknowledgment—can have a lasting impact on individuals who spend their days supporting others. ## **Celebrating the Leaders Behind the Scenes** Assistant principals are more than administrators—they are leaders, mentors, and problem-solvers who shape the daily experience of students and staff. They are the steady presence in challenging moments, the voice of support for teachers, and the guiding force for students navigating both success and adversity. Their work touches every part of a school, often without recognition, but always with purpose. As we recognize **National Assistant Principals Week 2026**, we celebrate the individuals who make schools stronger from the inside out. Their leadership is consistent. Their impact is meaningful. And their commitment deserves recognition—not just this week, but every day. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [Why Education Conferences Matter for Educators](https://edcircuit.com/why-education-conferences-matter-for-educators/) **Published:** April 6, 2026 **Author:** EdCircuit Staff **Excerpt:** Education conferences give educators powerful professional development new strategies, and lasting connections that strengthen classrooms and school communities **Content:** Education conferences remain one of the most powerful professional development experiences available to educators, creating opportunities to learn new strategies, exchange ideas, and build professional networks that strengthen schools and classrooms. Throughout the school year, teachers, administrators, and district leaders often find themselves navigating an intense pace of responsibilities. Lesson planning, student needs, meetings, assessments, and evolving district initiatives can quickly fill every available hour. In many cases, educators are focused almost entirely on the immediate needs of their classrooms or buildings. Education conferences, leadership workshops, and academic retreats offer something different. They provide educators with an opportunity to step outside their daily routines and reflect on the broader landscape of education. More importantly, they offer a professional reset. Whether an event brings together a few hundred participants or thousands of educators from across the country, the value of education conferences extends far beyond the presentations listed on the agenda. These gatherings allow educators to exchange ideas, learn from colleagues facing similar challenges, and return to their schools with new strategies and renewed energy. For many educators, conferences are among the most meaningful forms of professional growth available. ## **What Are Education Conferences?** Education conferences are professional gatherings where teachers, administrators, district leaders, and education professionals come together to share knowledge, explore new ideas, and discuss the evolving challenges facing schools. These events can take many forms, including large national conferences, regional leadership workshops, specialized academic retreats, or focused professional development seminars. Some conferences may host thousands of attendees and hundreds of sessions, while others intentionally keep their attendance small to encourage deeper conversations and collaboration. Regardless of size, education conferences share a common goal: helping educators learn from one another and strengthen their professional practice. ## **Stepping Outside the Classroom to See the Bigger Picture** One of the most important benefits of attending education conferences is the perspective they provide. Within a school building, it can sometimes feel as though the challenges educators face are unique to their district or classroom. Technology rollouts, student engagement struggles, curriculum changes, policy updates, and evolving expectations from families can create the sense that each school is navigating its own path. However, when educators attend conferences and begin interacting with peers from other districts, a powerful realization often emerges. The challenges they face are rarely isolated. Teachers and administrators frequently discover that educators across the country are working through the same issues—whether it is integrating new technology, improving student engagement, addressing student mental health concerns, or adapting to new academic standards. Through panel discussions, breakout sessions, and informal conversations, educators hear firsthand how other schools approached similar challenges. They learn what worked, what didn’t, and what strategies might be worth adapting in their own classrooms or districts. These interactions transform individual problems into shared opportunities for collaboration and problem-solving. ## **Professional Development That Feels Practical** Education conferences provide professional development that often feels more practical and immediate than traditional training sessions. While district-based professional learning typically focuses on specific initiatives or compliance requirements, conferences expose educators to a broader range of ideas shaping the future of education. Sessions frequently explore topics such as: - Artificial intelligence in the classroom - Innovative instructional strategies - Cybersecurity and digital safety in schools - Student mental health and well-being - Gamification and student engagement - New approaches to assessment and feedback What makes these sessions particularly valuable is that many are led by practicing educators and district leaders who share real-world experiences rather than theoretical models. Attendees hear honest reflections about implementation, including challenges, adjustments, and outcomes. Research on professional learning consistently shows that **peer collaboration and educator networks are among the most effective forms of professional development**, which is one reason education conferences remain so valuable to the profession. ## **The Power of Informal Conversations** Ask educators what they remember most from a conference, and many will not immediately point to a keynote presentation or a specific breakout session. Instead, they remember the conversations. Some of the most valuable moments at education conferences happen between sessions, during meals, or while waiting for the next presentation to begin. These informal interactions often create opportunities for deeper discussions about real challenges educators face every day. In these conversations, educators speak candidly about what is working in their schools and what remains difficult. They exchange ideas, share resources, and offer advice. Over time, these interactions often lead to long-term professional connections. An educator might meet a colleague from another state who later becomes a trusted sounding board. A district leader may stay connected with peers who share updates on successful initiatives months or years later. Teachers frequently exchange classroom strategies that ultimately improve student engagement. The professional relationships formed at education conferences can last throughout an educator’s career. ## **Conferences Help Educators Grow as Leaders** Education conferences also serve as powerful leadership development opportunities. Many administrators, department heads, and aspiring school leaders attend conferences specifically to expand their leadership skills and gain insight into how other districts approach complex decisions. Leadership-focused sessions often explore topics such as strategic planning, school culture, stakeholder communication, and managing change within a school system. For emerging leaders, conferences can also provide valuable mentorship opportunities. Educators may connect with experienced administrators who offer guidance, share lessons learned, and provide advice about navigating leadership roles. In some cases, educators who attend conferences later return as presenters, sharing their experiences and contributing to the professional learning community. This cycle of learning, mentoring, and sharing knowledge strengthens the profession as a whole. ## **Bringing Knowledge Back to the School Community** Perhaps the most powerful impact of education conferences occurs after attendees return to their schools. Educators rarely attend conferences solely for personal benefit. Most return with the goal of sharing what they learned with colleagues and applying new ideas within their classrooms or districts. The ripple effect can be significant. A teacher may introduce a new instructional strategy that improves student engagement. A technology director might bring back insights that shape a district’s approach to digital learning. A principal may adopt leadership practices that strengthen communication within their school community. In many cases, educators share conference insights during department meetings, professional learning community discussions, or district workshops. The knowledge gained by a single conference attendee can ultimately influence dozens—or even hundreds—of educators and students once it is shared. ## **Conferences as Catalysts for Innovation** Education conferences also provide a glimpse into emerging trends that may shape the future of teaching and learning. New technologies, research findings, and instructional approaches often appear first in conference presentations before they become widely adopted in schools. Attendees may explore demonstrations of artificial intelligence tools that support tutoring or assessment. They might see innovative digital learning platforms designed to increase student engagement or explore immersive learning environments using virtual or augmented reality. More importantly, they hear directly from educators who are experimenting with these tools in real classrooms. These firsthand experiences help school leaders and teachers make informed decisions about which innovations may benefit their students and communities. Rather than reacting to change after it occurs, education conferences allow educators to anticipate and prepare for the future of learning. ## **Recharging the Passion for Education** Education is one of the most meaningful professions, but it is also one of the most demanding. Long hours, emotional investment, and the constant responsibility of supporting students can leave even the most dedicated educators feeling stretched thin at times. Education conferences offer something that can be difficult to find within the daily pace of school life: renewed inspiration. Being surrounded by hundreds or thousands of educators who share the same commitment to student success can be energizing. Participants hear stories of innovative programs, creative teaching strategies, and schools that have successfully overcome significant challenges. These stories remind educators that they are part of a larger professional community working toward the same goal—helping students succeed. Many educators return from conferences with renewed enthusiasm for their work and a deeper sense of purpose. ## **A Profession Built on Collaboration** Education has always been a profession built on collaboration. Teachers share resources. Administrators exchange leadership strategies. District leaders learn from one another’s successes and challenges. Education conferences amplify this collaborative spirit by bringing educators together from different regions, roles, and experiences. When educators gather in these spaces, they are not simply attending presentations. They are participating in a larger conversation about how to improve learning environments for students everywhere. These gatherings reinforce the idea that no educator works alone. Instead, they are part of a broader community dedicated to improving education through shared knowledge and collective effort. ## **Investing in Professional Growth** For school districts, supporting conference attendance represents an investment in professional growth. When educators have opportunities to learn from peers, explore emerging ideas, and expand their professional networks, the benefits extend far beyond the individuals who attend. Students gain access to new instructional strategies. Teachers gain fresh ideas for engaging learners. Administrators gain broader perspectives on leadership and innovation. Over time, these experiences contribute to stronger school communities and more effective learning environments. ## **Why Education Conferences Continue to Matter** Whether a conference hosts a few hundred participants or fills a convention center with thousands of educators, the purpose remains the same. Education conferences bring professionals together to learn, collaborate, and share experiences that improve teaching and learning. When educators return from **education conferences**, they bring more than notes from a presentation. They return with new ideas, renewed energy, and expanded professional networks that support their work long after the conference ends. In a profession defined by collaboration, curiosity, and continuous improvement, education conferences remain one of the most powerful catalysts for innovation, professional growth, and inspiration across the education community. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Education Industry Events, Hot Topics - controversial **Tags:** Headline --- ### [School Safety Communication Breakdown Risks](https://edcircuit.com/school-safety-communication-breakdown-risks/) **Published:** April 6, 2026 **Author:** EdCircuit Staff **Excerpt:** School safety communication breakdown risks occur when messages fail to create action. Learn how schools can fix gaps and improve response. **Content:** **School safety communication breakdown risks** are rarely caused by a lack of tools—they are caused by a lack of clarity, alignment, and action when it matters most. A message is sent. A call is made. Someone responds. And yet, nothing happens. In classrooms, hallways, and offices, time continues to pass while individuals assume the system is working. The teacher believes help is coming. The office believes they are processing the situation. Other staff assume someone else has already acted. But beneath that activity is a critical failure point: communication that does not create action. In the latest episode of the [**Safer Ed Podcast**](https://open.spotify.com/show/1TQUGN0IjBrDOBYpBzVcC1), [*“Communication Breakdown: When Safety Systems Fail,”*](https://open.spotify.com/episode/2tAUiqEAHOpjLzYgNPpNyt) we explore how even well-equipped schools experience breakdowns—not because communication doesn’t happen, but because it doesn’t function the way leaders expect under pressure. ## **When Communication Feels Like It’s Working—but Isn’t** Most schools today have no shortage of communication tools. Phones are installed in classrooms. Radios are available for staff. Intercom systems are built into infrastructure. Many districts have layered on apps, messaging platforms, and digital alerts. On the surface, this creates confidence. If something happens, someone can communicate. But that assumption overlooks a key distinction: **communication tools enable messages—they do not ensure understanding.** In critical moments, communication must do more than transfer information. It must: - Reduce uncertainty immediately - Establish urgency clearly - Align multiple people around the same understanding - Trigger coordinated action When any one of those elements is missing, the system slows down—even if communication appears to be happening. ## **The Hidden Danger of Vague Communication** One of the most common—and most overlooked—issues in school safety is vague communication. A teacher calls the office and says, “We need help in the lab.” That message feels complete. It signals a need. It initiates contact. But it does not provide direction. The person receiving the message must now interpret: - What kind of help is needed? - How urgent is the situation? - Who should respond? - What should happen first? That interpretation takes time. And more importantly, it creates inconsistency. While one person pauses to assess, another is waiting for support, and a third assumes action is already underway. The result is not just delay—it is misalignment. In school safety, **urgency that is not clearly communicated begins to fade as it moves through the system.** ## **How Communication Shapes Behavior in Real Time** Communication does more than inform—it influences behavior. When a message creates clarity, people act. When a message creates uncertainty, people hesitate. Consider a lab scenario. A minor chemical spill occurs. The teacher communicates the issue, but without clear urgency or detail. While waiting for support, the teacher holds position. Students remain nearby. The situation is contained—but not resolved. The delay is not caused by inaction. It is caused by uncertainty. This is where communication breakdown becomes dangerous—not because nothing is happening, but because the system is reacting instead of leading. ## **The “Assumption of Action” Problem** Another major contributor to school safety communication breakdown risks is what can be described as **assumption of action**. In many situations, multiple individuals become aware of an issue at the same time: - A staff member sees an incident - Another hears about it from a student - A third notices disruption nearby Each person assumes someone else has already communicated the issue. As awareness spreads, ownership becomes unclear. The result is a system where: - Everyone believes action has been taken - No one confirms that it has This creates a dangerous condition: **false confidence**. Communication has not failed visibly—it has failed quietly. ## **When More Communication Tools Create More Confusion** In an effort to strengthen communication, many schools add more tools. Radios, apps, messaging platforms, and alerts are layered into existing systems. While well-intentioned, this often creates a new problem: **fragmentation**. During a critical moment, staff must decide how to communicate: - Call the office - Use a radio - Send a digital message - Speak directly to a colleague Different people make different choices. As a result, multiple versions of the same situation move through the system simultaneously—each with different details, timing, and interpretation. Instead of clarity, the system becomes harder to coordinate. More communication pathways do not automatically improve response. In many cases, they increase cognitive load and reduce alignment. ## **The Role of Culture and Hierarchy** Communication breakdown is not just procedural—it is cultural. In many schools, staff hesitate to escalate situations because they: - Don’t want to overreact - Don’t want to bypass leadership - Don’t want to create unnecessary disruption While understandable, this hesitation introduces variability. Now, communication depends on individual judgment rather than system expectations. In safety situations, variability leads to inconsistency—and inconsistency reduces reliability. Strong systems remove that hesitation by making expectations clear: - When to communicate - What to communicate - Who is responsible - How confirmation happens ## **Why Communication Fails Under Pressure** At its core, communication breakdown occurs because communication is often **assumed—not designed**. Schools assume that staff: - Know what to say - Know how to say it - Know when to escalate - Know how to confirm But those assumptions are rarely tested under real conditions. And pressure exposes those gaps immediately. What feels clear in training or policy often becomes unclear in real time. Without structure, communication defaults to individual interpretation—and interpretation introduces inconsistency. ## **What Strong Schools Do Differently** Schools that reduce communication breakdown risks take a different approach. They treat communication as a **system**, not a tool. They: - Define what clear, actionable communication sounds like - Establish triggers for when communication must happen - Assign ownership for initiating and confirming messages - Build in closed-loop communication (confirmation of receipt and action) - Practice communication under realistic conditions Most importantly, they evaluate communication not by whether messages are sent—but by whether those messages create action. ## **Final Thought** School safety is often measured by the systems in place. But its effectiveness is determined by how those systems perform under pressure. Because in every school, communication will happen. The question is whether it will create action— or quietly convince everyone that action is already on the way. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Safer Ed **Tags:** Headline --- ### [School Safety Resilience: Moving Beyond Response](https://edcircuit.com/school-safety-resilience-moving-beyond-response/) **Published:** March 30, 2026 **Author:** EdCircuit Staff **Excerpt:** School safety resilience goes beyond response. Learn how schools evolve systems, improve environments, and build lasting safety culture. **Content:** School safety resilience is not built in the moment an incident occurs—it is built in what happens after. A student bumps a lab table during cleanup. A container tips, and liquid spreads across the surface. The situation is controlled quickly. No one is hurt. The class resets, and the day continues. But later, questions begin to surface. The workspace was crowded. Materials were staged too closely. Cleanup time was rushed. What looked like a small moment begins to reveal a larger pattern. And that is where resilience begins. In the latest episode of the [**Safer Ed Podcast**](https://open.spotify.com/show/1TQUGN0IjBrDOBYpBzVcC1), [*“From Response to Resilience: How Safety Systems Evolve Over Time,”*](https://open.spotify.com/episode/7mGoJFs1F0Fj5IqlGiSPlZ) we explore what separates schools that simply respond from those that continuously improve. The difference is not in whether incidents happen—it is in how schools interpret and act on them. ## **Response Is the Beginning—Not the Outcome** Most school safety conversations focus on response. Did staff act quickly? Were procedures followed? Was the situation contained? These questions matter. They measure readiness and immediate effectiveness. But they only tell part of the story. Response answers: *Did we manage the moment?* Resilience asks: *What did the moment teach us?* When schools stop at response, they close the event. When they move into resilience, they open the system. ## **The Hidden Risk of “Returning to Normal”** Schools are built on routine. After a disruption, there is a natural—and necessary—push to restore stability. Students need structure. Teachers need continuity. Leaders need reassurance. But there is a hidden risk in returning to normal too quickly. When the focus is solely on restoration, reflection becomes compressed. Conversations become surface-level. The deeper conditions that contributed to the incident remain unexamined. The system resets—but it does not improve. Resilient schools recognize that the moment after an incident is not a return point. It is an entry point for learning. ## **From Events to Signals** Incidents rarely occur in isolation. They are often preceded by smaller, less visible signals: - A crowded workspace that hasn’t yet caused an issue - A delayed response that didn’t escalate - Equipment that feels slightly unstable but remains in use - Transitions that feel rushed but still function These are not minor inconveniences—they are early indicators of system stress. In resilient schools, near misses are not dismissed. They are analyzed, connected, and used to identify patterns before they result in harm. This shift—from viewing incidents as isolated events to recognizing them as part of a broader system—is foundational to building resilience. ## **Looking Beyond the Individual** One of the most common barriers to system growth is the tendency to focus on individual behavior. A spill becomes a student mistake. A delay becomes a teacher oversight. A miscommunication becomes a one-time error. While individual actions matter, resilient schools ask a different question: *What conditions made this outcome more likely?* Was the environment too crowded? Were expectations unclear? Was supervision stretched across multiple tasks? Was communication too complex in real time? By shifting from individual blame to system analysis, schools uncover opportunities for meaningful improvement. ## **Reflection as a System, Not a Moment** Many schools reflect after incidents—but often informally. A quick conversation. A hallway discussion. A brief mention in a meeting. While well-intentioned, this approach lacks consistency and depth. Resilient schools treat reflection as a structured process. They take time to reconstruct the moment: - What was observed first? - What actions were taken—and when? - Where was there hesitation or confusion? - What environmental or procedural factors played a role? This level of reflection transforms experience into usable insight. Just as importantly, it includes the voices closest to the event—teachers, staff, and others who understand how the environment functions in real time. ## **Culture Determines What Gets Shared** After an incident, people are not only processing what happened—they are watching how leadership responds. If the tone is defensive, communication narrows. If the tone is open and curious, communication expands. This distinction shapes culture. In environments where incidents are treated as failures, individuals become cautious. Information is filtered. Concerns go unspoken. In environments where incidents are treated as learning opportunities, transparency increases. Staff contribute insights. Patterns become visible. Resilience depends on this openness—because systems can only improve based on the information they receive. ## **Turning Insight Into Action** Reflection alone does not create resilience. Change does. The most effective schools connect what they learn to what they do next. Sometimes the adjustments are small: - Reorganizing storage to reduce congestion - Clarifying communication expectations - Adjusting supervision during transitions Other times, they are more structural: - Redesigning room layouts - Updating procedures - Refining training priorities What matters is not the size of the change—it is the consistency. Over time, these intentional adjustments reshape how a system operates. They reduce friction, improve clarity, and strengthen response. ## **Designing for Resilience** Resilience is not a trait—it is a design outcome. It emerges when systems are intentionally aligned: - Environments support safe movement and supervision - Communication is clear and actionable - Expectations are reinforced consistently - Reflection leads to visible improvement Tools like the [**Science Safety Occupancy Load Calculator**](https://sciencesafety.com/free-occupancy-load-calculator-tool/) help schools move from reactive thinking to proactive alignment—giving leaders visibility into how space, capacity, and layout impact safety before systems are tested. ## **A Continuous Process** School safety is not static. It evolves as programs expand, spaces change, and new challenges emerge. Resilient schools do not ask, “Did we fix the problem?” They ask, “How are we continuing to improve?” That mindset transforms safety from a compliance task into an ongoing process of alignment and growth. ## **Final Thought** School safety is often measured by what doesn’t happen. But its true strength is revealed in what happens after something does. Because in every school, something will eventually go wrong. The difference is whether your system resets— or gets better because of it. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Safer Ed **Tags:** Headline --- ### [10 Reasons to Pair Literacy Programs With Professional Development](https://edcircuit.com/10-reasons-to-pair-literacy-programs-with-professional-development/) **Published:** March 25, 2026 **Author:** EdCircuit Staff **Excerpt:** This article highlights 10 reasons literacy gaps continue—and why real progress happens when strong programs are paired with sustained teacher learning. **Content:** Reading scores remain a stubborn challenge for schools and districts, even after years of new programs, mandates and reform efforts. Too many students move through the early grades without strong foundational skills, leaving teachers to address gaps that build over time. Everyone agrees improvement is needed, but not everyone agrees on why progress has been so uneven. A big part of the answer lies in the classroom. Teaching reading is a complex instructional endeavor that requires deep expertise and many educators are not fully prepared for its full complexity when they enter the classroom. Educators are expected to identify skill gaps, deliver targeted instruction and adjust quickly when students struggle. Yet many enter the classroom without deep training in how reading and language develop in children or how to turn that knowledge into daily instruction. District leaders see this challenge firsthand: curricula shift, professional learning is delivered, yet once classroom doors close, instruction often remains unchanged. Meaningful gains in reading achievement rarely come from adding one more program or offering another round of workshops alone. They emerge from a shared understanding of effective practice, sustained support for educators, and a clear, consistent vision of what strong reading instruction looks like in daily classroom practice. These challenges highlight a core issue that districts can’t ignore: raising reading achievement comes down to what educators know and how they teach. Here are 10 reasons that gap persists and why addressing it matters: 1. **Prior coursework didn’t prepare teachers for effective literacy instruction.** Higher education teacher preparation courses often teach only some of the essential components of reading recommended by major consensus reports like the National Reading Panel. Most teacher preparation programs don’t offer courses that thoroughly prepare teachers to build all of the essential skills involved in reading. 2. **Teachers matter more than programs.** Adopting a strong, research-based curriculum isn’t enough. If teachers don’t understand why they’re using it or how it’s meant to work, it won’t change what happens in the classroom. Programs succeed or fail based on how well educators understand the content and how to use it day to day. Simply adopting or requiring a curriculum doesn’t ensure strong implementation. Teachers are far more likely to teach foundational reading and writing skills alongside comprehension when they themselves have solid preparation in explicit, code-based instruction. 3. **Teachers need compatible coaching and peer support.** Even when educators understand research-based reading instruction, they’re more likely to use it in schools where teams, coaches and leaders share the same goals. Programs like Lexia’s Language Essentials for Teachers of Reading and Spelling ([LETRS](https://www.lexialearning.com/letrs?utm_campaign=26_com_c6_pr-bylined-article_tof_p15_lnk_pr_jan_lit-pl-revision&utm_source=pr&utm_medium=lnk&cid=701Ro00000tOmgdIAC)) help establish a common language and shared understanding rooted in the science of reading, strengthening coherence across coaching, instructional practice, and the daily application of evidence-based literacy instruction. 4. **Teaching reading is rocket science.** Most students do not learn to read simply through exposure to books; reading develops through intentional, explicit instruction. Teaching a student who struggles with reading demands skill, precision, and a deep understanding of how language, cognition, and instruction interact to support literacy growth. 5. **Language is the missing foundation.** Language is a critical piece of reading instruction that’s often missing from teacher preparation. Many educators haven’t had coursework in language structure or development, even though reading and writing depend on both at every stage. Teachers need to understand how English spelling connects sounds, syllables and meaning, including how speech sounds differ, how letters and letter patterns represent those sounds and how words are built from meaningful parts. They also need to teach the language of text itself, from how sentence structure shapes meaning to how ideas are organized across a passage. 6. **Phoneme awareness and phonics require deeper preparation.** Concepts about speech sounds and spelling don’t come naturally to many adults, even though children are expected to learn them early. As a result, many educators enter reading instruction without a clear understanding of how sounds map to letters or why words are spelled the way they are. Those gaps show up in the classroom, where teachers who lack strong phonemic knowledge are more likely to struggle with accurate instruction. 7. **Clarity doesn’t happen on its own.** Because reading instruction is highly complex, educators do not always have a full view of where their preparation is strongest or where additional learning may be needed. Structured professional learning helps bring that into focus by building on existing strengths, clarifying areas for growth, and strengthening the knowledge base that supports consistent, research-aligned classroom practice. 8. **There are no shortcuts.** Building expertise in reading instruction takes time. Teachers need time to learn core components, practice new approaches and change habits and methods they’ve used for years. Short courses and one-off workshops don’t provide enough practice or feedback. Teachers bring varying levels of preparation to the classroom and develop expertise over time at different rates. Sustained professional learning, combined with targeted feedback, supports educators in refining their knowledge, strengthening instruction, and continuously improving practice over time. 9. **Knowledge shows up in student results.** When teachers have the preparation and support needed to deliver effective instruction, students make stronger gains and the results become evident. Reading achievement improves, fewer students struggle to keep pace, and classrooms become more focused, responsive, and productive learning environments. Those results matter to educators. Seeing students succeed reinforces effective instruction and gives teachers momentum to build on what works. 10. **When reading instruction works, teachers stay.** In [multi-year work](https://www.jstor.org/stable/23764733) with low-performing schools, teachers helped students move from below basic to on-grade-level reading. As results improved, so did teacher morale. Absences dropped, interest in professional learning increased and burnout eased. Teachers who saw their instruction work stayed engaged and raised expectations for their students and themselves. ### **Making the Gains Stick** Reading improvement doesn’t hinge on one program or policy. It depends on how well educators understand reading, how consistently they apply that knowledge and how schools support them over time. The challenges outlined here point to a preparation gap that districts can no longer work around. When teachers receive sustained, aligned learning and clear feedback, instruction improves, results show up and educators stay engaged. The districts seeing steadier gains didn’t rely on quick fixes. They focused on building teacher knowledge and supporting instruction over time, and the results followed. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Carey Sweet stands on a beach in a navy blazer and white shirt, smiling at the camera with the ocean and trees in the background.](https://edcircuit.com/wp-content/uploads/2026/03/Carey-Sweet-headshot.jpg) ](https://edcircuit.com/author/carey-sweet/) [Carey Sweet](https://edcircuit.com/author/carey-sweet/ "Carey Sweet"): Author Carey Sweet is president of [The Reading League Florida Chapter](https://fl.thereadingleague.org/) and former Deputy Director of Just Read, Florida! at the Florida Department of Education. She currently serves as a National Senior Education Advisor on the Education Partnerships Team at [Lexia](https://www.lexialearning.com/). [ ](https://www.linkedin.com/in/carey-sweet-0228394a) [ View all posts ](https://edcircuit.com/author/carey-sweet/ "View all posts") [ ](https://fl.thereadingleague.org/about-2/) **Categories:** Hot Topics - controversial, Professional Development **Tags:** Headline --- ### [School Safety First 5 Minutes Matter Most](https://edcircuit.com/school-safety-first-5-minutes-matter-most/) **Published:** March 23, 2026 **Author:** EdCircuit Staff **Excerpt:** School safety first 5 minutes matter most. Learn how response, communication, and environment shape outcomes when incidents occur. **Content:** **School safety first 5 minutes matter most**—not because of what happens during an incident, but because of how people respond when something goes wrong. A student reaches across a lab table and knocks over a container. At first, it seems minor. Then there’s a smell. A nearby student pulls back. The teacher pauses—just for a moment—trying to assess what just happened. That pause matters. Because in those few seconds, the room is watching, waiting, and deciding how serious this is. And that’s how most incidents begin—not as emergencies, but as moments. In the latest episode of the [**Safer Ed Podcast**](https://open.spotify.com/show/1TQUGN0IjBrDOBYpBzVcC1), *“[The First 5 Minutes: When Safety Systems Are Tested,](https://open.spotify.com/episode/2Xn7F5JvHkL5Ww3daG2KmB)”* we take a deeper look at what really happens when plans meet reality—and why those first moments define everything that follows. ## **When Plans Meet Reality** Most schools have emergency plans. They are documented, reviewed, and aligned to compliance requirements. But real incidents don’t unfold in controlled conditions. They happen during instruction, during transitions, during hands-on learning—when time is limited, and decisions must be made quickly. The first five minutes are not guided by a written plan sitting on a shelf. They are shaped by: - How quickly someone recognizes that something has changed - Whether they feel empowered to act immediately - How clearly information is communicated - How well the environment supports movement and response This is where the gap appears. Plans exist—but response depends on people. ## **Clarity Drives Action** In high-pressure moments, hesitation is one of the greatest risks. Not because people don’t care—but because they are unsure. - Is this serious enough to stop everything? - Am I the one responsible for responding? - Should I wait for direction? Those questions create a delay. And delay changes outcomes. Schools that respond effectively remove that uncertainty. They build clarity into their systems so that educators understand, without hesitation, that safety decisions are immediate—not optional. When roles are clear, action becomes instinctive. ## **Communication Shapes the Outcome** In the first five minutes, communication must be fast—but more importantly, it must be precise. There is a critical difference between: - “We need help in here,” and - “We have a chemical spill in Room 214. Students are evacuating. We need administrative support.” One creates confusion. The other creates coordinated action. Clear communication does more than alert others—it activates a response system. It aligns people quickly and ensures that the right support arrives at the right time. ## **The Environment Always Shows Up** Everything a school has built into its learning spaces—layout, storage, equipment placement, pathways—becomes visible in the first five minutes. A well-aligned space supports response: - Clear exits allow for fast evacuation - Organized storage prevents shifting hazards - Open pathways support supervision and movement A strained space does the opposite: - Blocked pathways slow response - Overcrowded areas create hesitation - Poor visibility limits control The key insight is this: **The environment does not change during an incident—it reveals itself.** Near misses often provide early signals of these limitations. When ignored, those same conditions can complicate response when it matters most. ## **Students Follow the Signal** In critical moments, students look to the adult in the room. If the response is calm, clear, and decisive: - Students move with purpose - Instructions are followed quickly - The situation stabilizes If the response is uncertain: - Movement becomes inconsistent - Instructions are delayed - Risk increases Student behavior is not random—it reflects the clarity and confidence of the response they see. ## **Training for Real Moments** Safety training often focuses on awareness—what should happen in theory. But the first five minutes require something different: the ability to act under pressure. That level of readiness is built through: - Repetition of expectations - Scenario-based discussions - Reflection after near misses and drills Training must prepare educators to make decisions—not just recall procedures. ## **Leadership Defines Readiness** Leadership determines whether safety is treated as compliance or capability. When safety is reduced to checklists, response becomes reactive. When safety is built as a system, response becomes intentional. Strong leadership ensures: - Roles are clearly defined - Expectations are consistently reinforced - Environments are evaluated based on real use - Near misses are treated as valuable data This shift—from prevention alone to response readiness—is what separates prepared schools from those relying on luck. ## **The First Five Minutes Reveal Everything** The first five minutes are not just about response—they are about truth. They reveal: - Whether systems are aligned - Whether people are prepared - Whether communication is effective - Whether the environment supports safety Most importantly, they reveal whether safety is embedded in the culture—or simply documented on paper. ## **Turning Insight Into Action** When response feels delayed, unclear, or uncertain, it is not failure—it is feedback. Those moments provide an opportunity to: - Clarify roles and expectations - Strengthen communication practices - Evaluate how space supports response - Adjust systems before incidents escalate Tools like **[Science Safety’s](https://sciencesafety.com/main/) free [Occupancy Load Calculator](https://sciencesafety.com/free-occupancy-load-calculator-tool/)** help schools better understand how space, class size, and layout influence safety—before those first five minutes are ever tested. ## **Final Thought** School safety is often measured by what doesn’t happen. But the true measure is how a school responds when something does. Because when those first five minutes arrive, there is no time to prepare—only time to perform. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Safer Ed **Tags:** Headline --- ### [Higher Education Closures Reshape the Sector](https://edcircuit.com/higher-education-closures-reshape-the-sector/) **Published:** March 20, 2026 **Author:** EdCircuit Staff **Excerpt:** Higher education closures are accelerating nationwide, marking a demographic and financial reset that will redefine college, workforce pathways, and K-12. **Content:** Higher education closures rarely begin with a headline. They begin with small, quiet signals — a hiring freeze that isn’t lifted, residence halls that no longer fill, emergency fundraising emails that grow more urgent, a commencement ceremony where faculty and families realize it may be the last. When [Bacone College ended its 145-year run](https://www.highereddive.com/news/bacone-college-shut-down-after-145-years-what-went-wrong/752742/), when Limestone University’s [final campaign fell short](https://www.forbes.com/sites/michaeltnietzel/2025/05/01/limestone-university-will-close-as-fund-raising-effort-comes-up-short/), when Trinity Christian College and others[ announced their teach-outs](https://www.trnty.edu/teach-out-agreements/), the immediate story was institutional. But taken together, these closures — along with mergers in New Jersey, North Carolina, and Missouri and acquisition talks in California — reveal something far larger. This is not a cycle. This is a structural redesign of American higher education. ## **A Pattern That Can No Longer Be Dismissed** Over the past two years, closures, pauses, and consolidations have touched nearly every institutional category: private liberal arts colleges, faith-based campuses, minority-serving institutions, regional publics, and specialized professional schools. [Martin University’s short-lived operational pause](https://www.martin.edu/post/martin-university-s-trustees-vote-to-pause-operations-at-year-s-end) turned into a permanent closure. [Sterling College in Vermont is shutting down](https://www.sterlingcollege.edu/transition-plan) despite a distinctive environmental mission. [Lourdes University in Ohio](https://lourdes.edu/closure/) is announcing its closure in a region already facing demographic contraction. [Labouré College of Healthcare is being absorbed](https://www.nbcboston.com/boston-business-journal/curry-college-acquires-laboure-college-of-healthcares-nursing-programs/3896945/) to preserve its nursing pipeline. Washington University is[ acquiring a pharmacy school](https://source.washu.edu/2026/02/washu-to-establish-pharmacy-school-absorb-pharmd-program-from-uhsp/) to expand strategically rather than build from scratch. Individually, each decision has its own financial and governance story. Collectively, they point to a system realigning capacity with reality. ## **The Demographic Clock Has Run Out** For more than a decade, higher-ed leaders spoke about the [“enrollment cliff”](https://allaccess.collegeboard.org/enrollment-cliff-looming-heres-how-college-leaders-can-prepare) as a future problem. It is now a present-day constraint. The number of traditional college-age students is shrinking — most sharply in the Midwest and Northeast, where many tuition-dependent private institutions are located. Those regions built dense ecosystems of small colleges for a population that no longer exists in the same numbers. You cannot out-recruit a demographic decline. At the same time, fewer high school graduates are moving directly into four-year institutions. Alternative pathways — workforce entry, short-term credentials, employer-funded education, and community college transfers — are no longer secondary options. For many students, they are the first choice. ## **The Tuition-Driven Model Is Under Maximum Stress** Most of the institutions closing share a common profile: High tuition dependence Small endowments Limited pricing flexibility Deferred maintenance Rising discount rates When enrollment drops, the financial model does not bend. It breaks. Emergency fundraising campaigns can delay the outcome, but they rarely change the trajectory. [Limestone’s final appeal](https://www.highereddive.com/news/limestone-university-closure-history-college/806520/) demonstrated how difficult it is to close a structural gap with one-time philanthropy. The result is a growing number of boards facing the same question: Is closure more responsible than slow institutional erosion? ## **Mergers Are No Longer a Last Resort** If closures represent one side of the transformation, mergers and acquisitions represent the other. The definitive [agreement between New Jersey City University and Kean University](https://www.njcu.edu/kean) is not just a rescue — it is a prototype for public-sector stabilization. Catholic college consolidations are being driven not only by finances but by demographic strategy. Large research universities are acquiring specialized schools to accelerate program growth in healthcare, pharmacy, and applied fields. The stigma around mergers is disappearing. In its place is a new reality: survival through scale, shared services, and system integration. ## **Why This Matters to K-12 Leaders** This is not a higher-ed story alone. It is a K-12 pipeline story. When regional colleges close: Dual-enrollment partnerships disappear Teacher preparation pipelines shrink Local scholarship pathways are disrupted Students lose nearby transfer options Workforce alignment fractures In many communities, the closest and most accessible four-year institution is also the primary destination for first-generation students. When that campus closes, postsecondary access changes overnight. For superintendents and district leaders, this means postsecondary planning can no longer be based on historical assumptions. The map is being redrawn in real time. ## **The Human and Community Impact** A college closure is not just an academic event. It is an economic shock to a town. It is a cultural loss for a region. It is a professional displacement for faculty and staff. In some communities, the institution is the largest employer, the primary arts venue, the healthcare partner, and the identity anchor. When it closes, the question becomes: what does the campus become next? Across the country, former college properties are being redeveloped into housing, innovation hubs, healthcare facilities, and mixed-use spaces. The afterlife of these campuses will shape local economies for decades. ## **Is This a Trend? Yes — and It Will Accelerate** Even moderate declines in enrollment are projected to significantly increase closure rates. The next decade will not bring a return to the old equilibrium. It will bring: Fewer but larger institutions System-level governance models Expanded adult-learner enrollment strategies Workforce-aligned academic portfolios Year-round and hybrid delivery structures The four-year residential experience will remain powerful — but it will no longer be the dominant model for most students. ## **What Surviving Institutions Are Doing Differently** The campuses most likely to thrive are not simply cutting costs. They are: Redefining their mission for a specific population Aligning programs with regional workforce demand in healthcare, advanced manufacturing, AI, and applied technologies Building deep employer partnerships Designing stackable credential pathways Collaborating instead of competing with neighboring institutions They are becoming ecosystem institutions, not standalone campuses. ## **The Leadership Question That Matters Now** The most important shift is not financial. It is strategic. For decades, higher education operated on an assumption of perpetual growth. Planning models, facilities, staffing, and program expansion were built around that expectation. That era is over. The central question for presidents, boards, and system leaders is no longer: How do we avoid becoming the next closure? It is: What role must our institution play in a smaller, more competitive, more interconnected postsecondary landscape? Because the institutions that will define the next generation of higher education are not the ones that simply survive. They are the ones that redesign themselves — in partnership with K-12 systems, workforce leaders, and their communities — for a different future. ## **The Signal for the Entire Education Sector** For K-12, higher education, and edtech leaders alike, these closures are not warnings from the edge of the system. They are indicators from its center. They tell us that: Demographics now drive strategy Access must be redesigned regionally Partnerships are the new infrastructure Institutional identity must be clear and defensible The campuses going dark are not just endings. They are the clearest possible signal that the education continuum — from middle school career exploration to lifelong learning — is being rebuilt. And the leaders who recognize that shift early will shape what comes next. **[Future U. Podcast ](https://www.youtube.com/@futureupodcast)– [The Enrollment Cliff](https://www.youtube.com/watch?v=fl3NdG1b1TM)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Higher Education, Hot Topics - controversial **Tags:** Headline --- ### [What District Leaders Must Do in the AI Era](https://edcircuit.com/what-district-leaders-must-do-in-the-ai-era/) **Published:** May 21, 2026 **Author:** EdCircuit Staff **Excerpt:** What district leaders must do in the AI era is shift from adopting tools to designing systems that align technology, instruction, and sustainable leadership. **Content:** What district leaders must do in the AI era is no longer a theoretical question—it is an immediate leadership challenge unfolding across classrooms, central offices, and communities. Artificial intelligence is already changing how teachers plan, how students learn, how families engage, and how systems make decisions. The question is no longer whether AI will influence education. It already does. The real question is whether district leadership will shape that influence intentionally—or allow it to unfold without direction. That distinction matters. Because the system will move—with or without leadership. ## **The Moment District Leaders Are In** Education leaders are operating in a climate of simultaneous pressure. Teachers are experimenting with AI tools whether districts are ready or not. Students are using AI to brainstorm, write, summarize, and solve. Parents are asking how these tools affect learning, privacy, and fairness. Vendors are moving quickly. Policymakers are responding unevenly. And in the middle of it all, district leaders are being asked to make decisions without a stable playbook. That reality can create two unhelpful responses. The first is paralysis. Leaders hesitate, waiting for better guidance, clearer policy, or more certainty. The second is overreaction. Districts rush into adoption because they fear being seen as behind. Neither approach is sustainable. The districts that will lead well in this era are not the ones moving fastest or the ones resisting longest. They are the ones developing clarity—clarity about purpose, priorities, and what AI should and should not do inside their systems. ## **Stop Chasing Tools. Start Designing Systems.** One of the most common mistakes districts make with emerging technology is focusing too narrowly on tools. Which platform should we approve? Which chatbot is safest? Which product generates lesson plans best? Those questions matter—but they are too small on their own. Every tool decision is now a system decision. AI does not remain neatly contained inside a single application. It influences curriculum, assessment, communication, professional learning, and data practices simultaneously. What appears to be a simple adoption decision quickly becomes a system-wide shift in expectations and workflows. Leaders who start with products will constantly react. Leaders who start with systems will build coherence. A strong district approach asks: How does AI fit within our instructional model? How does it align with existing systems? What expectations are we setting for staff and students? How does this support our mission rather than distract from it? ## **Define a Clear AI Strategy Before the System Defines One for You** Whether a district creates an AI strategy or not, one will emerge. Without a strategy, consistency becomes impossible. In the absence of clear direction, practices will vary across classrooms, schools, and departments. Teachers will experiment independently. Students will receive mixed expectations. Families will hear conflicting messages. That is not intentional leadership—it is drift. [A clear AI strategy](https://www.weforum.org/stories/2025/01/how-ai-and-human-teachers-can-collaborate-to-transform-education/) establishes purpose and boundaries. It answers foundational questions about where AI adds value, where limits exist, and how decisions will be made. It creates alignment across the system and signals that AI is being integrated thoughtfully—not reactively. The districts earning trust right now are not necessarily the most advanced. They are the most intentional. ## **Invest in People Before You Invest in Scale** No system change succeeds without human confidence. Districts often focus on scaling tools before building understanding. But meaningful adoption depends on whether educators feel prepared, supported, and confident in how AI fits into their work. Teachers do not need more pressure—they need clarity and time. They need to understand how AI changes instructional design, how to guide student use, and how to preserve authentic learning experiences. They need opportunities to experiment safely, reflect, and refine their practice. Leaders and administrators need this support as well. They are being asked to evaluate, communicate, and lead through change while learning alongside their teams. In the AI era, people are still the infrastructure. Without investing in human capacity, scaling technology will only amplify inconsistency. ## **Build Governance Before Expansion** Governance is no longer optional—it is foundational. [Before expanding AI use](https://www.edtechdigest.com/2025/10/28/smart-districts-need-smarter-governance-the-power-of-written-ai-policies/), districts need clear structures that guide decision-making, protect data, and ensure alignment. Governance provides clarity on how tools are evaluated, how privacy is protected, how expectations are communicated, and how issues are addressed. Without governance, systems fragment. Schools move in different directions. Teachers receive mixed guidance. Students experience inconsistency. Strong governance does not slow innovation—it makes it sustainable. It ensures that as systems evolve, they do so with coherence and accountability. ## **Simplify the System Instead of Adding to the Noise** District leaders should assume one thing: educators do not need more complexity. Many systems are already layered with platforms, expectations, and initiatives. AI has the potential to reduce friction—but only if implemented intentionally. Complex systems do not need more tools—they need more clarity. Leaders must evaluate whether AI is simplifying work or adding to the noise. Does it reduce planning time? Does it improve feedback? Does it integrate into existing workflows? Or does it introduce new layers of expectation? The most effective AI implementations will not feel like something new. They will feel like a better version of what already exists. ## **Keep Instruction at the Center** AI can accelerate work—but it cannot guarantee understanding. This distinction is critical. District leaders must ensure that instructional purpose remains at the center of all AI decisions. Technology should support learning, not redefine it without intention. As AI tools generate content quickly, schools must remain focused on depth, rigor, and critical thinking. Faster work is not the same as better learning. Strong districts continuously return to core questions: Does this improve student thinking? Does it strengthen teaching? Does it maintain high expectations? Does it support equity? In effective systems, AI strategy and instructional strategy are inseparable. ## **Communicate Early, Clearly, and Repeatedly** In the absence of communication, assumptions take over. AI introduces uncertainty for every stakeholder group. Teachers want clarity. Families want transparency. Students want to understand expectations. School boards want alignment. Silence creates confusion. District leaders must communicate not just decisions, but reasoning. They must explain how AI is being used, why it matters, and how it aligns with district priorities. This communication must be ongoing, not one-time. Trust is built through clarity. In the AI era, communication is not an accessory to leadership—it is a core responsibility. ## **Move With Intention, Not Urgency** Momentum without direction creates more problems than progress. District leaders are under pressure to act quickly, but urgency alone does not create effective systems. The strongest districts are not those moving fastest—they are those moving with purpose. They pilot thoughtfully. They learn from early implementation. They adjust before scaling. They balance innovation with sustainability. The goal is not speed—it is alignment. This requires discipline and clarity, especially in a rapidly changing environment. ## **Leadership Will Define the Outcome** Artificial intelligence will continue to reshape education. That much is certain. What remains uncertain is whether that change leads to fragmentation or progress. That outcome will not be determined by the tools alone. It will be determined by leadership. Whether leaders design systems before scaling them, invest in people before expecting transformation, simplify instead of accumulate, or communicate clearly and lead with intention. This is the next test of district leadership. And the leaders who meet it well will not just respond to AI—they will define how education evolves in the years ahead. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [How AI Is Reshaping School Systems](https://edcircuit.com/how-ai-is-reshaping-school-systems/) **Published:** May 15, 2026 **Author:** EdCircuit Staff **Excerpt:** The future of school systems in the AI era is being shaped by data, automation, and new expectations for teaching, learning, and leadership. **Content:** School systems in the AI era are being reshaped by a convergence of forces—artificial intelligence, evolving instructional models, rising parent expectations, and increasing complexity. What once operated as a stable structure is now becoming dynamic, forcing schools to rethink not just how they teach, but how they function as interconnected systems. In many districts, these changes are already visible—AI-generated lessons, real-time data dashboards, and new expectations for personalization are becoming part of everyday practice. This is not a shift in tools. It is a shift in structure. And that shift is already underway. ## **From Stability to System Complexity** For decades, school systems operated within a relatively predictable model. Curriculum moved at a set pace, instruction was largely standardized, and decision-making followed established processes. Technology, while present, typically supported rather than reshaped these structures. That model is no longer sufficient. Today’s systems are expected to respond faster, personalize learning, and integrate multiple layers of technology simultaneously. As these demands increase, so does the system’s complexity. Complexity is no longer a problem to solve—it is a condition to manage. This marks a fundamental transition from static systems to adaptive ones. ## **AI as a System-Level Force** Artificial intelligence represents a fundamental departure from previous waves of education technology. AI does not sit beside the system—it reshapes it from within. It now influences how instructional materials are created, how assessments are designed, how feedback is delivered, and how student progress is analyzed. It extends beyond the classroom into administrative processes and strategic decision-making. This is what makes [AI different from every technology that came before it](https://www.brookings.edu/articles/ais-future-for-students-is-in-our-hands/). Its impact is not isolated to a single function—it is distributed across the entire system. ## **The Changing Role of the Teacher** As systems evolve, so does the role of the teacher. The traditional model centered on content delivery is giving way to a more complex and dynamic role. Teachers are becoming designers of learning experiences, facilitators of inquiry, and guides for students navigating an increasingly AI-supported environment. AI can assist with generating content, differentiating instruction, and providing feedback. But the challenge is not whether teachers will use AI—it is how their role evolves alongside it. The human elements of teaching—judgment, empathy, and context—remain irreplaceable. Students still learn best from people they trust. ## **Rethinking the Learning Experience** The student experience is also undergoing a significant transformation. AI-enabled systems allow for more personalized learning pathways, [enabling students to move at different paces and receive immediate, targeted feedback](https://learningsciences.smu.edu/blog/artificial-intelligence-in-education). This creates the potential for more responsive and individualized learning environments. However, personalization introduces new complexity. As flexibility increases, systems must work harder to maintain coherence. Schools must balance individualized learning with consistent expectations, ensuring that flexibility does not come at the expense of rigor or equity. ## **Data as the Foundation of Decision-Making** As systems become more interconnected, data is taking on a central role in how education operates. Data is becoming the operating system of modern school systems. Continuous streams of information—on performance, engagement, and progress—offer new opportunities for insight. When effectively connected and interpreted, this data can inform instruction, guide interventions, and support strategic planning. But data alone does not create clarity. The challenge lies in integration, interpretation, and alignment. Without intentional design, data can overwhelm rather than inform. The goal is not more data—it is better decisions. ## **Leadership in a System-Based Environment** The evolving landscape is redefining leadership. Leadership is shifting from managing schools to designing systems. This requires a broader perspective—one that considers how technology, instruction, data, and communication intersect. Decisions can no longer be made in isolation; each choice influences the system as a whole. System design is becoming the most important leadership skill in education. Leaders who understand how to align these elements will be best positioned to navigate the complexity ahead. ## **Navigating the Pace of Change** One of the most significant challenges facing school systems is determining how quickly to adapt. The pressure to innovate is constant. At the same time, the need for stability remains. Moving too quickly can create fragmentation and overwhelm. Moving too slowly can lead to stagnation and missed opportunities. The goal is not speed—it is alignment. Successful systems balance innovation with intentional design, ensuring that progress is both meaningful and sustainable. ## **What Future-Ready Systems Are Doing Differently** Across the country, some districts are beginning to approach this transformation with greater clarity. Rather than focusing on individual tools, they are thinking in terms of systems. They are prioritizing integration, reducing unnecessary complexity, and aligning technology decisions with instructional goals. Professional learning is becoming more targeted and strategic. Governance structures are being developed to guide decision-making. The emphasis is shifting from accumulation to coherence. These systems are not necessarily more advanced. They are more connected. ## **The Human Element in an AI-Driven System** Despite rapid technological change, the foundation of education remains human. Relationships, trust, and connection continue to define meaningful learning experiences. AI can enhance systems, but it cannot replace human judgment, empathy, or the contextual understanding that educators bring to their work. In many ways, as systems become more advanced, the human element becomes more essential. The most effective school systems will be those that integrate technology in ways that strengthen—not diminish—the human experience. ## **A Defining Moment for School Systems** This moment represents a turning point. School systems are not simply adapting to new tools—they are being asked to rethink how they operate at a fundamental level. The decisions made today will shape the future of teaching, learning, and leadership. This is not just a period of change. It is a period of redesign. ## **Moving Forward** The future of school systems in the AI era will not be defined by how much technology is adopted, but by how intentionally systems are designed. Because in the end, the goal is not to build more advanced systems—it is to build better ones. Systems that work, systems that connect, and systems that keep people at the center of learning. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [AI and Governance in School Districts](https://edcircuit.com/ai-and-governance-in-school-districts/) **Published:** March 19, 2026 **Author:** EdCircuit Staff **Excerpt:** AI and governance in school districts now define leadership responsibility, requiring oversight of data, bias, cybersecurity, and accountability. **Content:** AI and governance in school districts are no longer parallel conversations. They are inseparable. As artificial intelligence becomes embedded in assessment systems, intervention dashboards, predictive analytics, and operational platforms, district leaders are discovering that AI adoption is not a technology upgrade—it is a governance mandate. The districts that benefit from AI will not be the ones that adopt fastest. They will be the ones that govern best. For superintendents, school boards, CIOs, CTOs, and cabinet leaders, the stakes are structural: public trust, legal exposure, equity outcomes, and long-term data architecture. ## **AI Is Infrastructure, Not a Pilot Program** In previous waves of edtech adoption, districts could pilot a platform at a grade level or in a single department. AI does not operate in isolation. Modern AI-enabled systems draw from: - Student information systems - Assessment archives - Attendance records - Behavioral data - Intervention logs - Longitudinal academic histories When an AI system pulls from multiple data streams, it becomes embedded in district infrastructure. It shapes recommendations, flags students, influences placement decisions, and informs resource allocation. That means governance cannot be reactive. District leaders must determine in advance: - What data streams AI tools may access - What decisions AI may inform - What decisions AI may never influence - How outputs are reviewed and validated Without clear guardrails, AI drifts from assistance to authority. ## **A District Scenario: When Governance Lags Adoption** Consider a mid-sized suburban district implementing an AI-powered predictive analytics tool designed to identify students at risk of academic failure. The vendor integrates with the district’s SIS, attendance records, and discipline data. Within weeks, the system generates risk scores for middle school students. Administrators notice that a disproportionately high number of flagged students come from two specific neighborhoods. The tool weighs attendance patterns heavily. Those neighborhoods, however, experience transportation instability due to bus route shortages and seasonal housing mobility. Without governance oversight, the system’s output could lead to unintended consequences: - Increased monitoring of specific students - Lowered academic expectations - Placement into intervention programs without contextual review In response, district leadership convenes an AI oversight committee. They audit the algorithm’s weighting structure, adjust attendance thresholds, and require human review before any placement decision is made. The result: the tool shifts from labeling to informing. This is the difference governance makes. AI itself did not create inequity. A lack of structured oversight nearly did. ## **Data Privacy: Beyond Compliance** AI systems require volume. Volume requires protection. [FERPA compliance](https://studentprivacy.ed.gov/ferpa) is the baseline—not the ceiling. District leaders must ensure: - Data minimization practices are in place - Contracts prohibit secondary data usage - Encryption standards meet current cybersecurity benchmarks - Data retention timelines are explicit - Exit clauses require data deletion upon contract termination Boards should ask vendors directly: *If our district ends this contract, how is student data purged and verified?* [Governance requires specificity](https://studentprivacy.ed.gov/), not assumptions. ## **Algorithmic Bias and Equity Audits** AI models are trained on historical data. If that data reflects systemic inequities, outputs may replicate them. Governance requires districts to: - Conduct regular bias audits - Analyze subgroup impact - Review predictive weighting variables - Require vendor transparency on model updates Leaders must insist that AI outputs are explainable. If a model cannot clarify why a student was flagged, it should not influence placement decisions. The strongest AI implementations treat data as insight—not verdict. They inform decisions; they do not make them. Codifying that principle protects both students and institutions. ## **Procurement Must Evolve** Traditional procurement processes often focus on: - Cost - Compatibility - Feature set AI procurement must add: - Model transparency - Bias testing documentation - Liability clarity - Vendor financial stability - Independent security certifications AI contracts are not annual software subscriptions. They shape longitudinal student data ecosystems. District leaders should treat them accordingly. ## **Professional Capacity Is Governance** Even the most responsible AI framework fails without educator readiness. If teachers interpret risk scores as definitive rather than advisory, governance breaks down at the classroom level. Strong districts invest in: - Ongoing AI literacy training - Clear decision protocols - Cross-department alignment between curriculum, IT, and equity teams - Feedback systems for frontline educators Governance lives in practice, not policy binders. ## **Cybersecurity: Expanding the Risk Surface** Every AI integration expands a district’s attack surface. Cloud-based processing, API integrations, and data transfers create additional entry points for malicious actors. Governance must include: - Vendor security audits - Multi-factor authentication standards - Incident response simulations - Breach notification protocols Cybersecurity oversight is not separate from AI governance. It is foundational to it. ## **Transparency and Public Trust** Communities are increasingly aware of AI’s influence in public institutions. Silence invites suspicion. District leaders should proactively communicate: - Where AI tools are used - What data they access - How decisions are reviewed - What safeguards are in place Board-level briefings and parent forums strengthen confidence. Public trust is not a byproduct of AI success—it is the product of governance clarity. ## **Strategic Alignment: AI Must Serve the Mission** AI adoption should map directly to district priorities: - Closing achievement gaps - Improving early intervention - Increasing operational efficiency - Strengthening data-driven instruction If [AI does not clearly advance strategic goals](https://open.spotify.com/episode/1RwROnNAPZ725tfBOVPgWM), it becomes a distraction rather than an advancement. The question for superintendents is not, “Is this innovative?” It is, “Does this advance our mission without compromising our values?” ## **Leadership Defines the Outcome** AI will influence assessment, intervention, scheduling, budgeting, and communication across school systems. That influence is inevitable. What is not inevitable is how responsibly it will be governed. Districts that: - Establish formal AI governance committees - Conduct ongoing bias audits - Maintain strict data oversight - Require human review of algorithmic outputs - Communicate transparently with stakeholders …will harness AI as a force multiplier. Those that adopt without structure risk scaling inequity, exposure, and distrust. AI does not replace leadership. It magnifies it. In the era of artificial intelligence, governance is not an afterthought. It is the defining responsibility of district leadership. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Parent Expectations Are Reshaping K-12 Education](https://edcircuit.com/parent-expectations-are-reshaping-k-12-education/) **Published:** May 7, 2026 **Author:** EdCircuit Staff **Excerpt:** Parent expectations in K-12 education are changing as technology, communication, and transparency reshape how families engage with schools. **Content:** Parent expectations in K-12 education are changing rapidly as technology, transparency, and access to information reshape [how families engage with schools](https://www.davisenterprise.com/news/parents-seek-transparency-on-tech-in-schools/article_4d701ea2-7a62-480f-b54d-d33a3968405d.html). What was once a periodic connection has become a continuous presence—where parents are not just informed, but actively involved in the day-to-day experience of education. In many schools, it is now common for a parent to see an assignment, message a teacher, and expect clarification within the same day. This is not a minor shift. It represents a fundamental change in the relationship between schools and families. ## **A New Level of Visibility** One of the most significant changes in recent years is the level of visibility parents now have into their child’s educational experience. Through platforms such as: - learning management systems (LMS) - grade portals - communication apps - classroom tools parents can: - view assignments and deadlines in real time - monitor grades and feedback - track attendance and behavior - receive updates from teachers and administrators Visibility has shifted from occasional to constant. Parents no longer rely on report cards or conferences alone—they expect ongoing insight into their child’s progress. Transparency is no longer a feature of education systems; [it is an expectation](https://www.educationadvanced.com/blog/transparency-in-education-what-schools-need-to-know). ## **The Expectation of Real-Time Communication** Alongside increased visibility comes a new expectation for communication. Parents can now reach teachers instantly through multiple channels, creating a dynamic where communication is no longer scheduled—it is continuous. Access has increased—but so have expectations. Parents may expect quick responses, clarification on assignments, or updates on concerns, often beyond traditional school hours. The result is a shift in the communication model. What was once periodic has become immediate, and what was once optional has become expected. ## **Increased Influence on School Decisions** As engagement increases, so does influence. Parent voice is no longer peripheral—it is central to many school decisions. This is especially evident in: - curriculum discussions - school policies - technology adoption - safety and security decisions School board meetings are more active, discussions are more visible, and parent perspectives are playing a greater role in shaping school direction. Parents are no longer simply engaging with schools—they are helping define them. ## **Technology Expectations from Families** As schools adopt more technology, parents are developing expectations around how those systems function. Families now experience schools through their digital systems. They expect platforms to be: - intuitive and easy to navigate - consistent across classrooms - accessible across devices - transparent in how information is shared When systems are fragmented or inconsistent, it impacts trust and perception. Technology is no longer just an instructional tool—it is part of the family experience. ## **Safety, AI, and Trust** As technology becomes more embedded in education, [parents are increasingly focused on safety](https://www.aecf.org/blog/parental-involvement-is-key-to-student-success-research-shows), privacy, and emerging tools such as artificial intelligence. Key concerns include: - how student data is collected and protected - how AI tools are being used in classrooms - how schools ensure safe and secure environments - how decisions are communicated to families As technology expands, trust becomes just as important as access. Parents want transparency not only in outcomes, but in decision-making. Understanding the “why” behind decisions is critical to building confidence. ## **The Impact on Educators** As expectations evolve, the impact on educators is becoming more visible. Teachers are now navigating: - increased communication demands - expectations for responsiveness - greater visibility into classroom practices - additional layers of accountability This growing expectation is one of the contributing factors to digital exhaustion among educators. Balancing instruction with communication, responsiveness, and transparency requires time, structure, and support. ## **A Shift Toward Partnership** Despite the challenges, this shift also presents an opportunity. The relationship between schools and families is moving toward a more collaborative model. The relationship is no longer school-led—it is shared. In this emerging partnership: - parents are informed and engaged - educators are supported and respected - communication is purposeful and clear - expectations are aligned When this balance is achieved, it can strengthen school communities and improve student outcomes. ## **The Balance Schools Are Still Trying to Find** While increased parent engagement brings many benefits, it also introduces complexity. Schools are working to find the balance between accessibility and sustainability—ensuring families are informed without overwhelming educators. Too little communication creates a disconnect. Too much can create pressure. This balance is still evolving, and there is no single model that works for every district. What is clear, however, is that expectations will continue to grow, and schools must adapt in ways that are both responsive and sustainable. ## **What Schools Are Doing** In response to these shifts, many schools and districts are taking a more intentional approach to family engagement. Key strategies include: ### **Establishing Communication Guidelines** Setting clear expectations around response times and appropriate channels. ### **Streamlining Platforms** Reducing the number of systems families must navigate. ### **Increasing Transparency** Providing consistent updates on policies, decisions, and classroom practices. ### **Supporting Parent Understanding** Offering guidance on how to navigate digital tools and understand AI use. ### **Creating Consistency Across Classrooms** Ensuring families have a predictable and aligned experience. These efforts are helping create clarity—for both educators and families. ## **What Comes Next** Parent expectations in K-12 education will continue to evolve as access to information increases, and technology becomes more integrated into daily learning. Schools will need to: - maintain clear and consistent communication - build trust through transparency - create sustainable expectations for educators - design systems that support both families and staff The relationship between schools and families is becoming more dynamic, more visible, and more influential. ## **A Defining Shift in Education** The role of parents in education is no longer evolving—it has already changed. Parents are no longer on the sidelines. They are part of the conversation, part of the experience, and increasingly, part of the system itself. ## **Moving Forward** The question is no longer whether parent expectations will continue to grow—it is how schools and families will navigate this new relationship together. In the end, success will depend on finding a balance that supports students while sustaining the people at the center of it all. Because when schools and families work in alignment, the impact extends far beyond communication—it shapes the future of education itself. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Parents **Tags:** Headline --- ### [Homework in the AI Era: Why Schools Are Rethinking It](https://edcircuit.com/homework-in-the-ai-era-why-schools-are-rethinking-it/) **Published:** May 13, 2026 **Author:** EdCircuit Staff **Excerpt:** Homework in the AI era is being rethought as schools question its role in assessment, equity, and authentic student learning. **Content:** Homework in the AI era is rapidly becoming one of the most disruptive shifts in education as artificial intelligence tools challenge long-standing assumptions about what students actually learn outside the classroom. In many classrooms, teachers are seeing homework submitted that reflects a level of polish and completion that does not always match in-class performance. For decades, homework has been viewed as a [cornerstone of learning](https://www.educationworld.com/teachers/making-homework-meaningful-not-mindless)—reinforcing skills, building responsibility, and providing insight into student understanding. But today, that foundation is shifting. Artificial intelligence has not simply changed how students complete homework. It has changed what homework represents. And increasingly, educators are asking a fundamental question: **if students can complete homework with significant external assistance, what purpose should it serve?** ## **Why Homework Is Being Questioned Now** The role of homework has been debated for years, but artificial intelligence has accelerated the conversation in ways few anticipated. Traditional homework models were built on a simple assumption: that students would complete assignments independently, allowing teachers to assess their understanding based on the work submitted. That assumption is no longer reliable. Students now have access to tools that can: - generate essays and written responses - provide step-by-step solutions to complex problems - summarize readings instantly - refine and edit writing with advanced precision - brainstorm ideas with minimal effort Completion no longer guarantees comprehension. This shift is forcing educators to reconsider whether homework, as traditionally designed, can still serve as a meaningful measure of learning. ## **The AI Factor at Home** Artificial intelligence is most commonly used outside the classroom, where access is unrestricted and supervision is limited. For many students, AI is becoming as natural to use as a calculator or search engine. Some use it to check their thinking, others to generate ideas, and some to complete assignments more efficiently. In many cases, students are not trying to avoid learning—they are adapting to the tools available to them. For teachers, however, this creates a new level of uncertainty. Assignments that once offered clear insight into student understanding are now more difficult to interpret. Without visibility into how the work was produced, the final product alone is no longer a reliable indicator of learning. ## **Equity Concerns Are Growing** Beyond questions of authenticity, the changing nature of homework is also raising important concerns about equity. Students do not all have the same home environments or access to support. Some benefit from: - reliable internet and multiple devices - familiarity with AI tools and digital platforms - access to tutors or academic support - guidance from family members Others may have limited access to technology or fewer resources to support their learning. AI does not eliminate inequity—it can amplify it. Students who understand how to use AI tools effectively may gain an advantage, not necessarily because they understand the material more deeply, but because they can produce more polished outputs. This raises a critical question for schools: **Does homework still provide a fair and consistent measure of student learning?** ## **Homework vs. Learning** As these challenges become more visible, educators are beginning to separate two roles that homework has long served: practice and assessment. For years, homework has functioned as both a way for students to practice skills and a way for teachers to evaluate understanding. In the AI era, those roles are increasingly difficult to combine. Homework can still be valuable for: - reinforcing concepts - building routines and responsibility - encouraging independent thinking But it may no longer serve as a reliable measure of independent understanding—especially when the conditions under which it is completed vary so widely. This distinction is reshaping how educators think about assigning and grading homework. ## **What Schools Are Doing Instead** In response to these changes, many schools and districts are beginning to redesign how and when learning is evaluated. Rather than relying heavily on homework for assessment, educators are shifting toward approaches that make student thinking more visible. Emerging strategies include: ### **Moving Key Work Into the Classroom** Teachers are placing greater emphasis on in-class assignments where they can observe student thinking in real time. ### **Using Homework as Practice, Not Evaluation** Homework is increasingly ungraded or low-stakes, allowing students to focus on learning rather than performance. ### **Designing More Reflective Assignments** Assignments that require personal connection, explanation, or reflection are more difficult to outsource entirely to AI. ### **Incorporating Process-Based Learning** Drafts, checkpoints, and revisions provide insight into how students develop their work over time. ### **Expanding Project-Based Learning** Projects that involve collaboration, presentation, and application make learning more visible and meaningful. These approaches reflect a broader shift away from evaluating isolated outputs and toward understanding the learning process. ## **A Changing Mindset Around Homework** Perhaps the most significant shift is not structural, but philosophical. For decades, homework has been associated with rigor. More homework often meant higher expectations and stronger academic discipline. Today, that assumption is being reconsidered. Educators are asking: - Does homework deepen understanding or simply ensure completion? - Does it support learning, or does it create unnecessary pressure? - How does it impact student well-being and time outside of school? In many cases, schools are moving toward more intentional homework practices—assigning it when it serves a clear purpose rather than as a routine expectation. This shift reflects a growing recognition that more work does not always mean more learning. ## **Preparing Students for a Different Future** The conversation about homework is part of a larger transformation in education. Artificial intelligence is changing how students access information, solve problems, and complete tasks. As a result, schools must prepare students not just to complete assignments, but to think critically, evaluate information, and use tools responsibly. Homework, in this context, must evolve. Rather than focusing on completion alone, assignments should help students: - practice skills in meaningful ways - reflect on their learning - develop independence - engage with ideas beyond the classroom This requires thoughtful design and a willingness to move beyond traditional expectations. ## **What Comes Next** Homework in the AI era is not disappearing—but it is being redefined. Schools are moving away from viewing homework as a primary measure of learning and toward seeing it as one part of a broader learning process. Assessment is shifting into the classroom, and assignments are being designed to emphasize thinking, reflection, and application. For educators, this moment represents both a challenge and an opportunity. The challenge is adapting long-standing practices in response to rapidly changing technology. The opportunity is to create more meaningful, equitable, and effective approaches to learning. In the AI era, homework will no longer be defined by what students complete at home—but by how effectively it supports thinking, learning, and growth beyond it. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Why School Boards Are Under More Pressure Than Ever](https://edcircuit.com/why-school-boards-are-under-more-pressure-than-ever/) **Published:** April 13, 2026 **Author:** EdCircuit Staff **Excerpt:** School boards are under more pressure than ever as they navigate AI, safety, curriculum, and community expectations while guiding district decisions. **Content:** School boards are under more pressure than ever as decisions once handled quietly at the district level now unfold in full public view, often under intense scrutiny. Board members are navigating complex issues involving artificial intelligence, student safety, curriculum expectations, and rapidly evolving community demands—all while maintaining transparency and public trust. Across the country, school boards are being asked to make decisions that impact not only classrooms but also district operations, community relationships, and long-term strategic direction. As a result, the role of the school board has expanded significantly, [bringing new expectations, challenges, and visibility](https://journals.sagepub.com/doi/10.1177/23328584241304700). ## **The Expanding Role of School Boards** Traditionally, school boards were responsible for setting district policy, approving budgets, and hiring superintendents. While those responsibilities remain, the scope of decision-making has grown considerably. Today’s boards are often involved in conversations around: - technology adoption and AI policies - cybersecurity preparedness and data privacy - student mental health and well-being - safety planning and emergency preparedness - curriculum transparency and instructional materials - equity, access, and student support systems Each of these areas requires board members to interpret complex information, evaluate risks, and consider long-term implications. The role has evolved from governance alone to a form of leadership that requires adaptability, awareness, and continuous learning. ## **Increased Public Visibility and Scrutiny** One of the most [noticeable changes in recent years is the level of public attention directed at school boards](https://lambert.com/the-importance-of-civility-respectful-discourse-at-school-board-meetings/). In many districts, meetings that were once routine and lightly attended have become highly visible events, with community members, media outlets, and advocacy groups closely following board decisions. Public comment sessions have expanded, and board members often hear a wide range of perspectives from families, educators, and community stakeholders. In some districts, meetings have become standing-room-only events as communities engage more actively in education policy discussions. This increased visibility reflects the importance of education in communities—but it also adds pressure. Board members must balance transparency and responsiveness with the responsibility to make informed, student-centered decisions. ## **New Issues Boards Must Navigate** The issues facing school boards today are not only more complex—they are also more visible and more urgent. ### **Artificial Intelligence and Technology** Boards are being asked to approve policies related to AI tools, digital learning platforms, and data governance. These decisions require an understanding of emerging technologies and their potential impact on instruction and privacy. ### **Student Attention and Device Use** As schools address concerns around student focus, many boards are involved in decisions about cellphone policies and digital device use during the school day. ### **Cybersecurity and Data Protection** With increasing cyber threats targeting schools, boards must consider investments in cybersecurity infrastructure and policies that protect sensitive student and staff information. ### **Curriculum and Instruction** In many districts, curriculum decisions have become more visible, with communities taking a strong interest in what is taught and how it is delivered. ### **School Safety and Well-Being** Boards continue to play a role in ensuring safe learning environments, including physical safety, mental health supports, and emergency preparedness. Each of these topics carries both educational and community implications, making decision-making more complex than ever before. ## **Decision-Making in a Complex Environment** School boards must often make decisions in environments where perspectives differ significantly. Parents, teachers, administrators, and community members may have varying expectations about what schools should prioritize. Board members must consider: - student outcomes - educator perspectives - legal and regulatory requirements - financial constraints - long-term district goals Balancing these factors requires careful deliberation and a commitment to keeping students at the center of decision-making. In many cases, there are no simple or universally accepted answers. Decisions may involve trade-offs, and board members must navigate uncertainty while maintaining public trust. ## **The Superintendent–Board Relationship** A strong partnership between the school board and the superintendent is more important than ever. Superintendents provide operational leadership and bring expertise in education systems, while boards provide governance, oversight, and strategic direction. Effective relationships are built on: - clear communication - defined roles and responsibilities - shared goals for student success - mutual trust and respect When this relationship is strong, districts are better positioned to navigate complex challenges. When it is strained, decision-making can become more difficult and less effective. ## **What Effective School Boards Are Doing** Despite the increased pressure, many school boards are adapting successfully by strengthening their practices and approaches. Effective boards are: ### **Prioritizing Clear Communication** Providing consistent, transparent communication with the community helps build trust and reduce misunderstandings. ### **Focusing on Student Outcomes** Keeping decisions centered on what is best for students helps guide discussions and align priorities. ### **Investing in Professional Learning** Board members are increasingly participating in training and professional development to better understand complex topics such as AI, cybersecurity, and data privacy. ### **Establishing Clear Policies** Well-defined policies provide structure and consistency, especially in areas such as technology use and safety. ### **Collaborating with District Leadership** Strong alignment between boards and district leaders supports more effective implementation of decisions. These practices help boards navigate complexity while maintaining focus on their core mission. ## **A New Era of Educational Leadership** The role of the school board is evolving alongside the broader changes taking place in education. Technology, policy, and community expectations are reshaping how decisions are made and how districts operate. School boards are no longer working behind the scenes. They are visible leaders responsible for guiding districts through some of the most important challenges facing education today. School boards are under more pressure than ever, but they also have an opportunity to lead with clarity, purpose, and a focus on student success. As education continues to evolve, school boards are no longer simply governing districts—they are shaping the direction of public education itself. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Community, edLeaders, Hot Topics - controversial **Tags:** Headline --- ### [The Fight for Student Attention in Schools](https://edcircuit.com/the-fight-for-student-attention-in-schools/) **Published:** April 28, 2026 **Author:** EdCircuit Staff **Excerpt:** Student attention in schools is becoming a major challenge as phones, social media, and digital distractions reshape how students focus and learn. **Content:** Student attention in schools is quickly becoming one of the defining challenges of modern education as phones, social media, gaming platforms, and constant connectivity compete for students’ focus. Teachers across grade levels report that capturing and sustaining attention has become more difficult in classrooms where students are accustomed to fast-moving digital content and continuous notifications. For decades, educators have adapted to new technologies entering the learning environment. However, the scale and intensity of today’s digital ecosystem have created a new reality: students now live in a world where entertainment, communication, and information are available instantly and constantly. For teachers, principals, and district leaders, the challenge is no longer simply delivering strong instruction. It is helping students develop the ability to concentrate and engage deeply in an environment designed to pull their attention in multiple directions. ## **The Attention Economy Meets the Classroom** Technology companies often describe the modern digital landscape as an [**attention economy**](https://www.forbes.com/sites/curtsteinhorst/2024/02/06/lost-in-the-scroll-the-hidden-impact-of-the-attention-economy/)—a system in which platforms compete to capture and hold users’ focus for as long as possible. Social media apps, video platforms, and gaming environments are intentionally designed with notifications, algorithm-driven recommendations, and endless content streams that encourage constant interaction. Today’s students grow up immersed in this environment where digital content is always competing for their attention. By the time many students reach middle school, they have spent thousands of hours interacting with fast-paced digital platforms. When these students enter classrooms, they bring the habits of this environment with them. Compared to the rapid pace of digital content, traditional classroom instruction can sometimes feel slower or less stimulating. Teachers increasingly report that students struggle with: - sustained reading of longer texts - extended writing assignments - deep concentration on complex problems - patience with multi-step learning tasks These challenges do not reflect a lack of curiosity or intelligence among students. Instead, they highlight how powerful digital environments can shape attention patterns. ## **Smartphones and the Distraction Debate** One of the most visible contributors to changing attention patterns is the smartphone. Over the past decade, smartphones have become constant companions for many students, providing instant access to messaging, video content, social media, and gaming. In response, many schools have begun implementing stricter cellphone policies. Across the country, districts are experimenting with “away for the day” rules requiring phones to remain out of sight during school hours. Others have introduced phone storage systems or locked pouches to limit device access during class. Educators who have implemented these policies often report noticeable changes in classroom dynamics. Teachers describe improved focus during lessons, fewer disruptions, and more face-to-face interaction among students. However, cellphone policies alone cannot solve the broader challenge of attention. Even when devices are removed from classrooms, the habits shaped by constant digital stimulation can still influence how students approach learning. ## **Social Media and Cognitive Overload** Beyond phones themselves, social media platforms also shape how students process information. Short-form videos, rapidly scrolling feeds, and algorithm-driven recommendations encourage students to consume information quickly and move on to the next piece of content. This environment rewards rapid engagement rather than deep reflection. As a result, some educators believe students are becoming more accustomed to **fragmented attention**, shifting quickly between ideas instead of focusing on one concept for extended periods. This shift can make certain classroom tasks feel more demanding. Activities such as reading long texts, writing essays, or solving multi-step problems require sustained concentration that differs from the fast interactions typical of social media. Teachers increasingly recognize that sustained attention is no longer something students automatically develop—it is a skill that must now be taught and practiced. ## **Rethinking Instruction for a New Attention Landscape** Recognizing these changes, many educators are adapting instructional strategies to better align with how students engage with information today. Rather than viewing attention challenges solely as discipline issues, teachers are exploring approaches that promote active engagement and participation. These strategies include: - **Project-based learning**, where students investigate real-world problems - **Collaborative group work** that encourages discussion and shared responsibility - **Shorter instructional segments** paired with hands-on activities - **Interactive digital tools** that allow students to participate during lessons - **Frequent formative assessments** that keep students involved in learning These approaches help maintain engagement while still supporting deep understanding. Importantly, many educators emphasize that technology itself is not inherently harmful to attention. When used thoughtfully, digital tools can support creativity, collaboration, and exploration. The key challenge is ensuring that technology enhances learning rather than competing with it. ## **The Role of Classroom Culture** Another factor influencing student attention is classroom culture. When students feel connected to their teachers, classmates, and learning goals, they are more likely to remain engaged. Strong classroom environments often include: - clear expectations for participation - opportunities for student voice and choice - supportive teacher-student relationships - meaningful feedback on student work Teachers often [report that the most effective way to sustain attention](https://pmc.ncbi.nlm.nih.gov/articles/PMC11779917/) is not strict rules alone, but meaningful learning experiences that give students a sense of purpose. When students feel invested in their work, engagement tends to follow naturally. ## **Supporting Attention as a Learnable Skill** Increasingly, educators are recognizing that attention itself is a skill that can be strengthened. Students may benefit from explicit guidance on how to manage distractions, organize their time, and concentrate on challenging tasks. Some schools are introducing strategies such as: - mindfulness practices - structured work periods - goal-setting activities - reflection on personal learning habits These approaches help students understand how attention works and how they can improve their ability to focus. Rather than assuming students naturally possess strong attention skills, educators are beginning to treat focus and self-regulation as essential components of learning. ## **A New Leadership Challenge for Schools** The challenge of student attention extends beyond individual classrooms. School leaders and policymakers increasingly recognize that attention patterns influence academic outcomes, student well-being, and classroom culture. District leaders are exploring broader strategies such as: - clearer districtwide technology policies - professional development focused on student engagement - balanced approaches to technology integration - collaboration with families around digital habits The goal is not to eliminate technology from students’ lives but to help them develop healthy relationships with digital tools. As digital platforms continue to evolve, schools must balance innovation with structures that protect time for focused learning. ## **Reclaiming Focus in a Digital Age** The conversation about student attention reflects a larger shift in education. Schools are operating in a world where technology shapes how students interact with information, communicate with peers, and spend their time outside of school. Student attention in schools will likely remain an ongoing challenge as digital technologies continue to evolve. Yet the same tools that create distractions can also support powerful learning experiences when used thoughtfully. For educators, the task moving forward is not simply competing for attention but helping students develop the ability to focus, reflect, and think deeply. In a world built to capture attention, helping students learn how to focus may become one of the most important roles schools play. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [AI Detection in Schools: Why Educators Are Moving On](https://edcircuit.com/ai-detection-in-schools-why-educators-are-moving-on/) **Published:** April 22, 2026 **Author:** EdCircuit Staff **Excerpt:** AI detection in schools is facing growing skepticism as teachers question its accuracy and shift toward teaching responsible AI use rather than policing it. **Content:** AI detection in schools has quickly become one of the most debated topics in education as teachers, administrators, and policymakers confront the rapid rise of generative AI tools. When artificial intelligence writing platforms first became widely accessible, many districts and universities turned to AI detection software to identify student work generated by these tools. But only a few years into this experiment, a growing number of educators are questioning whether AI detection tools are the right solution—or whether the approach itself may be flawed. Across K–12 and higher education, what some educators are now calling **“[AI detection fatigue](https://www.techlearning.com/news/i-have-ai-fatigue-here-s-what-i-m-doing-to-overcome-it)”** is emerging. Teachers report spending significant time investigating potential AI-generated work while increasingly recognizing that detection tools often provide uncertain or inconsistent results. As a result, the conversation around academic integrity is beginning to shift from policing AI use to teaching students how to use it responsibly. ## **The Rapid Rise of AI Detection Tools** When generative AI writing systems first gained popularity, schools were caught off guard. Students suddenly had access to tools capable of producing essays, summaries, explanations, and even coding assignments in seconds. District leaders and universities quickly began searching for ways to identify when AI might be used improperly. Technology vendors responded by releasing a new category of software designed to detect whether text was written by a human or generated by AI. These tools promised to analyze patterns such as sentence structure, vocabulary use, and probability models to determine whether writing might have been created by an artificial intelligence system. Within months, many educators began experimenting with [AI detection platforms to maintain academic integrity](https://calmatters.org/education/higher-education/2025/06/ai-detector/). At first, the idea seemed straightforward: if students were using AI improperly, schools could identify the work and address the issue. In practice, however, the situation proved more complicated. ## **Why Teachers Are Losing Confidence in AI Detection** As detection tools became more widely used, many educators began noticing a troubling pattern: the results were often inconsistent. Teachers reported that some tools flagged clearly human-written work as AI-generated, while other assignments that appeared heavily AI-assisted passed through undetected. Because generative AI systems continuously evolve, detection tools struggle to keep pace with the technology they are designed to identify. This uncertainty creates a difficult situation for educators. Accusing a student of academic dishonesty is a serious matter, and many teachers are understandably hesitant to rely on software that cannot guarantee accurate results. In some cases, educators have discovered that detection platforms produce probabilities rather than definitive answers. A report might suggest that text is “likely AI-generated,” but it rarely provides proof strong enough to support disciplinary action. For teachers already balancing instruction, grading, and classroom management, investigating suspected AI use can become time-consuming and stressful. ## **The Problem of False Positives** One of the most widely discussed [concerns about AI detection tools is the risk of false positives](https://lawlibguides.sandiego.edu/c.php?g=1443311&p=10721367)—situations where human-written work is incorrectly labeled as AI-generated. Researchers and educators have observed that detection systems may be more likely to misidentify writing produced by: - English language learners - Students with more formulaic writing styles - Younger students who follow structured essay formats - Writers who rely on simpler vocabulary In these situations, students may face accusations of academic dishonesty despite completing the work themselves. This possibility has raised serious ethical questions. Schools must balance the desire to uphold academic integrity with the responsibility to avoid unfairly accusing students based on uncertain technology. As a result, some institutions have begun discouraging or even prohibiting the use of AI detection software in disciplinary decisions. ## **Universities Are Beginning to Step Away** Higher education institutions were among the [earliest adopters of AI detection tools](https://wcet.wiche.edu/frontiers/2025/08/21/insights-ai-transformative-role-in-higher-ed-wcets-2025-survey/). However, several universities have already begun reconsidering their reliance on them. Some institutions have publicly acknowledged that detection software should not be used as definitive evidence of misconduct. Instead, instructors are encouraged to use their professional judgment, review writing processes, and speak with students directly when concerns arise. These shifts are influencing conversations in K–12 education as well. School districts often look to higher education for guidance on academic policy, and the emerging skepticism toward AI detection is shaping how many districts approach the issue. Rather than relying on software to determine whether AI was used, many educators are rethinking how assignments are designed. ## **From AI Policing to AI Literacy** As confidence in detection tools declines, educators are increasingly focusing on a different strategy: **AI literacy**. Instead of attempting to eliminate AI from student work entirely, schools are beginning to teach students how to use these tools responsibly. This approach recognizes that artificial intelligence is likely to remain part of academic and professional environments for the foreseeable future. AI literacy initiatives often emphasize: - Understanding how AI tools generate content - Recognizing limitations, biases, and inaccuracies - Properly citing AI assistance - Using AI as a brainstorming or support tool rather than a substitute for learning By integrating these lessons into instruction, educators hope to prepare students to use AI ethically while still developing their own critical thinking and writing skills. This shift represents a broader change in mindset: rather than treating AI as something that must always be detected and prevented, educators are exploring ways to guide students toward responsible use. ## **Rethinking Assignments in the AI Era** Another response to AI detection fatigue is a growing interest in redesigning assignments themselves. Teachers are experimenting with strategies that make learning more visible and process-driven, including: - Draft-based writing assignments - In-class writing activities - Oral presentations or reflections - Project-based learning - Collaborative problem-solving tasks These approaches emphasize the learning process rather than focusing solely on the final product. When teachers observe how students develop ideas and demonstrate understanding throughout the assignment, concerns about AI-generated content become less central. Many educators believe this shift could ultimately strengthen learning by encouraging deeper engagement with material. ## **A New Chapter for Academic Integrity** The emergence of AI detection fatigue does not mean schools are abandoning academic integrity. Instead, it reflects an evolving understanding of how technology intersects with learning. Artificial intelligence is likely to remain part of students’ academic and professional lives. The challenge for educators is not simply identifying when AI is used but helping students understand when and how its use is appropriate. For teachers and school leaders, this requires a careful balance: maintaining high expectations for original work while acknowledging that new technologies are reshaping how information is created and shared. The debate surrounding AI detection tools illustrates a larger truth about education in the digital age. Technologies often appear suddenly, but meaningful integration takes time, reflection, and thoughtful leadership. As schools continue to adapt, the conversation may shift from simply detecting artificial intelligence to preparing students to use it responsibly. In the long run, that shift may prove far more valuable than any detection tool. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [School Boards Explained: Who Runs Your District](https://edcircuit.com/school-boards-explained-who-runs-your-district/) **Published:** April 30, 2026 **Author:** EdCircuit Staff **Excerpt:** School boards guide policy, budgets, and leadership in every school district. Learn how school board members influence decisions that shape public education. **Content:** School boards play a central role in shaping decisions within every public school district, yet many families are unsure what school board members actually do. While teachers and principals are the most visible parts of a school system, many of the policies that guide those schools begin at the school board level. From hiring district leadership to approving budgets and setting long-term priorities, school boards[ help determine how local education systems operate](https://www.americanprogress.org/article/5-reasons-to-pay-attention-to-local-school-board-elections/). Understanding how these boards function can help parents, educators, and community members better understand how decisions are made and how they can participate in shaping their schools. ## **What Is a School Board?** A school board is the governing body responsible for [overseeing a public school district](https://nfhs.org/stories/school-boards-what-are-their-main-responsibilities). In most communities, board members are elected by local voters, though some districts appoint members under state law. School boards function much like a board of directors for a public organization. Their job is to establish the district’s direction, adopt policies, and monitor overall performance. The board does not run schools day-to-day. Instead, it provides governance and oversight while administrators and educators carry out the work inside classrooms and school buildings. This structure allows the district to maintain a balance between community leadership and professional expertise. ## **Setting Vision and Policy** One of the board’s most important responsibilities is defining the district’s vision and goals. Board members work together to adopt policies that guide how schools operate. These policies may address academic priorities, student services, district procedures, and long-term strategic planning. Once adopted, district leaders are responsible for implementing those policies. School boards also review data on student achievement, graduation rates, and other performance measures. Monitoring these indicators helps the board determine whether the district is making progress toward its goals. When challenges emerge, the board can adjust policies or priorities to better support student success. ## **Hiring the Superintendent** One of the most significant decisions a school board makes is selecting the superintendent. The superintendent serves as the district’s chief executive officer and is responsible for [managing daily operations](https://livehandbook.org/k-12-education/workforce-administrators/other/superintendents/). This includes supervising district staff, implementing board policies, and overseeing school programs. Because the superintendent carries out the board’s vision, the relationship between the board and the superintendent is critical to the district’s success. Boards conduct superintendent searches, establish expectations for leadership, and evaluate performance regularly. This partnership helps ensure that policy decisions made by the board are translated into effective action throughout the district. ## **Overseeing Budgets and Public Resources** School boards also play a major role in [overseeing district finances](https://www.maranacook.org/article/1529629). Each year, they review and approve budgets that allocate funding for staffing, instructional programs, transportation, technology, and school facilities. Public education funding often combines local tax revenue with state and federal resources. Because these funds come from taxpayers, school boards must ensure that spending decisions are responsible and aligned with student needs. Board members review financial reports, approve major expenditures, and monitor the distribution of funds across district programs. These decisions can affect everything from classroom resources and technology investments to facility improvements and student support services. ## **Representing the Community** School board members serve as a connection between the school district and the community it serves. Because most members are elected locally, they are expected to represent the interests and concerns of families, students, educators, and residents. Board members often attend school events, community meetings, and district activities to stay informed about community priorities. Public board meetings are an important part of this process. These meetings allow residents to observe discussions, learn about district initiatives, and provide feedback on decisions that affect local schools. When boards listen carefully to community input, they can better align district policies with the needs of the people they serve. ## **What School Board Members Do Not Do** Despite their influence, school board members are not responsible for running schools on a daily basis. That work belongs to the superintendent, district administrators, principals, and teachers. While the board establishes policy and oversees district leadership, administrators manage operations and implement educational programs. Individual board members also lack independent authority. Decisions are made collectively by the entire board through votes, usually during public meetings. This structure ensures that governance reflects the perspectives of the full board rather than a single individual. Understanding this distinction helps clarify a common misconception about school boards: they set the district’s direction, but they do not manage schools’ day-to-day operations. ## **Why School Boards Matter** Although their work often takes place behind the scenes, school boards have a lasting impact on the direction of public education. Their decisions shape district leadership, financial priorities, and policies that influence students, teachers, and families. From approving new academic programs to supporting facility improvements, school boards help guide how districts evolve over time. Because board members are typically elected by the community, they also represent an important form of local democratic governance. Residents can influence the direction of their schools by attending meetings, sharing input, and participating in school board elections. ## **Bringing Different Perspectives Together** School boards often operate at the intersection of education policy and community priorities. Discussions about curriculum, funding, student support services, and school improvement can bring a wide range of viewpoints to the table. Effective boards work to create space for productive dialogue while keeping student success at the center of their decisions. By balancing differing perspectives and focusing on shared goals, school boards can help strengthen trust between districts and the communities they serve. This collaborative approach allows boards to guide meaningful progress while maintaining transparency and accountability. ## **Understanding the Leadership Behind Local Schools** For many families, the structure of education governance can seem complicated. Yet understanding how school boards operate provides important insight into how decisions within a school district are made. School boards establish policy, oversee district leadership, monitor financial accountability, and represent the interests of their communities. Administrators and educators, in turn, manage the daily work of teaching and supporting students. Together, these roles create a system designed to guide public education while maintaining local oversight. When communities understand how their school boards work, they are better prepared to participate in conversations about the future of their schools. That engagement helps ensure that the decisions shaping public education remain focused on what matters most—supporting strong learning opportunities for every student. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [STEM Lab Storage Safety: When Storage Becomes Risk](https://edcircuit.com/stem-lab-storage-safety-when-storage-becomes-risk/) **Published:** March 16, 2026 **Author:** EdCircuit Staff **Excerpt:** STEM lab storage safety matters more than schools realize. Crowded cabinets, stacked equipment, and shrinking pathways can quietly increase risk. **Content:** Walk into almost any STEM lab, science classroom, or career and technical education space before students arrive, and the room typically looks organized and ready for learning. Cabinets are closed, materials appear neatly stored, and equipment sits exactly where it should be. But stay in that room long enough and a different pattern begins to appear. Microscopes stacked higher than intended. Robotics kits are placed on top of cabinets. Boxes of supplies are tucked into corners because there simply isn’t another place for them. None of these adjustments looks dangerous on its own. In fact, they often look like practical solutions created by teachers trying to make the most of the space they have. Yet over time, those small decisions quietly change how the room functions. Pathways narrow. Storage expands into workspaces. Equipment becomes harder to retrieve safely. What once felt like an open and flexible learning environment gradually begins operating closer to its limits. That shift is why **STEM lab storage safety** deserves far more attention than it typically receives. ## **Safer Ed Podcast: When Storage Becomes Risk** This article accompanies the latest episode of the [**Safer Ed Podcast**](https://open.spotify.com/show/1TQUGN0IjBrDOBYpBzVcC1), where we examine how storage decisions quietly influence safety in STEM classrooms. In the episode, we explore how equipment accumulation, vertical storage, and shrinking workspace capacity can affect supervision, movement, and emergency access in ways schools rarely recognize until a near miss occurs. **Listen to the full conversation below.** ## **The Hidden Safety System in STEM Spaces** When schools think about safety in science labs or technical classrooms, the focus usually lands on the obvious elements—chemicals, tools, safety procedures, and personal protective equipment. Those elements are critical, but they represent only part of the safety system. The physical environment itself also plays a powerful role in determining whether a space operates safely. Storage decisions influence how people move through a room, how teachers supervise activities, and whether emergency equipment remains accessible when needed. The challenge is that storage pressure rarely appears overnight. Instead, it develops gradually as programs evolve. A school adds robotics. A new engineering course introduces additional equipment. A biotechnology unit requires specialized materials. Each addition supports meaningful learning opportunities for students. But every new tool or device also needs a place to live. When the program grows faster than the space designed to support it, classrooms begin adapting in subtle ways. Cabinets fill beyond their intended capacity. Shelves hold more materials than originally planned. Equipment begins stacking vertically because horizontal space has disappeared. At first, these changes feel temporary. Eventually, they become permanent. ## **When Organization Becomes Capacity** Many educators understandably treat storage as an organizational issue—something that can be solved with better shelving, labeling, or rearranging. But in many STEM classrooms, the deeper issue is **capacity**. Every learning environment has a limit not only for students but also for materials, equipment, and movement. When that capacity is exceeded, the room compensates. Teachers move carts closer to the walls. Materials occupy surfaces meant for experiments. Equipment is stacked higher to create room below. None of these solutions is careless. They are adaptations made by educators committed to providing students with hands-on learning experiences. But collectively, they alter how the room functions. ## **The Movement Problem** One of the first places storage pressure appears is in the way people move through a classroom. Active STEM learning environments depend on movement. Students gather supplies, share equipment, and collaborate across workstations. Teachers move continuously between groups, supervising activities and answering questions. Clear pathways make this movement predictable and safe. When storage expands into those pathways—even slightly—movement patterns change. Students begin stepping around objects. Teachers reposition themselves to maintain visibility. Congestion forms around areas where materials are concentrated. Those subtle shifts can influence everything from supervision to emergency response. ## **Vertical Storage and Near Misses** Another common signal of storage pressure is vertical stacking. When cabinets and shelves reach capacity, the easiest solution is to place materials above them. Microscopes, robotics kits, engineering components, and other equipment often end up on the tops of cabinets. While these stacks may appear stable, retrieving items from elevated positions introduces new risks. Students stretch higher than intended. Equipment shifts when something beneath it is removed. Teachers lift heavier items from overhead storage. These situations often produce what safety professionals call **near misses**—moments when something almost goes wrong but doesn’t. Near misses are valuable signals. They reveal when systems are operating closer to their limits than anyone realizes. ## **Emergency Access Must Remain Clear** Storage pressure can also influence emergency preparedness. Safety showers, eyewash stations, fire extinguishers, and exit pathways must remain immediately accessible. However, when classrooms feel crowded, these areas sometimes become convenient temporary storage spots. A cart may sit near a doorway. A box may be placed beside a safety station while materials are reorganized. Individually, these adjustments may appear harmless. But when multiple small decisions accumulate, the environment slowly changes. What once was a clear emergency access point may become partially obstructed. ## **What School Leaders Should Notice** For administrators and district leaders, evaluating **STEM lab storage safety** requires a slightly different perspective during classroom visits. In addition to observing instruction and engagement, leaders should also look at how space is being used. Questions worth asking include: - Are cabinets operating within their intended capacity? - Are materials stacked above safe reach levels? - Are pathways wide enough for students carrying equipment? - Is emergency safety equipment fully accessible? - Does the room appear to be storing more materials than it was designed to support? These observations often reveal whether a classroom is functioning comfortably within its limits—or quietly compensating for storage pressures. ## **Understanding Classroom Capacity** One of the most effective ways schools can address this issue is by understanding the true capacity of their learning spaces. Tools like the [**Science Safety Occupancy Load Calculator**](https://sciencesafety.com/free-occupancy-load-calculator-tool/) help schools evaluate how room layout, class size, and equipment interact. When leaders understand how much space is truly available for movement and supervision, they can make better decisions about scheduling, storage planning, and equipment placement. Recognizing capacity limits early prevents small issues from growing into larger safety concerns. ## **Small Adjustments, Big Impact** The good news is that storage challenges are often easier to address than major infrastructure issues. Small changes—redistributing equipment, adjusting shelving height, relocating storage areas, or rotating materials between classrooms—can dramatically improve how a room functions. When storage systems are aligned with the program’s actual needs, movement improves, supervision becomes easier, and emergency access remains clear. In other words, the entire safety system becomes stronger. ## **A Conversation Worth Sharing** Safer STEM programs continue to expand as schools embrace hands-on, project-based learning. That growth brings incredible opportunities for students, but it also requires thoughtful planning around the physical environments where learning happens. Because in Safer STEM and Safer CTE classrooms, safety isn’t determined only by rules or equipment. It is also shaped by the quiet decisions about where things are placed, how much space remains, and whether the room still functions as intended. That is why Safer STEM lab storage safety deserves attention—not just from teachers, but from school leaders, facilities teams, and safety professionals across the education community. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Safer Ed **Tags:** Headline --- ### [AI Literacy Day: Preparing Students for an AI Future](https://edcircuit.com/ai-literacy-day-preparing-students-for-an-ai-future/) **Published:** March 27, 2026 **Author:** EdCircuit Staff **Excerpt:** AI Literacy Day on March 27, 2026 highlights the growing importance of AI literacy in schools and how educators can prepare students for responsible AI use. **Content:** AI literacy is quickly becoming one of the most important new priorities in modern education, and [**AI Literacy Day**](https://ailiteracyday.org/), celebrated on March 27, 2026, highlights why schools across the country are beginning to treat understanding of artificial intelligence as a foundational skill for students. Organized through the national initiative AI Literacy Day, the day encourages educators, students, parents, and communities to explore one of the most pressing questions facing education today: **How do we prepare learners for an AI-enabled world?** Artificial intelligence has moved rapidly from a niche area of computer science into everyday classroom tools. Students are already encountering AI in search engines, writing assistants, tutoring platforms, recommendation systems, and creative applications. Yet many young learners—and adults—still lack a clear understanding of how these systems work, what their limitations are, and how they should be used responsibly. AI Literacy Day [provides schools with an opportunity to slow down and explore those questions together](https://www.hmhco.com/blog/a-quick-guide-to-ai-literacy-day-for-k-12-educators). It is a celebration of curiosity, learning, and thoughtful discussion about a technology that is reshaping education, work, and society. Rather than focusing solely on technical programming skills, the initiative emphasizes **understanding, ethics, and critical thinking**—the skills students will need to navigate a world where AI systems are increasingly present in everyday life. ## **AI Literacy Is the Next Evolution of Digital Literacy** For more than two decades, schools have focused on **digital literacy**—teaching students how to use computers, navigate the internet, evaluate online information, and interact responsibly in digital spaces. Today, education leaders are recognizing that **AI literacy is the next evolution of that concept.** Artificial intelligence is no longer a distant or specialized technology. It is embedded in the systems students use daily: - Search engines that predict information needs - Adaptive learning platforms that personalize instruction - Writing assistants that generate or revise text - Image and video tools that create digital media These tools offer tremendous educational potential, but they also introduce new challenges. Students must understand: - How AI systems learn from data - Why AI models sometimes make mistakes - How bias can appear in automated systems - When human judgment should override machine output AI Literacy Day [encourages educators to help students develop this deeper understanding](https://www.discoveryeducation.com/blog/teaching-and-learning/ai-literacy-day/). By doing so, schools ensure that students are not simply **users of technology**, but informed thinkers capable of questioning and interpreting the tools around them. ## **Moving Beyond Coding: Understanding AI in Real Life** One of the most important ideas behind AI Literacy Day is that **AI education should not be limited to computer science classrooms**. Artificial intelligence touches nearly every discipline, and educators are increasingly weaving AI discussions into a variety of subjects. In **English and language arts**, students analyze how AI generates text and explore how to critically evaluate machine-produced writing. In **science classes**, students examine how machine learning is used in climate research, medical imaging, and data analysis. In **social studies**, discussions explore how AI influences economic systems, government decision-making, and global policy. In **art and design**, students experiment with generative tools while also examining questions about creativity, authorship, and originality. By approaching AI literacy through multiple subjects, schools help students understand that artificial intelligence is not simply a technical tool—it is a **societal force shaping the modern world.** ## **Teaching Responsible and Ethical AI Use** As AI adoption expands in schools, educators are also grappling with an important challenge: **How do we teach students to use AI responsibly?** AI Literacy Day encourages educators to address this question directly by incorporating ethical conversations into classroom discussions. Students explore topics such as: - Bias in algorithms and datasets - Privacy concerns surrounding data collection - Ownership of AI-generated content - Responsible use of AI in academic work These discussions help students understand that artificial intelligence systems are created by humans and reflect human decisions. Understanding those decisions—and questioning them—is a critical skill for the next generation. Rather than banning AI tools entirely, many schools are moving toward a more productive strategy: **teaching students when and how to use AI responsibly.** This approach mirrors how schools addressed earlier technologies such as calculators, internet research tools, and smartphones. Instead of ignoring technology, educators teach students how to use it thoughtfully and effectively. ## **AI Literacy and the Future Workforce** Beyond classroom instruction, AI literacy is also closely tied to workforce readiness. Students entering the workforce over the next decade will encounter artificial intelligence in nearly every field. Industries across the economy are already integrating AI systems: - Healthcare professionals use AI to assist with diagnostics and medical research - Engineers rely on machine learning simulations during design processes - Journalists analyze large datasets with AI-supported tools - Businesses use predictive algorithms to forecast trends and optimize operations Even careers traditionally considered non-technical are beginning to integrate AI-powered systems. For students, this means that understanding artificial intelligence is not just about technology—it is about **career readiness and adaptability**. AI Literacy Day highlights this connection by helping students see how AI literacy can prepare them for the evolving job market they will enter after graduation. ## **Empowering Educators to Lead the Conversation** While students may quickly adopt new technologies, educators play a vital role in helping them interpret and understand those tools. AI Literacy Day provides teachers with lesson ideas, resources, and professional learning opportunities designed to support classroom discussions about artificial intelligence. These resources help educators: - Introduce foundational AI concepts without advanced technical training - Facilitate thoughtful discussions about ethics and responsibility - Encourage students to explore real-world AI applications - Design projects that promote inquiry and experimentation Importantly, the initiative recognizes that educators do not need to become AI experts overnight. Instead, teachers are encouraged to **learn alongside their students**, modeling curiosity, exploration, and critical thinking. This collaborative learning approach reflects a broader transformation in education—one in which teachers guide exploration and help students interpret complex technological systems. ## **How Schools Can Participate in AI Literacy Day** Across the country, schools are finding creative ways to celebrate AI Literacy Day and introduce students to artificial intelligence concepts. Some classrooms organize **AI exploration lessons in which** students learn how machine learning systems recognize patterns in data. Others host **student debates** examining ethical questions surrounding AI decision-making and privacy. Many districts use the day as an opportunity for **professional development**, helping educators better understand emerging AI tools and their classroom implications. Schools may also invite **community members or local technology professionals** to speak with students about how artificial intelligence is being used in real-world careers. By engaging students, teachers, families, and community leaders, AI Literacy Day transforms a single day of learning into the beginning of a broader conversation about technology and the future of education. ## **Engaging Families and Communities** AI Literacy Day also encourages schools to extend the conversation beyond classroom walls. Parents and community members often have questions about artificial intelligence—how it works, how it affects education, and how it may influence the future of work. Events such as parent information nights, student project showcases, and community discussions help build a shared understanding of AI technology. These conversations are particularly important because artificial intelligence will influence nearly every aspect of society, from healthcare and transportation to media, business, and government. Helping families understand AI ensures that discussions about technology remain inclusive, transparent, and grounded in shared learning. ## **Preparing Students for an AI-Enabled World** Artificial intelligence will continue to transform how information is created, shared, and evaluated. For educators, the challenge is not simply keeping pace with technological change—it is helping students develop the skills needed to **think critically in a world increasingly influenced by intelligent machines.** Students who develop strong AI literacy will be better prepared to: - Evaluate information and identify misinformation - Recognize bias in automated systems - Use AI tools responsibly and creatively - Participate in informed discussions about technology policy and innovation These skills will become essential for civic participation, workforce readiness, and lifelong learning. ## **A Celebration of the Future of Learning** The growing recognition of AI Literacy Day reflects a broader shift happening throughout education. Schools are no longer simply adopting new technologies—they are helping students understand the systems shaping the world around them. Artificial intelligence will influence nearly every aspect of modern life. By introducing students to AI concepts early and encouraging thoughtful discussions about its impact, educators are ensuring that the next generation is prepared not only to use AI but to shape how it is used. On March 27, 2026, classrooms across the country will pause to explore one simple but profound question: **What does it mean to be literate in the age of artificial intelligence?** The answers students begin to discover may shape the future of education, the future of work, and ultimately the future of the world they will inherit. [The Tech Interactive](https://www.youtube.com/@TheTech) – [National AI Literacy Day at The Tech Interactive 2025: Fireside Chat with Sal Khan](https://www.youtube.com/watch?v=LlLD8NAYhAQ) [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [BTAM in Schools: From Compliance to Prevention](https://edcircuit.com/btam-in-schools-from-compliance-to-prevention/) **Published:** April 23, 2026 **Author:** EdCircuit Staff **Excerpt:** BTAM in schools helps districts prevent violence through data, multidisciplinary teams, early intervention, and student connection—not exclusion. **Content:** [Behavioral Threat Assessment and Management BTAM in schools](https://www.secretservice.gov/sites/default/files/reports/2025-11/The-State-of-Behavioral-Threat-Assessment-and-Management-in-K-12-Public-Schools.pdf) is redefining school safety by shifting the focus from punishment and prediction to prevention, intervention, and connection. A student mutters a threatening statement after being publicly embarrassed in class. In a traditional system, the response is immediate: removal, suspension, investigation, and a growing sense of fear across the building. In a BTAM system, the response is different. A multidisciplinary team gathers information. They discover the student has been the target of sustained bullying, has recently experienced a significant family disruption, and has withdrawn from every activity that once connected them to school. The statement was real, but the pathway forward is not discipline alone. It is support, monitoring, problem-solving, and safety planning. That distinction is the future of school safety. ## **Why BTAM—and Why Now** District leaders are navigating a convergence of pressures: - increased student mental health needs - post-pandemic behavioral shifts - legislative mandates requiring threat assessment teams - growing expectations for documented duty of care - limited staffing and fragmented support systems At the same time, research from the U.S. Secret Service and FBI continues to show that targeted violence is **not impulsive**. It is a process that develops over time—and one that can be interrupted. BTAM provides the structure that districts have been missing: a repeatable, defensible, prevention-centered process that aligns safety, student services, MTSS, PBIS, and mental health into a single operational framework. This is why districts across the country are moving from isolated safety responses to systemwide BTAM implementation. For school systems ready to move from concept to practice, access to comprehensive **[Behavioral Threat Assessment and Management (BTAM)](https://sciencesafety.com/product/behavioral-threat-assessment-and-management-btam/) training and team development pathways** is a critical first step in building internal capacity and ensuring the process is implemented with fidelity. ## **BTAM in Schools: From Zero Tolerance to Prevention** For decades, school safety was defined by how quickly a student could be removed. The research now tells a different story. Exclusionary discipline often: - increases isolation, - intensifies grievance, - removes access to trusted adults, - and creates unsupervised time for planning. National Threat Assessment Center findings show that many school attacks occurred shortly after a student returned from an absence or disciplinary removal. **Connection reduces risk. Isolation increases it.** [BTAM replaces reaction with prevention](https://www.michigan.gov/mdhhs/-/media/Project/Websites/mdhhs/Folder50/Folder8/BTAM.pdf?rev=b174237d7d27401b865a9bb351ad6100) by keeping students **connected, supervised, and supported** while actively managing risk. ## **Making a Threat vs. Posing a Threat** One of the most transformative principles in BTAM in schools is the distinction between: **a student who makes a threat** and **a student who poses a threat.** A significant percentage of threats are transient—impulsive, emotional, or situational. Substantive threats, however, involve: - specific targets, - planning behaviors, - access to means, - escalating intent, - concerning context. This is why [BTAM is **behavior-based and individualized**](https://www.dhs.gov/sites/default/files/2025-02/2025_0214_cp3_behavioral-threat-assessment-and-management-in-practice.pdf), not driven by assumptions or profiles. ## **The Data Behind Every Decision** BTAM teams operate using a multimethod, multisource approach, gathering and corroborating: - academic and behavioral records - prior threat or suicide assessments - interviews with students, staff, and families - digital and social media behavior (when legally appropriate) - law enforcement and community agency information These data answer the key investigative questions: - What are the person’s motives and goals? - Are they moving along the pathway to violence? - Do they have the capacity to act? - What stressors and protective factors are present? There is no checklist that predicts violence. There is only **a structured process that guides the level of concern and the intensity of support**. ## **The Pathway to Violence — and How Schools Interrupt It** Targeted violence follows a progression: **Ideation → Planning → Preparation → Implementation** Without intervention, individuals can move forward along this pathway. BTAM exists to interrupt that movement by: - reducing access to means - addressing grievances - increasing supervision - strengthening relationships - connecting students to mental health and academic supports The goal is not simply to stop a behavior. The goal is to **move a student off the pathway and back into stability and connection.** ## **A Culture of Reporting Is a Prevention System** No threat assessment model works without information. Effective BTAM in schools requires: - multiple confidential reporting pathways - explicit training on what to report and how - proportional responses that build trust Students will not report if they believe it will automatically result in severe punishment for a peer. They will report when they trust adults to respond with fairness, discretion, and support. This requires cultural competence. In some communities, historical experiences with authority create real barriers to reporting. BTAM teams must build psychological safety, not just physical safety. ## **What This Means for District Leaders** For superintendents and cabinet-level teams, implementing BTAM in schools is not a program—it is a systems decision. It means: - establishing trained multidisciplinary teams - aligning the process with MTSS and student services - defining confidential documentation and data protocols - creating clear partnerships with law enforcement through MOUs - training staff to distinguish transient from substantive threats - developing written intervention and case management plans BTAM is not a single meeting. **It is an ongoing case management process until resolution.** ## **Interventions That Reduce Risk** The most effective management plans: - build resiliency and protective factors - increase access to trusted adults - use existing MTSS and PBIS supports - connect families to community services - address environmental stressors such as bullying or discrimination Disciplinary action, when necessary, must match the level of concern and **always be paired with support**. Because removing a student from school does not eliminate risk—it often relocates it. ## **Documentation Is Prevention Work** Thorough, confidential documentation: - demonstrates good-faith action - ensures continuity when students transition - protects against negligence claims - allows districts to allocate resources strategically BTAM documentation is not compliance paperwork. It is the **institutional memory of prevention**. ## **More Than a Safety Protocol** When implemented with fidelity, BTAM in schools does more than prevent violence. It: - strengthens mental health systems - improves school climate - increases student engagement - builds community trust - creates legally defensible decision-making It shifts safety from a reaction… to a relationship-driven, data-informed, prevention-centered system. It turns: **“See something, say something.”** into **“See something, understand it, and support someone.”** And that is the future of school safety. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety **Tags:** Headline --- ### [Why End-of-Year Recognition Matters in Schools](https://edcircuit.com/why-end-of-year-recognition-matters-in-schools/) **Published:** April 20, 2026 **Author:** EdCircuit Staff **Excerpt:** End-of-year recognition celebrates student success, teacher dedication, and staff contributions while strengthening school culture and community. **Content:** These recognition moments go beyond simply presenting awards. They provide an opportunity for school communities to celebrate achievement, recognize perseverance, and highlight the collective effort that supports student learning every day. When districts intentionally recognize the contributions of students, teachers, and staff, they reinforce the values of hard work, collaboration, and commitment that shape a successful school community. Ending the school year with recognition allows everyone involved to pause, reflect, and celebrate the progress made together. ## **Celebrating Student Achievement and Growth** Students are at the heart of every school district, and end-of-year recognition offers an opportunity to highlight the many ways students grow throughout the year. While academic success is often a central focus, recognition programs can celebrate a wide range of accomplishments. Many schools honor students for achievements such as academic excellence in subjects like mathematics, science, language arts, and the arts. Honor roll recognition, academic achievement awards, and subject-specific awards help highlight students who have demonstrated dedication to their studies. However, student recognition should extend beyond top academic performers. Many districts also recognize students who demonstrate improvement, perseverance, leadership, and positive character. These awards can celebrate students who worked hard to overcome challenges, improved significantly during the year, or demonstrated kindness and leadership within the school community. Extracurricular involvement is another important area of recognition. Students who participate in athletics, performing arts, clubs, and service organizations develop skills that extend far beyond the classroom. Recognizing achievements in these areas highlights the well-rounded experiences that help students grow as individuals. By celebrating a variety of student accomplishments, schools encourage all students to continue striving for success and personal growth. ## **Honoring the Dedication of Teachers** Teachers play a central role in shaping student learning and supporting academic success. Throughout the school year, educators invest countless hours preparing lessons, guiding students, and creating engaging classroom experiences. Many teachers also take on additional responsibilities, such as mentoring students, coaching athletics, advising clubs, and collaborating with colleagues to improve instruction. End-of-year recognition provides districts with a meaningful opportunity to highlight these efforts. Teacher recognition may include awards for instructional excellence, innovative teaching strategies, mentorship, leadership, or years of service. Some districts also highlight educators who have made a significant impact on student learning or who have gone above and beyond to support students and families. Acknowledging teachers’ dedication is important because it reinforces the value of their work. Teaching is both rewarding and demanding, and public recognition helps educators feel appreciated and supported by their schools and communities. When teachers feel valued, it strengthens morale and encourages continued commitment to student success. ## **Recognizing the Contributions of Support Staff** Behind every successful school is a dedicated team of support staff who help create a safe, welcoming, and well-functioning environment for students and educators. Bus drivers ensure students arrive safely each day. Custodial and maintenance teams keep school buildings clean and operational. Administrative assistants help coordinate the daily activities of a school, while counselors, paraprofessionals, technology teams, and food service staff provide essential services that support student well-being and learning. These individuals often work behind the scenes, yet their contributions are vital to the success of the entire school community. End-of-year recognition provides districts with an opportunity to acknowledge these important roles. Celebrating support staff reminds everyone that education is a shared effort and that every position contributes to student success. When support staff feel appreciated, it strengthens teamwork across the district and reinforces a culture where every role is valued. ## **Building a Culture of Appreciation in Schools** Recognition programs do more than celebrate individual accomplishments. They help build a culture where effort, dedication, and collaboration are valued throughout the school community. Students who receive recognition often feel encouraged to continue working toward their goals. Teachers who are acknowledged for their contributions feel supported in their profession. Staff members recognized for their work feel connected to the district’s broader mission. A culture of appreciation also strengthens relationships among students, educators, and staff. When people feel valued, they are more likely to remain engaged, motivated, and committed to the success of their school community. Over time, this positive environment can improve morale, increase collaboration, and strengthen the overall culture of a district. ## **Strengthening School and Community Connections** End-of-year recognition events also provide an opportunity to strengthen connections between schools and the communities they serve. Award ceremonies, recognition assemblies, appreciation events, and graduation celebrations often bring together students, families, educators, and community leaders. These gatherings highlight the accomplishments of the school year while reinforcing the partnership between schools and families. For parents and guardians, seeing their children recognized for their achievements is often a proud and meaningful moment. These celebrations reinforce the importance of education and encourage continued support for students as they move forward in their academic journey. Community members also gain a clearer understanding of the dedication and effort that takes place within schools each day. When communities see students’ success and the commitment of educators and staff, it helps build trust and pride in the local school district. ## **Reflecting on a Year of Progress** The end of the school year provides a natural moment for reflection. Students look back on the knowledge and skills they have gained, teachers reflect on the impact of their instruction, and school leaders evaluate the progress made throughout the year. Recognition ceremonies capture this moment by highlighting the milestones and accomplishments that defined the school year. These celebrations remind everyone that education is about more than academic outcomes. It is also about perseverance, personal growth, collaboration, and community support. By recognizing these achievements, schools help close the year on a positive and inspiring note. ## **Looking Ahead to the Next School Year** While end-of-year recognition celebrates the accomplishments of the past year, it also helps inspire the future. Students who are acknowledged for their efforts gain confidence and motivation to continue pursuing their goals. Teachers and staff who feel appreciated are encouraged to continue investing their time and energy into supporting students. Recognition also reinforces the shared mission of a school district: helping every student succeed. A successful school year is never the result of one individual. It reflects the combined efforts of students striving to learn, educators dedicated to teaching, and staff members working together to support the entire school community. By celebrating these contributions at the end of the year, school districts strengthen their culture, honor the people who make education possible, and inspire continued success in the years ahead. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Community, Educators, Hot Topics - controversial **Tags:** Headline --- ### [AI and Financial Literacy: Preparing Students for the Future](https://edcircuit.com/ai-and-financial-literacy-preparing-students-for-the-future/) **Published:** April 21, 2026 **Author:** EdCircuit Staff **Excerpt:** AI and financial literacy are shaping modern education. Learn why students must understand both money skills and AI tools in today’s digital economy. **Content:** AI and financial literacy are becoming closely connected as technology continues to reshape how people earn, spend, save, and invest money. In a world where financial apps, automated budgeting tools, and algorithm-driven investment platforms are increasingly common, students need more than traditional financial education. They also need to understand how artificial intelligence influences financial decisions. According to education and financial research organizations, many young adults enter adulthood[ without strong financial knowledge](https://www.weforum.org/stories/2024/04/financial-literacy-money-education/). At the same time, financial technology is evolving rapidly. Students today are likely to rely on AI-powered tools throughout their financial lives, from managing daily spending to planning long-term investments. Preparing students for this reality requires schools to combine financial literacy with an understanding of how digital financial systems work. Financial education must now evolve to reflect the technology shaping modern financial behavior. ## **The Rise of AI in Personal Finance** [Artificial intelligence is transforming the financial industry](https://www.deloitte.com/ng/en/services/consulting-risk/services/how-artificial-intelligence-is-transforming-the-financial-services-industry.html). Banks, financial technology companies, and investment firms now use AI to analyze financial data, identify spending patterns, detect fraud, and provide personalized financial insights. Many tools students already use include AI features, often without them realizing it. For example, mobile banking apps may analyze spending patterns and categorize purchases automatically. Budgeting apps can suggest ways to reduce spending based on previous financial behavior. Automated investment platforms, often called robo-advisors, recommend investment strategies based on risk tolerance and financial goals. AI also plays a critical role in financial security. Financial institutions use machine learning systems to detect unusual transactions and prevent fraud in real time. While these tools make managing money more convenient, they also mean that many financial decisions are increasingly guided by algorithms rather than direct human advice. Understanding how these systems operate helps students become informed users rather than passive participants. ## **Why Financial Literacy Must Evolve** Traditional financial literacy education focuses on core topics such as budgeting, saving, credit management, and investing. These fundamentals remain essential and will always form the foundation of financial education. However, the environment in which financial decisions take place has changed dramatically. Students now interact with financial systems through apps, digital wallets, online banking platforms, and automated financial services. Many of these platforms use AI to guide user behavior. For instance, an app might recommend transferring money into savings, reducing certain types of spending, or adjusting investment allocations. While these recommendations can be helpful, students should understand the financial principles behind them. Without that knowledge, individuals may follow automated suggestions without fully understanding how those decisions affect their long-term financial health. Financial literacy in the age of AI, therefore, requires two key skills: understanding financial fundamentals and evaluating the technology that influences financial decisions. ## **How Schools Are Using AI to Teach Financial Literacy** Artificial intelligence is also beginning to change [how financial education is delivered in classroom](https://edcircuit.com/ai-financial-literacy-in-schools-smarter-money-education/)s. Some educational platforms now use AI-driven learning systems that adapt to each student’s understanding of financial concepts. If a student struggles with a topic such as compound interest or budgeting, the system can provide additional examples or explanations until the concept becomes clear. Another emerging tool is AI-powered financial simulation software. These programs allow students to experiment with financial decisions in a realistic environment. For example, students might manage a virtual monthly budget, pay off simulated loans, or build long-term savings plans. As students make decisions, the system analyzes the outcomes and provides feedback. This allows learners to see how financial choices affect their long-term financial stability without real-world consequences. These interactive experiences make financial education more engaging while helping students understand the practical impact of their financial decisions. ## **Benefits of AI in Financial Education** Artificial intelligence can significantly improve financial education when used thoughtfully. One major advantage is personalized learning. Every student approaches financial topics with a different level of knowledge and experience. AI-powered learning platforms can adjust lessons to meet individual needs, allowing students to learn at their own pace. AI tools also improve accessibility. Students can receive immediate explanations of financial topics such as interest rates, debt repayment strategies, or saving plans without waiting for classroom instruction. AI-powered simulations can also demonstrate long-term financial outcomes. For instance, students can explore how credit card debt grows over time or how consistent saving benefits long-term financial goals. Seeing these outcomes visually helps reinforce the importance of responsible financial habits. These technologies transform financial literacy from a purely theoretical subject into an interactive learning experience. ## **Risks Students Should Understand** While AI offers many benefits, it also introduces new challenges that students must learn to recognize. Artificial intelligence systems rely heavily on data and algorithms. As a result, their recommendations may not always reflect an individual’s unique financial situation. Economic conditions, personal goals, and unexpected expenses can all affect financial decisions in ways that automated tools may not fully account for. Another concern is the rise of AI-enabled scams. Fraudsters increasingly use advanced technology to create convincing phishing emails, fake investment opportunities, and fraudulent financial messages. Some scams even use AI-generated voices or images to impersonate trusted individuals. Without proper financial and digital literacy, young consumers may be more vulnerable to these threats. Teaching students how to verify financial information, recognize suspicious communications, and protect personal financial data is now an essential part of financial education. ## **Teaching Students to Think Critically About AI** One of the most important skills students can develop is the ability to evaluate AI-generated financial advice critically. AI tools can be helpful, but they should not replace thoughtful decision-making. Students should understand that automated financial recommendations are based on patterns and probabilities rather than personal judgment. Educators can encourage critical thinking by teaching students to ask important questions when using financial tools: - Where does this recommendation come from? - What information is the system using to generate advice? - Does this suggestion align with my financial goals? - Are there potential risks involved? Learning to question financial recommendations helps students maintain control over their financial decisions rather than relying entirely on automated systems. ## **The Future of Financial Education** As artificial intelligence continues to evolve, financial education must evolve alongside it. Schools that integrate technology into financial literacy programs can better prepare students for a rapidly changing financial landscape. However, the goal should not simply be teaching students how to use new tools. Instead, education should focus on helping students understand the financial principles that remain constant regardless of technological change. Concepts such as budgeting, saving, responsible borrowing, and long-term financial planning will always remain essential. What is changing is the way individuals interact with financial systems. Students must learn how these timeless financial principles intersect with modern technology. ## **Preparing Students for an AI-Driven Financial World** Financial literacy has always been about empowerment. When individuals understand how money works, they gain confidence in their ability to make informed financial decisions. In an economy increasingly shaped by artificial intelligence, that empowerment must also include digital awareness. Students who understand both financial fundamentals and the technology guiding financial tools will be better prepared to navigate the modern economy. As AI continues to transform personal finance, education systems have a unique opportunity to prepare students for the future. By teaching financial literacy alongside AI awareness, schools can help the next generation make smarter financial choices, avoid digital financial risks, and confidently manage money in a technology-driven world. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Financial Literacy Month: Why Money Education Matters](https://edcircuit.com/financial-literacy-month-why-money-education-matters/) **Published:** April 7, 2026 **Author:** EdCircuit Staff **Excerpt:** Financial Literacy Month highlights why students need strong financial education to manage budgeting, credit and digital spending in today’s fast-moving economy **Content:** Financial Literacy Month highlights the growing importance of financial education, especially as students face a world of digital payments, instant purchases, and increasingly complex financial decisions. Observed each April across the United States, the initiative encourages schools, financial institutions, and community organizations to help individuals build the knowledge and skills needed to manage money responsibly. For many students, adulthood begins with major financial decisions. From managing student loans and opening credit cards to budgeting for living expenses, young adults often take on financial responsibilities soon after graduation. Without a strong foundation in financial literacy, these decisions can lead to long-term financial challenges. Financial Literacy Month provides an[ opportunity to emphasize the value of early financial education](https://www.nasfaa.org/10_tips_for_financial_literacy_month) and encourage students to develop practical money management skills before they enter the workforce or take on significant financial commitments. ## **Why Financial Literacy Matters More Than Ever** Financial literacy has always been a valuable life skill, but modern technology has changed how people interact with money. In previous generations, financial transactions were often more visible and deliberate. People paid with cash, balanced checkbooks, and visited banks in person. Today, financial transactions can happen instantly. Online shopping, digital wallets, subscription services, and mobile banking apps allow consumers to purchase items with a few taps on a phone. While these tools provide convenience, they can also make spending feel less tangible. Students growing up in this digital environment may not always recognize how quickly small purchases can accumulate. Automatic renewals, buy-now-pay-later options, and in-app purchases can lead to spending that feels easy in the moment but difficult to manage over time. Financial literacy helps students slow down and evaluate their financial choices. When individuals understand how budgeting, interest rates, and debt work, they are better equipped to make thoughtful decisions and avoid unnecessary financial stress. ## **The Growing Need for Financial Education** Educators and financial leaders increasingly recognize the importance of teaching financial skills early. Organizations such as the [Jump$tart Coalition for Personal Financial Literacy](https://www.jumpstart.org/), the [Office of the Comptroller of the Currency (OCC)](https://www.occ.treas.gov/), and the[ Council for Economic Education](https://www.councilforeconed.org/) promote national efforts to improve financial education for young people. These organizations support programs that help students understand real-world financial topics, including saving, credit management, investing, and financial planning. By providing tools, classroom resources, and awareness campaigns, they encourage schools and communities to prioritize financial literacy as a core life skill. Financial education does more than teach numbers. It helps students develop critical thinking skills about money. Understanding how financial decisions affect future opportunities empowers young people to make choices that support long-term financial stability. ## **Starting Financial Education Early** Financial habits often begin forming during childhood and adolescence. Early exposure to financial concepts can shape how students approach money throughout their lives. Simple lessons can begin with foundational concepts such as: - Understanding the difference between needs and wants - Learning how saving money supports future goals - Recognizing that earning money requires planning and effort As students grow older, financial education can expand to include topics such as: - Managing bank accounts - Understanding credit scores - Evaluating loans and interest rates - Planning for education expenses - Learning the basics of investing When schools integrate financial education into their curricula, students gain practical knowledge that helps them navigate the financial realities of adulthood with greater confidence. ## **Budgeting: The Foundation of Financial Health** One of the most important financial skills students can develop is budgeting. A budget helps individuals track income and expenses so they can manage money responsibly. For students, income may come from part-time jobs, internships, financial aid, or allowances. Learning to track spending helps them understand where their money goes and identify opportunities to save. A basic budget typically includes several key components: - **Income:** money earned from work or other sources - **Fixed expenses:** regular payments such as rent, transportation, or phone bills - **Variable expenses:** flexible spending like food, entertainment, or shopping - **Savings:** money set aside for future goals or unexpected expenses Budgeting encourages students to think proactively about their finances. Instead of reacting to financial problems, they learn to plan ahead and make spending decisions that support their long-term goals. ## **Setting Meaningful Financial Goals** Financial Literacy Month also encourages individuals to evaluate their financial goals. Setting clear goals can help students stay motivated and focused when managing money. Some common financial goals for students and young adults include: - Building an emergency savings fund - Reducing unnecessary spending - Paying down existing debt - Improving credit history - Saving for education or major purchases Establishing goals helps transform financial knowledge into practical action. Even small steps, such as consistently saving a small portion of income, can create lasting financial habits over time. Financial institutions and community organizations often use Financial Literacy Month to encourage individuals to review their financial progress and set new goals for the future. ## **Understanding Credit and Debt** Credit plays a significant role in modern financial life. Many young adults first encounter credit when they apply for student loans, open credit cards, or finance major purchases. Without proper education, it can be easy to misunderstand how credit works. Interest rates, payment deadlines, and credit scores can significantly affect long-term financial health. Financial literacy programs help students understand how to use credit responsibly. Key lessons often include: - Paying bills on time to maintain a strong credit history - Avoiding high-interest debt whenever possible - Understanding how credit scores are calculated - Recognizing how credit affects future borrowing opportunities A strong credit history can influence access to housing, loans, and other financial opportunities. Learning these concepts early helps students avoid costly mistakes and build a more stable financial future. ## **Recognizing and Avoiding Financial Scams** As financial transactions increasingly take place online, understanding how to recognize fraud has become an important part of financial literacy. Scammers often target young consumers through emails, text messages, social media, and fraudulent websites. These scams may attempt to steal personal information, request payment through suspicious methods, or create a false sense of urgency. Resources from agencies such as the Federal Trade Commission help individuals learn how to identify warning signs of financial fraud. Students can protect themselves by learning to: - Verify the legitimacy of financial requests - Avoid sharing personal financial information online - Recognize suspicious payment demands - Report fraudulent activity when it occurs Developing awareness about financial scams helps individuals safeguard their identity, protect their finances, and make safer decisions in digital environments. ## **Accessing Educational Tools and Resources** Financial Literacy Month also highlights the wide range of resources available to support financial education. Organizations such as the Office of the Comptroller of the Currency provide tools that help individuals learn about budgeting, saving, and responsible credit use. The Jump$tart Coalition offers educational materials designed specifically for teachers and students, while the Council for Economic Education supports classroom programs that introduce financial concepts in engaging and practical ways. Universities, community organizations, and financial institutions frequently host workshops, seminars, and educational events throughout April. These programs allow students to ask questions, explore financial topics, and gain guidance from financial professionals. Access to these resources makes financial education more accessible and encourages individuals to continue learning about money management throughout their lives. ## **Building a Financially Confident Generation** Financial Literacy Month ultimately focuses on empowerment. When students understand how money works, they gain confidence in their ability to make informed decisions. Financial education helps young people evaluate financial opportunities carefully, manage expenses responsibly, and avoid common financial pitfalls. These skills not only support personal financial stability but also contribute to stronger communities and a healthier economy. In a world where purchases can happen instantly and financial products are increasingly complex, knowledge is one of the most valuable tools students can have. Teaching financial literacy early helps ensure that convenience and technology do not lead to careless spending or long-term debt. When students develop strong financial habits at a young age, they gain more than financial knowledge. They gain the skills, awareness, and confidence needed to make smarter choices and build a more secure financial future. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [Career Pathways: Preparing Students for the Future](https://edcircuit.com/career-pathways-preparing-students-for-the-future/) **Published:** April 14, 2026 **Author:** EdCircuit Staff **Excerpt:** Career pathways in high school help students explore careers, develop workforce skills, and connect classroom learning to real-world opportunities. **Content:** **Career pathways are becoming a major focus in education as schools work to help students explore careers, develop real-world skills, and connect classroom learning to the future workforce.** For generations, high schools were largely designed around a single expectation: preparing students for college. While higher education remains an important goal for many students, educators, and policymakers increasingly recognize that there are multiple successful pathways beyond graduation. Today’s students are entering a workforce that is evolving faster than ever. Emerging technologies, new industries, and shifting economic demands require schools to rethink how they prepare young people for the future. As a result, many districts are expanding programs that connect classroom learning with [real-world career exploration and skill development](https://education.ohio.gov/Topics/Career-Tech/Program-Enhancements). These initiatives are helping students better understand their interests, explore career possibilities, and develop practical skills long before they leave high school. ## **Why Career Exploration Is Starting Earlier** In the past, career planning often began during the final years of high school. Guidance counselors typically focus on helping seniors navigate college applications, write essays, and apply for financial aid. Today, many schools are introducing career exploration much earlier in a student’s academic journey. Middle school and early high school programs increasingly expose students to a wide range of career fields—from healthcare and engineering to digital media, construction, business, and emerging technology sectors. The goal is not to require students to choose a career path prematurely, but rather to help them discover the possibilities available to them. When students begin to see how classroom subjects connect to real-world careers, their motivation to learn often increases. A student interested in architecture may develop a deeper appreciation for mathematics. A student exploring healthcare careers may become more engaged in biology or chemistry courses. Career exploration helps students understand that the knowledge they gain in school has meaningful applications beyond the classroom. ## **The Continued Growth of Career and Technical Education** One of the most significant developments in education today is the expansion of **Career and Technical Education (CTE)** programs. Modern CTE programs look very different from the vocational tracks of previous generations. Today’s pathways include fields such as cybersecurity, robotics, aviation technology, healthcare sciences, advanced manufacturing, digital design, and engineering. Students participating in these programs often combine traditional academic coursework with hands-on learning experiences. In some schools, students design prototypes using 3D printers in engineering labs. Others explore healthcare careers through clinical observation programs or work with simulation equipment that mirrors real-world medical environments. These experiences help students build both technical knowledge and essential professional skills such as teamwork, communication, and problem-solving. For many students, CTE programs provide a clear connection between what they learn in school and the careers they may pursue in the future. ## **Partnerships Between Schools and Industry** Career pathway programs are also strengthening the relationship between schools and local industries. Businesses increasingly recognize the importance of engaging with students early. By partnering with school districts, companies can introduce students to career opportunities while helping schools align education with workforce needs. These partnerships often include guest speakers, workplace tours, internships, mentorship programs, and job shadowing opportunities. Students gain valuable insight into how professionals apply academic concepts in real-world environments. For example, a local hospital might collaborate with a school district to offer healthcare pathway students opportunities to observe clinical settings. Technology companies may partner with computer science programs to introduce students to careers in coding, cybersecurity, or software development. These collaborations not only benefit students but also help communities develop strong pipelines of future talent. ## **The Role of School Counselors and Career Advisors** School counselors and career advisors play an essential role in helping students navigate these opportunities. While counselors continue to support students through the college application process, their role increasingly includes helping students explore a wide range of postsecondary options. They guide students in identifying interests, understanding career pathways, and selecting courses that align with their future goals. Many schools are also implementing digital career planning platforms that allow students to explore industries, track their interests, and map out potential career paths. These tools help students make informed decisions about coursework, extracurricular activities, and future training or education. Through these systems, students gain a clearer understanding of how their academic choices today can influence their opportunities tomorrow. ## **Building Skills That Apply Across Every Industry** While career pathway programs provide technical training, they also emphasize broader skills that apply across industries. Employers consistently highlight the importance of what are often called **durable skills** or **soft skills**, including: - communication - collaboration - critical thinking - adaptability - problem-solving Schools are increasingly incorporating these skills into project-based learning experiences and collaborative classroom activities. Students may work together to design solutions to real-world challenges, present ideas to classmates, or complete projects that mirror workplace environments. These experiences help students build confidence while preparing them for the expectations they will encounter in both higher education and the workforce. ## **What Career Pathways Mean for the Future of Education** The growing emphasis on career pathways reflects a broader shift in how educators define student success. For decades, school systems often measured success primarily through college admission rates. While college remains an important goal for many students, educators increasingly recognize that every student deserves a pathway that aligns with their interests, strengths, and ambitions. For some students, that [path may lead directly to a university](https://districtadministration.com/opinion/career-connected-learning-these-states-are-leading-the-way/). For others, it may involve apprenticeships, workforce training programs, military service, entrepreneurship, or specialized certifications. What matters most is that students graduate with a clear sense of direction and the skills needed to pursue their chosen path. ## **Helping Students See the Possibilities Ahead** Career pathway programs are helping students connect classroom learning to opportunities beyond school walls. By introducing students to careers earlier and providing meaningful hands-on experiences, schools are helping young people imagine the futures they might build. When students can see how their education connects to real-world possibilities, learning becomes more meaningful. Lessons feel more relevant, goals become clearer, and motivation grows. As education continues to evolve, career exploration and workforce readiness will play a critical role in helping students move confidently from classrooms into the opportunities that await them. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [AI in Early Student Assessment and Intervention](https://edcircuit.com/ai-in-early-student-assessment-and-intervention/) **Published:** March 11, 2026 **Author:** EdCircuit Staff **Excerpt:** AI in early student assessment helps schools identify learning needs sooner, personalize instruction, and strengthen early intervention for every learner. **Content:** AI in early student assessment is transforming how schools interpret student performance, shifting test-taking from a static measurement tool into a dynamic system that drives early intervention, personalized instruction, and stronger collaboration with families. For decades, assessments have largely functioned as checkpoints. Students took tests. Teachers reviewed scores. Schools compared proficiency levels. Interventions often followed weeks—or months—later. Today, artificial intelligence is reshaping that process. Instead of treating assessment as an endpoint, AI allows districts to treat it as the beginning of a responsive, individualized learning strategy. At the elementary and middle school levels, where foundational skills determine long-term academic success, that shift may be one of the most significant instructional developments of the past decade. ## **From Test Scores to Diagnostic Intelligence** Traditional assessments [provide data](https://www.umaryland.edu/fctl/resources/assessment/approaches/). AI-enhanced systems[ provide insight](https://www.supermicro.com/en/glossary/ai-driven-insights). When a second grader misses five reading comprehension questions, the raw score only tells part of the story. [AI-driven platforms analyze deeper patterns](https://thecasehq.com/traditional-vs-ai-based-assessments-a-comprehensive-comparison-for-modern-educators/): Did the student struggle with vocabulary-based questions? Inference-based prompts? Questions requiring working memory? Was there hesitation before selecting answers? Was accuracy inconsistent across similar standards? Instead of simply labeling performance as “below grade level,” AI systems identify the root cause. For teachers, this changes everything. Rather than reteaching an entire comprehension unit to the whole class, an educator can target instruction toward specific subskills. A student who understands literal meaning but struggles with inference receives different support than a student who struggles with decoding fluency. The classroom remains cohesive, but instruction becomes surgical. For special education coordinators and interventionists, this diagnostic precision supports more defensible and data-informed decisions. It reduces guesswork and allows[ early supports to be both proactive and targeted](https://edcircuit.com/ai-in-special-education-and-accessibility/). ## **Why Early Identification Matters More Than Ever** The earlier a learning gap is identified, the greater the likelihood of closing it efficiently. By third grade, reading proficiency becomes a predictor of future academic outcomes. By middle school, math confidence begins influencing course selection and long-term academic identity. Delayed identification of skill gaps can lead to frustration, disengagement, and widening disparities. AI in early student assessment accelerates identification timelines. Instead of waiting for end-of-year testing cycles, AI-powered benchmark assessments can flag subtle patterns in real time. A kindergarten literacy screener may detect early weaknesses in phonemic awareness. A fourth-grade math diagnostic may reveal conceptual misunderstandings of fraction magnitude long before state testing. The key is timing. When intervention begins early: - Instructional adjustments are smaller and more manageable - Students maintain confidence - Families receive support before concerns escalate - Schools reduce long-term remediation costs This is not simply about efficiency. It is about preserving a student’s sense of capability during formative years. ## **What Personalized Instruction Looks Like in Practice** In forward-thinking districts, AI is not replacing teachers. It is equipping them with sharper tools. Consider a fifth-grade classroom using an adaptive math assessment platform. After a benchmark test, the teacher’s dashboard does not simply display percentages. It displays skill clusters: number sense, proportional reasoning, multi-step problem solving, and vocabulary comprehension tied to word problems. One student shows strong procedural accuracy but weak conceptual understanding. Another demonstrates strong conceptual reasoning but inconsistent calculation fluency. The teacher responds differently to each. Small groups are formed not by overall score, but by skill pattern. One group works through visual fraction models. Another engages in timed fluency practice. A third focuses on vocabulary embedded in applied word problems. Instruction becomes differentiated without becoming chaotic. At the same time, students working independently encounter adaptive practice modules that adjust difficulty in real time. If a student struggles, scaffolds appear. If a student excels, complexity increases. Learning remains within a productive challenge zone. For administrators, this creates alignment between assessment, instruction, and intervention. Data is no longer siloed; it is actionable. ## **Supporting RTI and Special Education Pathways** For [students receiving tiered intervention support](https://www.branchingminds.com/blog/tiers-in-response-to-intervention-rti-multi-tiered-system-of-supports-mtss), AI-enhanced assessment systems provide clearer tracking of growth. Under traditional models, progress monitoring often required manual tracking and periodic reassessment. AI platforms now analyze micro-growth over shorter intervals to determine whether an intervention strategy is producing measurable gains. If progress plateaus, teachers know sooner. If growth accelerates, support intensity can be adjusted appropriately. For [IEP](https://www.understood.org/en/articles/what-is-an-iep) teams, this precision strengthens documentation and defensibility. Growth data can be tied directly to targeted skills rather than generalized performance categories. Equally important, AI can help prevent over-identification. Students who may simply need targeted skill reinforcement—rather than formal special education placement—can receive focused support earlier, reducing unnecessary labeling. For families navigating intervention conversations, this level of specificity fosters transparency. Discussions move beyond “your child is struggling” to “your child needs support in this specific subskill, and here is how we are addressing it.” ## **Strengthening Family-School Partnerships** One quiet advantage of AI in early student assessment is improved communication. Parents often receive assessment reports filled with unfamiliar terminology and percentile rankings. AI-generated summaries can translate performance into clear skill narratives: what the student is doing well, what needs strengthening, and how families can reinforce those skills at home. In some districts, family dashboards now visualize growth trends across months, not just annual benchmarks. This allows parents to see momentum, not just snapshots. When families understand the why behind intervention plans, they are more likely to reinforce strategies at home. That shared clarity reduces tension and increases partnership. For school board members evaluating assessment investments, this transparency supports community trust. ## **Equity, Bias, and Responsible Implementation** AI systems are only as strong as their data and oversight. District leaders must ensure that: - Training data reflects diverse student populations - Algorithms are routinely evaluated for bias - Data privacy safeguards are robust - Educators receive professional development on interpreting AI insights AI should enhance equity, not automate disparities. When implemented responsibly, AI in early student assessment can serve as an equity accelerator. Students who might otherwise be overlooked—quiet strugglers, English learners with emerging proficiency, or students masking difficulty with effort—can be identified earlier and supported appropriately. But this requires intentional leadership. ## **Reframing the Purpose of Testing** Perhaps the most significant shift is philosophical. For years, testing has been associated with accountability pressures and high-stakes evaluation. AI offers an opportunity to reframe assessment as a growth tool rather than a judgment tool. When assessments are frequent, adaptive, and diagnostic, [they become part of the learning process](https://www.edmentum.com/articles/understanding-diagnostic-formative-and-summative-assessments) rather than interruptions to it. Students see feedback sooner. Teachers adjust faster. Intervention begins earlier. Instead of asking, “What score did this student earn?” schools can ask, “What does this student need next?” That subtle shift transforms the culture around testing. ## **The Bigger Picture: Building Responsive Learning Systems** In 2026 and beyond, districts investing in AI-enhanced assessment are building more responsive systems. Kindergarten literacy screening identifies phonological gaps within weeks. Second-grade math diagnostics flag conceptual misunderstandings early. Middle school benchmark assessments highlight patterns in executive function that influence academic performance. Instruction adapts. Intervention tightens. Communication strengthens. Most importantly, students receive help before struggle becomes identity. The promise of AI in early student assessment is not about replacing human expertise. It is about amplifying it. When used thoughtfully, AI equips educators with deeper insight, empowers families with clearer information, and ensures that early intervention becomes the norm rather than the exception. For educators, advocates, administrators, special education coordinators, and school board members, the question is no longer whether AI will influence assessment. The question is how intentionally schools will harness it to support every learner—early, precisely, and equitably. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Student Data Privacy: What Happens After Graduation?](https://edcircuit.com/student-data-privacy-what-happens-after-graduation/) **Published:** March 4, 2026 **Author:** EdCircuit Staff **Excerpt:** Student data privacy affects every family. Schools collect sensitive personal information, but many parents don’t know where it goes or who can access it. **Content:** Student data privacy begins the moment a family enrolls a child in school. Each year, districts ask families to provide a significant amount of personal information during enrollment. Parents list home addresses, phone numbers, employment details, household size, and emergency contacts. They answer questions about language needs, learning supports, medical considerations, and eligibility for additional services. For most families, this process feels routine. It is understood as part of attending school, and the information is provided in good faith. Rarely do parents pause to consider what happens to this data once it is submitted. Questions like where the data is stored, who can access it, and how long it is kept are often left unanswered. Until recently, many families assumed the information was secure simply because it belonged to a school district. That assumption is changing. ## **Understanding what qualifies as student data** [Personally Identifiable Information](https://studentprivacy.ed.gov/content/personally-identifiable-information-education-records), commonly referred to as PII, [includes any information that can identify a student directly or indirectly](https://edcircuit.com/personally-identifiable-information-pii-in-education-today/). In education, this definition covers far more than names and student ID numbers. Student PII may include: - Names, birthdates, and home addresses - State-issued student identifiers - Parent and guardian contact information - Attendance, discipline, and academic records - Special education documentation and accommodation plans - Health information shared with schools - Demographic data such as race, ethnicity, and primary language Much of this data is [protected under federal](https://studentprivacy.ed.gov/ferpa) and state privacy laws. However, compliance alone does not ensure strong data protection. Districts must also consider how data is managed, shared, stored, and eventually disposed of. ## **The long-term accumulation of student information** Over time, schools build extensive records on students. A child who enrolls in kindergarten and remains in the same district through graduation may generate more than a decade’s worth of data. **Each year adds new layers:** updated addresses, academic interventions, assessment results, counseling notes, and digital learning activity. By the time a student graduates, the district may hold a detailed portrait of their educational and personal history. This accumulation often happens quietly. Information is added year after year, but rarely removed. In many districts, there is no routine review process to determine whether older data is still necessary. The result is that districts may retain far more information than they need—and the longer data is retained, the greater the risk. ## **What happens to student data after graduation?** When a student graduates, transfers, or leaves a district, their records do not disappear. Certain documents, such as transcripts, are retained permanently. Other records, such as special education documentation or disciplinary files, may be retained for years after a student leaves the system. Digital platforms used during enrollment may also retain student data unless contracts specifically require deletion. Data retention policies vary widely across districts and states. Some districts have clear timelines and destruction procedures. Others rely on outdated practices or unclear guidance, resulting in information being stored indefinitely. From a student data privacy perspective, this raises an important issue. Data that no longer serves an educational purpose still carries risk. Retained records remain vulnerable to unauthorized access, misuse, or exposure through a data breach. Just because data can be kept does not mean it should be. ## **Third-party vendors and expanded access** Today’s school systems rely heavily on third-party vendors. From learning management systems to transportation software, many external organizations require access to student information in order to function. Each additional vendor introduces another point of access and another responsibility for the district. While these tools can improve efficiency and instruction, they also expand the number of [systems that store student data](https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa). One example that often receives little scrutiny is school photography. Each year, photography companies enter schools to take students’ class and individual photos. These companies collect student names, grade levels, school affiliations, and images. Over time, a single company may hold photos of a student from early elementary school through high school graduation. Families are rarely informed how long these images are stored, whether they are shared, or how they are protected. In many cases, districts do not ask these questions either. ### **The responsibility districts carry when vetting vendors** Districts are ultimately responsible for protecting student data, even when that data is handled by outside organizations. Vendor vetting should be treated as a core component of student data privacy, not a secondary concern. Before granting access, districts should clearly understand: - What data the vendor will collect or receive - How that data is stored and secured - Who within the organization can access it - Whether data is shared with subcontractors - How long the data is retained - What happens to the data when the contract ends Contracts should include clear data protection requirements, breach notification protocols, and guarantees for the deletion or return of data upon service completion. Without these safeguards, districts expose families to unnecessary risk. ## **Why recent incidents changed the conversation** High-profile breaches, including the PowerSchool incident, have forced student data privacy into the public conversation. For many families, these events made the risks feel immediate and personal. Parents began asking questions they had never needed to ask before. Who has access to my child’s information? How secure is it? What happens if it is compromised? These concerns are not unreasonable. They reflect a growing understanding that student data systems are complex, interconnected, and increasingly valuable targets. ## **Building trust through transparency and accountability** Districts have an opportunity to respond to these concerns in meaningful ways. Clear communication is essential. Families should know what data is collected, why it is needed, who has access to it, and how long it is retained. Privacy policies should be written in plain language and made easy to find. Districts should also regularly review the data they collect and eliminate information that is no longer necessary. Reducing data volume reduces risk. Finally, districts should adopt concrete practices that demonstrate accountability, such as: - Conducting annual vendor privacy audits - Publishing data retention timelines - Providing families with clear points of contact for privacy concerns Student data is not just information in a database. It represents real children and real families who trust schools to act responsibly. As awareness grows, student data privacy is no longer a background issue. It is a core responsibility—one that extends well beyond graduation day. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety **Tags:** Headline --- ### [Phone-Free Schools: A Growing Education Movement](https://edcircuit.com/phone-free-schools-a-growing-education-movement/) **Published:** April 10, 2026 **Author:** EdCircuit Staff **Excerpt:** Phone-free schools are gaining momentum as educators examine how smartphones affect learning, student attention, and classroom engagement. **Content:** Phone-free schools are rapidly becoming one of the most discussed topics in education as teachers, administrators, and policymakers debate how smartphones affect learning, student attention, and classroom culture. For more than a decade, smartphones have been a constant presence in classrooms. Nearly every student carries one, and the devices connect them instantly to social media, messaging apps, games, and an endless stream of digital information. While smartphones have brought convenience and connectivity, they have also introduced new challenges for educators trying to maintain focus and engagement during the school day. Research from [**Common Sense Media** ](https://www.commonsense.org/education)shows just how deeply smartphones [are embedded in the lives of young people](https://www.commonsensemedia.org/press-releases/common-sense-media-makes-the-case-for-phone-free-classrooms-evidence-and-action). Surveys indicate that teenagers receive dozens—sometimes even hundreds—of notifications throughout the day, making it increasingly difficult to separate digital communication from learning environments. When these notifications follow students into the classroom, the result can be a constant competition for attention. Across the United States and around the world, schools are increasingly reconsidering whether unrestricted phone access belongs in the classroom. What began as individual classroom rules has grown into a broader movement toward **phone-free learning environments**, with districts and even entire states exploring policies that limit or prohibit student smartphone use during the school day. For educators, the conversation is not simply about technology. It is about attention, relationships, and the conditions needed for meaningful learning. ## **Why Smartphones Became a Classroom Challenge** When smartphones first appeared in classrooms, many schools viewed them as another tool that could support learning. Students could quickly research information, access digital textbooks, and collaborate using online platforms. However, as smartphones evolved, so did the platforms competing for student attention. Social media apps, streaming services, gaming platforms, and constant notifications transformed smartphones into powerful distractions. Teachers began noticing that even highly motivated students struggled to resist checking their devices during lessons. A quick glance at a notification can quickly become several minutes of scrolling through social media feeds, responding to messages, or watching short videos. Multiply that behavior across an entire classroom, and the effect on learning becomes clear. Many educators describe smartphones as **“attention magnets”** that compete directly with instruction. Even when phones remain silent in backpacks or pockets,[ students may still feel the urge to check them](https://ies.ed.gov/learn/press-release/more-half-public-school-leaders-say-cell-phones-hurt-academic-performance). The anticipation of notifications alone can fragment attention. This growing awareness has prompted educators to reconsider how smartphones fit within a learning environment designed for focus and engagement. ## **The Rise of Phone-Free School Policies** In response to these challenges, a growing number of schools are experimenting with structured phone-free policies. While these policies vary widely, they share a common goal: creating learning environments where student attention is focused on instruction rather than digital distractions. Some schools require students to store phones in lockers or backpacks during class. Others use dedicated phone storage systems where devices are secured at the beginning of the day and returned at dismissal. In some districts, phones may be permitted during lunch or passing periods but restricted during instructional time. Other schools have adopted full phone-free policies that limit smartphone access throughout the entire school day. These policies are no longer limited to individual schools. District leaders and state policymakers are increasingly examining the issue as part of broader conversations about student wellbeing, digital balance, and academic engagement. ## **What Teachers Are Seeing in Phone-Free Classrooms** Teachers working in phone-free environments often report noticeable changes in classroom dynamics. One of the most immediate differences is increased student attention during lessons. Without constant phone interruptions, students are more likely to remain engaged in discussions, collaborative activities, and problem-solving exercises. Teachers frequently observe that classroom discussions last longer and involve more voices. Students who once sat quietly, glancing at their phones, often become more engaged in conversations with classmates and teachers. In group projects, students interact more directly with one another rather than dividing their attention between peers and their devices. Even simple moments—such as the beginning of class—feel different when students are not immediately reaching for their phones. Many educators describe phone-free classrooms as calmer environments where focus and participation improve naturally. ## **Student Perspectives: Mixed at First, Changing Over Time** Student reactions to phone-free policies are often mixed at first. Smartphones play a central role in how young people communicate, socialize, and access entertainment. For many students, their phones serve as a primary connection to friends and social networks. Initial reactions to restrictions may include frustration or skepticism. However, in schools where phone-free policies are implemented consistently, student attitudes often shift over time. Without constant notifications competing for their attention, many students find they feel less distracted and more engaged throughout the school day. Conversations during lunch and passing periods often become more social, with students interacting face-to-face rather than through screens. Some students even report improved concentration when their phones are not immediately available. These experiences suggest that while smartphones provide convenience, they can also fragment attention in ways that affect both learning and wellbeing. ## **Finding the Balance Between Technology and Focus** It is important to recognize that the phone-free movement is not a rejection of technology in education. Schools continue to invest heavily in laptops, tablets, interactive displays, and digital learning platforms designed specifically to support instruction. These tools allow teachers to deliver engaging lessons, provide personalized learning opportunities, and expand access to information. The goal of many phone-free policies is not to eliminate technology, but to create **intentional technology environments** where digital tools support learning rather than compete with it. In this sense, phone policies are part of a larger conversation about how technology should be used in education. Educators are increasingly asking not only what technology students should have access to, but also when and how it should be used to support meaningful learning. ## **What Phone-Free Schools May Mean for the Future of Education** The growing interest in phone-free schools reflects a larger shift in how educators think about attention and engagement in modern classrooms. For years, conversations in education have focused on increasing access to technology. Schools worked to ensure that students had devices, connectivity, and digital tools needed for learning in a connected world. Now the conversation is evolving. Educators are beginning to examine how constant connectivity may influence concentration, social interaction, and academic performance. Successful schools in the future may be those that strike a thoughtful balance between innovation and focus. They will continue to adopt powerful educational technologies while also protecting the learning environment from distractions that undermine attention. ## **Protecting Attention in a Connected World** The debate surrounding phone-free schools is far from settled. Each district and community must consider its own priorities, student needs, and educational goals when deciding how smartphones fit into the school day. What is clear, however, is that educators are increasingly recognizing the importance of protecting student attention in an age of constant digital interruption. As schools continue to explore ways to support meaningful learning, protecting attention may become one of the most important responsibilities educators face in a digitally connected world. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [AI in Education: Transforming the Modern Classroom](https://edcircuit.com/ai-in-education-transforming-the-modern-classroom/) **Published:** April 8, 2026 **Author:** EdCircuit Staff **Excerpt:** AI in education is reshaping classrooms, lesson planning, and student learning as schools work to guide responsible use of artificial intelligence. **Content:** AI in education is rapidly transforming classrooms as teachers, administrators, and policymakers work to understand how artificial intelligence will reshape teaching, learning, and the future of schooling. What began as curiosity about generative AI tools has quickly grown into a broader conversation about academic integrity, instructional innovation, student preparedness, and the evolving role of educators in a digital world. Artificial intelligence is no longer a distant concept discussed only by technologists. It has become a daily reality in schools. Students are using AI-powered tools to help explain difficult concepts, summarize research, and brainstorm ideas. Teachers are experimenting with AI to generate lesson plans, differentiate instruction, and provide feedback more efficiently. District leaders are beginning to craft policies that guide responsible use while protecting academic standards and student data. Recent research from [**Common Sense Media**](https://www.commonsense.org/education) illustrates just how quickly this shift is occurring. Surveys from the organization show that a large percentage of teenagers have already experimented with generative [AI tools for school-related tasks, from homework support to writing assistance.](https://www.commonsense.org/education/collections/ai-literacy-lessons-for-grades-6-12) This rapid adoption has forced schools to move quickly—often faster than traditional policy cycles—to determine how AI fits within modern education. For many educators, the central question is no longer whether students will use artificial intelligence. The question now is how schools will teach students to use it responsibly and effectively. ## **Why AI in Education Became a Hot-Button Issue** The sudden visibility of generative AI tools triggered immediate debate in schools across the country. When these systems first became widely accessible, educators quickly realized that students could generate essays, solve complex problems, and summarize readings with remarkable speed. For teachers accustomed to evaluating assignments as a measure of individual understanding, this raised serious concerns. If artificial intelligence could produce polished work in seconds, how could educators accurately assess what students truly know? These concerns sparked early calls for restrictions or outright bans on AI tools. Some districts initially blocked access on school networks while educators and administrators attempted to understand the implications. But as the conversation matured, many schools began to recognize that banning AI would not solve the problem. Students were already encountering artificial intelligence outside of school—in search engines, productivity tools, and everyday digital applications. Avoiding AI entirely could leave students unprepared for a world where these tools are increasingly common. This realization has shifted the discussion toward responsible integration. Instead of asking whether AI should exist in education, educators are increasingly asking how it can support deeper learning while maintaining academic integrity. ## **How Teachers Are Beginning to Use AI in the Classroom** In many classrooms, artificial intelligence is emerging as a tool that can support educators rather than replace them. Teachers are exploring practical ways AI can reduce routine tasks and expand instructional possibilities. Lesson planning is one of the most immediate applications. Designing engaging activities, discussion prompts, and differentiated assignments requires significant preparation time. AI tools can generate lesson starters, allowing teachers to refine and adapt materials more efficiently. For example, a history teacher might use AI to generate primary-source discussion questions related to a historical event. A science teacher might use AI to create simplified explanations of complex lab procedures for students with varying reading levels. An English teacher might generate multiple writing prompts that encourage students to explore different perspectives on a topic. Artificial intelligence is also helping educators provide more personalized feedback. By assisting with grading frameworks or generating example responses, AI can help teachers focus more on guiding students and less on repetitive administrative tasks. For students, AI-powered tutoring tools offer additional support beyond the classroom. When used thoughtfully, these systems can help explain challenging concepts, walk students through problem-solving steps, and reinforce learning outside of school hours. ## **Preparing Students for an AI-Driven Workforce** Beyond immediate classroom uses, artificial intelligence is also shaping broader discussions about the future of work and the skills students will need after graduation. Students entering the workforce in the coming decade will encounter AI tools across many industries, including healthcare, engineering, finance, creative design, and marketing. Understanding how to interact with these technologies will become a critical professional skill. As a result, digital literacy is expanding into what many educators now call **AI literacy**. Students must learn to evaluate information produced by artificial intelligence systems, recognize potential biases or inaccuracies, and apply human judgment when interpreting AI-generated content. Equally important is learning how to use AI ethically. Students should understand when it is appropriate to use artificial intelligence for brainstorming or research support—and when it is not appropriate to rely on AI for work that requires independent thinking. Schools that teach these skills early will better prepare students for the rapidly evolving technological landscape they will face after graduation. ## **Policy Challenges for Schools and Districts** The rapid adoption of AI tools has also created new responsibilities for school leaders and policymakers. Districts must develop clear guidelines that balance innovation with accountability. Without clear policies, teachers and students may approach artificial intelligence inconsistently. Some educators may embrace AI tools enthusiastically, while others may avoid them entirely. Students may use AI responsibly in one classroom and inappropriately in another. District leaders, therefore, face a series of important questions: - Should students disclose when AI tools are used in assignments? - How can assessments be redesigned to emphasize critical thinking and originality? - What training should teachers receive to integrate AI effectively? - How can schools protect student data when using AI-powered platforms? Cybersecurity and privacy considerations are especially important. Many AI tools operate through cloud-based systems that process large amounts of data. Schools must ensure these technologies comply with privacy laws and district policies designed to protect students. For school boards and district administrators, these discussions are becoming central to strategic planning and technology governance. ## **The Teacher’s Role in an AI-Powered Classroom** Despite the rapid evolution of artificial intelligence, one fact remains clear: technology cannot replace the human connection that defines meaningful education. Teachers do far more than deliver information. They encourage curiosity, guide discussion, build relationships, and help students develop the critical thinking skills needed to navigate complex ideas. In fact, the presence of AI may make these human skills even more important. As students gain access to powerful digital tools, educators will play a crucial role in helping them understand when technology enhances learning—and when independent thinking must take priority. Teachers also serve as ethical role models. By guiding conversations about authorship, intellectual honesty, and responsible innovation, educators help students develop a healthy relationship with technology. ## **A Defining Moment for the Future of Education** Artificial intelligence represents one of the most significant technological shifts education has experienced in decades. Its influence will shape how students learn, how teachers teach, and how schools prepare the next generation for an increasingly digital world. The schools that succeed in this new landscape will not simply adopt AI tools because they are new. Instead, they will approach artificial intelligence thoughtfully—using it to support instruction while preserving the creativity, curiosity, and critical thinking that define meaningful learning. For educators, administrators, policymakers, and families, this moment represents both a challenge and an opportunity. By guiding students in how to use artificial intelligence responsibly, schools can ensure that technology becomes a tool that enhances education rather than replaces the human experiences that make learning powerful. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Cognitive Load in Modern Teaching: A System Challenge](https://edcircuit.com/cognitive-load-in-modern-teaching-a-system-challenge/) **Published:** March 10, 2026 **Author:** EdCircuit Staff **Excerpt:** Cognitive load in modern teaching explains educator overload and why coherent systems are now essential for stronger instruction and better student outcomes. **Content:** **Cognitive load in modern teaching** is no longer an abstract theory—it is the lived reality of every classroom. In a single class period, a teacher may shift from delivering instruction to analyzing formative data, redirecting behavior, troubleshooting a digital platform, supporting a student in emotional distress, differentiating for multiple readiness levels, and documenting evidence of learning for accountability systems. None of these moments happen in isolation. They happen simultaneously, in real time, in front of students. Ask any teacher what their brain feels like at 10:42 a.m.—that’s [cognitive load](https://dictionary.apa.org/cognitive-load). This is not simply teaching. This is high-level cognitive performance. And in this moment in education, the schools that thrive will be the ones that recognize a fundamental truth: instructional improvement is directly tied to protecting educators’ cognitive capacity. ## **From delivering content to managing complexity** For decades, teaching was framed as content delivery supported by classroom management. Today, it is better understood as the **continuous management of attention, decision-making, and mental workload**. Modern educators are simultaneously: - Learning designers - Data interpreters - Technology integrators - Differentiation specialists - Relationship builders They are not just presenting knowledge. They are orchestrating complex learning environments. This shift represents a profound evolution in professional practice. The defining expertise of today’s teacher is not only what they know—it is how they allocate their thinking in high-stakes, fast-moving instructional settings. ## **The cognitive architecture of the modern classroom** Cognitive Load Theory gives us a powerful lens for understanding why teaching feels different today—and why traditional improvement strategies often fall short. ### **Intrinsic load: the complexity of learning** This is the essential work of teaching and learning: - Guiding students through multistep problem-solving - Modeling analytical writing - Facilitating scientific investigation safely - Teaching students to evaluate information in an AI-driven world This is where we want teachers to spend their mental energy. ### **Extraneous load: the system-created burden** This is where modern schooling has dramatically increased educators’ workload. It includes: - Multiple disconnected platforms - Constant digital communication - Compliance documentation - Redundant data entry - Technology failures during instruction These tasks consume working memory without improving student learning. When extraneous load increases, instructional precision decreases. ### **Germane load: the thinking that drives growth** This is the professional cognitive space required for: - Providing meaningful feedback - Designing responsive instruction - Building classroom culture - Creating relevance and engagement This is the work that changes student outcomes—and it is the first thing lost when systems overwhelm educators. ## **The hidden reality: teachers as executive function managers** We often discuss student cognitive load, but the teacher’s cognitive load is the control center of the learning environment. At any given moment, an educator is: - Monitoring the whole room while conferencing with one student - Adjusting pacing based on real-time understanding - Anticipating misconceptions - Managing technology access - Making equity-based instructional decisions That is not multitasking. That is **advanced executive functioning under pressure**. When this load becomes unsustainable, we do not see a decline in effort—we see: - Decision fatigue - Slower feedback cycles - Reduced instructional clarity - Professional burnout This is not a capacity issue. This is a system design issue. ## **Technology: the great amplifier** Technology has expanded what is possible in teaching—but it has also multiplied the number of decisions educators must make. Every tool introduces new cognitive questions: - Is this aligned to the learning goal? - Can every student access it? - What data does it generate? - How do I respond to that data instructionally? When platforms are not interoperable or intentionally selected, technology becomes a cognitive tax rather than an instructional accelerator. In coherent systems, technology reduces mental load. In fragmented systems, it consumes it. ## **Personalization and the expanding mental workload** The promise of modern education is meeting every learner’s needs. The reality is that personalization, without systemic support, becomes one of the most cognitively demanding aspects of teaching. Educators are expected to: - Differentiate in real time - Provide intervention and enrichment simultaneously - Monitor progress continuously - Support diverse learning plans This requires constant analysis, planning, and execution within a single class period. Personalization is not just a pedagogical shift. It is a cognitive one. ## **AI as a cognitive capacity tool** One of the most important reframes for this moment is how we talk about artificial intelligence in schools. AI is often positioned as a time-saving device. Its real power is far more significant. AI can: - Organize information - Generate instructional starting points - Support feedback cycles - Reduce routine cognitive tasks This does not replace teachers. It protects their thinking, allowing them to focus on: - Relationships - Instructional decision-making - Deep learning design In other words, it increases germane cognitive load by reducing extraneous load. ## **The leadership challenge: stop adding, start removing** For superintendents, district leaders, and school boards, this moment demands a shift in how we define improvement. The most important question is no longer: **What should we add?** It is: **What can we remove so teachers can think more deeply about learning?** The systems that see measurable gains in student success will be those that: - Align curriculum, assessment, and technology - Eliminate redundant processes - Protect time for instructional thinking - Evaluate every initiative through a cognitive load lens Because every new requirement—no matter how well intentioned—competes for the finite working memory of educators. ## **A new definition of instructional excellence** Great teaching in today’s classrooms is not defined by how much content is covered. It is defined by how effectively educators: - Prioritize attention - Make real-time decisions - Manage complexity - Build human connections that drive learning That is cognitive expertise. And it is one of the most sophisticated professional skill sets in our economy. ## **The future belongs to coherent systems** This is the system’s conversation that will define the next decade of education. The districts that retain educators, accelerate student growth, and successfully integrate innovation will not be the ones with the most initiatives. They will be the ones with the most **coherent instructional ecosystems**. They will understand that: Reducing unnecessary cognitive load is not about making teaching easier. It is about making powerful teaching possible. ## **The closing shift** For teachers, this recognition is validating. The exhaustion many feel is not a personal shortcoming—it is the result of working in environments that demand constant cognitive switching. For leaders and policymakers, it is a call to action. Every platform, mandate, and reporting structure must be examined through a single guiding question: **Does this protect or consume the cognitive capacity required for great teaching?** Because the future of learning will not be defined by the tools we adopt or the standards we write. It will be defined by whether we create the conditions that give educators the mental space to do the work that matters most. And the schools that get this right will not only improve outcomes. They will redefine what is possible in modern teaching. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Phone-Free Schools and the Policy Turning Point](https://edcircuit.com/phone-free-schools-and-the-policy-turning-point/) **Published:** March 11, 2026 **Author:** EdCircuit Staff **Excerpt:** The Phone-Free Schools Report Card shows why stronger student phone policies are gaining ground and why partial bans still fall short. **Content:** Phone-free schools are moving from debate to policy, and the states taking the issue seriously are starting to make a clear distinction: restricting phones is not the same thing as removing them from the school day. That is the central takeaway from the new [*Phone-Free Schools State Report Card*,](https://www.phonefreeschoolsreport.org/) a national review of state laws and executive orders on student phone use in schools. The report looks at all 50 states and grades them against a model policy built around one simple idea: the less students can access their phones during the school day, the better the conditions for learning, attention, and school culture. The report is part of the broader **[Distraction-Free Schools](https://www.distractionfreeschools.com/) initiative**, a policy effort focused on helping states and school systems reduce digital distractions in education. The initiative provides model legislation, research summaries, and implementation guidance for districts considering stronger phone policies. Rather than focusing only on banning devices, the project looks at how schools can create environments where student attention, peer interaction, and classroom instruction are less shaped by the constant pull of smartphones. That sounds obvious. In practice, it is not. For years, schools have tried to split the difference. Some banned phones during class but allowed them in the hallways. Some told students to keep them in backpacks. Others left the decision to individual teachers, turning phone enforcement into one more classroom battle. On paper, many of those approaches looked reasonable. In real schools, they often left the problem untouched. This report helps explain why. It argues that the strength of a phone policy is not just about whether a state says students cannot use phones. It is about when the restriction begins, when it ends, and whether the device is actually out of reach. That last point matters more than many policymakers seem to realize. A phone in a student’s backpack is still a phone in a student’s mind. It still vibrates. It still pulls attention. It still turns the teacher into the enforcer. That is why the report’s highest standard is not simply a ban. It is **bell-to-bell, inaccessible storage**. And right now, only **North Dakota and Rhode Island** meet it. ## **What the Report Actually Measures** One reason this report stands out is that it does more than count how many states have “done something” about phones. It [examines whether those actions are likely to work](https://www.usatoday.com/story/news/nation/2026/01/20/cellphone-ban-school-states/88263289007/). State grades were based on [laws or executive orders passed in 2024 or 2025](https://docs.google.com/spreadsheets/u/1/d/e/2PACX-1vRfYzCCNAizcCXyls2_S5TNDEclu6d8eZJmIMse2V4R7AFd5czbLV26er-ya1spNpsWbEMoCoGwCKVn/pubhtml#gid=812375477) and measured against six criteria in the model bill. The report makes clear that policy strength begins with two basic questions. First, how much of the school day is covered? Second, where are the devices stored? That framework produces four main categories. At the top is **bell-to-bell, inaccessible storage**, the gold standard. Students are required to silence or turn off phones and store them securely from the first bell to dismissal. The report is unusually direct about why this matters. Stronger policies lead to better outcomes when students have less time with devices and less access to them during the day. The next category is **bell-to-bell, accessible storage**. This is still far stronger than a classroom-only rule, but it leaves an opening. Students may be barred from using their phones all day, yet still keep them in a locker or backpack. That sounds manageable until you think about how teenagers actually interact with their devices. The phone is still there. The urge is still there. The teacher still has to police it. Then there is **class instructional time only**, which the report treats as a meaningful but limited response. These policies acknowledge that phones interfere with learning, but they do not address the rest of the school day, where social pressure, distraction, and online conflict often build. Last is **policy required, no mandated elements**, which is really another way of saying the state has recognized the issue without deciding how seriously to solve it. These laws require districts to have a policy, but they do not define what the policy must include. The result is predictable: uneven implementation, mixed expectations, and vastly different student experiences across districts. The report also identifies states where bills failed, where no bill was introduced, and where legislation is still pending. That matters because it shows this is not a settled issue. It is a live one. ## **What the State Map Reveals** The map is one of the most striking parts of the report because it shows both how far the movement has come and how far it still has to go. Only **two states, [North Dakota and Rhode Island](https://www.route-fifty.com/digital-government/2026/01/report-card-finds-room-improvement-states-school-cell-phone-policies/410890/)**, earned an A for policies that require bell-to-bell inaccessible storage. That is a remarkably small number, given how much public discussion there has been around phone bans in schools. It tells us that while many leaders are talking about the problem, very few have passed policies strong enough to fully address it. The largest group falls into the next tier: **17 states plus Washington, D.C.,** earned B grades for bell-to-bell restrictions with accessible storage. States in this category include Alabama, Arkansas, Florida, Georgia, Louisiana, Missouri, Nebraska, New Hampshire, New Jersey, New York, Ohio, Oklahoma, Oregon, South Carolina, Texas, Vermont, Virginia, and Washington, D.C. This is real movement. It should not be dismissed. A full-day restriction is a serious policy change, and it signals that states are beginning to see phones as a schoolwide issue rather than a classroom annoyance. But the difference between an A policy and a B policy matters. The report is blunt on this point: when devices remain accessible, students and teachers are not set up for success equally. Students with strong phone habits still have the urge to check them. Teachers still carry the burden of monitoring. The school may have restricted the rule, but it has not fully removed the friction. Eight states landed in the [**class instructional time only**](https://www.phonefreeschoolsreport.org/) category: Indiana, Iowa, Kentucky, Nevada, North Carolina, Tennessee, West Virginia, and Wisconsin. These laws protect lessons, at least in theory, but leave other parts of the school day untouched. The report notes that this overlooks both the cognitive interference caused by phones and the social and emotional harms that can spill over into the school day. Nine states fell into the [**policy-required, no-mandated elements**](https://www.phonefreeschoolsreport.org/) bucket: Alaska, Arizona, California, Colorado, Idaho, Maine, Minnesota, New Mexico, and Utah. These states have acknowledged the issue, but they have not defined a serious statewide response. That is often where policy starts to sound stronger than it is. Four states saw bills fail: Connecticut, Maryland, Mississippi, and Wyoming. Two states, Montana and South Dakota, had no bills introduced. Eight states were marked incomplete because legislation was pending: Delaware, Hawaii, Illinois, Kansas, Massachusetts, Michigan, Pennsylvania, and Washington. Put all of that together, and the picture becomes clear. The country is moving toward a tighter school phone policy. But most states are still in the middle of that shift, not at the end. ## **Why Stronger Policies Work Better** The [report’s](https://www.phonefreeschoolsreport.org/) core argument is not ideological. It is practical. The stricter the school cell phone policy, the better the odds that it will improve student focus and teacher morale. That is because phones are not just occasional distractions. They are designed to interrupt. A weak policy asks students to resist that pull over and over again while asking teachers to enforce a rule that is easy to break and hard to monitor. A stronger policy changes the environment. When a phone is secured and inaccessible, the burden shifts away from the individual teacher and becomes part of the school structure. There is less negotiation, less inconsistency, and less room for the quiet drift that happens when students check a screen between activities and carry that distraction into the next class. That is one reason bell-to-bell policies are getting more attention. They do not just protect lecture time. They reshape the entire school day. And that broader school-day impact matters. A class-period ban still allows lunchroom scrolling, hallway filming, social media conflict, and the mental residue of whatever students have just seen online. A stronger policy creates a break from all of that. It gives students hours of the day when they are not tethered to a device, not performing for a feed, and not managing the latest group chat drama while trying to learn algebra or participate in a seminar. That is a very different kind of intervention. ## **What Is Working in Schools That Get Serious About It** One of the most compelling parts of this conversation is that the benefits of stronger phone policies do not stay abstract for long. Schools that implement them tend to describe changes that are visible almost immediately. Teachers report fewer interruptions and less low-level conflict over phone use. Instead of repeatedly asking students to put their devices away, they can teach. That may sound small, but anyone who has spent time in a classroom knows how much energy is lost to constant redirection. A policy that reduces that friction is not a marginal improvement. It changes the feel of instruction. Administrators often describe shifts in school culture as well. Students talk more during lunch. They interact more naturally between classes. In some schools, adults notice something they had almost forgotten to expect: eye contact, conversation, and unstructured social interaction that is not filtered through a screen. The report also points to supporting evidence beyond the grading framework itself. The broader policy package tied to this work includes a growing body of implementation guidance and supporting research. A national survey of more than 20,000 educators suggests stricter cell phone policies are linked to fewer distractions and greater teacher satisfaction. School leaders have also shared low-cost implementation strategies and practical lessons from campuses that have already made the shift. That matters because it pushes back on one of the most common objections, which is that only wealthy districts can enforce strong policies. The implementation materials suggest otherwise. High-cost tools like locking pouches are one option, but not the only one. Some schools use lockers. Some use structured collection systems. Some rely on simple, low-cost storage routines paired with clear expectations and consistent enforcement. The point is not that there is only one model. The point is that strong implementation is possible when schools are serious about it. ## **What Is Not Working** The [report](https://www.phonefreeschoolsreport.org/) is just as useful for showing where policy breaks down. The most common failure is the half-measure dressed up as a solution. A policy that bans phones during instructional time only may sound sensible, but it leaves the larger culture of phone dependence intact. Students can still use devices during passing periods, lunch, and other unstructured times. Online conflict still enters the building with them. Social media still shapes the emotional temperature of the day. And because students regain access repeatedly, the transition back into focused learning becomes harder. The second failure is the lack of strong enforcement of accessible storage. This is better than a class-only ban, but it still leaves schools with the same basic vulnerability: if the phone can be reached, it will often be checked. That creates uneven enforcement, especially in large schools where consistency is hard to maintain from room to room and adult to adult. The third failure is leaving everything to districts without clear statewide standards. In theory, local flexibility sounds wise. In practice, it often produces confusion. One district writes a serious policy. Another adopts vague language. One principal enforces it consistently. Another leaves it to teacher discretion. Students and families end up navigating different rules not because the evidence differs, but because leadership does. And then there is the political failure: states that recognize the concern, introduce bills, and still do not pass anything. Those stalled efforts matter because they show how quickly momentum can get diluted once enforcement, parent pushback, emergency communication, and local control enter the conversation. That does not mean the issue is overblown. It means solving it requires more than agreement that phones are a problem. ## **What Policymakers Still Get Wrong** The [report](https://www.phonefreeschoolsreport.org/) also exposes a misunderstanding that continues to shape weaker state responses. Too many policymakers still treat student phone use as a behavioral problem rather than an environmental one. If the issue is framed as behavior, the solution becomes student self-control and teacher enforcement. Students should know better. Teachers should manage their classrooms. Schools should encourage responsible use. But if the issue is environmental, the response changes. The question becomes: what kind of school day are we creating, and what conditions make sustained attention possible? The report clearly leans toward the second view. It suggests that school leaders should not build policy around the hope that students will resist a device engineered to capture their attention. They should build a policy around structures that make attention more likely in the first place. That distinction is important for another reason. It shifts the conversation away from punishment and toward design. The enhanced 2026 model bill, referenced in the materials, maintains the same core principles while adding clearer guidance on enforcement and protections against exclusionary discipline. That suggests the movement is learning as it grows. The aim is not simply to ban phones. It is to build firm, workable, and fair policies. ## **The Bigger Story Behind the Report** This is not only about phones. It is about whether schools are willing to draw clearer boundaries around attention in an era built on distraction. It is about whether educators can create parts of the day that are protected from the logic of constant connectivity. And it is about whether policymakers are ready to match public concern with policies that actually change school conditions. That is why this report matters beyond the grades. It gives education leaders a more honest language for talking about school smartphone policies. It shows that not all bans are equal. It clarifies why some approaches produce better results than others. And it offers a policy framework for states that are still trying to decide whether they want symbolic action or meaningful change. For superintendents, principals, and school boards, the message is difficult to miss. If a district wants the benefits of a phone-free school day, it cannot rely on vague classroom rules and hope for the best. The policy has to be coherent. The storage has to be clear. The expectations have to be schoolwide. And the rationale has to be communicated well enough that families understand the goal is not control for its own sake, but a better learning environment. For teachers, the report validates what many have been saying for years: phones are not a side issue. They shape attention, behavior, and classroom culture in ways schools can no longer afford to ignore. For parents and students, the report raises a more uncomfortable but necessary question. Have we normalized a level of digital intrusion into the school day that no longer serves children particularly well? That may be the hardest part of this conversation. Phone-free schools are often discussed as a policy fight. They are also a cultural correction. ## **Where the Movement Goes From Here** The national trend is unmistakable. More states are acting. More school leaders are willing to rethink the place of smartphones in schools. More evidence is being gathered. More implementation tools are becoming available. But the next phase of this work will be defined by whether states are willing to move past partial measures. The report shows a country in transition. The issue has clearly broken through. What has not yet happened is full alignment between what leaders say they want and the policies they are actually passing. If the goal is fewer distractions, stronger teacher morale, healthier student relationships, and more focused classrooms, then the report leaves little ambiguity about the direction of travel. Bell-to-bell matters. Inaccessible storage matters. Clarity matters. The states earning the highest marks are not simply the states that took action. They are the states that recognized a harder truth: a phone policy only works when it changes the conditions of the school day, not just the wording of the rule. That is the real turning point. And it is why this report deserves serious attention from anyone shaping the future of school policy. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [The Evolution of Music Education in Today’s Classroom](https://edcircuit.com/the-evolution-of-music-education-in-todays-classroom/) **Published:** March 30, 2026 **Author:** EdCircuit Staff **Excerpt:** Music education has evolved through digital tools, online music platforms, and AI, giving music teachers powerful new ways to inspire creativity. **Content:** Music education has evolved dramatically over the past 15 years, transforming the traditional music classroom into a dynamic, creative environment where technology, collaboration, and artificial intelligence are helping students compose, perform, and explore music in entirely new ways. Walk into a modern music classroom today and you may see students composing a beat on a laptop, layering digital instruments into a soundtrack, or collaborating on a shared composition online—while a jazz ensemble rehearses just across the room. This blend of traditional musicianship and digital creativity represents a powerful shift in how music teachers approach instruction and how students experience the art of music. For music educators, the mission remains the same: help students discover their voice through rhythm, melody, and expression. But the tools used to achieve that goal have expanded significantly. What was once a room filled with music stands, sheet music, and instrument cases is now often a vibrant studio where students can perform, compose, record, and produce music. As schools across the country celebrate [**Music In Our Schools Month**](https://nafme.org/advocacy/music-in-our-schools-month/), this evolution offers an opportunity to reflect on how far music education has come—and how music teachers continue to lead innovation in the classroom. ## **From Traditional Music Rooms to Creative Studios** Fifteen years ago, the structure of most music classrooms was relatively consistent. Students focused on reading notation, practicing scales, and rehearsing ensemble pieces in band, orchestra, or choir. Technology had begun to enter the classroom, but its presence was limited. A music teacher might have used notation software to write sheet music or an electronic keyboard lab for practice, but digital music production tools were far from common. Today, many music classrooms resemble **creative music studios**. Music teachers increasingly incorporate [**digital audio workstations (DAWs)**](https://en.wikipedia.org/wiki/Digital_audio_workstation), MIDI keyboards, and music production software into their lessons. These tools allow students to compose original music, experiment with sound design, and develop arrangements using both traditional and digital instruments. Students can layer sounds, adjust tempo, experiment with effects, and build full musical compositions using technology that mirrors what professional musicians use in studios. This transformation has expanded what it means to learn music. Performance and ensemble playing remain essential, but students are also developing skills in composition, recording, editing, and digital production. For many educators, this shift has opened new doors for creativity in the classroom. ## **Students as Creators in the Modern Music Classroom** One of the most exciting changes in music education has been the shift toward **student-driven music creation**. In the past, students primarily focused on performing music written by composers. While that tradition remains important, technology now allows students to explore composition and creativity in much greater depth. Online music platforms such as **[Soundtrap](https://www.soundtrap.com/edu/), [BandLab](https://www.bandlab.com/?lang=en), and [Noteflight](https://www.noteflight.com/)** enable students to build music layer by layer. They can record instruments, create beats, add harmonies, and mix tracks while learning the fundamental principles of rhythm, melody, and harmony. For music teachers, these tools create opportunities to connect classroom instruction with the musical experiences students already encounter outside of school. Many students today grow up surrounded by digital music through streaming platforms, social media, video games, and music production apps. By integrating these tools into instruction, educators can transform that familiarity into meaningful musical learning. Students who might not initially see themselves as performers may discover their passion through **composition, beat production, or sound design**, expanding the ways young musicians engage with music education. ## **Online Collaboration Changes the Way Students Make Music** Another major shift in music education has been the rise of[ **cloud-based collaboration**](https://www.obscuresound.com/2024/01/9-ways-technology-is-revolutionizing-music-education/). Digital music platforms now allow students to collaborate on compositions even when they are not in the same physical space. A student can begin a project in class, continue working on it at home, and share the piece with classmates who can add their own contributions. This collaborative process mirrors how music is created in the professional world today. Artists frequently collaborate across cities and countries using digital production tools and shared online platforms. For music teachers, these tools also create new opportunities for feedback and mentorship. Educators can review students’ compositions, leave comments, and guide students through revisions, helping them refine both their technical and creative skills. This process transforms music education into an **interactive, creative cycle** in which students experiment, revise, and grow as musicians. ## **Artificial Intelligence Enters the Music Classroom** One of the newest developments shaping music education is the arrival of [**artificial intelligence in music creation**](https://nafme.org/blog/why-music-education-is-essential-in-the-age-of-ai/). AI-powered tools are beginning to appear in music classrooms, offering students new ways to explore composition and musical structure. Some tools can generate melody ideas, suggest chord progressions, or help students experiment with rhythm patterns. For music teachers, AI is not replacing creativity—it is enhancing the creative process. Students can use AI to quickly test musical ideas, experiment with variations, or explore different arrangements. Teachers then guide students through the artistic decisions behind those choices, helping them understand how melody, harmony, and rhythm work together. AI can also support differentiated learning. Students who may struggle with traditional notation can still explore musical ideas through AI-assisted composition tools, while more advanced students can use the technology to refine complex arrangements. As educators continue to explore AI’s potential, many see it as another instrument in the music room—one that expands creative possibilities while still relying on human interpretation and expression. ## **Music Teachers as Innovators** Perhaps the most important part of this transformation is the role music teachers themselves have played in leading innovation. Across the country, music educators have embraced new tools while preserving the traditions that make music education so powerful. They are blending classical instruction with modern technology, allowing students to explore multiple pathways within music. A single class period might include ensemble rehearsal, digital composition, and music theory—all connected by the same goal: helping students understand and appreciate music. Music teachers are increasingly some of the most creative educators in the school building, constantly adapting their classrooms to meet the interests and talents of their students. ## **Preparing Students for the Future of Music** The evolution of music education also reflects the changing nature of the music industry itself. Today’s musicians often serve multiple roles: performers, composers, producers, sound engineers, and digital creators. Careers in film scoring, video game sound design, podcast production, and multimedia storytelling all rely on both musical creativity and technological fluency. By incorporating digital tools and AI into instruction, music teachers are preparing students with skills that extend far beyond the rehearsal room. Students develop **creative thinking, collaboration, digital production skills, and artistic confidence**—abilities that benefit them not only in music but in many other fields. ## **The Future Music Classroom** Looking ahead, the music classroom will likely continue to evolve alongside technology. Students may collaborate with classrooms across the world, compose music using advanced AI tools, or rehearse in immersive virtual environments that simulate concert halls and recording studios. But even as the technology evolves, the heart of music education will remain unchanged. Music teachers will continue to inspire creativity, guide students through the language of music, and help young musicians discover the joy of artistic expression. The modern music room proves that when tradition meets innovation, the possibilities for student creativity—and the future of music education—are limitless. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [AI in K–12 Procurement Operations Today](https://edcircuit.com/ai-in-k-12-procurement-operations-today/) **Published:** April 1, 2026 **Author:** EdCircuit Staff **Excerpt:** AI in K–12 procurement operations is helping districts analyze contracts, track subscriptions, and forecast renewal risk. Here’s what leaders should know. **Content:** AI in K–12 procurement operations is changing how districts track contracts, monitor spending, and prepare for renewal cycles. [Procurement](https://www.sap.com/sea/products/spend-management/what-is-procurement.html) has already shifted from paperwork processing to strategic oversight. Artificial intelligence is now becoming part of the infrastructure behind that oversight. For CFOs, business officers, superintendents, and procurement directors, the conversation isn’t theoretical. It’s operational. Where does AI actually create leverage? And where does it create new exposure? Here’s where districts are seeing real movement. ## **Contract Review and Risk Screening** Vendor contracts have grown longer and more complex. Data privacy clauses, cybersecurity provisions, indemnification language, and auto-renewal terms. Each review takes time, and time is limited. AI-assisted contract tools can now: - Flag non-standard indemnification language - Surface data privacy inconsistencies - Identify auto-renewal triggers - Compare vendor terms against district policy That doesn’t replace legal review. It shortens the first pass. Instead of discovering a renewal escalation clause weeks into negotiation, districts can identify it immediately. Instead of manually scanning for privacy conflicts, teams can focus on interpretation rather than detection. AI accelerates screening. It does not replace judgment. ## **Spend Analysis and Subscription Visibility** Subscription growth has created a visibility problem. In many districts, software contracts are initiated at the department or school level. By spring, invoices start stacking up. Only then does the full exposure become clear. AI-driven spend analytics platforms can: - Consolidate vendor payments across systems - Identify overlapping tools serving similar functions - Flag underutilized licenses - Forecast aggregate renewal totals This is where AI delivers measurable value. It makes fragmented spending visible. But there’s a caveat. If purchasing data lives in disconnected systems or is inconsistently coded, AI analysis will reflect that fragmentation. Technology cannot compensate for weak data hygiene. AI performs best when the underlying data is clean. ## **Renewal Forecasting and Budget Planning** Renewals are often treated as routine. They shouldn’t be. AI can model: - Multi-year cost projections - Escalation clauses across contracts - Usage-based variability - Renewal clustering within fiscal quarters That matters because renewal stacking is real. Districts sometimes discover too late that multiple high-cost subscriptions renew within the same budget window. With predictive modeling, finance teams can see that exposure months in advance. That changes the conversation from reactive approval to proactive planning. AI does not eliminate hard budget decisions. It gives leaders earlier visibility into them. ## **Vendor Performance Monitoring** Renewal decisions often rely on anecdotal feedback. A principal likes the tool. A department uses it heavily. Someone believes adoption is strong. AI-supported analytics can add discipline. Districts can examine: - Login frequency across schools - License utilization rates - Support ticket trends - Response time patterns But metrics must connect to goals. High login counts do not automatically mean instructional impact. Districts should define what success looks like before relying on dashboards to measure it. Otherwise, data becomes noise. ## **Audit Readiness and Documentation** Audit pressure has increased over the last decade. Documentation gaps surface quickly. AI tools can: - Organize contract repositories - Track approval chains - Identify missing documentation - Generate compliance summaries This reduces manual effort and improves consistency. But automation will not fix broken processes. If approval workflows are informal or documentation is incomplete, AI simply exposes the weaknesses more quickly. In that sense, AI becomes a mirror. It reflects operational discipline back to the organization. ## **Where Districts Should Be Careful** Efficiency is attractive. But governance matters. District leaders should evaluate: - Data privacy implications of procurement AI tools - Transparency around how insights are generated - Staff understanding of AI outputs - Vendor claims about automated analysis If procurement teams cannot explain how an AI tool generated a recommendation, trust erodes quickly. AI should support decision-making, not obscure it. ## **What District Leaders Should Do Now** AI adoption should be deliberate, not reactive. ### **Start** Where Visibility Is Weak Focus on subscription tracking, renewal forecasting, and vendor overlap. These are areas where manual oversight often breaks down. AI is especially useful when the spreadsheet has grown too large for anyone to confidently interpret. ### **Tie Insights to Policy** AI findings should feed structured processes: - Annual vendor performance reviews - Renewal justification checkpoints - Budget forecasting meetings Without governance, analytics become background noise. ### **Invest in Staff Literacy** Procurement and finance teams should understand: - What the AI tool is analyzing - Where outputs may contain limitations - How to validate conclusions Confidence comes from understanding the tool, not just using it. ## **The Strategic Reality** AI in K–12 procurement operations is not about replacing procurement officers. It is about increasing visibility, compressing analysis time, and identifying risk earlier. Districts that use AI to illuminate spending patterns, contract exposure, and renewal clustering will gain control over increasingly complex vendor ecosystems. Districts that adopt it without process discipline may simply automate confusion. The question is no longer whether AI will enter procurement operations. It already has. The real question is whether districts will use it intentionally. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Supervision by Design Prevents Classroom Incidents](https://edcircuit.com/supervision-by-design-prevents-classroom-incidents/) **Published:** March 9, 2026 **Author:** EdCircuit Staff **Excerpt:** Supervision by design improves classroom safety by ensuring clear sightlines and supervision zones in Safer STEM labs and Safer CTE learning spaces. **Content:** Supervision by design determines whether teachers can actually see risks as they develop in real time. A classroom can look perfectly safe before students arrive. Equipment is organized. Workstations are clear. Emergency stations are accessible. But the moment students enter, and movement begins, the room transforms—and the teacher’s ability to see what is happening everywhere can disappear. Students gather around the equipment. Groups cluster near shared tools. Materials move between stations. Conversations happen in several places at once. Within minutes, visual barriers begin to form. Nothing dramatic happens. No alarms sound. But in that moment, the safety system depends on one critical factor: whether the adult in the room can see what is happening before a small mistake becomes something larger. That is the principle behind **supervision by design**. This article accompanies the latest episode of the *[Safer Ed](https://open.spotify.com/show/1TQUGN0IjBrDOBYpBzVcC1) Podcast*: [Supervision by Design: Why Sightlines Prevent Incidents](https://open.spotify.com/episode/2E2UgmIWGC404na8WNhe3C). ## **The Visibility Problem Schools Rarely Recognize** When schools evaluate safety, they often focus on policies, procedures, and training. These elements are essential, but they rely on one condition that is frequently overlooked—visibility. If educators cannot see an unsafe behavior beginning, they cannot intervene early enough to prevent it. This challenge is especially important in active learning environments such as: - STEM laboratories - Career and Technical Education spaces - Engineering and Robotics classrooms - Makerspaces and Project-Based learning environments These spaces involve tools, materials, and processes that require constant observation. When visibility is interrupted, supervision shifts from proactive prevention to reactive response. And that shift often determines whether a near miss becomes an incident. ## **How Blind Spots Develop** Blind spots rarely appear intentional. They usually develop through routine decisions about storage and equipment placement. Tall cabinets, stacked supplies, equipment carts, and shelving units are often positioned where space allows rather than where visibility is strongest. Over time, these objects create areas of the room that cannot be seen clearly from the teacher’s natural position. In quiet walkthroughs, these obstacles may not seem significant. But once students begin moving through the space, those same objects become barriers that interrupt sightlines across the room. When that happens, the teacher’s awareness of certain areas depends on physically moving to inspect them. Even brief gaps in visibility can create moments where mistakes go unnoticed. ## **Supervision Zones and Active Classrooms** In many modern classrooms, several activities occur at the same time. One group may be conducting an experiment while another gathers supplies. A third group may be documenting results or cleaning equipment. In CTE spaces, students may operate tools in multiple locations simultaneously. These environments create what safety professionals often call **supervision zones**—distinct areas of activity that require attention. If those zones are arranged so the teacher can observe them from a central position, supervision becomes efficient and proactive. If they are scattered across blind spots, the teacher must constantly move between areas simply to maintain awareness. That constant movement creates brief moments where other zones fall outside supervision. Supervision by design organizes these zones so they remain visible within a teacher’s line of sight. ## **Congestion Creates Hidden Risk** Even well-designed classrooms can lose visibility when congestion occurs. Students naturally gather around certain areas: - supply cabinets - sinks and wash stations - shared tools - charging stations - demonstration areas When these features are clustered together, groups of students form visual barriers that block the teacher’s view of nearby workstations. Over time, these congestion points become predictable areas where supervision weakens. Spreading these high-traffic features across the room helps maintain clear sightlines even when multiple students are present. ## **Why Walkthroughs Often Miss the Problem** Administrators frequently observe classrooms during walkthroughs, but those observations typically occur during calm periods of instruction. Students are seated. Movement is minimal. The teacher is leading the lesson. Under those conditions, supervision appears straightforward. The real test of visibility occurs during the most active parts of learning: - lab setup - equipment use - collaborative work - transitions and cleanup Observing classrooms during these moments reveals whether the environment supports supervision—or quietly undermines it. ## **Small Adjustments Can Restore Visibility** Improving supervision often requires far less change than people expect. Simple adjustments can significantly improve sightlines: - lowering tall storage units - relocating equipment carts - repositioning workstations toward central visibility - redistributing supply locations - reducing clutter along walkways These small design changes allow educators to monitor several areas of the room simultaneously. When teachers no longer need to constantly reposition themselves to maintain awareness, supervision becomes more stable and effective. ## **Visibility Influences Behavior** Students quickly recognize whether adults can see what is happening in a classroom. When visibility is clear, expectations are easier to enforce because students know their actions are observable. But when blind spots exist, those areas can unintentionally become spaces where rules feel less enforced. Visibility, therefore, shapes behavior just as strongly as policies or reminders. Supervision by design helps align the environment with the expectations educators are trying to maintain. ## **Designing Classrooms for Awareness** Effective safety systems support the way people actually move and work within a space. Rules and training matter, but they depend on awareness. Awareness depends on visibility. When classrooms are designed with clear sightlines and intentional supervision zones, educators can recognize problems early and respond quickly. That is the core idea behind **supervision by design**. ## **A Conversation Worth Sharing** For school leaders, the lesson is simple but powerful. Supervision is not only a staffing responsibility. It is a design decision. When learning spaces allow teachers to see activity clearly, safety systems become stronger, interventions happen earlier, and complex learning environments operate more smoothly. Because in active classrooms, safety does not begin with rules. It begins with what adults can see. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Safer Ed **Tags:** Headline --- ### [Why SEL Efforts Can’t Stop Now](https://edcircuit.com/why-sel-efforts-cant-stop-now/) **Published:** April 10, 2018 **Author:** Tamara Fyke **Excerpt:** Alignment Nashville is working to improve SEL & health of the Nashville community‘s youth with tools that bring the community together. **Content:** *A Q&A with Melissa Jaggers, President & CEO of Alignment Nashville* **“**I believe that a continued emphasis and focus on effective integration of social-emotional learning is our greatest opportunity for improving school culture and climate. We have made great strides in this work over the past several years, but we can’t stop now,” says Melissa Jaggers. Jaggers is the President & CEO of [Alignment Nashville](https://www.alignmentnashville.org/), an organization working to improve the education and health of the Nashville community‘s youth by providing tools that bring the community together for more effective results than individual groups could accomplish alone. Among Alignment Nashville’s many programs is the annual [Music City SEL Conference](https://web.archive.org/web/20190915194924/https://sel.alignmentnashville.org:80/), which this year will be held in June and will feature more than 70 workshops where participants can learn from peers and experts from across the country. For this Q&A, Jaggers shared her perspectives on SEL with Tamara Fyke, edCircuit’s [\#SELChat](https://edcircuit.com/sel-chat-selling-sel-to-teachers/) columnist and the author/creator of Love In A Big World. Read on to learn about the difference between school culture and climate, some of the tangible benefits of intentional SEL integration, successful programs, and more. **Tamara Fyke:** One thing that stands out about Alignment Nashville is the power of community: The premise that we can achieve greater results together than we could alone. How does your approach help to get the most out of community collaboration? **Melissa Jaggers:** The issues facing our community are far too complex for any of us to solve alone. But working together isn’t always easy. It takes time, patience, and a shared vision for our community. That’s why Alignment Nashville has developed a set of tools that make working together a little bit easier. It’s our job to bring our community together, using these tools, to find ways to improve literacy, reduce chronic absenteeism, increase college and career readiness, and improve school culture and climate. **TF:** How do you define both school culture and climate? What are some of the biggest opportunities you see for improving the culture and climate in schools? **MJ:** School culture refers to the shared values and beliefs that guide how the teachers, administrators, and staff work together and interact with students and families. School climate, then, is how this culture impacts students and learning. Like in any organization, culture is foundational to success; schools with healthy cultures provide optimal conditions for student learning. I believe that a continued emphasis and focus on effective integration of social-emotional learning is our greatest opportunity for improving school culture and climate. We have made great strides in this work over the past several years, but we can’t stop now. **TF:** Is there one aspect of social-emotional learning that you believe is too often overlooked or not considered as a standard element of SEL, but should be? **MJ:** I believe that too many times, SEL is viewed as an “add-on” as opposed to a crucial element to student success. Colleges and employers often cite SEL-related competencies as their most desired qualities in students and employees, as opposed to academic skills. The skills and competencies that SEL teaches will carry students to success in college, career, and life. **TF:** With Alignment Nashville, chronic absenteeism is one of the important issues you work to address. What effect does a strong school culture and climate, built on a foundation of social and emotional learning, have in reducing absenteeism? **MJ:** A strong school culture and climate is the single most important factor in ensuring students come to school every day, ready to learn. Students that feel cared for, respected, and appropriately challenged at school are more likely to come to school on a consistent basis. Families and caregivers that feel cared for and respected are also more likely to communicate with school staff when issues arise and find solutions together. Both school staff and community partners play a role in making sure the school culture and climate offers students and families the environment they need to succeed. **TF:** Do you have a success story of a school or organization that achieved some great results through working with you? Can you share some highlights of what was achieved? **MJ:** The Integration of International Families A-Team is currently piloting an initiative called LEAF – Linking, Educating, and Advancing Families – that has engaged 30+ partners to provide high-quality ESL classes, literacy activities, and more to families. Through these partnerships, participating students have exceeded district averages on standardized tests, and parents/caregivers have improved their English language skills. This A-Team is currently working to expand this initiative to engage more partners to serve families across Nashville! [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) - [ ![A woman with straight brown hair and side-swept bangs, wearing a red top and a silver necklace, smiles in front of a light-colored textured wall.](https://edcircuit.com/wp-content/uploads/2024/02/Melissa-Jaggers.jpeg) ](https://edcircuit.com/author/melissa-jaggers/) [Melissa Jaggers](https://edcircuit.com/author/melissa-jaggers/ "Melissa Jaggers"): Author Melissa is the President & CEO of Alignment Nashville, a 501c3 nonprofit organization dedicated to aligning existing resources to achieve systemic change. [ ](https://www.linkedin.com/in/melissa-jaggers-3a773814) [ View all posts ](https://edcircuit.com/author/melissa-jaggers/ "View all posts") **Categories:** Community, Social Emotional Learning --- ### [Selling SEL to Students](https://edcircuit.com/selchat-selling-sel-to-students/) **Published:** April 17, 2018 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - Educators must take full advantage of the incredible opportunity to attend to the needs of the whole child. **Content:** *How to get your kids on-board One of my favorite shows, when I was a kid, was [*Little House on the Prairie*](https://littlehouseontheprairie.com/). The people of Walnut Grove knew each other; they did life together. If one of the students didn’t make it to the schoolhouse on time, Mr. Ingalls at the mill or Mrs. Olson at the general store were sure to encounter the meandering straggler. With a heartfelt conversation, the town fathers and mothers got him or her back on the right path.* As a fan of [historical fiction](https://bookriot.com/2017/07/07/100-must-read-books-of-u-s-historical-fiction/), I think about this show a lot, not only for the storylines but the cultural representation. Although these early pioneers did not have our modern conveniences, such as cars, washing machines, department stores or [fast food](https://www.buzzfeed.com/kimberlywang/the-history-of-fast-food?utm_term=.bcz1lDoRYX#.kpAKvqxpR4), they did have things that we lack. One of those things was the town center, a common intersection for anyone and everyone living in or traveling through their farming community. Seeing each other on a daily basis, everybody knew each other’s names. ![A young girl with long hair wearing a ruffled dress smiles while standing in a kitchen Shelves behind her hold plates and dishes The image is in black and white](https://edcircuit.com/wp-content/uploads/2018/04/Little-House-on-the-Prairie.jpg "A young girl with long hair wearing a ruffled dress smiles while standing in a kitchen Shelves behind her hold plates and dishes The image is in black and white | edcircuit")Living in the booming city of [Nashville](https://www.forbes.com/sites/petertaylor/2017/06/02/nashville-is-on-a-red-hot-roll-and-its-not-just-the-predators/#226d654b7a58), my children and I do not usually have the privilege of seeing their fellow classmates or teachers outside of school time. It is not uncommon for students to be bussed great distances to the schools of their choice, rather than attending schools in their neighborhoods. Teachers often live far from where they teach, not always because of a lack of desire but because of a shortage of affordable housing. To be honest, we do not even usually see our neighbors who live next door to us every day. Life is just too busy. Despite this societal disconnectedness, there is one place that students and families go almost on a daily basis: school. In many ways, our schools have become the town centers of old. Therefore, we educators must take full advantage of this incredible opportunity and attend to the needs of the whole child. ### ***What are the reasons SEL is important to have in every classroom?*** Not only are schools the common meeting place, but students also spend more waking hours with the adults and children at their school than with their own families. Additionally, in our world of uncertainty, more and more students are coming to class hungry, tired or distressed. As caring adults, we must put children first, providing for their physical, social, emotional and academic needs. When children walk into our classrooms, they need to feel like they belong…they are seen, known and valued. ### ***How can teachers set a positive example of SEL so students can follow?*** As teachers, we are role models. Our students are learning from our attitudes, words and actions. We do not have to be perfect, but we do need to be authentic. When we are having a bad day, we can let our students know that we have a lot on our minds. They don’t need to know all the details. However, we can let them know that even adults have tough days. When we make a mistake, we can own it. Taking responsibility and asking [forgiveness](https://www.linkedin.com/pulse/power-forgiveness-tamara-fyke/) teaches powerful lessons about conflict resolution and relationship management. Above all, we must keep it real. ### ***What must teachers say and do to gain students’ buy-in for SEL initiatives?*** We do not need to begin the discussion with “Today we are going to talk about SEL…”. Instead, we need to integrate SEL with our teaching practice seamlessly. In order to gain student buy-in for SEL initiatives, we must be natural, intentional, and practical. Kids are smart; they see right through our pretenses. More than fancy technology or fear-based expectations, what engages kids most is an adult who truly cares. We must cultivate natural heart connections with our students. Intentional conversations and activities about issues that matter resonate. Stories from literature and Social Studies can be jumping off points for a deeper look at everyday problems and practical solutions for self, friends, family and community – both local and global. ### ***Three things every teacher should understand about SEL:*** **1.) What SEL is:** According to [CASEL](https://www.casel.org/), SEL is the process of acquiring and applying the knowledge, attitudes, and skills to: - ![A person with a ponytail reads a book at a desk by a window while it snows outside There are stacks of books a cup a plant and a camera on the desk The atmosphere is cozy and quiet](https://edcircuit.com/wp-content/uploads/2018/04/Studying-Hard.jpg "A person with a ponytail reads a book at a desk by a window while it snows outside There are stacks of books a cup a plant and a camera on the desk The atmosphere is cozy and quiet | edcircuit")Understand and manage emotions. - Set and achieve positive goals. - Feel and show empathy for others. - Establish and maintain positive relationships. - Make responsible decisions. In other words, SEL helps us identify what is going on in our heads and our hearts so we can use our hands to build up, not tear down. **2.) How we teach SEL:** SEL is taught both through content and process. Content includes common language as well as engaging, meaningful and culturally-relevant source material. Process is [instructional teaching practices](https://www.gtlcenter.org/sites/default/files/TeachingtheWholeChild.pdf), such as classroom conversations, cooperative learning, problem-based learning, reflection, and service learning. **3.) The goal of SEL:** The goal of SEL is to equip students for life both in and out of school, now and in the future. As [James P. Comer](https://www.azquotes.com/author/76798-James_P_Comer) says, “While most of today’s jobs do not require great intelligence, they do require greater frustration tolerance, personal discipline, organization, management, and interpersonal skills than were required two decades and more ago. These are precisely the skills that many of the young people who are staying in school today, as opposed to two decades ago, lack.” **Further Reading** 1. **edCircuit –** [Tamara Fyke Columns](https://edcircuit.com/?s=Tamara+fyke) 2. **Edutopia –** [SEL is good teaching](https://www.edutopia.org/blog/sel-is-good-teaching-lorea-martinez) 3. **Greater Good Magazine –** [How Social-Emotional Learning Transforms Classrooms](https://greatergood.berkeley.edu/article/item/how_social_emotional_learning_transforms_classrooms) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** K-12 Teachers, Social Emotional Learning --- ### [Dealing with Defiance](https://edcircuit.com/selchat-dealing-with-defiance-in-school/) **Published:** July 16, 2019 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - Regardless of role―teacher, administrator, family member or student―we are all on one team together. **Content:** What happens when our kids are defiant? The best educators I know are the ones who love their students like their own family. When these caring adults talk about the children they teach, they often refer to them as “my babies.” There’s a sense of belonging and responsibility. The challenge for such passionate leaders can be to give proper due to mama, daddy, auntie, grandmama, grandpa, uncle…the blood relatives. I’ve been on both sides of the conversation over the past two decades as an educator and a parent. I have claimed children as my own and loved them through tough times; I have also been the single mother on the other side of the table who has been judged by the school’s powers that be. In both cases, what I have discovered, is that we adults must remember that we are all on the same team: **Team Kid**. With that in mind, how do we motivate the young man who doesn’t want to do his work even though he is more than capable? How do we encourage the young lady who only shrugs her shoulders when asked a question? How do we reach the student who doesn’t seem to care? First and foremost, we must never forget that regardless of role―teacher, administrator, family member, student―we are all on one team together. Therefore, we must commit ourselves to honoring one another―believing, speaking, and acting with the best interests of the other adults at heart. We are all working toward the same goal: the success of the child. Once unity―especially among the adults―is established, we must keep these things in mind: **More than meets the eye ―** For kids who are defiant, there is usually more going on in their heads and in their hearts than what we know. Often it is difficult for children to articulate what they are thinking and feeling. It may be helpful to use stories, songs, or movies as a conversation starter. Once a child knows he is safe, he will begin to open up and share. Providing a safe place for him to share without judgment will help him process and make sense of his inner world. **Bigger, stronger, wiser, and kind ―** When we humans feel threatened, we go into “fight or flight” mode. Kids who are stressed because of trauma are living in a constant heightened state. If they are triggered, they can become superhuman in their response. As the adults, our job is to remain calm. Repeat this mantra under your breath when a child in your care is acting out: “I am bigger, stronger, wiser, and kind” so that you can respond in a quiet voice in order to de-escalate the situation. Your peace breeds peace. **Choices and consequences ―** Even as we respond with compassion to children facing trauma, we must maintain our high expectations and state them clearly. For example, “We use kind words. We keep our hands and feet to ourselves. We work as a team. All assignments must be completed on time.” Similarly, we recognize that every human being has the opportunity and power to choose. If a student chooses not to abide by our standards, there are consequences. The consequences need to match the offense and appropriate conversations for the sake of restoring the student to the school community need to be had. There is no room for shaming. For example: If a student chooses to avoid assignments, she misses recess and spends time tutoring with a teacher or other students until the work is complete. **Time and consistency ―** There are no quick fixes. When a child has a wounded heart, he needs to know and experience our love and support consistently over time. Only then will he have the courage to trust again. Approaching children going through a rough patch with understanding gives them the grace and space to grow rather than dooming them to a lifetime of struggle. One of our goals as caring adults is to provide a place where children can develop and practice the life skills they need to be successful now and in the future. Our love must not be dependent upon their perfection. We just need to see they are trying. Tamara is the editor of *[Building People: Social & Emotional Learning for Kids, Schools & Communities](https://amzn.to/3FdhBj2)*, a book that brings 12 wide-ranging perspectives on SEL to educators, parents, and leaders. 1. **National Education Association –** [Dealing With Defiant Students](https://www.nea.org) 2. **edCircuit –** [Tamara Fyke Columns](https://edcircuit.com/?s=tamara+fyke) 3. **SmartBrief –** [How leaders create, sustain SEL](https://www.smartbrief.com/original/2018/04/how-leaders-create-sustain-sel) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Educators, Social Emotional Learning --- ### [Boldly Digging into Diversity](https://edcircuit.com/selchat-boldly-digging-into-diversity-school/) **Published:** June 12, 2019 **Author:** Tamara Fyke **Excerpt:** Our responsibility as educators & community leaders is to create safe schools where everyone is recognized, appreciated, and cared for emotionally and socially. **Content:** In a large urban district like [Metro Nashville Public Schools](https://www.mnps.org/), my biracial children felt rather comfortable. There were other brown faces in their classrooms. For the most part, they didn’t stand out as “different.” Of course, they did encounter the occasional question about ethnicity from a peer. One of my sons even had a white teacher treat him unfairly because of the color of his skin. But, for the most part, my kids felt like they belonged in their diverse schools. When my kids transferred to a suburban school filled with mostly white students, things changed, and they felt the sting of being different. Since my daughter is light-skinned, she could “pass” for white. Although she was hesitant to let go of her identity as a strong, young black woman, she did hide it. It was easier – less painful in some ways – to try to fit in. Watching her struggle, I questioned myself. “Haven’t I taught my children about equality? It’s what’s on the inside that counts.” “Yes, but not at the cost of denying who you really are,” I thought. For my youngest son, there is no “passing.” His ethnicity isn’t obvious just by looking at his skin tone, but it’s clear enough for the white kids to tell he wasn’t like them. “Why don’t you go back to Mexico?” the boys taunted. “You’re a n\*\*\*\*\*!,” they’d torment. “That’s why you wear those shoes,” a girl snarled. Each and every time, he would go to the school counselor, a black educator in a predominantly affluent, white district, and tell her what was said. “We have to document this. Nobody will believe us unless we document it,” she explained, understanding how the system worked. When he would share with me, I would vacillate between tears and tirades. How could anyone treat another child that way? How could anyone say those things to my beautiful boy?! In mid-2019, our United States of America is divided by race, class, and creed. All you have to do is go on Facebook to witness the latest war of words. Ironically, this division is occurring while we are experiencing the browning of America. According to the[ U.S. Census Bureau](https://www.census.gov/content/dam/Census/library/publications/2015/demo/p25-1143.pdf), more than half of all Americans are projected to belong to a minority group by 2044. Lest we think this is just a black-white issue, consider what a friend of mine who works in Louisiana’s public schools recently shared with me: “Hispanic students are immigrating to these schools, and the black students who grew up in the area feel threatened.” As educators and community leaders, our job is to make our schools safe places where everyone is seen, known, valued, and loved. We want our students and families to know they belong. How can we do that? Here are some ideas: ### **Diverse Representation** Be sure that the staff and materials mirror the student population. Hire minority educators. Curate a culturally diverse library. Place pictures and posters on the walls of students of every color. ### **Intentional Communication About Values** Provide explicit instruction about: ***• Respect*** – valuing yourself and others ***• Fairness*** – treating every person the same; playing by the rules ***• Kindness*** – treating others the way you want to be treated ***• Cooperation*** – working with others as a team. Also offer opportunities where these values can be practiced, such as project-based learning, service learning, sports, and arts. ### Meaningful Conversation** Give time and space for dialogue about race, culture, identity, difference, change, and community. In order for this to be fruitful, you must first establish a caring and nurturing environment in your classroom and your building. Assure students and families that this is a safe place for them to share their hearts. Digging into diversity and acceptance can be challenging and uncomfortable. However, as leaders, it is our job to make sure that everyone feels safe and welcome in our classrooms, our schools, and our communities. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Diversity, Equity, Inclusion, Project-based learning, Social Emotional Learning --- ### [Summertime: 4 Ways Parents Can Spark Creativity](https://edcircuit.com/selchat-4-ways-parents-can-spark-summertime-creativity/) **Published:** May 15, 2019 **Author:** Tamara Fyke **Excerpt:** In her latest article, Tamara Fyke explains ways for parents to stimulate their child's creative motor during the summertime. **Content:** School’s almost out for the summer, opening up at least an extra 35 hours of time each week for kids to learn and play outside of their normal structure and routine. That likely means some time watching TV or advancing through the levels of a favorite video game, which can both be fun and worthwhile. But, for many parents, there’s still a goal of limiting how much total time kids spend sitting in front of a screen. In a previous era, it was a given that kids would spend their summertime outdoors, from sunrise until it was time to rush to the dinner table. That’s no longer the norm, but there are still plenty of different ways for kids to spend their summer days. What can parents plan for? Of course, the first thing many parents might hear when putting a limit on device time is a loud chorus of “I’m bored!” Contrary to kids’ opinions (and sometimes parents’ opinions), though, [boredom](https://www.ahaparenting.com/parenting-tools/intelligent-creative-child/boredom-busters-good-for-kids) is not bad. It’s a typical first reaction to the concept of unstructured time, especially in our heavily-scheduled modern era―when there’s often a consistent string of external stimuli, from school to soccer practice to homework to TV, and so on, an open calendar can seem…boring. But, with the right mindset, unstructured time is understood as freeing. It is the time when kids can explore, figure out what they’re most passionate about, and learn to become self-directed in determining their activities and projects. Unstructured time, or “boredom,” is a breeding ground for creativity―thinking of new ideas; dreaming of what can be. Boredom is, in a sense, the transitional phase between an externally-driven activity and the point when a child takes control of their own narrative. So how do we jump-start our child’s self-directed creative motor? Whether you are a parent yourself, an educator sending your students off into the summer break, or both, there are lots of productive ways we can encourage kids to use their valuable time wisely. Here are a few ideas to share: **• Be active!** Practice your favorite sport. There are a lot of sports camps where you can learn to perfect your skills. Or maybe you could find a new activity, like bike riding or trail running. You can exercise with your friends. Have a good time and stay fit! **• Read for the fun of it!** Visit your local library or your favorite book store and discover what types of stories you like best. Sci-fi? Pioneer? Mysteries? Journey to another planet. Meet the Queen of England. Answer questions about life as a Mayan warrior. Get lost in a book! **• Volunteer!** Whether it’s helping at the local animal shelter, teaching younger kids at summer camp or traveling to another country on a mission trip, there’s a lot you can do to give to others. For ideas, check out the bulletin board at your local community center or place of worship. **• Try something new!** Have you ever wanted to learn how to play the guitar, speak Spanish or make a cheesecake? Well, here’s your chance! Make a list of things you’d like to do, and then do it! You’ve got plenty of time to try. And your friends and family will probably thank you for your efforts in the kitchen. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Creativity, Parents, Social Emotional Learning --- ### [How Schools Can Be a Refuge Amid Chaos](https://edcircuit.com/selchat-how-schools-can-be-a-refuge-amid-chaos/) **Published:** April 17, 2019 **Author:** Tamara Fyke **Excerpt:** Tamara Fyke emphasizes the importance of leaders in schools and communities committing themselves to speaking positively to students and colleagues. **Content:** Four police cars were parked in front of the school building. The front office was full. I sat with a handful of students, along with a parent with a newborn baby, waiting to talk with a school administrator. I overheard one student explain to his mom what had started the fight that had gotten him in trouble: “My teacher called me a fat-\*\*\*” “Your *teacher* said that to you?” she asked incredulously. “Yes, my teacher called me that in front of everyone,” said the tall teenager who was reduced, emotionally, to a six-year-old boy in the presence of his mama. I listened in unbelief. *Why would a teacher talk that way to a student? Why would an adult say that to a child?*, I kept asking myself. During my meeting with the administrator, I learned that the school board had made sweeping changes at the school. When they decided to move the principal at the end of the school year, six teachers immediately resigned. All but one member of the teaching staff requested a transfer. This would be the second complete turnover in two years. The dysfunction I observed was the result. Another school leader confessed, “Our kids live in chaos, and now they have chaos at school. That’s not what they need.” Her words resonated in my heart. What do kids living in chaos need? Consistency. Refuge. Healthy relationships are the key to creating a safe place for students to learn and grow. These relationships are fostered through communication― the give and take of meaningful conversation. A May 2018 report from the Aspen Institute,[ *Pursuing Social and Emotional Development Through a Racial Equity Lens: A Call to Action*](https://www.aspeninstitute.org/publications/pursuing-social-and-emotional-development-through-a-racial-equity-lens-a-call-to-action/), emphasizes the importance of relationships and an asset-based approach. We must focus on our students’ strengths, providing opportunities for them to cultivate their gifts, talents, and abilities. As leaders in our schools and communities, we must commit ourselves to speaking life to our students and our colleagues. To see those in our school community become their best selves, we must build them up with our words, our tone, and our actions. Our goal is growth, not perfection. An essential part of speaking life is establishing a common language for expectations and behaviors for both students and staff that shapes the culture and climate of the school. What do words like respect, honesty, and kindness mean? And what do they look like in action? Here are some tips for creating a common language and common understanding among all stakeholders―students, teachers, families, and community partners―in the school community: **1.) Define** – What values does your school community hold most dear? What do these words mean and what do these ideas look like in action? **2.) Dialogue** – Have open conversations with staff and students about these core values. Using a story, song, or short video often helps focus the discussion. **3.) Deepen** – Seize moments of connection throughout the day. In the hallways, before the bell rings, at recess, during lunch…find the time to listen and learn from your students about what is going on in their worlds. Show you care. I wonder how differently the young man’s day would have been if his teacher had made the effort to define, dialogue, and deepen. Maybe his teacher would have gained insight into the chaos of welcoming a newborn home and whatever other issues the family is facing. Perhaps, his teacher could have provided a safe place for him to process some big life changes. As W.E.B. DuBois said, “Education must not simply teach work, it must teach life.” [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** edLeaders, Social Emotional Learning --- ### [Setting the Stage for a Unified Schoolwide Approach](https://edcircuit.com/selchat-setting-stage-for-unified-schoolwide-approach/) **Published:** March 15, 2019 **Author:** Tamara Fyke **Excerpt:** Tamara Fyke shares the most common response she receives when asking about current SEL practices in the school community. **Content:** Over the past eight months, I have had countless conversations with educators, from administrators to classroom teachers, about their perspectives on social-emotional learning (SEL). My team and I have asked questions about current practices and needs. The most common response we have received, without question, is the need to build the capacity for the adults in the school community to deliver SEL. Those who’ve shared this perspective have been unequivocal in their explanation. Some have believed so strongly in this course of action, in fact, that they’ve delayed adoption of an SEL plan for students until they have provided training for their teachers. My question is: can the two objectives be met simultaneously? In other words, is there a unified, schoolwide approach that can be adopted? I believe there is. ### **It Starts with the Kids (But Don’t Forget the Adults!)** Because this work is all about the kids, let’s start with the objective at the root of everything: meeting their well-rounded needs. I was recently asked about the goals of my work and I replied, “1.) To build relationships between caring adults and kids. 2.) To help kids identify and articulate what is going on in their heads and in their hearts. 3.) To teach character traits, otherwise known as SEL competencies.” Building a relationship doesn’t happen in a vacuum, though. It requires both parties to be engaged in meaningful conversations in an effort to foster healthy connection. These conversations and connections are opportunities to practice SEL skills and competencies. This is why our programs must also have goals for the adults. I recommend the following tactics to encourage faculty and staff, and build their capacity: **• Professional Development Training –** Engaging and interactive training for faculty and staff from SEL experts. **• Ongoing Coaching and Support –** Webinars, coaching calls, observations, SEL moments in faculty meetings…all of these can be helpful in nurturing and sustaining the adults in the building when they are offered in the right spirit. **• Public Appreciation –** From shout outs on morning announcements to monthly recognition in staff meetings, public acknowledgement of a job well done can encourage and inspire dedicated staff. **• Self-Care –** Reminding teachers, cafeteria workers, and bus drivers to take care of themselves with regular exercise, healthy eating, and soul-nourishing hobbies affirms their value. \\Once we’ve set appropriate goals for both students and staff, we can create a plan that works toward a true schoolwide approach. Support for teachers equals support for students, and vice versa. ### **How Ongoing Trends Must Inform Our Actions** I have witnessed two competing trends in education over the past 15 years. The first is the insatiable appetite for data, particularly the data that comes from standardized test scores. The problem is that we have become a society that has used the data for punitive means rather than restorative purposes. We must ask ourselves, “What story is the data telling us – about the student, the teacher, the school, the leadership?” We need a holistic approach that uses data to strengthen and support people. The second trend is the proliferation of education technology and its results. Although many edtech tools provide desired data, these same tools have isolated children from their peers and from their teachers. Instead of engaging in worthwhile projects and conversations, screens are often used to occupy “problem” students so the teacher can accomplish their agenda for meeting standards. The skill-and-drill or other remedial work often bores or frustrates students. But when educators are living in fear of test scores, how can we expect them to invest the same amount of time in the hearts of their students? Given these trends, how must we plan action steps that achieve our SEL goals? First of all, administrators need to communicate with their faculty and staff that they are prioritizing relationship building – SEL. All adults need to know that they will not be penalized for putting the needs of a child above test scores. If a child is hungry, give them food before beginning to teach. If a child is not dressed properly, provide appropriate clothing. If a child is sad, angry, or hurt, take time to comfort and converse about what is going on in order to get them back on track. Secondly, administrators must adopt an intentional plan for integrating SEL into the culture of the school. Keep in mind; culture is what we do. Inevitably, culture impacts climate: how it feels. The goal of SEL is to create a culture and climate where every child and adult feels seen, known, and valued – that they belong. ### **Seven Steps Toward Implementation** Here are ***seven steps*** to forming the foundation of a unified schoolwide approach: **1.) Strong principal leadership and teacher buy-in –** A caring leader nurtures their faculty and staff by listening to their thoughts and ideas while still maintaining decision-making power. **2.) Professional development training –** Any SEL implementation requires training and ongoing coaching to support the growth of the classroom teachers and school staff. **3.) Kickoff Event –** The entire school community needs to be involved in a kickoff event that highlights the goals and importance of the SEL initiative. **4.) Curriculum Implementation –** A shared scope and sequence that integrates with academic areas and the school day provides intentionality, including common language and experiences. **5.) Reinforcement Materials –** Culturally-relevant resources, such as music, posters, and videos, serve as continual reminders of SEL. **6.) Family Involvement –** Offering resources and events for family members promotes out-of-school time learning. SEL is for all. **7.) Service Learning –** Coordinating opportunities for students to serve your community is a hands-on expression of what they have learned about SEL. They are empowered to make a difference. As all stakeholders in the school community work together – administrators, teachers, students, and family members – each one has the opportunity to build their SEL competencies. We are stronger together! [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Social Emotional Learning --- ### [How Representation Changes Perspectives](https://edcircuit.com/selchat-how-representation-changes-perspectives/) **Published:** February 12, 2019 **Author:** Tamara Fyke **Excerpt:** Tamara Fyke's favorite class at Belmont was African-American Literature, and how it helped her realize the importance of finding your own voice. **Content:** I grew up attending a diverse church in Pittsburgh, Pennsylvania. Our congregation was full of black, white, and bi-racial families. When I first started college, I attended a small Catholic university downtown. One of my favorite classes was Multiculturalism. The professor introduced me to a new way of thinking: She encouraged the class to question what we saw on television, read in magazines, and heard on the news. Some of the most important questions to ask are, “From whose perspective is this story being told?” and “Are all the players equally represented?” I transferred to[ Belmont University](https://www.belmont.edu/) in Nashville, where I still live now, to complete my degree in English. One of my favorite classes at Belmont was African-American Literature. We studied poetry, stories, and plays written by African-American authors such as Alice Walker, Phillis Wheatley, Chinua Achebe, Maya Angelou, Langston Hughes, August Wilson, Toni Morrison, Zora Neale Hurston, and Richard Wright. To read the words―the secret thoughts―of characters and authors I never knew existed before changed me. I realized how vital it is for each person to find her own voice – and how necessary it is for us to listen. The celebration of [Black History Month](https://www.blackhistorymonth.gov/) started in 1926 and became widely accepted in 1976. You may wonder why we honor this observance. Well, I know at least one of the reasons for this unique celebration. It’s because we need to be intentional about listening to the stories of our African-American brothers and sisters, past and present. Their stories are our stories…truly American stories. By taking the time to learn these stories our perspective about our big world changes. We see African-Americans, Asian Americans, Native Americans, Caucasian Americans – all Americans – all people, even ourselves, differently yet more the same. And we might be surprised as we read the words of those who were once silenced, to find our own voice. ### **Here are some ideas for how you can celebrate with your students:** **1.) Read stories** about Wilma Rudolph’s perseverance to become an athlete after battling polio, about George Washington Carver’s creativity with the peanut or about Ruby Bridges’ courage as she faced injustice. What do these stories speak to you? Ask your students to reflect and consider how these stories relate to their own lives, and also what new perspectives they encounter. **2.) Discover music and history** by listening to Duke Ellington, Ella Fitzgerald, Billie Holiday, Nina Simone, and Donny Hathaway. What are the major themes of their music? How did their songs represent the times in which they lived? What current artists are impacted by their sound? **3.) Watch and compare the representation of black families in television shows**, such as *Good Times* from the 70s, *Family Matters* and *Fresh Prince of Bel Air* from the 90s, *Tyler Perry’s House of Payne* from the 2000s, and *Blackish* from today. (Episodes of each can be found on YouTube.) How is the family represented in each? How does this remind students of their own families? What new ideas do they see portrayed on screen? [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Creativity, Social Emotional Learning **Tags:** Headline, social emotional learning --- ### [Integrating SEL and EdTech to Benefit Students](https://edcircuit.com/selchat-integrating-sel-and-edtech-to-benefit-students/) **Published:** January 15, 2019 **Author:** Tamara Fyke **Excerpt:** Tamara Fyke discusses how social-emotional learning (SEL) and educational technology (edtech) can work together to enhance student outcomes. **Content:** In my early days in education, a wise leader said to me, “The trends in education swing like a pendulum.” At the time we were focused on No Child Left Behind; now, almost twenty years later, we are focusing again on the needs of the whole child, but with a different perspective. In the 21st century, we understand the needs of the whole child include social-emotional learning, and we also know that technology is a ubiquitous, essential, and powerful part of education. So we must ask ourselves this necessary question: How can SEL and edtech work together to benefit students? In order to answer this question, we must take a look at the future of our children. With the growing prevalence of technology in every facet of our lives – from digital grocery shopping to project management, students must be equipped to do more than watch YouTube videos and post on Instagram. They need a thorough and practical knowledge and understanding of information systems, typing skills, and coding. Technology will continue to be a part of everything in their lives, so the true test is knowing more than the mechanics ― it’s knowing how to use tech with *purpose*. They need to be taught the consequences, positive and negative, of their interactions with technology. It is a matter of ethics and morality. According to Miriam-Webster, *ethics* are the principles of conduct governing a group and *morals* are principles of right and wrong behavior. In our society, how do we know what is right and wrong? Regardless of our political or religious beliefs, one thing upon which we can all agree is the law of love – doing good for ourselves and others. One of the challenges with technology is that it depersonalizes activities and can, thereby, desensitize us. This is a longstanding issue that was even addressed by [literary leaders](https://www.irishtimes.com/culture/heritage/out-of-the-wasteland-the-first-world-war-and-modernism-1.2190829) a century ago, including TS Eliot, Ezra Pound, and Virginia Woolf during World War I (1914-1918). Through their poems and stories, they painted a picture of the grim realities of war, such as in Eliot’s [*The Waste Land*](https://www.poetryfoundation.org/poems/47311/the-waste-land). The accounts reflected the hand-to-hand combat nature of that war – a time when soldiers still looked into the whites of the eyes of their enemies. With the advancements of technology by World War II, soldiers were no longer face-to-face with their enemies. Guns and shells made it possible to keep more of a distance, both physically and emotionally. With the use of even greater advanced technologies, such as training simulations that look and feel like video games and drones for weapon deployment, the distance and depersonalization have increased all the more. Think about the movies of the past twenty years that paint prophetic pictures of man vs. machine, such as *The Matrix* (1999) and *The Book of Eli* (2010). These and other films issue a warning of what will happen if we subordinate our ethical and moral responsibilities to the convenience of machines. Therefore, it behooves us as educators and community leaders to take up the mantle of [Aristotle, Aquinas, and Kant](https://web.archive.org/web/20240604194734/https://scholarship.law.marquette.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=2348&context=mulr), who advocate for individual freedoms and community justice – the dignity of the human being. As this relates to technology, we must remind ourselves and teach our students two very important principles: **1.) Technology is a tool that is to serve our needs as human beings. We are not slaves to it.** **2.) There are real human beings on the other side of the screen who have rights, freedoms, thoughts, feelings, and ideas.** So, again, back to the question at hand. How can SEL and edtech work together for the benefit of our students? I believe it begins with valuing humans over machines. As my technologist friends say, “Technology is only as good as the people who create it…or use it.” Edtech can support social-emotional learning by giving hands-on opportunities for development of CASEL’s five core competencies: self-management, self-awareness, responsible decision-making, relationship management, and social awareness. When we use edtech for skill and drill in order to give us a snapshot of a student’s current abilities in a particular subject area, we are then able to provide more personalized instruction to meet their needs. This increases their own self-awareness. Additionally, the power of edtech can be harnessed to help students create meaningful and lasting projects, such as websites, blogs, and digital art. In our increasingly tech dependent world, we must teach students how to be responsible digital citizens and use technology for good. This helps improve their social awareness. Not only can edtech be used to help increase self-awareness and social awareness, it can also be used as a tool for self-management, responsible decision-making, and relationship building, which are critical skills for employment in the workforce. Digital projects, such as coding or movie-making, demand problem-solving and collaboration in order to create a vibrant product and meet deadlines. The key to using edtech to promote social-emotional learning is to be intentional about the conversation with students about the competencies and skills they are developing for personal and interpersonal growth. ### **Three strategies for using technology to support social-emotional skill development**: *1.) **Define “The Good”*** — The Good is loving ourselves and loving others. Love is Courageous – standing up for what is right. Love is Honest – speaking and acting truthfully. Love is Kind – treating others the way we want to be treated. *2.) **Make the human connection.*** — Have intentional and thorough conversations about the people on the other side of the screen. Talk about the real human beings who create and manage the technology as well as the real human beings who are impacted by technology, i.e., everything from electronic record management (EMRs) at hospitals to their own social media usage. *3.) **Adopt a makerspace mentality.*** — Empower students to create with digital tools and give them a voice. Move beyond PowerPoint presentations to providing options for fun and interesting individual or group-based projects, such as comics, digital posters, movie trailers, songs, photo galleries, playlists, etc. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Community, Project-based learning, Social Emotional Learning **Tags:** Headline, social emotional learning --- ### [New Year, New Beginning?](https://edcircuit.com/selchat-new-year-new-beginning/) **Published:** December 11, 2018 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - Children and all people rise to our level of expectation. **Content:** With the onset of the coming holidays, the school year is nearly halfway over. We know the students, parents, and teachers who have made the fall semester a challenge. As we step into the new year, are we open to a fresh start? Each and every one one of us has a story to tell. More than likely, our stories include events of trauma. According to the Substance Abuse and Mental Health Services Administration ([SAMHSA](https://www.samhsa.gov/trauma-violence)), trauma is defined as “an **event**, series of events, or set of circumstances that is **experienced** by an individual as physically or emotionally harmful or life-threatening and that has lasting adverse **effects** on the individual’s functioning and mental, physical, social, emotional, or spiritual well-being.” Trauma may include job loss, divorce, death of a loved one…the list goes on. Acknowledging that another person has a story of trauma doesn’t offer an excuse for inappropriate behavior. Teachers still need to teach; children still need to learn; parents still need to guide. However, when we know what is going on at a deeper level, we are then able to put supports in place to help everyone excel. [Equity](https://interactioninstitute.org/illustrating-equality-vs-equity/) is giving people what they need to succeed. While one student may need breakfast and lunch at school because of a lack of food security at home, another may need additional instruction and intervention on how to deal with anger. Although we maintain the same high expectations for all, we understand that each child, each family, each educator may need different supports. When we look back over the past semester, who has caused us the most difficulty? Do we know their stories? If we knew their stories, how might that change the way we interact with them? ![A forked road splits into two paths one leads to a dark stormy sky with lightning while the other leads to a bright clear sky over green grass Birds are flying above the stormy side](https://edcircuit.com/wp-content/uploads/2018/12/choice_decision_good_difficult_road-500x362.jpg "A forked road splits into two paths one leads to a dark stormy sky with lightning while the other leads to a bright clear sky over green grass Birds are flying above the stormy side | edcircuit")I was talking with a principal a few days ago at a professional development session I was leading. She mentioned that she had recently suspended a particular student with whose story she was very familiar. I asked if knowing the student’s story impacted her choice of discipline. In other words, was there any bias – negative expectations of the student that informed the decision to suspend rather than take a restorative approach to the situation? The principal paused to reflect then added, “When I disciplined her, I told her that she is capable, and I expect more from her. I spoke life to her. It’s her choice.” “What happens when she comes back to school after the suspension? Is she given a second chance, or is she on the watchlist because of the mistakes she made before?”, I continued. The principal nodded her head in understanding, “I see what you mean.” **Here are some tips for giving students a fresh start in 2019:** 1. **Examine your heart and admit bias.** – Whether consciously or unconsciously, we can harbor anger that turns to prejudice against people based on their prior actions or on experiences with others like them. Dig deep and expose any bias to the light of truth. 2. **Forgive.** – Forgiveness is letting go of anger over a wrong; putting another’s wrongs behind. Even in professional settings, we need to forgive others – students, parents, and co-workers. Sometimes being able to forgive requires a conversation; other times working through the steps on our own through journaling or reflection is enough. Whatever method you choose, acknowledging the hurt and letting go of the anger brings freedom to our hearts and relationships. 3. **Speak life.** – Whether in public or private, use words that edify the person. Our words are evidence of our beliefs. If we truly believe that all children deserve to be loved and are capable of learning and achieving then we need to speak that both privately and publicly. If we believe parents are a child’s first and most important teacher, speak that. If we believe that teachers care, speak that. This does not mean pretending bad things don’t happen. However, it means a mindset shift – seeing every challenge as an opportunity for growth. Children – all people – rise to our level of expectation. Let’s believe the best of each other as we move into 2019! *Hear more from Tamara Fyke of Love In A Big World at the 2019 Future of Education Technology Conference in Orlando, Florida, January 27-30. Tamara will be a featured panelist for the analyst session, Insights for Supporting SEL with EdTech, January 29 at 2 p.m.* 1. **NJ.com –** [What we could do to train schools in trauma to improve students’ future](https://www.nj.com/opinion/2018/12/what-we-could-do-to-train-schools-in-trauma-to-improve-students-future.html) 2. **The Telegraph –** Data show link between childhood trauma, adult health - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Educators, Professional Development, Social Emotional Learning **Tags:** Headline, social emotional learning --- ### [Establishing Boundaries While Building Relationships](https://edcircuit.com/selchat-establishing-boundaries-while-building-relationships-education/) **Published:** September 19, 2018 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - We may not be celebrities, but we are role models for our kids ― everyday heroes. **Content:** This summer I was leading a staff check-in at [YMCA Camp Widjiwagan](https://www.campwidji.org/) in Nashville, Tennessee. One of the twentysomething male leaders asked a question: “I’ve been focusing on building relationships with the boys in my group, but one of the boys was hitting me on the back of my head. What do I do about that?” He gave me a sincere yet incredulous look. I smiled and nodded my head. “It sounds like it’s working.” His countenance communicated his disbelief. I heard him say, “What are you thinking, lady?” without even saying a word. “Let me explain,” I continued. “This boy is testing the boundaries with you. He wants to see how far he can go.” I’ve heard this concern in different words from other educators over the years. The underlying question seems to be: “If my students get to know me, will they still respect me?” It’s important to start with unpacking what we mean by the word respect. If you are implicitly defining respect as keeping silent and doing everything you say the first time, because they don’t want to be punished, then I encourage you to consider another job. The days of [“children should be seen and not heard”](https://writingexplained.org/idiom-dictionary/children-should-be-seen-and-not-heard) are over. When our society embraced social media, we also embraced giving voice to the previously voiceless. The fourth wall has dropped between brand and consumer, screen and viewer, teacher and student. To continue to stifle the voices of children is to operate out of fear and control. Instead, what if we choose to operate out of love ― to do whatever it takes to let each person in the building know that they are seen and known ― that they *belong*? Our understanding of respect would be much different, wouldn’t it? Respect is valuing ourselves and others. When we value something, such as a family heirloom, it means we bestow worth onto that object. Oftentimes it is not the object itself that has great dollar value. A handmade [holiday ornament](https://www.housebeautiful.com/entertaining/holidays-celebrations/g2818/homemade-christmas-ornaments/) has worth because it was passed down from generation to generation, not because a lot of money was spent buying it. What if we give ourselves permission to see the worth of each one of our students? How would that value revelation change our practice? Taking the extra step to let our students know that we are more alike than different helps build relationships. Sharing age-appropriate stories about our school days, family life, athletic or artistic accomplishments lets our students know that they are not alone in their struggles. Growing up is not easy. They can take a cue from the lessons we learned. We give them permission to be human with us, with each other, and with themselves. We may not be celebrities, but we are [role models](https://www.learning-theories.com/social-learning-theory-bandura.html) for our kids ― everyday heroes. They are learning by our example. Therefore, it is not unusual for them to test boundaries with us. In fact, it’s a good sign that they are starting to open up. As our relationships are developing, what they need to know is that we are bigger, stronger, wiser, and kind. We’ve got them! They need to know we are a safe place for them to share their hearts. There is a difference between value and authority. Each and every individual has inestimable value. I am not worth more than my students because of my age, education, or skin color. However, I am an adult who has been given a special job to do to help them learn and grow. My right and power to impart knowledge and give direction is because I’ve lived longer and I’ve learned a lot along the way. Therefore, I need not be afraid if a student is unhappy with me because I remind him of appropriate boundaries. ![A weathered sign reading private is mounted on a wooden gate with green moss and plants visible in the background](https://edcircuit.com/wp-content/uploads/2018/09/Private-Sign.jpg "A weathered sign reading private is mounted on a wooden gate with green moss and plants visible in the background | edcircuit")Many years ago, I read a quote from a magazine that has stuck with me: Boundaries define you. They give you shape. They let you know who you are. Live within them, and the possibilities are endless. Let’s teach our kids boundaries with love. Here are a few quick tips for establishing boundaries and building relationships: **1.) Adopt three simple rules – boundaries – and reinforce them**, especially at the start of class meetings or sharing circles, such as: 1. I will listen when someone is talking because I may learn something. 2. I will use my hands, feet, and words to build up and not tear down. 3. I will work as a member of my team. **2.) Remind your students regularly that you are a safe place for them.** Show you are a safe place by staying calm and using an even tone of voice, especially when students are upset. **3.) Listen.** When students speak, listen to what they are saying and what they are not saying. Read between the lines. Invite students who do not feel as comfortable talking in front of their peers to write letters to you or start a conversation journal with them – a special journal for the two of you to talk through what is going on in their world. *Hear more from Tamara Fyke of Love In A Big World at the 2019 Future of Education Technology Conference in Orlando, Florida, January 27-30. Tamara will be a featured panelist for the analyst session, Insights for Supporting SEL with EdTech, January 29 at 2 p.m.* 1. **edCircuit –** [Tamara Fyke Columns](https://edcircuit.com/?s=tamara+fyke) 2. **Forbes –** The Realities Of How Emotional Intelligence Is Improved And Applied 3. **New York Times –** [Elite New York High Schools to Offer 1 in 5 Slots to Those Below Cutoff](https://www.nytimes.com/2018/08/13/nyregion/discovery-program-specialized-schools-nyc.html) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** K-12 Teachers, Columnists, Social Emotional Learning **Tags:** Headline, social emotional learning --- ### [Q&A: Empowering Kids and Parents Through SEL](https://edcircuit.com/questiions-and-answers-empowering-kids-and-parents-through-sel/) **Published:** July 11, 2018 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - online 2018 Transformative Leadership Summit **Content:** *Tamara Fyke presents at the 2018 Transformative Leadership Summit* ![Tls logo 2](https://edcircuit.com/wp-content/uploads/2018/07/Transformative_Leadership_Summit_logo-500px-copy.png "Transformativeleadershipsummitlogo 500px copy | edcircuit")Tamara Fyke will join more than 40 leading presenters in the third annual Transformative Leadership Summit, which will take place online from July 30 to August 7, and focus on empowerment for administrators, teachers, students, and parents. Educators can attend each day’s online sessions free of charge and can also purchase an all-access pass to get exclusive bonuses and archived content. Visit TransformativeLeadershipSummit.com to register. **Q:** In the Transformative Leadership Summit, you are presenting on Parent and Community Empowerment, a very important topic for schools and school leaders to think about. What are the one or two things you want every school leader to understand about engaging and empowering the community around them? **Tamara Fyke:** Firstly, my goal is to help us broaden our language from parents to families. Households today look different than they did twenty years ago. This may include single parents or extended family members living in the same home. My hope is that we as educational leaders will realize that all of the caring adults in a child’s life – parents, grandparents, aunts, uncles, youth leaders, teachers, coaches, administrators – are on the same team: Team Kid! **Q:** In many ways, it would be difficult, if not impossible, to truly empower parents without also empowering teachers and students. What does it look like in a school when each of these important stakeholder groups is engaging in empowered teaching and learning? **TF:** I believe the most important way to empower all stakeholders is to build relationships. Undergirding this is the concept of honor – giving value to each person. Families, educators and students need to know that they are welcome in the school community – that they belong. Similarly, all stakeholders need to know that they have voice and choice. **Q:** If you could have every school in the country try one new thing this year, and do it successfully, what would that one thing be and why? **TF:** If I could have every school in America try one new thing and do it successfully, I would have them adjust their schedules to include dedicated time for social-emotional learning – daily for students, weekly for teachers, and monthly for families. Education is about more than knowledge and data. We are about the business of building people. - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Event, Innovation, Social Emotional Learning **Tags:** Headline, social emotional learning --- ### [Teaching Real Courage](https://edcircuit.com/selchat-teaching-real-courage/) **Published:** June 19, 2018 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - Courage falls under the domain of responsible decision-making. **Content:** *Children need a cultural context for their personal behavior Middle school can be tough. My twelve-year-old boy just finished sixth grade. It was better than fifth grade. However, he and the other boys were still jockeying for position. At one point early on in the spring semester he told me about the [30-second fight challenge](https://fox6now.com/2018/02/22/30-second-fight-new-viral-trend-showing-short-brawls-raises-concern-in-menomonee-falls/) that occurred in the locker room after P.E. class. I wasn’t familiar with this, so he explained it to me. One boy challenged the others, about once a month, to see who wanted to stand up against him in a 30-second fight. Whoever was the least injured after the timer ran out was declared the winner. My son witnessed a brutal fight that day and then hid in a bathroom stall, afraid that he might be hit next. He was visibly upset about the incident, so I alerted the P.E. teacher to this dangerous new trend taking place in the locker room―a twisted misinterpretation of what it means to be “brave” or “courageous.”* This occurrence and many others that happened throughout the year were often the topic of our car-ride conversations. I must confess, my son didn’t always make the best choices. More than once, he took matters into his own hands to prove himself to his peers. No matter what happened, we talked through it, and I continually reminded him about the true meaning of courage―standing up for what is right; facing your fears. ### **Cultural Awareness** ![A bustling street market scene from the early 20th century with crowds of people street vendors selling produce from carts and tall buildings lining both sides of the busy lively street](https://edcircuit.com/wp-content/uploads/2018/06/Multi-Cultural.jpg "A bustling street market scene from the early 20th century with crowds of people street vendors selling produce from carts and tall buildings lining both sides of the busy lively street | edcircuit")Our multicultural family lives in urban Nashville. In fact, we live in an [historically black neighborhood](https://www.tennessean.com/videos/money/industries/music/2014/04/03/7266159/) rich with historically black colleges and universities and a once well-known jazz district that was an important location for civil rights leaders. We look at the events of our city, such as the [gentrification](https://www.tennessean.com/story/news/local/davidson%20/2016/08/23/jefferson-street-community-looks-grow-avoid-pitfalls/87534300/) of our community; and our country, such as the [arrest of two black men at Starbucks in Philadelphia](https://www.cnn.com/2018/05/03/us/starbucks-arrest-agreements/index.html), through the lens of our diversity. More often than not, we connect these current events to historical events. I ask, “Does this situation remind you of anything?” My children are well-versed in the stories of slavery and the Civil Rights Movement. They know the stories of heroes like Rev. Dr. Martin Luther King, Jr., Rosa Parks, and [John Lewis](https://www.tennessean.com/story/news/2017/12/05/john-lewis-civil-rights-leaders-speak-site-nashville-sit-ins/910583001/). What I have discovered is that my children need a cultural context for their personal behavior. They must understand that their actions have consequences, for them and for our community. Courage falls under the domain of responsible decision-making. When you decide to stand up for what is right or to face your fears, it first impacts the self, but it is also a decision that impacts others. ### **In the Classroom** So what does teaching **courage** look like in the classroom? 1. **Listen to students**. If a child has the guts to come to us and tell us that an incident occurred, even if we did not see it with our own eyes, let’s give the child the benefit of the doubt and investigate. Whether or not things happened exactly as the child said is irrelevant. He or she felt safe enough to come to us, so let’s show honor by looking into it. 2. **Tell stories of people of courage**. Whether through direct instruction during English language arts or social studies, storybooks in the classroom library, films for special activities, or posters on the wall, let’s fill our students’ minds and hearts with stories of people who stood up for what is right and faced their fears. They will learn by example. 3. **Connect history to current events.** In classroom discussions, journaling or project-based learning, give students the time and space to process what is happening in our world today and draw parallels to what happened in other time periods. This makes history come alive and also helps them see that they can learn from the past in order to create a better future. Bolstering our students’ hearts with knowledge and wisdom equips them to make sound decisions when faced with difficulties. Like my son, they will say, “I’m really trying. This isn’t easy…but I made a good choice.” **Further Reading** 1. **edCircuit –** [Tamara Fyke Columns](https://edcircuit.com/?s=tamara+fyke) 2. **Edutopia –** [Preparing for Cultural Diversity: Resources for Teachers](https://www.edutopia.org/blog/preparing-cultural-diversity-resources-teachers) 3. **Delaware Online –** [Delaware teens, youth advocates want to see more diversity in their classrooms](https://www.delawareonline.com/story/news/education/2018/06/16/delaware-teens-want-see-more-diversity-their-classrooms/704570002/) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Educators, K-12 Teachers, Columnists, Diversity, Equity, Inclusion, Social Emotional Learning **Tags:** Headline, social emotional learning --- ### [Leaning into Relationships for Hope and Healing](https://edcircuit.com/selchat-leaning-into-relationships-for-hope-and-healing/) **Published:** August 9, 2019 **Author:** Tamara Fyke **Excerpt:** In Tamara Fyke's latest article, she discusses the importance of building strong and healthy communities through intentional relationships. **Content:** Two[ mass shootings](https://www.gunviolencearchive.org/reports/mass-shooting) in one weekend. I just read an article that said Americans have become accustomed to shootings at schools, concerts, and workplaces but that these last two shootings are different―these two have left us stunned. Yes, I’m stunned, but I disagree with the premise―There is nothing customary about a planned attack to murder innocent lives. I’ll never become accustomed to it, my neighbors are not accustomed to it and, as painfully common as these events have become, I don’t believe most Americans consider it “normal.” Perhaps what the reporter was trying to convey was a feeling of desperation and frustration. It has been over 20 years of such senseless violence. We can’t help but sometimes feel helpless amid our sadness, our anguish, and our anger. I remember working in a middle school in Arkansas where a shooting had occurred in 1998. The Love In A Big World team and I were there to be part of the healing process. It was several months after the incident…after the news stories had stopped and many teachers had left. But the students couldn’t leave. This was their school. Some teachers chose to stay until these students moved on to high school. They didn’t want the kids to be left alone with the memories of that fateful day. We found a similar scenario in a Florida middle school devastated by violence in 2000. Students and teachers alike struggled through the pain and fear of the trauma while longing to return to some sort of normalcy. But what is normal? Is it normal for us to walk around our schools and workplaces―spaces where we spend the majority of our waking hours―without knowing the people around us? Let’s be real, sometimes we do not even take a moment to acknowledge another human being’s existence with a glance or a smile because we are so focused on the job that needs to be done. When I worked at the Center for Safe & Supportive Schools at Vanderbilt with Dr. Maury Nation, we provided support to schools across the State of Tennessee around issues of safety and climate. We researched issues that schools are facing and then consulted with them in their buildings about solutions and successful implementation. When it comes to gun violence, are metal detectors and surveillance cameras the real solution to creating safer spaces? As long as guns are a real threat, I’m not saying schools shouldn’t take any such steps possible, but this is not a long-term strategy and is not a solution to changing the trend of violence. The solution I propose, for healing now but also for improving students’ outcomes in the future, is to focus on relationships. When Hendersonville High School was dealing with student suicide, they decided to take a preventative approach by instituting Advisory Period, a dedicated time of the week for students to build relationships with teachers and peers. By changing the culture (*what we do*), they changed the climate (*how it feels*). They created a sense of belonging. Over the coming days and weeks, there will be much speculation about why the incidents occurred in Texas and Ohio. There are a multitude of factors that will be difficult, if not impossible, to untangle. While these two tragedies didn’t happen in schools, we know the victims include people who were part of our schools, and we know there are devastated communities that have a long healing process ahead―much of which will take place in our schools and community organizations. The challenge before all of us is not to withdraw from the our children when they need us most. **Educators**, thank you for your faithful service to our kids, families, and communities. You are on the front lines. Build meaningful relationships with your students and with each other. **Families**, get involved. Volunteer at your child’s school throughout their school career, not just in the elementary grades. Attend their sporting events and other special activities. Communicate with their teachers. Get to know other families – invite them over for dinner. **Together**, let’s build strong and healthy communities through intentional relationships. It’s simple, but not always easy. And it starts by looking people in the eye, sharing a smile…even calling them by name. If a pack of wolves can change the landscape of Yellowstone National Park, then, I believe, we can bring hope and healing to our kids, families, schools, and communities. I’m not saying it’s easy, or that this will immediately change everything and prevent pain from touching our communities again, or that there aren’t still major fights―policy debates and otherwise―that lie ahead for our nation, and that will require our bold efforts. But I am saying this is a start, that it is within our reach, and that it will make a meaningful difference for the students and families we serve. Let’s make sure each and every person―young and old―feels seen, known, valued, and loved. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** School Safety, Social Emotional Learning --- ### [4 Next Steps for Whole Child Education](https://edcircuit.com/selchat-four-next-steps-for-whole-child-education/) **Published:** September 17, 2019 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - The school has become the epicenter of the community and we must do all we can to promote a healthy lifestyle for students, educators, and families. **Content:** As I look at the landscape of education, particularly social-emotional learning, I agree with my colleagues [David Griffith and Sean Slade](https://www.edsurge.com/news/2019-07-21-whole-child-education-has-come-far-it-still-has-a-long-way-to-go) from ASCD. We have made good progress with whole child education. As Roger Weissberg of CASEL said, “In our country right now in education, we need to do a lot more ‘lumping’ and looking for the synergies.” So what’s next? In my conversations with educators, researchers, and thought leaders, I see four emerging themes that will help us continue in improving our commitment to whole child education. **1. Culturally Relevant Approach** – Being culturally relevant is more than having a multiracial group of students on the cover of our brochure. It means that we integrate the stories and experiences of different cultures within our instructional approach. This requires us to be open to conversations with students, families, and teachers about their needs and perspectives. Gone are the days when we can push an agenda without considering the input of everyone involved. Social media has torn down the fourth wall. Even major brands engage and value consumer voice. Why would it be any different in education? A culturally relevant approach also means more than race and nationality. We must consider the major influences in our culture, media and technology, and how they can be harnessed for good. It is time for us to lay down our weaponry against phone usage and social media and find meaningful ways to engage students with these tools. How do we inspire and challenge our students to use their knowledge and devices to create solutions? **2. Evaluation & Data** – We have now reached the point where administrators are crying out for the data to prove impact. Having been in the field of SEL for over 20 years and participated in research with the U.S. Department of Education, I can tell you firsthand that change must be measured over time. To think that we can look at attendance and behavior referrals and get the whole picture of what is happening in a school or in the life of a child and then use that data punitively against the school or the child is naïve at best. Change takes time. The seeds of SEL that are planted now may not yield much result until a decade or two later. Longitudinal studies, such as the one conducted by [James Heckman](https://www.npr.org/2019/05/09/721733303/whats-not-on-the-test-the-overlooked-factors-that-determine-success), show us what is possible. Again, change takes time. Instead, we need to look at culture and climate data, such as a student’s sense of belonging, student-peer relationships, and student-teacher relationships. What does this data tell us about the additional resources in personnel and programs that need to be allocated for a particular population? This is the approach that Caroline Chase and her colleagues are taking at Austin ISD. SEL evaluation is formative, not summative. **3. Teacher Capacity** – In a conversation with a district in the northeast last week, a leader shared, “We are at the very beginning of our journey. We are not sure what to do from here.” I appreciated their transparency and vulnerability. They recognized that embracing an SEL mindset and integrating that into practice will take time. My response was that it doesn’t need to be an either/or approach. Other districts with whom I’ve worked have said that they are not willing to do anything for their students until they build capacity within their teachers. While I agree that teachers need to be educated about brain research, adverse childhood experiences (ACEs), trauma-informed practice, and SEL integration, this mindset shift takes time. One of the most powerful ways to learn is through experience. Therefore, I strongly advocate for a both/and approach. Provide the training *and* tools teachers need while also giving them opportunities for explicit instruction and integration within their classrooms along with supportive coaching. The truth is that whether you are implementing particular strategies or specific curriculum or not, SEL is already happening. By corralling the energy and efforts, you can create a common vocabulary and greater sense of community. Additionally, educators who embrace SEL need to be given permission to be human. In order to teach kids to identify what is going on in their heads and in their hearts, we must be willing to go there ourselves. This work is simple but not easy. It requires us to take time to listen to ourselves…to acknowledge our strengths and weakness, to face our inner demons, to get the help we need. Providing journals, offering Tap-In/Tap-Out, encouraging exercise and healthy eating, and inviting conversation are ways to support teachers on their personal journeys. **4. Family Engagement** – In my experience as both an educator and a parent, what I have found is, too often, family members do not have a seat at the table. Too many times, educators look at the family as the problem or as the wallet for funding needs. Perhaps it’s because dad is locked up in jail or by his job and mom is preoccupied with other kids or with personal concerns. Maybe the student is being raised by an auntie, uncle, or grandparents. In some cases, kids are shuffled from one home to another because of divorce. Whatever the case, our job is to accept, embrace, and empower families – whatever they look like – without judgment. Let’s motivate them to be a part of the school community in whatever way they can, rather than shaming them for not contributing to the annual PTO funding drive. Regardless of circumstances, more often than not, families love their kids and want to give them the world. Some adults were not given the tools they need to succeed, so they are doing the best they can. What would happen if we came around these families with support and encouragement – GED programs, food pantries, entrepreneur centers, childcare? What changes would happen in the culture and climate of the school if parents were engaged in these meaningful ways? The school has become the epicenter of the community. Therefore, we must do all we can to promote a healthy lifestyle for students, educators, and families. 1. **EdSurge –** [Teenage Brains Are Elastic. That’s a Big Opportunity for Social-Emotional Learning](https://www.edsurge.com/news/2019-08-26-teenage-brains-are-elastic-that-s-a-big-opportunity-for-social-emotional-learning) 2. **edCircuit –** [Tamara Fyke Columns](https://edcircuit.com/?s=tamara+fyke) 3. **SmartBrief –** [How leaders create, sustain SEL](https://www.smartbrief.com/original/2018/04/how-leaders-create-sustain-sel) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Community, Social Emotional Learning **Tags:** Headline, social emotional learning --- ### [Questions to Answer Before We Move Forward](https://edcircuit.com/selchat-questions-to-answer-before-we-move-forward/) **Published:** October 15, 2019 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - Determining thoughtful plans to support the children, families, and communities we serve. **Content:** In early October, I attended the inaugural CASEL SEL Exchange in Chicago. The conference included 1500 professionals from research, education, non-profit, publishing, policy, and funding backgrounds, all committed to the well-being of children. Given the fact that each participant has a different “why” for doing this work, each person brings a unique lens to our common experience. It was a positive experience, but after a few days of reflecting on the gathering, I found that I have more questions than answers; important questions we must all ask ourselves when determining a path forward. My hope is that these questions stimulate conversation that will help us determine thoughtful plans to support the children, families, and communities we serve. **1. How do we bridge the gap between research and practice?** ― From 2003-2007, I participated in a research project with the U.S. Department of Education. In 2010, I attended Vanderbilt University’s Peabody School for my Master’s in Education. Vanderbilt is known as a research university, so the importance of research was impressed upon me. After graduate school, I had the honor of being on staff in two different departments with top researchers in their fields. My work affirmed my love for research as well as my strong belief that we must translate that research in order to make it accessible to the children, families, and communities. What are effective ways to do this? How do we break down the divide that too often exists between research into “best practices” and what happens in *actual* practice? **2. How do we foster collaboration?** ― By nature of living in America and being human, we are competitive creatures. Although I acknowledge this reality, I wonder what we can do to come together. Researchers need program developers, and program developers need researchers and funders. Educators and non-profits need program developers and funders, and policymakers drive funding and implementation. We all need each other! We share a common goal: building healthy and happy kids! What would it look like if we dropped our own agendas and truly worked toward this common goal? **3. How do we rise above the noise?** ― I had a conversation the other day with a district superintendent of a rural county in the South. When I asked him about the greatest challenge they were facing as a district, his answer surprised me, “A lack of parenting…parents are too busy or lack the skills needed to help their children. They are not present in their kids’ lives.” Here’s what I wonder about his response: What do we believe parents are ‘preoccupied’ with? Have we taken the time to connect with them, understand them, and empathize? What are they facing in their work lives, what challenges are present in their personal lives, and what can we do, as an education community, to help increase their opportunity to engage in their child’s schooling? While situations involving other distractions or lack of interest may sometimes be present, these are rarely the true factors underlying a lack of engagement. It is up to us as educators and schools to create an environment where everyone can be involved and we find a way to eliminate the factors that would interfere with this. Similarly, I have heard educators discuss another kind of “noise,” this one involving their growing concern about the negative impact of social media on their students. This falls into a similar bucket of factors that prevent student and family engagement, but is a different situation indeed. Technology is a powerful factor in the 21st century and that is never going to change, so how do we harness that power for good, rather than trying to hide from it (not going to work!) or allowing it to have a negative effect? How do we leverage our children’s interest as well as the incredible power of social media in order to drive toward solutions for wellness? As one who has been dedicated to social-emotional learning for over 20 years, I celebrate the growing awareness and dedication to the education of the whole child worldwide. However, I believe we are currently missing two distinct voices in the conversation: **• Parents** ― Let us dare not supersede their role in their children’s lives but instead partner with them to help them succeed in their incredibly difficult and most important job. **• Media** ― Whether we want to admit it or not, media shapes and informs the culture in which our children are growing. Let us elicit their help in creating a caring and nurturing environment for our children, families, and communities. May we co-labor together in order to make a positive difference across the globe. **Further Reading** 1. **EdSurge** – [A New Approach to Discipline Slashed Suspension Rates and Transformed This DC School](https://www.edsurge.com/news/2019-10-11-a-new-approach-to-discipline-slashed-suspension-rates-and-transformed-this-dc-school) 2. **eSchool News** – [5 benefits of SEL in classrooms](https://www.eschoolnews.com/2019/09/19/5-benefits-of-sel-in-classrooms/) 3. **edCircuit –** [Tamara Fyke Columns](https://edcircuit.com/?s=tamara+fyke) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Community, Social Emotional Learning, Project-based learning **Tags:** Headline, social emotional learning --- ### [Be Intentional About Course-Correcting](https://edcircuit.com/selchat-be-intentional-about-course-correcting/) **Published:** December 11, 2019 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - how we can make adjustments to create a safe and nurturing environment at your school for spring 2020. **Content:** Although the first semester is almost over, it’s not too late to make adjustments to create a safe and nurturing environment at your school for spring 2020. Recently, educators have asked me: “How do I incorporate social-emotional learning into our school day?” Before discussing the how, let’s look at the why. In the early 1990’s,[ Hawkins & Catalano](https://www.ncbi.nlm.nih.gov/pubmed/1529040) (1992, 1995) identified three factors to help move kids from risk to resilience: 1) Relationships, 2) High Expectations, and 3) Meaningful Engagement. Given our current understanding of adverse childhood experiences (ACEs), we know that being a child at risk is not relegated to a particular race, ethnicity, or socioeconomic status. We are all at risk. That is part of our human condition. Likewise, we can all develop resilience – the ability to bounce back despite adversity. In September 2019,[ Christina Bethell](https://www.jhsph.edu/faculty/directory/profile/3038/christina-d-bethell) and her team at Johns Hopkins University released research on how[ Positive Childhood Experiences](https://www.npr.org/sections/health-shots/2019/09/09/759031061/positive-childhood-experiences-may-buffer-against-health-effects-of-adverse-ones) can help counteract ACEs. Bethell identified seven Positive Childhood Experiences: • Ability to talk to family about feelings • Felt experience that family is supportive in difficult times • Enjoyment in participation in community traditions • Feeling of belonging in high school • Feeling of being support by friends • Having at least two non-parent adults who genuinely care • Feeling safe and protected by an adult at home Our “why” for teaching SEL is to provide Positive Childhood Experiences in order to combat ACEs. Interestingly, these seven experiences identified by Bethell do correlate with the three keys identified by Hawkins and Catalano. We want our kids to know they are seen, known, valued, and loved. Therefore, we create a safe place where they can talk about their feelings, receive support, participate in traditions, enjoy friends, be cared for, and know they belong – Relationships, High Expectations, and Meaningful Engagement. How can you accomplish all of this in a school day? It starts with being intentional. Whether you are aware of it or not, you are already doing the work of SEL by nature of being in a caring role with children. Remember[ Bandura’s social learning theory](https://www.simplypsychology.org/bandura.html)? Your students are learning from you with every word, action, and even facial expression. The dictionary definition of[ intentional](https://www.merriam-webster.com/dictionary/intentional?utm_campaign=sd&utm_medium=serp&utm_source=jsonld) is “done by design.” Synonyms include conscious, deliberate, and purposeful. By being intentional about how you teach SEL, you can have a greater positive impact that, in turn, can better equip students for success in life. Being intentional about SEL requires explicit instruction, which includes the following: 1\. **Dedicated time and space** – Make SEL a priority in your schedule. According to SEL researcher Maurice Elias, a minimum of 15 minutes per day is recommended. This is dose effect, which yields positive results over time. Also, designate a particular space, such as a circle of carpet squares or bean bags. The simple practice of gathering at the same time in the same space creates a sense of security which enables children to be more receptive and open. 2\. **Common language** – Clearly define the character traits you are teaching, such as “Honesty is speaking and acting truthfully” or “Respect is valuing yourself and others.” Then connect these traits to daily practice: “We are honest when we do our own homework instead of copying someone else’s. We are respectful when we use words that build others up, not tear them down.” 3\. **Common experiences** – Whether you choose to use stories, games, or art projects, reinforce your common language with meaningful activities. Be sure to connect the dots between the activity and the message you are teaching. For example, when you read[ If A Bus Could Talk: The Story of Rosa Parks](https://www.goodreads.com/book/show/114368.If_A_Bus_Could_Talk) by Faith Ringgold, talk about Rosa Parks’ courage. Courage is standing up for what is right, facing your fears. Ask students how they can stand up for what is right like Parks did. Whether you choose to write your own curriculum or adopt another resource, the key to successful implementation is strong administrative leadership and teacher buy-in. That means that administrators must communicate their commitment to SEL to their staff by allocating funding, training time, and continual positive reinforcement. Don’t let SEL become just another thing you have tried…commit for the long haul. Change occurs over time. In fact, you may not see the desired results for 3-5 years. You are making a long-term investment into the care and quality of your children, families, and community. When teachers know that their leaders are committed, they will be more apt to participate, not simply comply. In order to achieve whole-hearted participation, give teachers voice and choice. Remember, culture is what you do and climate is how it feels. Your goal is to create a safe place where kids are celebrated, families are supported, and teachers are valued. Making SEL a priority in your school community can help you achieve this goal. 1. **edCircuit –** [Tamara Fyke Columns](https://edcircuit.com/?s=tamara+fyke) 2. **Alaska Public Media** **–** [Anchorage schools pioneered a new learning model focused on how kids feel and interact. Is it working?](https://www.alaskapublic.org/2019/12/03/anchorage-schools-pioneered-a-new-learning-model-is-it-working/) 3. eSchool News –** [5 benefits of SEL in classrooms](https://www.eschoolnews.com/2019/09/19/5-benefits-of-sel-in-classrooms/) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Social Emotional Learning, Project-based learning **Tags:** Headline, social emotional learning --- ### [Recognizing Trauma’s Many Faces](https://edcircuit.com/selchat-recognizing-traumas-many-faces/) **Published:** January 17, 2020 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - the different faces of trauma. **Content:** All of my life, I have heard my dad tell stories about the multiple heart attacks and regular hospital stays of his father. He recalls being told that he was the “man of the house” when he was just six years old. He carried the heavy weight of responsibility for looking out for his mother and two sisters. At that time, the family lived in a small town surrounded by extended family and friends. Even though my dad worked from the time he was in elementary school, the family was surrounded by a community of people who rallied around them when needed. Trauma has different faces. For some children, trauma looks like a parent in prison or on drugs. For other children, trauma looks like a parent with a severe health issue. Even prolonged illness during this time of year can be frightening for a child. How do we, as caring adults, help little ones cope with big emotions? First of all, we need to acknowledge that whether a child is five years old or 17, they are still a child. A child needs the security and guidance of an adult to help them along their path. I realize this may sound elementary. However, many times in our fast-paced world with personalized technology, busy schedules, and tragic circumstances, kids are forced to grow up too soon. What they need more than anything is the reassurance that they are seen, known, valued, and loved, especially during times of uncertainty. Secondly, they need to know that they do not have to figure it out on their own. Kids who have dealt with trauma over prolonged periods of time are often adept at isolating themselves, feeling a greater sense of independence than others their age. This is part of their fight or flight response. They reason, “Well, there’s nobody else who’s going to take care of this. I’ve got to do it myself.” Part of letting them know that they are seen, known, valued, and loved is reminding them that they are not alone and that together we can make a plan. We must not override their voice and choice. Instead, we ask guiding questions and work together to make a plan of action. Unfortunately, in our society, children’s needs can go undetected, whether because of a family’s privacy, transience, or both. Therefore, it behooves us as teachers, school counselors, administrators, afterschool personnel, cafeteria workers, custodial staff, bus drivers, and other parents to be mindful to check in with the children with whom we are in contact on a regular basis. A child coming to school with a disheveled appearance or a hungry stomach for several days in a row may be a sign of a serious problem going on at home. We must be careful not to pass judgment but respond with compassion and ask, “I wonder what’s going on with….?” Here are some strategies for supporting a child who is dealing with instability at home: 1\. **Ask and listen** ― Inquire about what is happening at home. Then, also ask the child how he/she is coping. 2\. **Give space** ― Even when a child does not willingly offer information, they still need our support. Sometimes the best thing we can do is just be with them in their pain. 3\. **Point to the future** ― Acknowledge how much it hurts while reminding them that they do have a future and a hope. Touching base with a high-five or a smile brings hope. Sparking joy with fun activities reminds them that there is laughter in the world. We cannot fix every problem. However, our goal is to help build resilience ― the ability to bounce back despite adversity. **Further Reading** 1. **edCircuit –** [Tamara Fyke Columns](https://edcircuit.com/?s=tamara+fyke) 2. **Fox 45** – [Baltimore teachers get training in helping students deal with trauma](https://foxbaltimore.com/news/city-in-crisis/baltimore-teachers-get-training-in-helping-students-deal-with-trauma) 3. **Blue Ridge Now** – [School system to offer more youth mental health, trauma training to Henderson County community](https://www.blueridgenow.com/news/20200116/school-system-to-offer-more-youth-mental-health-trauma-training-to-henderson-county-community) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Social Emotional Learning **Tags:** Headline, social emotional learning --- ### [How Consistency Creates Positive Childhood Experiences](https://edcircuit.com/selchat-how-consistency-creates-positive-childhood-experiences/) **Published:** February 10, 2020 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - how Kids Club not only changed her life, but also others. **Content:** She was eight years old, maybe even seven, when we first met at Kids Club in her neighborhood. Kids Club was an outreach to the public housing community affectionately named JoJo. There were hundreds of kids living in the neighborhood. Once they knew that we had something fun for them to do on Saturday mornings, plus lunch, they came out in droves. Sometimes the older kids, ages nine and 10, would bring along their younger siblings or cousins, toting them on their hips the same way their mothers would do. Saturday mornings grew to summer day camps and fall retreats. We also had a Christmas dinner for all ages. Bringing together diverse skin tones and socioeconomic backgrounds, we were becoming a family. I got to know this little girl, her mama, her grandmama, and her sisters. She was the youngest, and sometimes she asked if she could come stay at my house with my family to get a break from the noise and violence surrounding her. We’d drive to the suburbs, and she was amazed by everything…the quiet, the houses, the church. Everything was new and different. Fast forward 22 years, and this little girl is a grown woman with children of her own. They all call me Godmama. Now it’s her three kids who come to stay the weekend with my family. Her oldest boy, who is six, gets that same sad look on his face that his mama used to when he knows it’s time to go back to his own neighborhood, not far from one of the largest public housing communities in Nashville. After we hug goodbye, I wonder, “How does this help them? Am I making a difference?” Then I turn to the research on Positive Childhood Experiences conducted by Christina Bethell and her colleagues. I am #6: a “non-parent adult who genuinely cares.” As such, I talk with them about their feelings, provide support during difficult times, and ensure their safety at all times when they are with me. ![An infographic titled positive childhood experiences lists seven experiences including family communication support during tough times community participation belonging in school support from friends caring non parent adults and feeling safe at home](https://edcircuit.com/wp-content/uploads/2020/02/unnamed-1-400x500.jpg "An infographic titled positive childhood experiences lists seven experiences including family communication support during tough times community participation belonging in school support from friends caring nonparent adults and feeling safe at home | edcircuit") My godchildren, ages three, five and six, were here this weekend. We went to get our own library cards, watched a Disney movie, went to church, played at the playground, and ate popsicles. Watching them out the window as the car pulled away, I prayed for them even as my own heart ached. The truth is that I would like to scoop them up in my arms and protect them from the trauma they face each day. However, I know that just like my own children who are now 22, 17, and 14, I cannot keep these little ones from experiencing pain and disappointment. But what I can do is be here consistently and speak this truth to them: You are resilient! What I’ve learned over the years is that we are helping each other, for we all need to give and receive love. **Thoughts to consider:** **1. Get involved –** Whether it’s with your church or a community group, find a way to serve. **2. Build relationships –** Get to know the children and their families. Remember it takes time to build trust. **3. Commit to the long haul –** People are tired of the revolving door of volunteers in and out. Be consistent. **Further Reading** 1. **edCircuit –** [Tamara Fyke Columns](https://edcircuit.com/?s=tamara+fyke) 2. **eSchool News –** [Here’s why this principal started a school turnaround with SEL](https://www.eschoolnews.com/2020/02/07/heres-why-this-principal-started-a-school-turnaround-with-sel/) 3. **Patch.com –** [Initiative Helps Students Develop Social And Emotional Skills](https://patch.com/new-york/halfhollowhills/initiative-helps-students-develop-social-emotional-skills) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Social Emotional Learning, School Safety **Tags:** Headline, social emotional learning --- ### [A World of Possibilities](https://edcircuit.com/selchat-a-world-of-possibilities/) **Published:** April 7, 2020 **Author:** Tamara Fyke **Excerpt:** What will education will look like on the other side of this pandemic. **Content:** Like you, I have been weathering the pandemic watching the world on my screens…TV, computer, and phone. I hear the latest updates from government officials about the stay-at-home orders and the concerns from healthcare workers about the lack of supplies. I view the struggles of working moms posting on Facebook about how to balance their many duties now that everyone in the family is in the same space 24/7. I listen to the stories of friends and family members on the phone as we ride out this storm #AloneTogether. This is not easy. My heart breaks for the sickness, death, financial stress, trauma, and uncertainty that we are all facing. Although I am working non-stop to support kids, families, and educators in new ways, there are moments when I feel lost and overwhelmed. I walk to the window in my living room and look out at the green grass, budding trees, and daffodils. Listening to the birds singing more heartily than ever before, I wonder at the dichotomy of this season. Death and life. Heartache and hope. I cry…and pray…for the children and their families. “Give them clothes to wear, food to eat, a safe place to live, and people who love them.” Although districts across the country are scrambling to create education plans, what is emerging is the inequity of it all. For the students who have access to wi-fi and devices, their learning continues, almost without interruption, if their teachers understand blended learning. There are other students who do not have access, in both urban and rural areas, to broadband, devices, or support. More urgently, millions of students are going without the regular breakfasts and lunches they received at school. At this time, we must put Maslow before Bloom and care for the essential needs of our children. Are they being fed? Are they safe at home? Are their emotional needs being met during this time when our world has been turned upside-down? If the answer to these questions is “no”, then how do we provide food, relief, support, and care for them and their families in the age of social distancing and beyond? I wonder what education will look like on the other side of this pandemic. I don’t believe we can go back to business as usual. Instead, we must begin to imagine a world of possibilities. According to the [National Board of Professional Teaching Standards](https://www.nbpts.org/), homeschooling is not a 7-hour day. Instead, elementary students study for 1-2 hours/day, middle school students for 2-3 hours/day, and high schoolers for 3-4 hours/day. Given this difference in instructional time, students have time to be children – to play outside, to explore areas of interest, to read books, to create projects – to enjoy childhood and not face the fears of bullying and school shootings. So what if we redesign school during this reset? What if parents can choose to work from home and students can choose to learn from home? And what if the educational system comes around the family to provide support rather than demanding the family come around the school to beg for support? What if we truly put children first? Imagine the benefits for families, society, and our planet. I envision the school building being transformed into a community hub serving meals, providing devices and tech support, offering opportunities for connection according to needs and interests, supplying mental health and behavioral services – expanding options but not requiring children or teachers to be confined to a building. I know this way of thinking is a stretch beyond what has been familiar. But let’s think outside the box. Is the institution necessary? Must the hours be regulated? If we equip families with wi-fi and devices, can we increase the learning opportunities for students and the adults in their household while encouraging stronger family relationships and better overall health and wellness? Yes, I know that some jobs require family members to be onsite and childcare is needed. But what if we call that Family Support instead of childcare? And what if we offer Family Support to shifts 24/7 rather than just the traditional 8 am – 3 pm school day? Technology unlocks the door of opportunity for learning, not just for students but for us all. Imagine: *• Consolidated services –* Providing support to the family within their own community in order to create a sense of belonging and care. Services include physical health, mental health, wellness, meals, technology and more. *• Mentoring –* Offering middle school and high school students the opportunity for on-the-job training and real-life mentorship in areas of interest to them. Demonstrating the direct connection between education and career. *• Ongoing Professional Development –* Strengthening our educators to serve children and families in new ways by offering round-the-clock learning opportunities and coaching. Yes, some may say…these efforts are already in place. Perhaps, they are. The question is are we serving the needs of children and families or are we serving a system? May this unexpected push into a more simplified lifestyle cause us to #ComeTogether….in community. **Further Reading** 1. **edCircuit –** [Five Strategies to Help Children Cope When Coronavirus Disrupts Daily Routines](https://edcircuit.com/five-strategies-to-help-children-cope-when-coronavirus-disrupts-daily-routines/) 2. **Education Dive –** [Coronavirus closures present districts opportunities to rethink schedules](https://www.educationdive.com/news/coronavirus-closures-present-districts-opportunities-to-rethink-schedules/575084/) 3. **edCircuit –** [3 Creative Games to Use in Remote Learning](https://edcircuit.com/three-creative-games-to-use-in-remote-learning/) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Professional Development, Hybrid and Remote Learning, Social Emotional Learning, Project-based learning **Tags:** Headline, social emotional learning --- ### [Helping Our Children Grow Through the Current Racial Protests](https://edcircuit.com/helping-our-children-grow-through-the-current-racial-protests/) **Published:** June 2, 2020 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - suggestions on processing today's events for children of every color. **Content:** I am the mother of three beautiful bi-racial children. Their father and I adopted domestically from the Nashville area because we couldn’t have children of our own and were committed to serving children in our community. My children are now 22, 17, and 14. We have a complex family story. For the past twenty-two years, my children and I have had regular conversations about race and identity. This past weekend, those conversations went to a whole new level. Last Thursday, May 28th, 2020, my 17-year-old daughter sent me 4 screenshots of a message she had composed for Instagram. “Also should I post this on Insta?” she asked. The picture was a Black Lives Matter banner, and her post stated that even though she doesn’t post much she wants to use her voice. Then she succinctly and eloquently stated her view that black people should not be afraid to go for a run (Ahmaud Arbery) or go to the grocery story (George Floyd). I told her it looked good and gave a quick edit. My daughter: Okay thanks. I’m proud of myself tbh (to be honest). It’s gotta be voiced and I don’t do it enough. Me: I’m proud of you too! Being a thoughtful and intentional young woman, she posted on Friday, May 29th, 2020. Why ask me and why wait? My daughter lives with her dad and stepmom in a predominantly white community. Although she is mixed, she is light enough that she could pass for white. Her post was not just about the events in Minneapolis. It was about identifying as a young black woman amongst her peers. She wasn’t sure how her white Instagram followers would respond to her statement. Would she be supported or ostracized? But for her, it was more important to let her voice be heard than to be popular. On Saturday, May 30th, while we were FaceTiming and making plans for her to come over, she sent me images of two dark-skinned black women wearing bright orange outfits. “I wish I could wear clothes like this. The contrast of their skin and the bright colors just pops!” she confessed. When she arrived at home, she immediately told me about the ever-growing positive response to her post, which had encouraged her to share more. After dinner, we turned on network news because I wanted her to see the extent of what was happening across the country. Until then, she had received most of her news via TikTok. We watched in disbelief as police in Minneapolis threw tear gas and shot rubber bullets at protesters and news reporters, and then we turned to local news, shocked to see our courthouse burning and our city under a 10pm curfew. Both of us were talking with each other, interacting with social media, and texting friends simultaneously. We were engaged with history in the making. We took a walk on Sunday, May 31st. We reviewed the events of the weekend, discussing the direct impact on her two brothers. Somewhere in the midst of the conversation, I gently asked, “Remember those two photos you sent me of the girls in the bright dresses?” “Yes,” she responded. “Tell me more about that,” I prompted. She went on to tell me how sometimes she wishes she was darker. “I’m light enough to pass, but I’m black.” “I thought that was part of it, sweetie. Listen, you are a beautiful, strong black woman. And you could rock those bright colors if you want. You’d look great!” I encouraged. She half-smiled, taking it all in. This is only a snapshot of our weekend together. I am incredibly grateful that my daughter trusts me enough to process with me, to open her heart and let me in…to give me the privilege of walking with her through the questions and emotions – the anger, the sadness – the pain. There is no quick answer or easy solution to the events we find ourselves in here in America or the personal impact it has on us as individuals. But what our brothers and sisters in the black community want and need from us is to be heard, just like my daughter. Here are some suggestions for processing these events with your children of every color: 1. **Show them what is happening.** – Turn on the news for a limited time (the amount of time depends on their age). Let them see firsthand the events unfolding in our country. 2\. **Have a conversation.** – Ask them what they saw. Let them ask questions. 3\. **Affirm their emotions.** – It’s okay to be sad, angry, scared, and confused. Encourage them to talk, not keep things inside. Let them know they are not alone. 4\. **Encourage connection.** – Remind your children to reach out to their black and brown friends to let them know they care. This is something we need to do intentionally, especially in this time of social distancing. **Further Reading** 1. **edCircuit –** [\#SELChat: It’s Okay Not to Be Okay](https://edcircuit.com/selchat-its-okay-not-to-be-okay/) 2. **CNN –** [How to talk to your children about protests and racism](https://www.cnn.com/2020/06/01/health/protests-racism-talk-to-children-wellness/index.html) 3. **Education Week –** [As Protests Erupt After George Floyd’s Death, Teachers Grieve With Students From a Distance](https://blogs.edweek.org/teachers/teaching_now/2020/06/as_protests_erupt_after_george_floyds_death_teachers_grieve_with_students_from_a_distance.html) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Hot Topics - controversial **Tags:** Headline, social emotional learning --- ### [Selling SEL to Teachers](https://edcircuit.com/sel-chat-selling-sel-to-teachers/) **Published:** March 15, 2018 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - There is still a need for educators to understand why SEL is so important. **Content:** *How Administrators Can Gain Buy-In* ### **What are the reasons SEL is important to implement on a schoolwide basis?** Although social-emotional learning (SEL) is considered one of the hottest topics in education, there is still a need for educators to understand *why* it is important. In a world where uncertainty and trauma are increasing, many students come to school weighed down by concerns that render them mentally and emotionally unprepared for learning. Preoccupied with the dangers they face in their everyday lives, or those that loom over the world at large, more and more students are in a constant state of “fight or flight.” As caring adults who are a consistent presence in their lives, our job is to assure them that they are safe and they belong in our classrooms. When the basic human needs for safety and belonging are met, children can turn their attention to learning. ![A person sits hunched inside a tunnel or pipe facing a bright light at the far end creating a sense of solitude and contemplation Warm brown tones highlight the tunnels textured walls](https://edcircuit.com/wp-content/uploads/2018/03/Alone.jpeg "A person sits hunched inside a tunnel or pipe facing a bright light at the far end creating a sense of solitude and contemplation Warm brown tones highlight the tunnels textured walls | edcircuit")Despite this logical and compassionate approach to the classroom, there are some educators who are unsure how SEL fits into the scope of their job description. They may be overly focused on academics due to the pressures of raising test scores, or they may feel that addressing the social and emotional needs of students is beyond their expertise. However, as Durlak (2011) notes, time spent on SEL, which includes culture, climate, and relationships, improves achievement. Therefore, in order for SEL implementation to be successful, it must be schoolwide and comprehensive. Schoolwide means that it needs to be adopted by all stakeholders, including administrators, teachers, students, and families. Comprehensive means that it must be an integrated and intentional approach to the way school is done. ### **How do administrators set positive examples of SEL leadership for teachers to follow?** ![Two hands one dark skinned and one light skinned reach toward each other against a dark background symbolizing connection or support](https://edcircuit.com/wp-content/uploads/2018/03/Reach.jpg "Two hands one darkskinned and one lightskinned reach toward each other against a dark background symbolizing connection or support | edcircuit")The job of the administrator is to lead his or her team and champion new initiatives. As Leman and Pentak (2004) point out, a good leader is like a shepherd who “leads people in a manner that makes them want to follow” (112). Being a leader who others want to follow means investing in relationships. In the demanding world of education, we must remember that people are more important than our never-ending to-do list. When administrators invest time to get to know people and what is happening in their lives, both at work and beyond, then the staff wants to follow. The old saying is true, “People don’t care how much you know until they know how much you care.” How can you as an administrator demonstrate care and concern for your staff? Do you celebrate the small wins? Do you publicly acknowledge individual accomplishments? Do you give thanks to your team in words and actions? Once this culture of honor and appreciation is established, then teachers are more likely to follow. ### **What must administrators say and do to gain teachers’ buy-in for SEL initiatives?** ![Abstract illustration of two overlapping human profiles facing each other with concentric circles between them set against a pink and yellow background The word empathy appears on the right](https://edcircuit.com/wp-content/uploads/2018/03/Empathy.jpg "Abstract illustration of two overlapping human profiles facing each other with concentric circles between them set against a pink and yellow background The word empathy appears on the right | edcircuit")Not only must a solid foundation of strong and healthy relationships among administration and staff be created, but there must also be clear communication about the vision and mission of the school. The vision is the big picture – what we want to become. The mission is the work – what we do, who we serve, and how we serve. Articulating the vision and mission of the organization provides a focus for everyone on the team. The first step to creating buy-in for SEL is to include it in the vision and mission statements. The second step for gaining and increasing buy-in for SEL is follow-through. Once there is understanding and agreement about incorporating SEL into the teaching and learning, then there must be actions to support that intention. Here are some suggestions: - **Continuous professional development about integrating SEL with academics** - **Ongoing coaching sessions on SEL practice** - **Schoolwide SEL curriculum adoption** - **Scheduled time for intentional SEL instruction, such as during the morning meeting or advisory period** - **Revision of disciplinary practices from punitive to restorative** After SEL implementation is initiated, it must be sustained. Since SEL requires time and emotional energy, teachers need to be reminded that it is a priority. They need to hear regularly that teaching children is more important than teaching material. Additionally, teachers must be encouraged to attend to their own self-care, knowing that they can only give what they have. Likewise, students and families need clear communication about the school’s focus on SEL. Utilizing a common language for SEL competencies sets behavior expectations for students and creates stronger family-school partnerships. ### **Three things every administrator must know how to explain about SEL** ![Illustration of two hands holding a brain filled with words like thought feeling and belief The hands are decorated with colorful words and patterns Below the word love is prominently displayed in bold red letters](https://edcircuit.com/wp-content/uploads/2018/03/Love-Wordcloud.jpg "Illustration of two hands holding a brain filled with words like thought feeling and belief The hands are decorated with colorful words and patterns Below the word love is prominently displayed in bold red letters | edcircuit")Education is the business of helping people grow. SEL empowers people ― students, teachers and families ― to identify what is going on in their heads and their hearts, so they can use their hands to build up and not tear down. Therefore, we must attend to the needs of the whole child – academically, physically, emotionally, and socially. In many areas, the school is the center of community life. School leadership, including administrators and teachers, is responsible for advocating for the needs of children and families. **Administrators must understand the following about SEL:** 1. **Focusing on SEL will impact the culture – the what we do — and climate – the how it feels — of the school.** 2. **Attention to SEL requires a paradigm shift in the way we do school. People do not serve data; data serves people.** 3. **Change takes time.** **Successful SEL implementation requires a long-term commitment.** 1. **EdSource –** [As social and emotional learning expands, educators fear the ‘fizzle’](https://edsource.org/2017/as-social-and-emotional-learning-expands-educators-fear-the-fizzle/583275) 2. **Edutopia –** [Creating Buy-In for SEL at Your School](https://www.edutopia.org/article/creating-buy-sel-your-school) 3. **DML Central –** [Selling Social-emotional Learning](https://web.archive.org/web/20171113115205/https://dmlcentral.net/selling-social-emotional-learning/) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** edLeaders, Administrators, Social Emotional Learning, School Safety **Tags:** Headline --- ### [Keeping SEL Close During Distance Learning](https://edcircuit.com/selchat-keeping-sel-close-during-distance-learning/) **Published:** July 8, 2020 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - guidance on how to do SEL virtually. **Content:** Given the rising trend in COVID-19 infections across the United States, schools are grappling with what the new school year will look like. Many are opting for distance learning. Since they have more time to prepare, educators can offer better quality instruction than they did in the Spring when making a hasty transition to the online world. Last week an SEL Coordinator for a charter school reached out to me and asked, “How do we do social-emotional learning when our students are not in the building?” A host of articles have been released in the past few months outlining the traumatic effects of both the pandemic and the civil unrest due to racism. Time and again, SEL and mental health are offered as the remedy for the growing fear and anxiety in our students. Additionally, SEL that is centered on character development, cultivates a heart for justice and equity. It is imperative that our students’ well-being is at the forefront of all we do in education, particularly during these uncertain times. Here is some guidance for how to do SEL virtually. **![Love in a big world](https://edcircuit.com/wp-content/uploads/2020/07/Spread-Love-Fred-Rogers-color-500x500.png "Three smiling children sit on grass in a sunlit park waving and laughing Text reads spread love and quotes fred rogers knowing that we can be loved Gives us the best opportunity for growing into the healthiest of people | edcircuit")1. Intentionality** – Build at least 15-25 minutes per day into the schedule for SEL. Start with a morning meeting on your online platform with your group of students. This connection time works well for all grade levels. **2. Content** – Choose meaningful content that is culturally relevant. Be sure to represent the diversity and interests of your students. It is not enough to have a one-word check-in each day or to ask students how their previous day was. Go deeper by using curated resources. **3. Relationships** – All of us, youth and adults, are starving for human connection after being quarantined for months. Focus on getting to know one another personally. Remind students that this is a safe place. What they share is confidential, unless someone is in danger. Model vulnerability by sharing your personal story, as appropriate. **4. Real-Life Experiences** – Supplement your online interaction with real-life activities that students can do independently, such as art projects or journaling. **5. Family Involvement** – Families are in need of support too. Offer newsletters full of storybook suggestions and activities that families can do together. Have them share their at-home experiences online through pictures and videos on your social channels. In order to alleviate concerns from educators, select a point person for SEL, and provide training and ongoing coaching for your SEL initiatives. We are living in a rapidly changing world, so be ready to make course adjustments as needed. Keep dialogue open amongst your team, including students and families in the conversation. Keep this in mind: effective SEL is integrated with every interaction with students, families, educators, and staff. Weave the community vocabulary for SEL across curricular areas and throughout events. Our goal is to help build resilient, healthy and happy people. Now more than ever, we need each other. **Further Reading** 1. **edCircuit –** [\#SELChat: It’s Okay Not to Be Okay](https://edcircuit.com/selchat-its-okay-not-to-be-okay/) 2. **EdSurge –** [SEL Skills Are More Vital Than Ever. Here’s How to Choose the Right Tools](https://www.edsurge.com/news/2020-07-08-sel-skills-are-more-vital-than-ever-here-s-how-to-choose-the-right-tools) 3. **U.S. News & World Report –** [Florida Orders Schools to Reopen in Fall Despite Rising Coronavirus Cases](https://www.usnews.com/news/education-news/articles/2020-07-07/florida-orders-schools-to-reopen-in-fall-despite-rising-coronavirus-cases) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Covid-19, Diversity, Equity, Inclusion, Social Emotional Learning, Project-based learning **Tags:** Headline, social emotional learning --- ### [A Path to Self-Awareness and 5 Tips for Kids](https://edcircuit.com/selchat-a-path-to-self-awareness-and-five-tips-for-kids/) **Published:** August 7, 2020 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - personal growth and tips for teaching kids about self-awareness **Content:** This back-to-school season is like none other. Given the pandemic, states and districts are choosing a variety of learning paths. Planning for such uncertainty is stressful. Living out the plan with an open hand because another course of action may need to be taken is anxiety-ridden. Learning how to teach virtually is daunting. Being separated from the children we love is heartbreaking. In spite of it all, educators are rising to the occasion with a greater awareness of the mental health and wellness needs of students and families, and yet… A few years ago during the Question & Answer portion of a professional development, I led for approximately 100 elementary teachers and administrators, one of the teachers asked, “We are pouring ourselves out each day, giving and giving to the kids. What can we do to be filled?” Her sincerity and desperation reminded me of the dozens of conversations I have had with educators across the country. Time and again, I hear, “We believe in social-emotional learning, but we must build capacity within our teachers first before they can teach it.” These questions and comments remind me of my own journey. My first experiment with painting was in 1994 when I was working as a nanny. I played around with the paints that one of my kids had, and I remember feeling alive when I stroked the brush against the page. I remember being struck by the vibrance of the colors. I remember thinking that Jerry Garcia was both a singer and painter. I remember musing about the connection between music and visual art. The paintings of Henri Matisse moved me. My style was like his, or I wanted it to be if I ever had a style. Free-flowing. Abstract. Bright. Moving. Then I abruptly stopped painting before I traveled anywhere in my soul. I felt inadequate because I was not trained as a painter. I felt frustrated because I didn’t have the supplies. More than that, I was afraid, terrified of the journey into my soul. If I put on the page what I felt in my soul, I was sure to be rejected. Hidden inside was an ugliness that I couldn’t admit and shouldn’t admit. It was easier to be silent than to be honest. Through the years, I often heard the call of the paints, brushes, and canvases. I wanted to express myself, but I criticized my self-expression before it was even a pencil sketch. “You can’t paint that. You can’t think that. You can’t feel that. You can’t. You can’t. *You can’t.* Bad girl!” Part of the reason for the self-chastisement was my own religiousness — don’t talk about fear or pain, [just smile and everything will be okay](https://youtu.be/d-diB65scQU). The other part of the reason for my self-criticism was my desire to be [perfect](https://www.psychologytoday.com/articles/200803/pitfalls-perfectionism). If I let this darkness out of my soul, I would be telling the world that I wasn’t perfect; I would be acknowledging that there was a disconnect between my internal swirl and my placid appearance. In 2007, I joined a women’s group that studied [*The Artist’s Way* by Julia Cameron](https://juliacameronlive.com/). It’s a dangerous book for people who are used to hiding. Cameron calls us out and challenges us to silence the critic and find our voice. My daily [journaling](https://www.huffingtonpost.com/thai-nguyen/benefits-of-journaling-_b_6648884.html) focused on questions and issues rather than just serving as a written record of my daily activities. I began to take time each week to [play](https://www.ministrymatters.com/all/entry/8086/love-in-a-big-world-lets-play) and create. Although I didn’t speak at the meetings, I was drinking in the conversation. This experience was quenching the thirstiness of my soul. After many months, I started to paint. Over the past ten years, the way I live life has changed. I now value process and create to release what is going on inside me. It’s healthy to work through the questions, the pain, and the darkness to come out into the light on the other side. Giving myself this space has helped me be more gracious with others, both adults and children. It has also helped me be present in their times of doubt and sadness—what a relief to know that I don’t have to have all the answers. [According to Brackett, Palomera, Mojsa, Reyes, & Salovey (2010](https://ei.yale.edu/publication/emotion-regulation-ability-burnout-and-job-satisfaction-among-british-secondary-school-teachers/)), teachers who recognize, understand, label, express and regulate their own emotions are less likely to burnout. Why? They are dealing with their stuff, and when we deal with our stuff, we create the capacity within ourselves to be patient, empathetic, communicative and safe for others. It’s like the flight attendant’s announcement before take-off, “If the cabin loses air pressure, be sure to put on your own oxygen mask first before helping those seated next to you.” I think one of the biggest obstacles as educators and parents is getting over the idea that taking care of ourselves is, in some way, selfish. It’s not. Giving our souls time and space to [breathe](https://youtu.be/V8rtJRlLdI8) helps us be better for our kids. Whether it’s painting, journaling, joining a small group, singing, exercising, camping, seeing a counselor, dancing, or hiking, I encourage you to do what you need to do. Take good care. **Tips for Teaching Kids about Self-Awareness:** ***Self-awareness*** *is knowing your strengths and weaknesses; being able to know and understand how you feel.* **1. Ask kids, “How is your heart today?”** – This may be a new concept for them. Encourage them to be still and listen to what is going on in their heads and their hearts. **2. Remind them, “It’s okay, not to be okay**.” – Not every day will be sunshine and roses. It’s okay to feel sad, angry, scared, or lonely. We just don’t want to get stuck there. **3. Provide opportunities for creative expression.** – Journaling, drawing, coloring, and painting are simple ways for kids to make their feelings and thoughts more tangible. **4. Engage in conversation**. – Be willing to ask questions and do a lot of listening. **5. Follow-up.** – Check-in after a few days to see how he/she is doing. That extra effort assures them that your connection was authentic. - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Professional Development, Hybrid and Remote Learning, Social Emotional Learning **Tags:** Headline, social emotional learning --- ### [Social Emotional Learning: Reframing "The COVID Slide"](https://edcircuit.com/social-emotional-learning-reframing-the-covid-slide/) **Published:** September 8, 2020 **Author:** Tamara Fyke **Excerpt:** Social Emotional Learning: Reframing "The COVID Slide", some invaluable lessons that our children are learning during this unprecedented time. **Content:** There is great concern over what is being called COVID Slide. COVID Slide is defined as the learning loss that students have experienced due to the abrupt end of school in Spring 2020 and the blended learning approach for Fall 2020. Although I understand the concern, I wonder what power and opportunity we can find in reframing these circumstances. Let’s discuss social emotional learning: reframing “The COVID Slide” I learned reframing while on staff at Vanderbilt University several years ago. My education did not come from research or on-the-job training. Instead, it came from a treasured relationship between my colleague and me. She was nearing retirement and seized every moment possible to talk with me about my children, past, present, work, and goals. She cared about me as a person and wasn’t afraid to let me know that. Because of our mutual respect and admiration for one another, a bond of trust was created between us. During this period of my life, my daughter was in middle school. Like many middle school girls, she was sassy. More than once, I came to the office seeking Miss Bee’s wisdom about handling the situation with my teenager. One day Miss Bee could tell something was bothering me, and she gently inquired. After I shared my lament, she asked, “Now, how can you reframe that?” I looked at her, puzzled. My expression said all that needed to be said. “Yes, how can you look at that another way, so you are not giving up your power?” I was perplexed. “What can you learn from this situation to make you stronger and wiser? What can you carry with you from this?” she continued. This is the art of reframing. I call it art because it requires practice. And cognitive reframing is a technique used in therapy to help clients see situations in new ways. It helps us take back our power. There is much that the pandemic has stolen from us – loved ones, holidays, celebrations, jobs, and peace of mind – to name a few. But what has this global phenomenon taught our children and us? I feel frustrated when I hear someone complain about learning loss or see a headline about COVID Slide. My mind is filled with questions: Why are we placing our children in the victim’s seat? A slide according to what standards? Are these standards valid for the 21st century? Is a school, as we know it, relevant to life today? How can we change and improve education? How can we better serve the needs of the whole family? Yes, COVID has been a huge upset for all of us, but we are still here. Why? Because we are resilient! Resilience is the ability to bounce back despite adversity. Celebrating our strength is the first step to regaining our power. Here are some of the invaluable lessons I believe our children are learning during this unprecedented time: 1. ***Be adaptable.*** – The best-made plans can change, and we must be flexible. 2. ***Spending time with family is fun**.* – Instead of the hustle and bustle of commuting, family life is now centered at home. How much have parents and children gotten to know each other better with this extra time together? 3. ***Being outdoors is good for the soul.*** – I have seen more kids outside playing basketball with their fathers, taking walks with their mothers, and riding bikes with their siblings than I have since I was a kid. I’ve seen entire driveways full of chalk drawings and yard signs with encouraging words for passersby. It has been a return to childhood. 4. ***Solving big problems requires everyone’s cooperation.*** – Slowing the virus spread demanded we to quarantine, abandon large gatherings, and wear masks. When we have heeded those directives, we have kept people safe and healthy. 5. ***Screens are tools, not replacements for people.*** – Play dates in real life with friends win over video play dates. Learning in a classroom of students with a teacher provides a rich experience. I know students who have been more excited than ever to return to the classroom, masks and all. For us as adults, what have we learned from this experience about our educational system – what’s working and what’s not? Or about our society – how do we ensure equitable learning opportunities and food distribution? If we reframe the events of the past six months, I believe we can see that there are challenges that have come to light that were long buried in the busyness of “normal life”. I, for one, don’t want to go back to that. Let’s find a better way together. **Further Reading** 1. **Education Week –** [Teaching Social-Emotional Skills Amid COVID-19](https://www.edweek.org/ew/issues/reopening-schools/teaching-social-emotional-skills-amid-covid-19.html) 2. **eSchool News –** [Back to School Guide to Support Students’ Social Emotional Learning](https://www.eschoolnews.com/2020/08/26/back-to-school-guide-help-sel/) [Read More Social Emotional Learning Articles](https://edcircuit.com/social-emotional-learning-in-k-20-schools/ "Social Emotional Learning") - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Covid-19, Social Emotional Learning **Tags:** Headline, social emotional learning --- ### [SEL: Closing Out 2020 With Courage, Positivity & Perseverance](https://edcircuit.com/sel-closing-out-2020-with-courage-positivity-perseverance/) **Published:** October 12, 2020 **Author:** Tamara Fyke **Excerpt:** SEL: Closing Out 2020 With Courage, Positivity & Perseverance - ideas for families and educators on giving and serving during this time of uncertainty. **Content:** This has been a year for the history books. From COVID-19 to economic peril, from social distancing to distance learning, and from Presidential Election to our President’s hospitalization…we are experiencing an overabundance of uncertainty. 2020 is at once monumental and traumatic. How do we respond? Let’s discuss SEL: Closing Out 2020 With Courage, Positivity & Perseverance During this final quarter of the year, we are preparing for holiday celebrations in a world we have never known. Now more than ever, we need to reflect on what this year has taught us and, as Winston Churchill said, “If you’re going through hell, keep going.” We need Courage – standing up for what is right; facing our fears, and Perseverance – sticking to it; not giving up. We must not give in to fear. When we fear, evil wins…whether that evil is hatred, lack of forgiveness, racism, or violence. Instead, we are challenged to respond in love. But how do we show that love? We can each choose to show love daily to the people in our world. This is when life becomes day-by-day, moment-by-moment. We can demonstrate love to our family, friends, and community through the small things we do. Choosing to love even in the midst of a mess is powerful. We won’t be defeated by evil, but defeat evil with good. We are holding onto hope. Once again, the wise words of Winston Churchill ring true: “A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty.” What opportunity do you see for love? **Tips for Families & Educators** • Be aware of how much time you spend listening to the news. Keeping current is one thing, but a steady diet of bad news can breed anxiety. Your children pick up on your feelings. Do what you can to stay at peace. • Talk to your children about current events. Answer questions, but avoid going into too much detail. • Reassure your children of their safety. Remind them that you and the other caring adults in their lives are watching out for them. • Focus on relationships. Take time for conversations, and ask, “How is your heart today?” Give and serve together. Even though we are social distancing, there are creative ways to help those in need or spread joy. [Read More Social Emotional Learning Articles](https://edcircuit.com/social-emotional-learning-in-k-20-schools/ "Social Emotional Learning") - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Covid-19, Social Emotional Learning, STEAM in Education **Tags:** Headline, social emotional learning --- ### [Rules of Engagement for Emotional Discussions](https://edcircuit.com/selchat-rules-of-engagement-for-emotional-discussions/) **Published:** November 9, 2020 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - The importance of engaging in dialogue about current events by leaning in to talk and listen to each other. **Content:** This past weekend, my 17-year-old daughter and almost 15-year-old son engaged in yet another debate over the state of our nation. It is important to note that my children are Black. Both had compelling arguments backed by evidence they had researched. Both articulated their views with passion and conviction. However, they were on different sides of the issues. Like a referee, there were times I had to call a timeout, sending them back to their corners to take a breath and regain their train of thought. Thankfully, this debate did not end in tears, as others have previously. After hearing the results of the election, tensions cooled, but I know another confrontation is brewing underneath the surface. Our family experience is a microcosm of what we are facing across the U.S. Now that the election is over, how do we help our students make sense of what we have experienced? From a social-emotional learning and mental health perspective, we must give time and space for processing. What is processing? *Processing* means examining an event, along with the associated thoughts and emotions, in order to derive helpful meaning from it. Processing enables us to become resilient. Resilience is the ability to bounce back, despite adversity. I believe we can all agree that 2020 has been a year of adversity. As a mother and an educator, I must confess that I was proud of my teenagers’ willingness to engage in dialogue about current events, and I was impressed when both referenced historical figures they admire. Reflecting on what happened around our dinner table, here are some ideas for how to help our students, young and old, process. Given the rise in COVID cases, many students are either returning to or continuing their virtual learning. These suggestions can be implemented face-to-face or on-screen. **• Journaling** – Provide students opportunities with time to reflect and write or draw about their experience. Be sure they know that their journal writing or drawing is confidential and will not be graded. They can express themselves freely in order to get it all out. **• Creative Expression** – Invite students to paint a picture, design a graphic, write a song, perform a dance, or use some other art form to express their thoughts, feelings, and ideas. Assure them that they will not be judged or graded. Remember, they just need to release their pent up emotions. Host a live virtual, multimedia art exhibit on your school’s platform of choice or on your school’s social media channels. **• Historical Analysis** – Challenge students to research other historical figures or events that illustrate their point of view. Remind them that we gain perspective from history that can help us navigate current challenges. Have them create a collage of words and images to illustrate what they think and what they’ve learned. Open a digital showroom on your favorite social media platform. **• Conversation** – Give students time to talk openly about their thoughts, ideas, concerns, questions, fears, and hopes. Before beginning the dialogue, be sure to clearly state the Rules of Engagement. Encourage them to be honest and kind during the discussion. Encourage questions, such as “Can you tell me more about that?” or “What do you mean by that?” Set the timer. Monitor the temperature of the conversation. Be prepared to step in and redirect if necessary. An essential step in coming together to heal our nation is leaning in to talk and listen to each other. That talking and listening can come through a variety of formats, as mentioned above. What each requires is that we open our hearts to one another. **About Tamara Fyke** Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of Love In A Big World, which provides mental health, SEL, and wellness curriculum and content. During quarantine, Tamara created MusiCity Kids, an online educational show for kids ages 6-12 that addresses health, movement, character development, STEAM, and more. Tamara is editor of [Building People: Social & Emotional Learning for Kids, Schools & Communities](https://amzn.to/3FdhBj2), a book that brings 12 wide-ranging perspectives on SEL to educators, parents, and leaders. Follow her on Twitter [@Tamara\_Fyke](https://twitter.com/Tamara_Fyke) 1. **edCircuit –** [Tamara Fyke articles and column](https://edcircuit.com/category/columnists/tamara-fyke/) 2. **PBS LearningMedia –** [The Election Collection](https://rmpbs.pbslearningmedia.org/collection/election-collection/) 3. **eSchool News –** [Back to School Guide to Support Students’ Social Emotional Learning](https://www.eschoolnews.com/2020/08/26/back-to-school-guide-help-sel/) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Covid-19, Social Emotional Learning, Online Learning, STEAM in Education **Tags:** Headline, social emotional learning --- ### [Processing and Healing as a Family Over the Holidays](https://edcircuit.com/selchat-processing-and-healing-as-a-family-over-the-holidays/) **Published:** December 7, 2020 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - how the holidays can be a bittersweet mix of joy and grief and the importance of processing grief. **Content:** “It’s the most wonderful time of the year….” Over the years, whenever I hear that Christmas song, I wonder, “Is it?” According to a [study](https://www.nytimes.com/2018/11/23/opinion/loneliness-political-polarization.html) by healthcare provider Cigna in 2018, nearly half of Americans sometimes or always feel alone. That is even more true this year as we are urged to stay put this Holiday Season due to the surge of COVID-19. For some of us, the holidays are a bittersweet mix of joy and grief. Maybe life didn’t go as we expected because of disappointment, death, or divorce. I walked through a heart-wrenching divorce, and my kids and I every holiday feel the effects of that split every day. They share their time between their dad and me. My home is filled with raucous laughter for days, and then it all becomes quiet…too quiet. I am faced with memories and questions, tears, and gratitude in silence. I have learned to relish the stillness — to let the empty moments be filled with peace. The heartbreak I have experienced has been a crucible, shaping me into the woman I am today. I know first-hand the truth that everything works together for good, for my kids and me. We’ve grown through the experiences of the past twelve years in ways that I never thought possible. Whatever your pain, I challenge you to own it. Name the hurt and sadness, and let yourself feel it. Give yourself and your loved one space to process. That’s the first step toward healing. Likewise, your children may feel an unusual sense of sadness and loss amidst the twinkling lights. Let them think about what they need to feel. Instead of telling them not to feel sad or angry, empathize with them. Let them know that you feel sad and angry too. Walking hand-in-hand with your children through grief is sacred. I see you for those who are hurting today; I know and understand. May we find the grace to feel the ache, the courage to run into the arms of loved ones, the wisdom to rest, and the hope for restoration. For my friends whose lives are seemingly intact, please do not pity or judge. Remember, each one of us is on our journey. For all of us, let us be kind to one another and give thanks for life’s gifts. Here are a few suggestions for slowing down and reconnecting with ourselves, our children, and our neighbors. **Pick one or two, and enjoy.** - Write a letter to the loved ones you miss dearly. - Breathe deeply; smell the cinnamon and the pine. - Pour a cup of hot cocoa, sit, and reminisce year. - Gather your family together and read your favorite holiday story. - Watch the classic film “It’s A Wonderful Life.” - Bake cookies and share them with an elderly neighbor. [Read More Social Emotional Learning Articles](https://edcircuit.com/feedzy-import/social-emotional-learning/ "Social Emotional Learning") - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Covid-19, Social Emotional Learning, STEAM in Education **Tags:** Headline, social emotional learning --- ### [Processing and Healing as a Family Over the Holidays](https://edcircuit.com/selchat-processing-and-healing-as-a-family-over-the-holidays/) **Published:** December 7, 2020 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - how the holidays can be a bittersweet mix of joy and grief and the importance of processing grief. **Content:** “It’s the most wonderful time of the year….” Over the years, whenever I hear that Christmas song, I wonder, “Is it?” According to a [study](https://www.nytimes.com/2018/11/23/opinion/loneliness-political-polarization.html) by healthcare provider Cigna in 2018, nearly half of Americans sometimes or always feel alone. That is even more true this year as we are urged to stay put this Holiday Season due to the surge of COVID-19. For some of us, the holidays are a bittersweet mix of joy and grief. Maybe life didn’t go as we expected because of disappointment, death, or divorce. I walked through a heart-wrenching divorce, and my kids and I every holiday feel the effects of that split every day. They share their time between their dad and me. My home is filled with raucous laughter for days, and then it all becomes quiet…too quiet. I am faced with memories and questions, tears, and gratitude in silence. I have learned to relish the stillness — to let the empty moments be filled with peace. The heartbreak I have experienced has been a crucible, shaping me into the woman I am today. I know first-hand the truth that everything works together for good, for my kids and me. We’ve grown through the experiences of the past twelve years in ways that I never thought possible. Whatever your pain, I challenge you to own it. Name the hurt and sadness, and let yourself feel it. Give yourself and your loved one space to process. That’s the first step toward healing. Likewise, your children may feel an unusual sense of sadness and loss amidst the twinkling lights. Let them think about what they need to feel. Instead of telling them not to feel sad or angry, empathize with them. Let them know that you feel sad and angry too. Walking hand-in-hand with your children through grief is sacred. I see you for those who are hurting today; I know and understand. May we find the grace to feel the ache, the courage to run into the arms of loved ones, the wisdom to rest, and the hope for restoration. For my friends whose lives are seemingly intact, please do not pity or judge. Remember, each one of us is on our journey. For all of us, let us be kind to one another and give thanks for life’s gifts. Here are a few suggestions for slowing down and reconnecting with ourselves, our children, and our neighbors. **Pick one or two, and enjoy.** - Write a letter to the loved ones you miss dearly. - Breathe deeply; smell the cinnamon and the pine. - Pour a cup of hot cocoa, sit, and reminisce year. - Gather your family together and read your favorite holiday story. - Watch the classic film “It’s A Wonderful Life.” - Bake cookies and share them with an elderly neighbor. [Read More Social Emotional Learning Articles](https://edcircuit.com/feedzy-import/social-emotional-learning/ "Social Emotional Learning") - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Covid-19, Social Emotional Learning, STEAM in Education **Tags:** Headline, social emotional learning --- ### [Processing and Healing as a Family Over the Holidays](https://edcircuit.com/selchat-processing-and-healing-as-a-family-over-the-holidays/) **Published:** December 7, 2020 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - how the holidays can be a bittersweet mix of joy and grief and the importance of processing grief. **Content:** “It’s the most wonderful time of the year….” Over the years, whenever I hear that Christmas song, I wonder, “Is it?” According to a [study](https://www.nytimes.com/2018/11/23/opinion/loneliness-political-polarization.html) by healthcare provider Cigna in 2018, nearly half of Americans sometimes or always feel alone. That is even more true this year as we are urged to stay put this Holiday Season due to the surge of COVID-19. For some of us, the holidays are a bittersweet mix of joy and grief. Maybe life didn’t go as we expected because of disappointment, death, or divorce. I walked through a heart-wrenching divorce, and my kids and I every holiday feel the effects of that split every day. They share their time between their dad and me. My home is filled with raucous laughter for days, and then it all becomes quiet…too quiet. I am faced with memories and questions, tears, and gratitude in silence. I have learned to relish the stillness — to let the empty moments be filled with peace. The heartbreak I have experienced has been a crucible, shaping me into the woman I am today. I know first-hand the truth that everything works together for good, for my kids and me. We’ve grown through the experiences of the past twelve years in ways that I never thought possible. Whatever your pain, I challenge you to own it. Name the hurt and sadness, and let yourself feel it. Give yourself and your loved one space to process. That’s the first step toward healing. Likewise, your children may feel an unusual sense of sadness and loss amidst the twinkling lights. Let them think about what they need to feel. Instead of telling them not to feel sad or angry, empathize with them. Let them know that you feel sad and angry too. Walking hand-in-hand with your children through grief is sacred. I see you for those who are hurting today; I know and understand. May we find the grace to feel the ache, the courage to run into the arms of loved ones, the wisdom to rest, and the hope for restoration. For my friends whose lives are seemingly intact, please do not pity or judge. Remember, each one of us is on our journey. For all of us, let us be kind to one another and give thanks for life’s gifts. Here are a few suggestions for slowing down and reconnecting with ourselves, our children, and our neighbors. **Pick one or two, and enjoy.** - Write a letter to the loved ones you miss dearly. - Breathe deeply; smell the cinnamon and the pine. - Pour a cup of hot cocoa, sit, and reminisce year. - Gather your family together and read your favorite holiday story. - Watch the classic film “It’s A Wonderful Life.” - Bake cookies and share them with an elderly neighbor. [Read More Social Emotional Learning Articles](https://edcircuit.com/feedzy-import/social-emotional-learning/ "Social Emotional Learning") - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Covid-19, Social Emotional Learning, STEAM in Education **Tags:** Headline, social emotional learning --- ### [Processing and Healing as a Family Over the Holidays](https://edcircuit.com/selchat-processing-and-healing-as-a-family-over-the-holidays/) **Published:** December 7, 2020 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - how the holidays can be a bittersweet mix of joy and grief and the importance of processing grief. **Content:** “It’s the most wonderful time of the year….” Over the years, whenever I hear that Christmas song, I wonder, “Is it?” According to a [study](https://www.nytimes.com/2018/11/23/opinion/loneliness-political-polarization.html) by healthcare provider Cigna in 2018, nearly half of Americans sometimes or always feel alone. That is even more true this year as we are urged to stay put this Holiday Season due to the surge of COVID-19. For some of us, the holidays are a bittersweet mix of joy and grief. Maybe life didn’t go as we expected because of disappointment, death, or divorce. I walked through a heart-wrenching divorce, and my kids and I every holiday feel the effects of that split every day. They share their time between their dad and me. My home is filled with raucous laughter for days, and then it all becomes quiet…too quiet. I am faced with memories and questions, tears, and gratitude in silence. I have learned to relish the stillness — to let the empty moments be filled with peace. The heartbreak I have experienced has been a crucible, shaping me into the woman I am today. I know first-hand the truth that everything works together for good, for my kids and me. We’ve grown through the experiences of the past twelve years in ways that I never thought possible. Whatever your pain, I challenge you to own it. Name the hurt and sadness, and let yourself feel it. Give yourself and your loved one space to process. That’s the first step toward healing. Likewise, your children may feel an unusual sense of sadness and loss amidst the twinkling lights. Let them think about what they need to feel. Instead of telling them not to feel sad or angry, empathize with them. Let them know that you feel sad and angry too. Walking hand-in-hand with your children through grief is sacred. I see you for those who are hurting today; I know and understand. May we find the grace to feel the ache, the courage to run into the arms of loved ones, the wisdom to rest, and the hope for restoration. For my friends whose lives are seemingly intact, please do not pity or judge. Remember, each one of us is on our journey. For all of us, let us be kind to one another and give thanks for life’s gifts. Here are a few suggestions for slowing down and reconnecting with ourselves, our children, and our neighbors. **Pick one or two, and enjoy.** - Write a letter to the loved ones you miss dearly. - Breathe deeply; smell the cinnamon and the pine. - Pour a cup of hot cocoa, sit, and reminisce year. - Gather your family together and read your favorite holiday story. - Watch the classic film “It’s A Wonderful Life.” - Bake cookies and share them with an elderly neighbor. [Read More Social Emotional Learning Articles](https://edcircuit.com/feedzy-import/social-emotional-learning/ "Social Emotional Learning") - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Covid-19, Social Emotional Learning, STEAM in Education **Tags:** Headline, social emotional learning --- ### [Processing and Healing as a Family Over the Holidays](https://edcircuit.com/selchat-processing-and-healing-as-a-family-over-the-holidays/) **Published:** December 7, 2020 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - how the holidays can be a bittersweet mix of joy and grief and the importance of processing grief. **Content:** “It’s the most wonderful time of the year….” Over the years, whenever I hear that Christmas song, I wonder, “Is it?” According to a [study](https://www.nytimes.com/2018/11/23/opinion/loneliness-political-polarization.html) by healthcare provider Cigna in 2018, nearly half of Americans sometimes or always feel alone. That is even more true this year as we are urged to stay put this Holiday Season due to the surge of COVID-19. For some of us, the holidays are a bittersweet mix of joy and grief. Maybe life didn’t go as we expected because of disappointment, death, or divorce. I walked through a heart-wrenching divorce, and my kids and I every holiday feel the effects of that split every day. They share their time between their dad and me. My home is filled with raucous laughter for days, and then it all becomes quiet…too quiet. I am faced with memories and questions, tears, and gratitude in silence. I have learned to relish the stillness — to let the empty moments be filled with peace. The heartbreak I have experienced has been a crucible, shaping me into the woman I am today. I know first-hand the truth that everything works together for good, for my kids and me. We’ve grown through the experiences of the past twelve years in ways that I never thought possible. Whatever your pain, I challenge you to own it. Name the hurt and sadness, and let yourself feel it. Give yourself and your loved one space to process. That’s the first step toward healing. Likewise, your children may feel an unusual sense of sadness and loss amidst the twinkling lights. Let them think about what they need to feel. Instead of telling them not to feel sad or angry, empathize with them. Let them know that you feel sad and angry too. Walking hand-in-hand with your children through grief is sacred. I see you for those who are hurting today; I know and understand. May we find the grace to feel the ache, the courage to run into the arms of loved ones, the wisdom to rest, and the hope for restoration. For my friends whose lives are seemingly intact, please do not pity or judge. Remember, each one of us is on our journey. For all of us, let us be kind to one another and give thanks for life’s gifts. Here are a few suggestions for slowing down and reconnecting with ourselves, our children, and our neighbors. **Pick one or two, and enjoy.** - Write a letter to the loved ones you miss dearly. - Breathe deeply; smell the cinnamon and the pine. - Pour a cup of hot cocoa, sit, and reminisce year. - Gather your family together and read your favorite holiday story. - Watch the classic film “It’s A Wonderful Life.” - Bake cookies and share them with an elderly neighbor. [Read More Social Emotional Learning Articles](https://edcircuit.com/feedzy-import/social-emotional-learning/ "Social Emotional Learning") - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Covid-19, Social Emotional Learning, STEAM in Education **Tags:** Headline, social emotional learning --- ### [Out of Darkness, a Return to the Basics – Part 1](https://edcircuit.com/selchat-out-of-darkness-a-return-to-the-basics-part-one/) **Published:** January 8, 2021 **Author:** Tamara Fyke **Excerpt:** In order to teach children to know the good, love the good, and do the good, the good must be defined. **Content:** Since the unthinkable events of January 6, 2021, I have struggled with what to write. Like you, I have been in shock that our fellow citizens stormed the hallowed halls of the Capitol during the certification of the Presidential election. Politics aside, this tragic occurrence speaks of a more profound need in our current age: to define right and wrong. During my lifetime, there has been an erosion of basic human decency. Some argue that it is because of removing prayer from school, increased divorce rates, or political correctness. My job is not to debate but to call us to attention. We have come to a day of reckoning. Let us accept our collective responsibility for what has occurred, not just in recent days but in the decades leading up to this time of shadows, and move forward into the light. Theodore Roosevelt said, “To educate a person in mind and not in morals is to educate a menace to society.” Each generation must teach the younger generations knowledge and character to equip them to function within civil society, prepare them for life’s challenges, and instruct them on how to live with purpose. This means that the older generation has authority over the younger generations. Such power is not to be wielded tyrannically; it is an authority earned by age and experience and exercised by service. According to character education forefathers Kevin Ryan, William Kilpatrick, and Thomas Lickona, from the 1960s to the 1990s, the older generation neglected their duty to teach both knowledge and character. They saw characters outside of their realm because of their anti-establishment sentiments. The Romantic view promoted by Rousseau took hold, and the older generation believed that the individual could determine right and wrong because of his innate goodness. Such thinking left children adrift in a sea of relativism, resulting in increased anti-social and violent behaviors. The individual became the determinant for right and wrong, not community or tradition. During the early 1990s, there was a shift, the beginning of a return to the age-old belief that the older generation is obligated to teach knowledge and character. As if waking up from a stupor, educators began to voice their concerns for the younger generation and society. The Character Education Movement started, but it did not truly take hold. Today’s Social-Emotional Learning (SEL) Movement evolved from the Character Education Movement, mainly based on Immanuel Kant’s philosophy of duty and Lawrence Kohlberg’s research on moral development. In *Anthropology from a Pragmatic Point of View*, Kant states: No matter how insignificant these laws of refined humanity may seem, especially in comparison with pure moral laws, anything that promotes sociability, even if it consists only of good maxims or manners, is a garment that dresses virtue to advantage, a garment to be recommended to integrity in more serious respects too (Damon 104). **Kohlberg identified six stages of moral development, which Lickona summarized into the following five:** **Stage 1:** Avoidance of Punishment; “Will I Get in Trouble?” **Stage 2:** Tit-for-Tat Fairness; “What’s In It for Me?” **Stage 3:** Interpersonal Loyalty; “What Will People Think of Me?” **Stage 4:** Concern for Social Consequences; “What If Everybody Did It?” **Stage 5:** “Respect the Right of Every Person” (Lickona 243). Character Education aims to lead children through these stages of moral development while upholding the highest level of moral reasoning, Stage 5: “Respect the Right of Every Person.” Involving the cognitive (the head), affective (the heart), and behavioral (the hands) domains, as defined by Benjamin Bloom, Character Education is the systematic approach to teaching children to know the good, love the good, and do the good. It encompasses drug and alcohol prevention, conflict resolution, self-esteem building, violence prevention, and drop-out prevention. It deals with the root of these problems by helping kids get in touch with what is happening inside them and teaching them how to make wise choices about what they do and say in response to what is happening inside them and their world. The interest must be defined to teach children to know the good, love the good, and do the good. What is the good? According to C.S. Lewis, the suitable consists of the fundamental and objective values upon which civil society is based, such as justice, honesty, and respect. In *Abolition of Man*, he refers to the collected values of organizations from the early Babylonians through modern times as the Tao. Virtues are derived from these fundamental values. According to Kevin Ryan, a virtue is ideal to base one’s life. “It is both the disposition to think, feel and act in morally excellent ways and the exercise of this disposition. It is a means and an end of human happiness” (45). Aristotle said, “A man becomes virtuous by doing virtuous acts” (Ryan 48). However, a person cannot do virtuous acts unless taught what virtue is. Likewise, a person cannot choose to love her neighbor as herself unless she knows what love is. Therefore, love must be identified, defined, and transmitted to the younger generation by the older generation. - *Damon, William, Editor. Bringing in a New Era in Character Education. Stanford, CA: Hoover Institution Press, 2002.* - *Kilpatrick, William K. Why Johnny Can’t Tell Right From Wrong. New York: Simon & Schuster, 1992.* - *Lewis, C.S. The Abolition of Man. 1943.* - *Lickona, Thomas. Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Bantam Books, 1991.* - *Ryan, Kevin and Karen E. Bohlin. Building Character in Schools: Practical Ways to Bring Moral Instruction to Life. San Francisco: Jossey-Bass Publishers, 1999.* 1. **Tulsakids –** [Talking to Kids About January 6, 2021](https://www.tulsakids.com/talking-to-kids-about-january-6-2021/) 2. **Education Week –** [Caring for Students in the Wake of a Traumatic News Event](https://www.edweek.org/leadership/teaching-in-the-wake-of-a-traumatic-news-event-like-the-storming-of-the-u-s-capitol/2021/01) [Read More Social Emotional Learning Articles](https://edcircuit.com/feedzy-import/social-emotional-learning/ "Social Emotional Learning") - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Social Emotional Learning, STEAM in Education **Tags:** Headline, social emotional learning --- ### [SEL Exploring Character Education, Return to Basics Part 2](https://edcircuit.com/sel-exploring-character-education-return-to-basics-part-2/) **Published:** January 14, 2021 **Author:** Tamara Fyke **Excerpt:** SEL Exploring Character Education, a Return to Basics Part 2 - Character education produces benefits for both the school and the individual. **Content:** In this follow-up article to [ Out of Darkness, a Return to the Basics – Part 1](https://edcircuit.com/selchat-out-of-darkness-a-return-to-the-basics-part-one/), I examine character education in the aftermath of the tragic events of January 6, 2021. Moving forward and healing requires a concerted effort to take responsibility as adults and equally teach virtue and character development to children who need our guidance. Let’s discuss SEL Exploring Character Education. There are twenty-four character traits identified for moral development. Seven of these – **Choice, Self-awareness, Self-control, Purpose, Creativity, Organization, and Moderation**, are foundational capacities essential for virtue development. The virtues are divided into two categories: 1. **Responsibility**, which deals with a relationship to self, and 2—respect, which deals with relationships with others. The responsibility virtues are **courage, honesty, humility, perseverance, and dependability**. The respect virtues are **Kindness, caring, courtesy, gratitude, Patience, fairness, generosity, cooperation, and forgiveness**. These traits are arranged in a hierarchical order of development. The highest-order trait is the total of all the foundational capacities, virtues, and supportive factors working together. It correlates with Kohlberg’s Stage 5 and is entitled Love In A Big World. ##### **Teaching character** According to William Kilpatrick, the most effective method of teaching character is to follow the classical and Judeo-Christian traditions of instruction, dialogue, heroes, and stories. The education communicates what virtue is, and this instruction does not include moral dilemmas. Plato argued that a person is not equipped to reason through ethical dilemmas until he is first taught what virtue is. He added that only after age thirty was a person old enough to contemplate ethical dilemmas. Kilpatrick asserts that children “need to build the kind of character that will allow them to act well in the clear-cut situations they face daily” (88). Therefore, speculating about hypothetical moral dilemmas is not beneficial to children, and in fact, it only causes moral confusion. The dialogue about virtue is a purposeful dialogue with a teacher. Parents are children’s first teachers, and it is a discussion that leads to a further understanding of virtue, not an argument or debate. Such dialogue, as Lickona suggests, “combines good examples and direct moral teaching by giving importance to moral issues by taking time to discuss them when they arise and by offering personal moral commentary that helps students understand why behaviors such as cheating, stealing, bullying, and name-calling are hurtful and wrong” (80). ##### **Storytelling and the role of the hero** Heroes and stories go hand in hand. Every hero has a story, and every level has a hero. Flannery O’Connor says, “A story is a way to say something that can’t be said any other way. You tell a story because a statement would be inadequate” (Kilpatrick 132). Learning from heroes and stories makes virtue more precise and more accurate. Bruno Bettleheim states, “After his relationship with his parents, literature best conveys meaning to the child. Why? Because they teach that a struggle against severe difficulties in life is unavoidable and is an intrinsic part of human existence. But that if one does not shy away, but steadfastly meets unexpected and often unjust hardships, one master all obstacles and at the end emerges victorious” (Kilpatrick 192). We want our lives to have meaning, and stories help us see that our lives are worth living. Therefore, children need to read and be told both fiction, and non-fiction, personal and mythic stories that communicate life’s value and meaning. The teacher plays a vital role as a storyteller. Not only is she a communicator of the virtues through the stories she tells or reads, but she is also a role model of those virtues. The students look to her as an example, a mentor, for how to apply the virtues to everyday life. Living up to the students’ expectations can be a seemingly impossible task. However, by sharing personal stories of how she has lived these virtues or failed to live them, the teacher is humanized in her students’ eyes, and a stronger bond develops between them. By bonding with students, the teacher meets primary emotional needs that may or may not be fulfilled at home. As *Maslow’s Hierarchy of Needs* suggests, these immediate emotional needs must be met for children to be ready and able to learn. This bonding has many additional benefits, such as the child looking forward to being at school and developing a nurturing environment. ##### **The use of interdisciplinary activities** Interdisciplinary activities help teach character as well. These activities can be directly related to the story through which virtue is taught, or they can be a broader application of integrity across the curriculum. Story-related activities include an art project, a language arts assignment, and a drama skit or role-play. Exercises with more general applications involve applying the learning of virtue to another subject, such as a current events report or a research project. For example, when studying the Civil Rights Movement, talk about the Courage of Rosa Parks. History and Social Studies are subjects that easily lend themselves to discussions about virtue. Similar applications can be made for almost every issue. In Music, discuss the lives of great composers and the character traits that made them great, Mozart’s Imagination or Beethoven’s Perseverance. In Science, dialogue about the Patience of scientists led to inventions, such as Alexander Graham Bell’s invention of the telephone. Not only can associations with virtue be made across disciplines, but the application of virtue can also be made to every place and situation at school, on the bus, in the hallways, in the bathrooms, in the cafeteria, on the playground, and even in the faculty room. For this to happen, teachers must deliberately discuss the application of the virtue in various scenarios throughout the school day before, during, and after everyday life moral conflicts. Teachers must seize teachable moments. This requires much time and effort from the teacher, but it is time and effort well invested. ##### **Consistent behavior code, correction, and community** The teacher cannot convey these important lessons alone. A school-wide commitment to virtue must be established. This commitment requires three C’s: **Consistent Behavior Code, Correction, and Community**. A Consistent Behavior Code is a clear set of expectations for students and teachers that remain constant from teacher to teacher. The expectations and rules can be explained in terms of the virtues studied in the classroom. An example of a government is, “I will listen when someone else is talking because I am respectful of others.” To achieve consistency, teachers must discuss the rules and expectations and work together to enforce them. Correction is a discipline that is appropriate for the offense, and it does not belittle the student in any way by using sarcasm or embarrassment. A correction is a tool for learning when adequately administered by teachers. It should not be looked at to control the classroom or remove a problem child. Instead, it must be viewed as a catalyst for a personal discussion about the Consistent Behavior Code and how the student in the classroom can uphold that Code. Community is a sense of belonging. To develop a sense of community, schools need a vision that gives purpose and ceremonies through which the students, staff, and parents connect. Kilpatrick notes that the academics, character, pride, symbol, and ritual of the classroom and school are interrelated. As Wynn and Ryan put it, “Public, collective activities have teaching power because we are properly impressed with values to which large numbers of persons display dramatic, conspicuous allegiance or respect” (232-233). The community can be achieved through quality leadership and a commitment to virtue. Through Consistent Behavior Codes, Correction, and Community, the school provides opportunities that invite students to practice good habits. In *Ethics,* Aristotle says: “The moral virtues are engendered in us neither by nor contrary to nature; we are constituted by nature to receive them, but their full development is due to habit. It is a matter of no little importance what sort of habits we form from the earliest age. It makes a vast difference, or all the difference in the world (Damon 26-27).” These opportunities can range from the expectation of raising a hand in class to being called upon to do school service projects for the town. However, character education aims not merely to institute good habits; it shapes the heart. ##### **Shaping the heart** To shape the heart, the educator must acknowledge and teach that every human has a choice, the opportunity, and the power to choose what he does and says. The educator must also recognize and conduct that negative behaviors produce negative consequences and that positive behaviors have positive outcomes. Instruction of virtue and the institution of good habits creates an appetite to do good in children. It empowers students to live productively beyond the classroom. It teaches them how to think through what they do and say at home, in the neighborhood, and wherever they are. It also prepares them to live purposefully now and in the future by helping them realize the importance of their choices. As Heraclitus said, the character is destiny. Schools teach students about Kindness and expect them to use their hands to help, not hurt; the aim is for them to apply this morality not only with their classmates at school but also with siblings at home and friends in their neighborhood. Of course, school personnel is not at home or in the area to enforce such behavior. However, if educators have done their job and are teaching to the child’s heart, they will make a positive choice even when no one is looking. Applied morality is not a habit; it is a thoughtful choice. ##### **Character education benefits the school and the individual.** Approaching character education in this manner benefits the school and the individual. The school becomes a warm and nurturing environment where high expectations are held, and students participate in meaningful ways. As Hawkins and Catalano have stated, these three elements move children from risk to resiliency. In addition, these resilient children possess integrity with wholeness or completeness. They possess nobility, the strength of character, and the wisdom to discern what to do and when to do it. Therefore, the older generation is obligated to teach the younger generation character to equip them to function within civil society, prepare them for life’s challenges, and instruct them how to live with purpose. - *Damon, William, Editor. Bringing in a New Era in Character Education. Stanford, CA: Hoover Institution Press, 2002.* - *Kilpatrick, William K. Why Johnny Can’t Tell Right From Wrong. New York: Simon & Schuster, 1992.* - *Lewis, C.S. The Abolition of Man. 1943.* - *Lickona, Thomas. Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Bantam Books, 1991.* - *Ryan, Kevin and Karen E. Bohlin. Building Character in Schools: Practical Ways to Bring Moral Instruction to Life. San Francisco: Jossey-Bass Publishers, 1999.* 1. **Chicago Tribune –** [As teachers discuss the Capitol riot with their classes, students want to know ‘why this happened.’](https://www.chicagotribune.com/suburbs/park-ridge/ct-prh-teaching-insurrection-tl-0114-20210112-jye4y3fkojcmddaqfklivlsh7i-story.html) 2. **Harvard Gazette –** [Lessons from teaching in COVID times](https://news.harvard.edu/gazette/story/2021/01/deans-review-educations-transformation-during-covid-times/) [Read More Social Emotional Learning Articles](https://edcircuit.com/social-emotional-learning-in-k-20-schools/ "Social Emotional Learning") - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Covid-19, Creativity, Social Emotional Learning, STEAM in Education **Tags:** Headline, social emotional learning --- ### [A Black History Month Reading List](https://edcircuit.com/a-black-history-month-reading-list/) **Published:** February 5, 2021 **Author:** Tamara Fyke **Excerpt:** SEL: Let's review A Black History Month Reading List - Our perspectives change by taking the time to listen to our African-American brothers and sisters **Content:** I attended a small Catholic university in downtown Pittsburgh when I first started college. One of my favorite classes was Multiculturalism. The professor introduced me to a new way of thinking. She encouraged the class to question what we see on television, what we read in magazines, and what we hear on the news. Some of the most important questions to ask are, “From whose perspective is this story being told? And are all the players equally represented?” Let’s review A Black History Month Reading List. I transferred to Belmont University here in Nashville to complete my degree in English. One of my favorite classes at Belmont was African-American Literature. We studied poetry, stories, and plays written by African-American authors, such as Alice Walker, Phillis Wheatley, Chinua Achebe, Maya Angelou, Langston Hughes, August Wilson, Toni Morrison, Zora Neale Hurston, and Richard Wright. I read the words, and the secret thoughts of characters and authors I never knew existed changed me. I realized how vital it is for each person to find their voice – and how necessary it is for us to listen. The celebration of Black History month started in 1926 and became widely accepted in 1976. You may wonder why we honor this observance. Well, I know at least one of the reasons for this unique celebration. It’s because we need to be intentional about listening to our African-American brothers and sisters’ stories, past and present. Their stories are our stories, indeed American stories, and our perspectives about our significant world change by taking the time to learn these stories. We see African-Americans, Asian Americans, Native Americans, Caucasian Americans – all Americans – all people, even ourselves, differently yet more the same. Now more than ever, we must listen to each other’s stories to come together as a human family. And we might be surprised as we read the words of those who were once silenced to find our voice. – Tamara Fyke **Book Recommendations** ***Picture Books:*** - Happy to Be Nappy by bell hooks - Salt in His Shoes: Michael Jordan in Pursuit of a Dream by Deloris & Rosalyn Jordan - The Doctor with an Eye for Eyes: The Story of Dr. Patricia Bath by Julia Finley Mosca - Richard Wright and the Library Card by William Miller - Aunt Harriet’s Underground Railroad in the Sky by Faith Ringgold ***Books:*** - I Know Why the Caged Bird Sings by Maya Angelou - The Piano Lesson by August Wilson - Their Eyes Were Watching God by Zora Neale Hurston - Race Matters by Cornel West - The Sweeter the Juice: A Family Memoir in Black and White by Shirlee Taylor Haizlip 1. **The Philadelphia Inquirer –** [Black Lives Matter Movement goes to school to teach students about social justice](https://www.inquirer.com/education/nj-education-black-lives-matter-schools-week-black-history-20210204.html) 2. **Education Week –** [The important Political History of Black History Month](https://www.edweek.org/teaching-learning/opinion-the-important-political-history-of-black-history-month/2021/01) [Read More Social Emotional Learning Articles](https://edcircuit.com/social-emotional-learning-in-k-20-schools/ "Social Emotional Learning") - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Social Emotional Learning, STEAM in Education **Tags:** Headline, social emotional learning --- ### [SEL Helping Students 'Re-Center' as They Re-Enter School Buildings](https://edcircuit.com/sel-helping-students-re-center-as-they-re-enter-school-buildings/) **Published:** March 12, 2021 **Author:** Tamara Fyke **Excerpt:** SEL Helping Students 'Re-Center' as They Re-Enter School Buildings and head back to school for social emotional learning. **Content:** As more students return to the classroom after a year of remote learning, we must consider the impact of both the pandemic and civil unrest. These events have forever changed our students and educators. The education system has been altered dramatically, yet I hear a rallying cry for normalcy. But we must stop and consider whether “normal” work for our students, families, and communities. Let’s discuss social emotional learning and SEL Helping Students’ Re-Center’ as They Re-Enter School Buildings. The greatest tragedy that could happen is that we will rush back to business as usual and not make the most of this unique moment in history to change what needs to be changed – re-centering education on the needs of the whole child. What does it mean to re-center education? It means putting students first, not testing. This spring, the call for standardized tests will only be helpful if the data is used prescriptively. Can we commit to using results to guide teachers, principals, and district leaders in meeting our student’s academic needs and allocating human and financial resources to the children who need the most support? Can the data be used formatively rather than punitively, offering professional development and tutoring services rather than calculating future prison beds? Even before we consider these tests, we must consider the basic needs of students and their families. Do they have enough food to eat? Do they have clean clothes to wear? Do they have a place to live? Providing a community-based response to these basic needs will assure students and their families that they are valued – that they belong. And if we are to see students return to the classroom after the prolonged absence, they and their families will need to be assured that they are wanted and provided for. For far too long, the education system has smacked of an authoritarianism that judges and alienates rather than a servant leadership that tends and nurtures. The truth is that if a child is worried about their basic needs or the basic needs of their household, they will not be able to learn. Once food, clothes, and shelter are provided, we must focus on our children’s social-emotional needs. Student suicide has increased due to isolation, and even students returning to school are challenged with integrating back into crowded buildings. I read a story last week about a boy who refused to eat lunch at school because he didn’t want to remove his mask for fear of catching the virus. His response may seem extreme, but what was driving that behavior? Did a loved one pass away from COVID? We must return to the basics and teach students how to be part of a community of caring people while maintaining appropriate safety protocols. **Here are some suggestions for re-centering:** - ***Make space for students to process their experiences from this past year*** **–** Invite students to share through stories and the arts, such as dance, drawing, painting, video, and more. - ***Focus on teaching students, not the material*** **–** Teach for understanding and growth, not to teach to the test. - ***Welcome families*** **–** Offer food through a food pantry. Provide wi-fi and computer access in an extra classroom so family members can search and apply for jobs. Above all, be patient. Recovery takes time. [Read more Articles on Social Emotional Learning](https://edcircuit.com/social-emotional-learning-in-k-20-schools/ "Social Emotional Learning") - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Covid-19, School Safety, Social Emotional Learning **Tags:** Headline, social emotional learning --- ### [Defining Our Values at Home and in the Classroom](https://edcircuit.com/defining-our-values-at-home-and-in-the-classroom/) **Published:** April 8, 2021 **Author:** Tamara Fyke **Excerpt:** Defining our values at home and in the classroom - SEL 2.0 is a philosophy with an implicit value structure linked to caring, kindness, and mutual support. **Content:** On a recent evening, I saw an Instagram video of [Matthew McConaughey](https://www.instagram.com/p/CNVS3ezgdPw/?igshid=12w8sc3c6mxsr) talking about values. “Values are bi-partisan. Let’s be fair, friendly, kind, accountable—values—they never go out of style,” said the beloved actor. I agree. What is it about defining our values at home and in the classroom? Many years ago, a wise friend explained that schools and churches hold communities together because they are the institutions charged with teaching values. In a remote world where parents opt not to send their children back to the classroom and families choose to spend Sunday mornings at home, how do we communicate values? Media has filled the void — books, television, video games, movies, social media, and music. Media has become the predominant cultural influencer, with many voices shouting for recognition and adherence to the ideas they propose. Media is not the enemy. On the contrary, media can be used to teach values. But how? Firstly, we must **define our values**. There are basic keys to being human on which we can all agree, regardless of gender, race, ethnicity, socio-economic background, religion, political affiliation, etc. Some of these basics include ***Courage*** *— standing up for what is right and facing our fears*; honesty *— speaking and acting truthfully; and* ***Kindness*** *— treating others how we want to be treated*. Investing the time to define the core values in our classroom, school, home, and community creates common ground. These values become the lens by which we can evaluate behavior, our own and others. Once we have developed a common vocabulary, we can **engage in meaningful conversations** about current events and the media, whether at home or school. We must take the time to ask our children questions, such as “What are your thoughts about this? How does this make you feel?” Likewise, we must prioritize listening to them — what is being said and what is not being said. Therefore, we are teaching them essential communication skills along with our values. Lastly, we must **speak up**. The changes we are experiencing in education and business related to diversity and equity demonstrate our power. Speaking up may mean getting involved in community leadership or creating and sharing art representing our views. In whatever way we engage, let us be sure to include our children in our process, teaching them values through our actions. As Dr. Maurice Elias wrote in *Building People: Social-Emotional Learning for Kids, Families, Schools, and Communities (2018)*: “When you talk to teachers, by and large, they’ve gone into education because they want to help kids become better people. Being “better people” includes being responsible, having integrity, being cooperative and caring, and being supportive of others. When these basic values are implicit in SEL curricula, then, by its very nature, SEL suppresses bullying. When we talk about SEL 2.0, we’re not talking about something that’s value-neutral; we’re talking about philosophy and curricula with an implicit value structure linked to caring, kindness, consideration, cooperation, and mutual support. It creates a school culture and climate that exemplifies those attributes.” SEL includes values and values equal character. Character builds better people, and better people create a more just and caring world. [Read more Social Emotional Articles](https://edcircuit.com/social-emotional-learning-in-k-20-schools/) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Diversity, Equity, Inclusion, Hybrid and Remote Learning, Social Emotional Learning, STEAM in Education **Tags:** Headline, social emotional learning --- ### [5 Tips for Teaching Self-Awareness and Rethinking Priorities](https://edcircuit.com/5-tips-for-teaching-self-awareness-and-rethinking-priorities/) **Published:** May 7, 2021 **Author:** Tamara Fyke **Excerpt:** 5 Tips for Teaching Self-Awareness and Rethinking Priorities - We need to teach kids to identify what is going on in their heads and hearts to make wise choices **Content:** Given the trauma experienced through the pandemic, our society is more open to discussing mental health than ever. The topic is trending on Twitter regularly, is featured on morning shows weekly, and is the biggest concern in education for students and teachers alike. What do we do with this fresh revelation of the connection between body, mind, and heart? Let’s talk about 5 Tips for Teaching Self-Awareness and Rethinking Priorities. As an educator and a mom, I have regularly asked my children and students this question: How’s your heart today? More often than not, they are taken by surprise. Sometimes they inquire with a puzzled look, “What do you mean?” Other times they dismiss me with a huff and a shrug, “Fine.” My goal in asking this is to spark reflection and conversation. More often than not, kids will ponder the question even if they don’t articulate a response. *Self-awareness* is knowing your strengths and weaknesses; knowing and understanding how you feel. In 2015, Disney released a movie called *Inside Out* that chronicles the life of a young girl forced to move across the country with her parents depicting all of the emotions accompanying that type of big change. The main characters in the girl’s head are Joy, Fear, Anger, Disgust, and Sadness – the five core human emotions. As a result of this film, children, parents, and caregivers have a visual reference and a vocabulary to express their feelings. For younger children, *Daniel Tiger’s Neighborhood* has been a fun and engaging show that provides similar tools for dealing with anxiety and other emotions. No matter how old we are, when we can label what we are feeling, we can process it healthily rather than acting out dysregulated. One of the most important things to communicate to children is that it is okay to feel how we feel. Feelings are guideposts. What we do with those feelings can be right or wrong. For example, it’s okay to feel angry because your parents are getting a divorce. It’s not okay to hurt yourself, destroy property, or hurt others when angry. Emotions can seem overwhelming, and they can sometimes cloud our vision, keeping us from seeing the next best step. That’s why it’s imperative that we teach kids to identify what is going on in their heads and hearts so they can make wise choices about what they do and say. **Tips for teaching children about self-awareness:** **1. *Prioritize connection*****. –** Set aside regular time to talk with students about how they are doing. This can be during homeroom, advisory, or desk chats. **2. *Offer an emotion wheel.*** **–** Provide a visual. Talk through what emotions look on our faces or feel in our bodies. **3. *Journal or draw.*** **–** Play some classical music and allow students to free write or draw for 15-20 minutes. Creativity provides a healthy outlet for big emotions. **4. *Ask questions.*** **–** Whether in conversation or due to students sharing their creative work, dig deeper with questions, such as “Can you tell me more about that?”. **5. *Listen.*** **–** Sometimes, the best thing is to be there without giving advice. One of the gifts of the pandemic is that it has allowed us to slow down and re-think our priorities. Ensuring our students are healthy in body, mind, and spirit is preeminent. 1. **SmartBrief –** [How leaders create and sustain SEL](https://www.smartbrief.com/original/2018/04/how-leaders-create-sustain-sel) 2. **Education Week –** [Movies That Can Teach the Teachers](https://www.edweek.org/teaching-learning/opinion-movies-that-can-teach-the-teachers/2020/09) [Read more Social Emotional Articles](https://edcircuit.com/social-emotional-learning-in-k-20-schools/) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Creativity, Social Emotional Learning, STEAM in Education **Tags:** Headline, social emotional learning --- ### [Bouncing Back From Adversity Through Owning Our Story](https://edcircuit.com/bouncing-back-from-adversity-through-owning-our-story/) **Published:** June 14, 2021 **Author:** Tamara Fyke **Excerpt:** bouncing back from adversity through owning our story - tips for helping children own their story through drawing, writing, and finding comfort in sharing. **Content:** Right now, students, families, and educators are breathing a sigh of relief. We made it through the pandemic. Many schools are planning on returning to in-person learning in the fall. It seems like we are returning to “normal.” But are we? Let’s talk about bouncing back from adversity through owning our story. Whether we want to admit it or not, we are forever changed as individuals, organizations, and communities by COVID. We now realize our vulnerability to unseen plagues and adaptability to unpredictable circumstances. More than that, we have experienced our strength and resilience – the ability to bounce back despite adversity. However, in our haste for the familiar, we could miss an important step – **owning our story.** Each of us has a story to tell, not just about our struggles and victories during the global trauma but also about the myriad of challenges we have faced across our lifetime – adoption, divorce, learning differences, racism – you name it. Yes, the first step is ***naming it***. Name that big, bad, ugly thing that you have kept hidden. Speak it out loud to someone you trust. Let them hear it and hold you as you weep. Then ***frame it***. Put that trauma within the context of your life. What was the impact of that event? How did it change the way you see yourself? How did it impact the way you interact with others? ***Process it***. How do you feel about your story? Are you sad, angry, scared, embarrassed, or relieved? Whatever you feel is okay. Identifying your emotions brings release – freedom. The big, bad, ugly no longer controls you. Remember that naming, framing, and processing can be ongoing for weeks, months, or years. Take your time. There is no rush. The goal is healing. Next, ***share it***. Whether you choose to write, speak, paint, draw, sing, or dance, let your story be heard. Chances are your story is similar to someone else’s, and giving voice to it will give them the courage to do their own work. Our stories are powerful tools for building connections. When we own our story, we increase our capacity for compassion for the adults and children in our world. Instead of hiding behind the “shoulds” that provide a false sense of order, we can embrace the beautiful mess and discover we are not alone. Collectively, we have lived in a state of trauma for the past 18 months. Now let the healing begin. Then and only then can we grow. I don’t want to return to “normal”; I want to live the extraordinary. **Tips for helping children own their story:** - Draw or write about the big, bad thing that happened. - Draw or write about what happened before and after the big, bad thing. - Draw or write how it makes you feel. - Share your story with a caring adult or friend with whom you feel safe. - Repeat as necessary. [Read more Social Emotional Articles](https://edcircuit.com/social-emotional-learning-in-k-20-schools/) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Covid-19, Social Emotional Learning, STEAM in Education **Tags:** Headline, social emotional learning --- ### [Measuring Choices Through the Standards of Love](https://edcircuit.com/measuring-choices-through-the-standards-of-love/) **Published:** July 12, 2021 **Author:** Tamara Fyke **Excerpt:** Measuring Choices Through the Standards of Love - insights into how we must measure our choices by the standards of love for courage, honesty, and kindness. **Content:** As an English major in college, I studied linguistics and quickly learned the limitations of our language. Unlike other cultures, English speakers often have one word to use for multiple applications. For example, [Inuits](https://en.wikipedia.org/wiki/Inuit) have more than 30 words for “snow.” There are at least ten unique words or phrases for “dance” in Spanish, and the Greeks had eight words for “love.” Our shortage of English words leads to a lack of precision in describing feelings and experiences. It can also cause great confusion, which leads to misunderstanding. Let’s talk about L-O-V-E and Measuring Choices Through the Standards of Love. ### **Understanding Love** People have funny ideas about love. Some people think it’s all that hugging and kissing you see in the movies or on TV. Some people think it’s that butterfly feeling you get in the pit of your stomach when someone you think is cute smiles at you from across the room. Attraction and romance are part of love, but love is much more than a feeling. Love is a choice. There are approximately 7,877,966,153 people in this world. And that number is increasing every day. These 8 billion people live in 195 countries and speak about 6500 languages. This is a big world, so big that it’s easy for us to feel small. Maybe you feel small. A bit overwhelmed – a bit lost – even a bit angry. Angry because you think nobody listens to you or understands how you feel. That your ideas don’t matter. There’s nothing wrong with feeling mad if you don’t let it control you – as long as you don’t let that anger be the boss of your actions. Maybe you don’t feel angry. Perhaps you feel depressed. Did you know that depression is anger turned inward? Each one of us is wearing a pair of glasses that filter our view of the world. The anger and depression you feel because of feeling small, left out, like you cannot do anything right, and hopeless due to the pandemic cloud your vision. Then you can’t see hope, can’t see the future. So how do you get these glasses clean? You must find healthy ways to deal with the anger – ways that won’t hurt yourself or anybody else, such as journaling, praying, exercising, talking with a friend, seeing a counselor, painting, dancing, and playing sports. Once your glasses are clean, you can see so you can make wise choices to do good for yourself and those around you. But how do we know the interest? The good is loving yourself and loving others, and you can measure your choices by the standards of love. ### **Courage: standing up for what is right** *You are courageous when you talk things out with someone rather than ignoring them or resorting to violence.* ### **Honesty: living the truth** *You are honest when you speak and act truthfully – not telling even the most minor lie, doing your work, and following the game’s rules.* ### **Kindness: treating others the way you want to be treated** *You are kind when you reach out to someone who is usually excluded and invite them to participate in what you are doing.* In every situation that you and I encounter, we have a choice to make about what we will say and what we will do. The option is the opportunity and power to make decisions, and every one of us has that power. You might be thinking, “But there are some things that I don’t have a choice about — the family not having enough money to make ends meet*,* a cousin getting killed by a drunk driver, a grandfather dying of cancer.” You’re right! Bad things happen. And we can’t stop them. Life isn’t fair. But we have a choice of how we’ll deal with those things. We can either get angry, feel sorry for ourselves, and waste our days on this earth. Or we can learn from the tough stuff – let those hardships strengthen us. It’s our choice – my choice – it’s your choice. Again, it comes back to the way you look at things. (Remember, those big glasses.) You can choose to survive – make it through one more day – or you can choose to thrive – to live life to the fullest. It all comes down to you! ### ***You and I must measure our choices by the standards of love. Love is courage. Love is honesty. Love is kindness. This is Love In A Big World!*** Although the choice is up to you, sometimes you will need help. Sometimes no matter what you do, you can’t get the dirt and smudge off your glasses. You need someone else to help you clean them off so you can see clearly. Some days I don’t feel like choosing to Love In A Big World. Some days I have a bad attitude day. Sometimes I don’t know where they come from – I roll out of bed, and there it is. On other days I know exactly what is going on. I look at this big world – this rough place filled with rugged people- and think, “This is too much for me. My life doesn’t matter. What good can I do? I’m just going to give up.” And I start feeling sorry for myself*.* Then I stop and think. When I have a bad attitude, who am I thinking about? Myself. But who am I able to think about if I change my perspective? Other people. And I can change my attitude. That’s called self-control. The good news is that in this big world, we are not alone. We have people to help us – to remind us to keep a good attitude and choose to love. We’ve got our friends, parents, and colleagues – our family! Friends, let’s measure each choice by the standards of Courage, Honesty, and Kindness. *Ask yourself, “Am I standing up for what is right? Am I living the truth? Am I treating others the way I want to be treated?”* The daily choices you make about what you do and say form habits, and those habits become patterns for life. Model your life after great heroes who were courageous, honest, and kind – individuals who shaped the world through their choices, like Rev. Dr. Martin Luther King, Jr., Mahatma Gandhi, Eleanor Roosevelt, and Nelson Mandela. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Social Emotional Learning **Tags:** Headline, social emotional learning --- ### [Dealing with Back to School Fears](https://edcircuit.com/dealing-with-back-to-school-fears/) **Published:** August 11, 2021 **Author:** Tamara Fyke **Excerpt:** Back to School Fears - how this year, students may experience more anxiety than usual after 18 months of either distance or hybrid learning. **Content:** Back-to-school time is usually a mix of nervousness and excitement. This year students may experience [more anxiety](https://directory.libsyn.com/episode/index/id/18484388) than usual after 18 months of either distance or hybrid learning. To return to “normal,” we must watch and listen closely to the unspoken needs of children and their families for Back to School Fears. COVID-19 has forever changed us and our way of life, including education. Let us first acknowledge that there is no return to “normal”. Our “normal” passed away in March 2020 when the world went into lockdown. What we are entering into now is the familiar. It is familiar to go to in-person school, complete with lunches in the cafeteria and crowds at sporting events. It is familiar to walk down the halls and see the full faces of students and teachers instead of just eyes and eyebrows. It is familiar to hear each other speak rather than try to decipher muffled voices. The familiar brings us comfort and confidence. For some students and families, the pandemic has meant a slower pace of life. More time together equals family dinners and game nights. For others, the economic shutdown created greater instability, including hunger and homelessness. Job loss, which occurs across all sectors of society, is a significant risk factor for child abuse. The psychological impact can impact for years to come (Lawson, Piel, Simon, 2020). The truth is that despite our best efforts to connect with children during their time away from school, we do not know the full extent of what they endured. We won’t know the mental or academic impact until they come back into the building. There are indications that suicidal ideation among youth has increased (Hill, 2020) and that students have experienced a three-month learning loss in math and one-and-a-half months in reading (McKinsey & Co, 2020). Additionally, disparities in access and achievement for students of color have been highlighted while simultaneously, abuse and harassment of Asian Americans have increased (U.S. Dept. of Education, 2021). We have all been living through multi-dimensional global trauma. ***How do we help our students transition back to the familiar?*** Firstly, we must prepare ourselves. Not only do we equip ourselves with the resources needed to engage students in a nurturing and supportive environment, but we also must give ourselves time and space to [recharge](https://edcircuit.com/selchat-take-good-care-educators/). Whether that means routine exercise, healthful eating, time with friends, and a creative project, we must be sure that our cup is full before heading back into the classroom. Likewise, self-care needs to be a part of our daily schedule. Remember, we can’t give what we don’t have. Secondly, we must create time and space for connection with our students and their families. Education is the business of caring. *Caring is showing concern for the well-being of others; taking the time to let others know they are important.* This can happen by offering coffee to parents at drop-off and carving out time for a morning meeting with students. Creating opportunities for authentic connection and meaningful conversation requires intentionality. This goes far beyond purchasing a digital license to a curriculum. It means embracing systemic change to improve the culture and climate of the [school community](https://edcircuit.com/selchat-setting-stage-for-unified-schoolwide-approach/). Lastly, after more than a year of isolation and screens, we must coach our students on how to build relationships with one another. There’s an age-old saying, “To have a friend, you must be a friend.” Let’s share with our students the basics of learning someone’s name, smiling, looking at people in the eye when we speak, inviting someone to sit with you at lunch, playing with others at recess, and asking about what they like to do out of school. The pandemic experience gives us common ground. We are in this together. Let us, therefore, affirm the resilience of our students and their families and work to rebuild a safer, healthier, and more just future for all. **Here are some tips for helping students deal with their back-to-school fears:** ***• Invite students and families to visit the building before school starts.*** – Host tours and meet-and-greets with principals, school counselors, and teachers. ***• Talk with students and family members about the first-day experience.*** – Introduce them to the schedule and routine, so they know what to expect. ***• Be open, respectful, and kind.*** – Welcome all students, families, faculty, and staff, including office staff, bus drivers, janitorial staff, administrators, and other parents. Your leadership shows that each individual in the community is valuable. ![A list titled signs of anxiety appears in bold red and white text over a grayscale image of a garden with a fence Signs listed include sensitivity worry nightmares and more A red love in a big world logo is in the corner](https://edcircuit.com/wp-content/uploads/2021/08/signs-of-anxiety-Love-in-a-Big-World-500x500.png "A list titled signs of anxiety appears in bold red and white text over a grayscale image of a garden with a fence Signs listed include sensitivity worry nightmares and more A red love in a big world logo is in the corner | edcircuit") *Sources:* Lawson, Monica et al. “Child Maltreatment during the COVID-19 Pandemic: Consequences of Parental Job Loss on Psychological and Physical Abuse Towards Children.” *Child abuse & neglect*vol. 110,Pt 2 (2020): 104709. doi:10.1016/j.chiabu.2020.104709 Ryan M. Hill et al., *Suicide Ideation and Attempts in a Pediatric Emergency Department Before and During COVID-19*, PEDIATRICS, at 3 (2020), . Emma Dorn et al., *COVID-19 and Learning Loss—Disparities Grow and Students Need Help*, MCKINSEY & CO. (Dec. 8, 2020), [https://www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf](https://web.archive.org/web/20240917130614/https://www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf) *This article was originally published on [the Learning Counsel](https://thelearningcounsel.com) with the title, “Helping Students Get Back in the Swing of Things”* [Read more Social Emotional Articles](https://edcircuit.com/social-emotional-learning-in-k-20-schools/) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Covid-19, Hybrid and Remote Learning, Social Emotional Learning, STEAM in Education **Tags:** Headline, social emotional learning --- ### [SEL is Prevention and Intervention](https://edcircuit.com/sel-is-prevention-and-intervention/) **Published:** September 13, 2021 **Author:** Tamara Fyke **Excerpt:** In her latest article, Tamara Fyke discusses how educators and parents can support and guide the next generation by using SEL as prevention and intervention. **Content:** Now that students are back in school, there is a renewed focus on social-emotional learning. According to the Collaborative for Academic, Social, and Emotional Learning SEL, social-emotional learning encompasses five core competencies – Self-Awareness, Self-Management, Responsible Decision-Making, Relationship Management, and Social Awareness. At the core, social-emotional learning is helping students identify what is going on in their minds and hearts, so they can use their hands to build up and not tear down. As caring adults, we are helping our children identify and articulate what they are thinking and feeling so they can make choices to do good for themselves, their friends, families, and communities, SEL is Prevention and Intervention. Social-emotional learning is both prevention and intervention. In the early 1990s, Hawkins & Catalano proposed the Communities that Care model ([Hawkins & Catalano](https://pubmed.ncbi.nlm.nih.gov/1529040/), 1992, 1995). A community of care includes providing a full circle of support to students and their families at home and school, which may mean a food pantry, laundry services, a clothes closet, English as second language classes, or GED opportunities at the school building. To help students succeed, we want to decrease risk factors, such as poverty and homelessness, and increase protective factors, such as healthy peer relationships and positive role models. To the degree that we are offering a proactive approach to community building by establishing a common language, fostering shared experiences, and offering support services – we are engaged in prevention work. Merriam-Webster’s Dictionary defines prevention as the act of preventing or hindering. By taking a preventative approach, we are combating chronic absenteeism, drug abuse, alcoholism, teen pregnancy, and violence by offering positive alternatives for how students use their time and talents. Organized sports and arts programs are prevention. As caring adults, we must infuse the conversation about values and decision-making into these learning activities. As caring adults, it is incumbent upon us to set the guardrails in place for student thought and behavior. Values such as kindness, cooperation, patience, perseverance, and more are tenets upon which we can all agree, regardless of race, nationality, socio-economic status, or gender orientation. These ideals are what make us human. But what about our students who are already in trouble? Is it too late for them? Absolutely not! Our students who may struggle academically, socially, or behaviorally are crying out for more support. Instead of labeling these students as problems, we need to see them as opportunities. They have the opportunity to change and grow, and we have the opportunity to learn and grow with them. Intervention is “action taken to improve a situation “ (Oxford Dictionary). We as educators and parents often think that a student sent to the Alternative Learning Center or a pregnant student must be shamed into doing better. As researcher [Brene’ Brown](https://brenebrown.com/blog/2013/01/14/shame-v-guilt/) points out, shame makes us feel flawed and unworthy of love. Is it possible to use shame to help children improve their decision-making? What if we, as caring adults, choose instead to extend unconditional love while simultaneously upholding the values of Responsibility, Respect, Courage, Honesty, and more? What if we provide the space to listen to what is going on in the hearts and minds of our children, letting their voices be heard and engaging in dialogue with them to help redirect their thoughts and behaviors? Yes, this is a messier approach. It would be easier to say, “Do this because I told you so,” but would we be helping our students if we shuttered their process? I believe wholeheartedly that part of the reason students feel our current education system is irrelevant derives from an expectation to listen silently rather than engage deeply with those they are to learn. Is this a problem with our students? Or is this an indication of our desire for control? Educators and parents aim to guide and support the next generation. They know that we don’t have all the answers. All they have to do is look at their Twitter feed for the latest news trending about climate change, racism, or COVID for evidence for their case against us. However, what if we work alongside them, exploring life stories, engaging in meaningful conversations, reflecting on our emotions and ideas, and collaborating to create solutions? As Margaret Mead said, “Children must be taught how to think, not what to think.” That is the best prevention and intervention we can offer because that cultivates hope. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Covid-19, Social Emotional Learning, STEAM in Education **Tags:** Headline, social emotional learning --- ### [5 Tips to Inspire Creativity and Hope](https://edcircuit.com/5-tips-to-inspire-creativity-and-hope/) **Published:** October 7, 2021 **Author:** Tamara Fyke **Excerpt:** 5 Tips to Inspire Creativity and Hope, inspiring creativity in students using journaling, maker space, listening spaces, and image-driven menu options **Content:** I haven’t been watching the news much lately, but each time I tune in, I catch enough of the headlines to know that people are worried. In a world of fear, we need hope. Let’s look at 5 Tips to Inspire Creativity and Hope. Did you know that the Renaissance, lasting from the end of the 14th century until the 1600s, was born out of similar desperation? The world had suffered from wars, climate changes, famines, and the Black Plague. The Plague killed an estimated 75 million people worldwide. The future looked bleak. However, out of the ashes arose Botticelli, Michaelangelo, da Vinci, and others, whose works, such as *The Birth of Venus*, *David,* and *Mona Lisa*, have influenced and inspired history for centuries. Creativity breeds hope. Art provides a respite from the toils of daily life. The singer, the writer, the painter, the dancer, and the *artist* help us see the good in a world gone awry. I wonder what artists will emerge from this current crisis. Whose voice will speak of what is true and beautiful? Maybe it will be one of your students. Maybe it will be you. Pick up your pen, your paintbrush, your guitar, whatever your instrument is, and create. Inspire hope. **Tips for Inspiring Creativity & Hope:** ***Menu of Options*** **–** Provide a menu for projects students can do in ELA, Social Studies, and Science. Include photography, graphic arts, storytelling, and more in your menu. ***Journaling*** **–** Dedicate at least 15 minutes daily for students to journal, whether prompted or not. Allow them to draw in their journals as well. Play classical music during this quiet time of reflection. ***Maker Space*** **–** Offer at least one period each week for students to create without being graded. Fill the space with supplies, such as paints and canvas, beads and string, and more. ***Showcase*** **–** Host an in-person or virtual showcase each week where students can share a project they are proud of or share a hidden talent, such as baking, singing, or dancing. ***Listening Sessions*** **–** Open the conversation for students to use their voices about what creativity means or what creative projects can be done as a class or a school, such as a garden or mural. Ask questions to help them get organized and stay diligent. [Read more Social Emotional Learning Articles](https://edcircuit.com/social-emotional-learning-in-k-20-schools/) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Creativity, Social Emotional Learning, STEAM in Education **Tags:** Headline, social emotional learning --- ### [3 Tips to Process Change and Loss](https://edcircuit.com/3-tips-to-process-change-and-loss/) **Published:** November 16, 2021 **Author:** Tamara Fyke **Excerpt:** 3 Tips to Process Change and Loss, exploring the theme of autumn as a backdrop for providing educator tips in helping students process change and loss. **Content:** Autumn is when the sun crosses the plane of the earth’s equator, making night and day approximately equal length all over the planet. The leaves are falling, the air is more relaxed, and daylight is shorter. The plants and animals are preparing for winter. Before this hibernation time, all of nature celebrates with glorious color and bountiful harvest. Let’s evaluate 3 Tips to Process Change and Loss. Although change is celebrated, it also causes sadness because it means saying goodbye to what is familiar. All difference is loss. During this change of seasons, we lose sunlight, heat, and blossoms. The natural world often serves as a sign of what we are experiencing in our minds and hearts. Take a moment to think about what changes you are facing. Perhaps it is a family member’s death, a mid-semester move, or a friend’s divorce. How do you feel about these changes? It’s important to express your thoughts and feelings. Write about them, sing about them, paint them, talk about them – get them out! As we close in on two years of pandemic life, it is essential that, as caring adults, we take the time to feel what we need to feel. Being emotionally healthy helps us be present for our students and colleagues. As you process your emotions, you will see that although all change is ‘loss,’ all change brings opportunity. It’s all in how you look at it and your choice about the change. A Belgian naturalist, Charles DuBois (1804-1867) said, “The important thing is this: To be able at any moment to sacrifice what we are for what we could become.” Take a walk outside and look at the changes in the big world around you. Then think about how you can grow through change. ### **3 Tips to Process Change and Loss:** ***1. Provide supplies for children to process their emotions as they create***. – Paper, crayons, paints, markers, glue, scissors, and old magazines are everyday items that can be used to make something meaningful. If children seem stuck on how to get started, offer a prompt, such as “I am dealing with big changes like \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_, and it makes me feel \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.” Suggest that they draw, write, paint, or collage their response to this prompt. ***2. Structure a sharing time.*** – This may be one-on-one with you at your desk or as a whole group. Determine this based on the strength of relationships in the class as well as the confidence level of the students. Sharing personal loss stories can make people feel incredibly vulnerable. ***3. Make referrals.*** – When the sharing time uncovers deep needs, alert your school counselor and other service providers so the students and their families can receive the necessary support. [Read more Social Emotional Articles](https://edcircuit.com/social-emotional-learning-in-k-20-schools/). - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Creativity, Social Emotional Learning, STEAM in Education **Tags:** Headline, social emotional learning --- ### [SEL Activities for Connecting with Kids Over the Holidays](https://edcircuit.com/sel-activities-for-connecting-with-kids-over-the-holidays/) **Published:** December 20, 2021 **Author:** Tamara Fyke **Excerpt:** SEL Activities and reading suggestions for enjoying the holidays with kids while reinforcing respect, forgiveness, hope, and love. **Content:** I love Christmas and Christmas movies. When my kids were little, we would spend weekends cuddling up on the couch, enjoying family and films. Tim Allen’s *Santa Clause* movies, the classic cartoon, *The Grinch Who Stole Christmas*, *The Year Without A Santa Claus* with Heat Miser, and Cold Miser and *It’s A Wonderful Life* are some of our favorites. One of the lines from *Polar Express* hit home. The Conductor said, “Sometimes seeing is believing, and sometimes believing is seeing.” Let’s examine SEL Activities for Connecting with Kids Over the Holidays. I’ve spent the last twenty-five years of my life teaching, writing, speaking, and singing about things that cannot be seen. Courage and standing up for what is right do not come in a cereal box at the grocery store. I can’t take a vitamin for honesty, speaking, and acting truthfully. Kindness is treating others how I want to be treated, and it’s not machine-washable like my favorite pair of jeans. But these ideals are real. I have experienced first-hand the power of forgiveness, letting go of anger over a wrong. Respect, valuing myself and others, responsibility, and owning what I do and say have changed my life. These intangibles have made every day more tangible. As Renee Descartes wrote, “Cogito, ergo sum.” The translation from Latin to English is “I think, therefore I am.” What I think and what I believe shape who I am. So when my son asked me a few years ago if I still believe in Santa, I answered with an emphatic “Yes.” Why, might you ask? Because I believe in a world of giving and receiving. I believe in faith, hope, and love…in a big world. ##### ***Here are some tips for enjoying the holidays with your little ones:*** ***1. Bake cookies together.*** – Give your children a choice between sugar cookies or gingerbread cookies. Have fun mixing ingredients and making a mess. Clean up together. ***2. Create gift bags for your neighbors.*** – Invite your children to decorate small paper bags. Fill each bag with cookies and a hand-crafted note. ***3. Read Christmas stories.*** – Cuddle up on the couch and share your childhood favorites with your kiddos. **Reading suggestions:** *A Small Miracle* by Peter Collington *The Grinch Who Stole* Christmas by Dr. Seuss *Gingerbread Baby* by Jan Brett *The Snowy Day* by Ezra Jack Keats *The Legend of the Candy Cane* by Lori Walburg *The Nativity* by Julie Vivas Read more [Social Emotional Learning Articles](https://edcircuit.com/social-emotional-learning-in-k-20-schools/). - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Social Emotional Learning **Tags:** Headline, social emotional learning --- ### [COVID get through the Day.... what to do.](https://edcircuit.com/covid-get-through-the-day-what-to-do/) **Published:** February 3, 2022 **Author:** Tamara Fyke **Excerpt:** COVID get through the Day: As we plan for meaningful interactions with our students, including time for academic instruction and relationship building **Content:** Let’s be real. At this point in the school year, we are all tired. Even though we have dealt with the disruptions of never-ending COVID and severe weather, we are weary of the daily routine. Students know what buttons to push with each other and with us. Our colleagues are worn out. The administration is already planning for the next school year. We feel stuck in the middle, wondering if we will ever find our way out. COVID get through the Day ## Take heart, dear ones. You are not alone in this liminal space. This is when we must keep stepping…right foot, left foot. As we do, we discover what we are truly made of. My hope for you is: > *Courage – standing up for what is right; facing your fears*, *Perseverance – sticking to it; not giving up*, and *Creativity – thinking of new ideas; dreaming of what can be*. When we feel trapped by circumstances, it is easy to become disheartened. However, we must intentionally remind ourselves that this too shall pass. Let us reframe the situation, and ask ourselves, “What do I most treasure about these young ones I am teaching?” This is *Courage* in action. Lao Tzu, a 6th century Chinese philosopher said, “Watch your thoughts, they become your words; watch your words, they become your actions; watch your actions, they become your habits; watch your habits, they become your character; watch your character, it becomes your destiny.” As we plan for meaningful interactions with our students, including time for academic instruction and relationship building, we are choosing *Perseverance*. ## We will not simply bide our time. We will make the most of each moment. Our commitment to maximizing our time and effort requires *Creativity*. Now is when we can tap into innovative methods and stimulating projects. What about challenging students to transform a historical period into an RPG (role-playing game)? Or assigning them the task of assembling the soundtrack for a novel? During this transitional period, let us remind ourselves that our students are astute. They will mirror our enthusiasm for teaching and learning, not only now but in the future when faced with the inevitable lulls of work and family life. May we exemplify that the best way to deal with hard times is to push through. **Tips for Pushing Through the Day** ***For you:*** 1. *Daily walks outside.* – Get fit and be inspired by nature. 2. – Write out your frustrations. Then write about your plan to tackle them. 3. *Fun times.* – Bundle up and gather outside for a bonfire. ***For your students:*** 1. *Play games.* – Spelling bees, math reviews, or even Heads-Up-7Up are fun ways to build a sense of family in the classroom. 2. *Outdoor learning.* – Use the atrium or playground as your classroom for regular subjects. Or maybe it’s time to start a community garden. 3. *Movie review*. – Comparative analysis of books and movies can help increase engagement. Take it a step further, by exploring cinematic techniques and inviting students to create their own movie trailers. - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Covid-19, Educators **Tags:** Headline, social emotional learning --- ### [5 Things High Schools Can Learn from Kindergarten](https://edcircuit.com/5-things-high-schools-can-learn-from-kindergarten/) **Published:** September 4, 2018 **Author:** Todd Stanley **Excerpt:** Author and educator Todd Stanley shares his insights on how schools are scaling back on free play, rest, recess, snacks, and lunch. **Content:** *Schools are scaling back on child-centered activities A recent study commissioned by the non-profit Defending the Early Years reached an alarming conclusion about kindergarten classes in Massachusetts. What they discovered is schools are scaling back on child-centered activities such as free play, rest, recess, snacks, and lunch. There are a lot more activities where students are sitting passively in their seats while the teacher directs all of the learning, much of which is scripted, and students are being given instruction centered around test prep.* ## **Changing the Environment** This is troubling for a couple of reasons. First off, young children need to be active. Studies have shown that sitting for too long can have the same health effects as smoking. On average, a middle-aged adult sits for 12.3 out of 16 waking hours. Based on a study of 8000 adults, there is direct relationship between the amount of time spent sitting and your risk of early death. Why do we want to start them sitting still at such an early age? Secondly, kids should be allowed to be kids. The more and more schools are around, the more and more we want kids to grow up faster. It used to be children were allowed to take their time learning, mastering the simple concepts at a natural pace. By the time a child reached kindergarten, they may have some basic understanding of things such as numbers, colors, and shapes, but if they did not, it would be taught to them. Now we expect children to come into kindergarten being able to have all of this already. In Finland, who frankly is kicking everyone’s butt in the education game, children do not start formal schooling until age 8. Before this, the focus of learning is either on playtime or social skills. In essence, schools are making kindergarten more like high school. I would make the strong argument that it ought to be the other way around; we should be making high schools more like kindergarten. ## **Five Important Factors** What lessons can we learn from kindergarten to make our high school students more effective learners? There are many but here are five of the most obvious ones. ### **1.) There should be recess** ![5 things high schools can learn from kindergarten](https://edcircuit.com/wp-content/uploads/2018/08/Ball-Pool.jpg "A child with blonde hair plays in a ball pit filled with colorful plastic balls reaching up with one hand to grab an orange ball | edcircuit")Typically, students have scheduled recess during their elementary and middle school years, and then suddenly they are cut off. No more going outside and hanging with their friends, engaging in sports or other games that keep them active. Instead, we get them in and out of lunch and on to the next class where they will be sitting idly for hours. Recess can actually help students with their schooling. It gives them a break from “rigorous cognitive tasks” according to the American Academy of Pediatrics. This break allows them to reset their brains for the rest of the day. The study also shows recess can help students retain more of what they are learning. In other words, students who have recess are going to be more effective than those who are not, so why not sacrifice a few minutes of each class to allow for recess so that the time that is spent in the classroom is more productive. ### **2.) There should be hands-on activities** If you go into most any elementary classroom, you see students engaged in activities where they are getting to work hands-on. This could be cutting, playing games or activities, using manipulatives, or constructing arts and crafts. Your chances of going into an elementary classroom and seeing kids out of their seats is much higher than high schools. The number one benefit of hands-on activities is that students are using all of their senses. This is important because scientists believe that when children use all of their senses, it helps the brain to create pathways that make it easier to retain what they are learning. ### **3.) Need to add free play** High schools typically have a lot of structure. I mean prison-like structure where students are corralled like cattle into their classes and react like Pavlovian dogs to the ringing of the bell. We need to find a way to break this up.![5 things high schools can learn from kindergarten](https://edcircuit.com/wp-content/uploads/2018/08/Being-Social.jpg "A group of five smiling children wearing white shirts and backpacks pose together Two kids flash peace signs while standing closely outdoors with more people visible in the background | edcircuit") One way to do this is to allow high school students to have free play. Instead of being told what to do, you give children the opportunity to make decisions for themselves. Free play also gives students the opportunity to be social. This type of activity is crucial to developing social and communication skills. One might argue, students should have these skills by now, I would argue there can never be too much of developing social skills. They will need these social skills when they go off by themselves to college or when they enter the workplace and must interact with their coworkers. Why do we need free play to develop these? Because these social skills usually do not get taught in the classroom. ### **4.) Nap time needed** Remember the glory days where you went to school and then halfway through the day, you were able to take a nap. Man, I wish I had that now. Every day around 1:00 or so, I am struggling to stay alert and if given the opportunity, would snooze for a few minutes. On weekends when this feeling overcomes me, I give into it, taking a power nap, and waking with a new outlook on the day and vigor in my step. Imagine how effective this would make high school students if we allowed them to take a power nap. Studies have shown high school students tend to do better in their earlier in the day classes than those at the end of the day. This makes sense. After sitting all day, their patience is nearly spent as is their attention span. A cat nap could solve all of these problems, giving students a second wind. Daniel Pink in his book “When: the Scientific Secrets of Perfect-Timing,” argues for taking naps. He points to a mountain of research that shows that people are more productive, more replenished, more creative, and just all around happier when they take a nap. This translates to doing better work. Why wouldn’t we want our high schoolers to be more productive? ### **5.) More child-directed activities** Walk into your typical high school classroom and what are you going to see? Desks likes up in perfect little rows; all pointed to the front of the classroom. I am often alarmed how often when observing high school classes ![5 things high schools can learn from kindergarten](https://edcircuit.com/wp-content/uploads/2018/08/Kindergarten-2.jpg "A group of young children sit on the classroom floor facing a teacher with several kids raising their hands to answer a question Shelves books and a world map are visible in the background | edcircuit")that the teacher is doing most of the talking, leading the students through what they are supposed to be learning. High schoolers participate in a lot of teacher-centered activities. This sort of passive learning is not very engaging. To put it less politely, it is boring. Students who are not engaged in the learning are more than likely to either not learn it, or to get it for a brief amount of time but not to have enduring understanding. I would rather spend an hour on one learning concept that students were actively engaged in than five concepts over the same amount of time that were covered but not necessarily learned. It is a much more effective use of time in the classroom. The more authentic we can make the learning for students, the more engaged they are going to be in the learning which raises the likelihood of them actually learning it. In conclusion, instead of treating high school kids more like adults, we should actually be treating them more like kindergartners. It would certainly make for a better learning environment. Naps for all, I say. Read more from Todd at Stanley at [edCircuit](https://edcircuit.com/) and [The Gifted Guy](https://www.thegiftedguy.com/). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** K-12 Teachers **Tags:** Headline --- ### [Why Gifted Children Can Be At-Risk Too](https://edcircuit.com/why-gifted-children-can-be-at-risk-too/) **Published:** January 3, 2020 **Author:** Todd Stanley **Excerpt:** Author and educator Todd Stanley shares the idea of having different strategies that can be applied to different types of gifted underachievers. **Content:** Often times people overlook the fact that gifted students can be just as at-risk as students we traditionally concern ourselves with. In fact, I would make the argument that gifted students are actually more at-risk because they have so much potential, and helping them reach that potential can be a challenge. One could argue that it is actually easier for a gifted student to underachieve than say one that has been identified in special education. After all, to achieve does not mean to succeed, it means you reach the level that you were expected. If a student with a learning disability scores a basic on the state assessment, this, in fact, might be an improvement from the year before when she scored in the limited range. A gifted student, on the other hand, may have passed the test at the accelerated level, but this is actually lower than the expectation of this student who should have been at the top of the scale in the advanced range. Even though the gifted student scored better on the test, he did not reach the level he was expected to and thus is viewed as having not met his potential. ## **Understanding All Gifted Students** Underachieving gifted students are at risk of not reaching their potential. Children identified as gifted do not always make for the best students. There are other factors that play into good grades, such as motivation, effort, interaction, participation, completion of work, being organized, and test-taking/study skills, among others. Just because someone is intelligent does not mean he will apply this to his academics either. In fact, he may use his intelligence to avoid schoolwork, getting by on his natural ability rather than developing the skills needed to be successful in a school setting. This type of student can be seen as underachieving. ### **Overlooking Underachieving Gifted Students** The number of underachieving gifted students may be even higher as, in some cases, underachievement can be overlooked. An example would be a gifted student in a regular education classroom. The teacher typically focuses most of her attention on two areas; discipline and low performing students. As the teacher, she would want to make sure students are not falling too far behind. Thus if a student is getting Bs or even Cs, this is not as much a concern as a student who is on the verge of failing. However, if this is a student who has the ability to be achieving A’s, this child is underachieving. How does one address such a problem when there are students who are performing far worse, and the teacher only has so much attention to give? ## **Understanding Your Classroom** Sometimes teaching is similar to a doctor in a field hospital. There are several people coming in with injuries. The attention is usually given to those who are injured most critically while the ones that are wounded but will most likely live are kept comfortable but not given the same amount of attention. If a gifted student never raised his hand or failed to participate in class but also did not stand out by disrupting the learning environment for others, the teacher might simply think the student is doing his best and achieving to the ability he has shown. ### **Gifted Students Under the Radar** In reality, this student might be skating by using only the surface level of his abilities rather than delving deep into their potential. Because they are so clever, they can learn to play the game of school. You know the game where you do what you are told, turn in your assignments on time, and appear to be the model student? These students have developed the ability to coast through their classes and take shortcuts that enable them to get the work done, but not at its highest level. They are not identified as underachieving because they are able to operate under the radar, and the teacher may not even be aware that the student is not working to his potential. Anytime this type of student can get by on minimal effort, he has, in effect, “outsmarted” the game of school. This student can definitely be overlooked because they are playing the game. ## **Explore Different Strategies** Gifted underachievers come in all shapes and sizes. Like any group of students, there is no one way to reach them. Different strategies need to be applied to different types of underachievers. The key is first identifying who is gifted in your classroom. Many times teachers are not even aware that a student has been identified gifted in the area they are teaching. With this knowledge should come a different set of expectations. No longer is mastery or proficiency the goal with these students. The goal is to find a way to get them to a higher level, the level they have the potential to achieve. That means moving their place on the learning target and developing strategies where the best learning possible takes place. This does not mean it should be more work; it means gifted students need to be challenged, especially in their thinking. Read more from Todd at Stanley at [edCircuit](https://edcircuit.com/) and [The Gifted Guy](https://www.thegiftedguy.com/). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Project-based learning **Tags:** Headline --- ### [The Game of School](https://edcircuit.com/the-game-of-school/) **Published:** October 23, 2018 **Author:** Todd Stanley **Excerpt:** Besides grades, we don’t have any other carrots to offer students. **Content:** *Are there unnecessary hoops students are expected to jump through? ![A headshot of a smiling middle aged man with a bald head wearing a checkered shirt The text above reads featured columnist and below the photo reads todd stanley](https://edcircuit.com/wp-content/uploads/2018/04/Todd-Stanley-Apr-18.jpg "A headshot of a smiling middleaged man with a bald head wearing a checkered shirt The text above reads featured columnist and below the photo reads todd stanley | edcircuit")I was having a conversation with a fellow educator the other day and she was commenting on how teaching has changed in the last fifteen years. I thought about it for a minute and asked her, “how has it changed?” Her response what the easy, go-to change that society, in general, has gone through in the last twenty years; the breakneck pace of new technology. Now instead of blackboards, we have SMART boards, instead of overheads we have LCD projectors, instead of going to the library or getting a set of encyclopedias, students can access the internet. These are indeed changes to teaching, but are they really? Each of those new pieces of technology basically do the same thing their predecessor did before them, it just might be faster, or more easy to manipulate, or cooler, but it is the same basic premise.* I have been in education for over twenty years. In that time I have seen lots of reforms come along. The outcomes-based education, the inclusion movement, small schools, STEM, and a host of others, but when you wipe away the veneer from these shiny new initiatives, you are left with the same elements of school there has always been. Bell rings, kids move to a subject-specific classroom, bell rings again, they go to another one. In each of these classes, students are taught material that has been laid out for them and then they must show mastery of said material in some kind of assessment. This usually comes in the form of a grade. If a student receives an A, it indicates she is doing pretty well, a C would show she is having some struggles while an F would mean something is seriously amiss. This is how school was when my parents went, it is the same as when I attended, it is the way it is now that my children are going to school, and if we are not careful, it is how it will be for our next generation of children. The question is, why haven’t things changed that much? That is the fundamental problem in education; that most people,![A pile of colorful plastic building blocks including red green yellow orange and blue pieces stacked and scattered on top of each other](https://edcircuit.com/wp-content/uploads/2018/10/Legos.jpg "A pile of colorful plastic building blocks including red green yellow orange and blue pieces stacked and scattered on top of each other | edcircuit") from parents to teachers to politicians, want our current crop of kids to have the same education they had when they were in school. What that means is we want our children to have a twenty year old education. This always amazes me considering how people have to have the most up-to-date cell phone that is available, and yet they want this traditional, outdated education. Because there has not been much change, school has become a game. There are certain hoops we expect students to jump through such as attending class, turning in assignments, taking tests, and following directions. Like most games, those who are compliant and follow the rules tend to be more successful. Unfortunately for those who choose not to play the game, either because of disillusionment, lack of resources, or inability, school is a lot more difficult for them. And because they are not playing the game, there is no system in place to help them get back on track. After all, you would have to play the game in order to access this system. The game doesn’t work for those who don’t want to play it. Games have rules. Some of these are written in the rule book; some are unspoken and yet are just as powerful. For instance, the game of baseball. There is a thick rulebook for the sport, and yet there are so many unwritten rules. Here are some of these: - **Don’t step in front of the catcher on the way to the batter’s box** - **Don’t steal a base if your team is up by a big lead** - **Don’t admire a home run** - **Don’t try to break up a no-hitter with a bunt** - **No one but the pitcher should step on the pitcher’s mound** What happens if you break any of these unwritten rules? There are no penalties or loss of score by violating these. Instead, baseball polices itself and you are more than likely to get a fast ball in your ribs. School has its unwritten rules. And although breaking them will not result in a baseball to the ribs, it will hurt your chances of doing well. Here are some of the unwritten rules in school: - **Compliant kids get better grades than those who are not** - **If you try, a teacher is going to find a way to pass you** - **Grit takes you a lot further than ability** - **There are students who take advanced classes and AP courses and then there are “those” kids** - **Teachers do have favorites** Probably the biggest unwritten rule of school is that schools use grades as a carrot. The way a carrot works is that you tie it to a string which you attach to a stick. Then you hold the stick out, keeping the carrot right in front of the donkey’s line of sight, but just out of reach. This motivates the animal to move forward because he is trying to reach the carrot. Schools do the exact same thing with students. ![A lone figure walks along a glowing path toward towering gothic arches with golden sunlight streaming through illuminating the dark ancient stone structure surrounded by swirling mist and birds](https://edcircuit.com/wp-content/uploads/2018/10/Gateway.jpg "A lone figure walks along a glowing path toward towering gothic arches with golden sunlight streaming through illuminating the dark ancient stone structure surrounded by swirling mist and birds | edcircuit")They use grades as the carrot and assume that by dangling the promise of good ones, it will entice everyone to move forward. The problem is that it does not work for everyone. There are kids who are not motivated or enticed by grades. In fact, because they are unwilling to play the game of school, they place very little value in grades. The major problem with this is that in order to try them to get their grades up, what do teachers use but grades as a motivator. Or worse yet, schools believe the threat of bad grades will motivate these students. You can see the problem with this. If you are a student who doesn’t care about grades, why are grades going to make you care? Because we have placed such a high value on grades in this game of school, we really don’t have any other carrots to offer. The narrative we sell to children at a very young age is if you get good grades, you will do well in school, and if you do well in school, you will have a better chance at a good life. Like the belief in Santa Claus, some kids buy into this hook, line, and sinker. There are others who for various reasons, are a bit skeptical if not complete non-believers. And just like Santa Claus, the older children get and the more they see the realities of the world, the more questioning some of them become toward the myth. There are some kids who for whatever reason, do not believe in the value of grades, or simply do not care. The big question becomes how can you find the carrot that will motivate them? **Author** Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for [Prufrock Press](https://www.prufrock.com/Default.aspx). Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://amzn.to/3gNlDoQ)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . You can find out more about Todd at [MyEdExpert.com](https://myedexpert.com/vendor/twosox21/) and you can follow him on [Twitter](https://twitter.com/the_gifted_guy). . **Further Reading** 1. **edCircuit –** [Todd Stanley Articles and Columns](https://edcircuit.com/?s=todd+stanley) 2. **TeachHUB –** [Top 12 Ways to Motivate Students](https://www.teachhub.com/top-12-ways-motivate-students) 3. **Teach.com –** [Motivating Students](https://teach.com/what/teachers-change-lives/motivating-students/) - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** K-12 Teachers, Diversity, Equity, Inclusion **Tags:** Headline --- ### [Understanding the Debate of Acceleration or Enrichment?](https://edcircuit.com/acceleration-or-enrichment-education/) **Published:** October 3, 2018 **Author:** Todd Stanley **Excerpt:** Author and educator Todd Stanley shares his thoughts on acceleration and enrichment and how both can be used to challenge students. **Content:** *Which one is better for gifted kids? When it comes to challenging gifted students, there is that age-old debate of which is better; acceleration or enrichment? Both are used to challenge students that are capable of higher levels of learning, but is one more effective than the other?* ## **Understanding Acceleration** Before we can begin the debate, it is important to understand what each of these terms entails. Acceleration, just like its namesake, means going faster. In the classroom, that can take on a bunch of different forms. It could mean compacting the curriculum so that students are getting multiple years of content in a single year. It could mean grade skipping, where a student who is a 5th grader is moved up to the 6th grade because she shows the ability to handle this next level. Sometimes this acceleration can be a single subject. What this means is that 5th grader might take 5th grade ELA, Social Studies, and Science, but goes to the 6th-grade class for math. It could also be early entrance to kindergarten or graduating from high school early. No matter what the method, the essential idea of acceleration is to allow students to learn at the speed and level that best matches their academic abilities (Davis & Rimm, 2004). Sometimes this means skipping content, but the idea is that this student already understands the content enough and should not have to repeat it anyway. ## **Understanding Enrichment** Enrichment on the other hand “refers to richer and more varied educational experiences, a curriculum that is modified to provide greater depth and breadth than is generally provided” (Davis & Rimm, 2004, p.120). This means rather than going faster; you actually slow down a little. It has often been said of the American school system that with the content standard movement we take a mile wide and an inch-deep approach. ![Acceleration or enrichment](https://edcircuit.com/wp-content/uploads/2018/10/Gifted-Kid.jpg "A young boy sits reading a book surrounded by colorful objects animals math symbols letters and sciencerelated imagery representing imagination learning and discovery | edcircuit")We have so many content standards to get through that we just skim the surface and have difficulty getting students to a place where they have an enduring understanding about the content. With enrichment, even though the content standards are all covered, because gifted students usually get the basic understanding fairly quickly, the teacher can go more into depth regarding the topic, digging deeper than your typical classroom. What this might look like is the teacher has a brief explanation on how vibrations cause sound and then allows the students to conduct experiments and put this idea to the test. Or a math teacher who after the class gets the gist of what she wants them to know, might do a project exploring the standard further or ask them to find a way to apply this to real life. ## **Which is Better?** Now that you have been introduced to each of these methods of meeting the needs of gifted students, the essential question is whether one is better than the other. There are certainly drawbacks to both. For instance, by accelerating a student through grade or subject skipping, is there valuable content that is being passed over that the student will need later in his school career? There are ways around this of course. In my district rather than skipping any content, we compact the 4th, 5th, 6th, 7th, and 8th-grade math standards into three years’ time, so that students can take Algebra as an 8th grader without having to miss any material. Students are certainly moving faster than the typical class, but they are not missing any content. This does take some planning and looking at things in the long term which can be a challenge for some districts. A drawback to enrichment is that its requires teachers who understand concepts of gifted education such as exploring a topic in much greater detail, providing enough high-level questions along the way in order for students to access their thinking skills, and/or having a structure such as project-based learning in order to facilitate the deeper exploration. If a student is covering more material about a topic but what she is doing is just rote memorization and basic understanding, this is not really going to stretch her abilities. Those who teach enrichment would have to employ strategies that access this higher-level thinking. There are ways to make this work as well, including making sure those working with gifted students have training specific to this and having strategies and resources that enable them to push students to the next level. ### **Developing Gifted Cohorts and Strategy** ![Acceleration or enrichment](https://edcircuit.com/wp-content/uploads/2018/10/Brain-Cogs.jpg "A graphic showing blue gears arranged in the shape of a human head in profile against a blue gradient background symbolizing thinking intelligence or the workings of the mind | edcircuit")Given these advantages and disadvantages, I still haven’t answered which one is better. As my educational law professor used to tell us all the time, “it depends.” It depends on the subject area (English is much easier to accelerate and skip content because it always circles back on itself and builds on layers while math can be more challenging). It depends on the student because some may have the maturity to handle moving up with older students while another may not. It depends on the teacher who may or may not have the proper training to get students to dig deeper into something and enrich them. It depends on the parent who might think their child will have social and emotional issues if they leave their friends to go to a higher grade, or who are not ready for their child to begin having older conversations with the older students. Also, tt depends on the administrator who might not be willing to put kids into enrichment groups because they do not want to appear elitist with students receiving special services (of course overlooking the fact that by not doing this, they are in fact denying them of services specific to their needs). Finally, it depends on the school. A school may not be able to cluster gifted students together into gifted cohorts because there are not enough of them or they are spread out amongst other schools. It depends on the schedule. The schedule may not allow for younger students to attend higher classes because they are held at another building or at different times. ### **Meeting the Needs of Your Students** Like most things in life, you have to really look at the specific student and situation to determine which one will work better. Ideally, you have options for both acceleration and enrichment to accommodate these needs. Having both is part of the Schoolwide Enrichment Model which is… > “… an organizational plan for delivering enrichment and acceleration through an integrated continuum of services… …Services provided by the model range from general enrichment for both wide‐ ranging and targeted subgroups to highly individualized curriculum modification procedures for rapid learners and first‐hand investigative opportunities for highly motivated individuals and small groups. The model also includes a broad array of specific grouping arrangements based on commonalities in abilities, interests, learning styles, and preferences for various models of expression” (p. 19). ### **Finding the Right Fit** Sorry for taking the coward’s way out in this debate, but I like to think the lesson here is that there is no one size fits all solution. A one size for all ends up fitting nobody. What does need to be done is decisions need to be made purposely using data and talking to all those involved so that students are getting the challenge that best fits their needs. Davis, G. A., & Rimm, S. B. (2004). *Education of the gifted and talented* (5th ed.). Boston: Pearson Education. Renzulli, J. S., & Reis, S. M. (2002). What is Schoolwide Enrichment: How gifted programs relate to total school improvement. *Gifted Child Today, 25*(4), 18‐25, 64. Read more from Todd at Stanley at [edCircuit](https://edcircuit.com/) and [The Gifted Guy](https://www.thegiftedguy.com/). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** K-12 Teachers **Tags:** Headline --- ### [Let Them Be Llamas](https://edcircuit.com/let-them-be-llamas-education/) **Published:** May 31, 2018 **Author:** Todd Stanley **Excerpt:** Nurture children and allow their curiosity to stand out. **Content:** *Creating space for more authentic and inquiry learning in the classroom [![A headshot of a smiling middle aged man with a bald head wearing a checkered shirt The text above reads featured columnist and below the photo reads todd stanley](https://edcircuit.com/wp-content/uploads/2018/04/Todd-Stanley-Apr-18.jpg "A headshot of a smiling middleaged man with a bald head wearing a checkered shirt The text above reads featured columnist and below the photo reads todd stanley | edcircuit")](https://edcircuit.com/?s=todd+stanley)Every day on my way to work I drive by this farm that has a herd of sheep grazing in a giant field. And every time I see them, I notice the sheep are doing the same thing sheep do every day. Sure, they may move to another patch of grass or huddle in groups of five instead of four, but these creatures are following the same routine every single day. They are just being sheep.* ![A herd of white sheep grazes on a grassy field while a single brown llama stands among them under a partly cloudy blue sky](https://edcircuit.com/wp-content/uploads/2018/05/Llama-Sheep.jpg "A herd of white sheep grazes on a grassy field while a single brown llama stands among them under a partly cloudy blue sky | edcircuit")Amongst these sheep there is a single llama. Why this sheep farm feels the need to have a llama I do not know. What I do know is that this llama stands out in stark contrast to the sheep. It does not take me more than a few seconds to locate my furry friend. And why can I find him so quickly? Yes he looks different than everyone else, but more importantly, he acts different than everyone else. While the sheep constantly have their head to the ground, chewing their grass, the llama is picking his head up and moving it in all sorts of interesting ways. He is unique. He stands out from all of the sheep. I sometimes feel the exact way about our educational system. When I walk into a classroom, more often than not, students are lined up in rows, being directed by the teacher to complete tasks as a whole, and shooed should they try and break away from the pack. The teachers expect students to be compliant, do the tasks set out for them, and produce what is expected of them. They are in essence, following a routine. Of course, by doing this we are teaching kids to be sheep. Here is the most difficult part about trying to teach sheep; there are really only two methods that work. The first is you hire a sheepherder who has this stick. He watches carefully to make sure no sheep is getting out of line of deviating from the other sheep. If one does, he pokes her with his shepherd’s crook to make sure she goes back to doing what he wants her to do. The second way is you have a herding dog whose job it is to run around corralling these sheep, nipping at their hind legs and barking at them in order to make sure they are being compliant. It certainly feels like these methods are easier for teachers to keep kids in line but they do not produce llamas. ![A person in a bright red jacket walks alone while surrounded by a group of shadowy figures dressed in dark clothing all facing toward the person in red](https://edcircuit.com/wp-content/uploads/2018/05/standing-out.jpg "A person in a bright red jacket walks alone while surrounded by a group of shadowy figures dressed in dark clothing all facing toward the person in red | edcircuit")Why is it so important to produce llamas? What will eventually happen to these sheep is they will go to college and continue to be sheep. And who can blame them? This is all they have been trained to do. Then when they go out into the real world, there is nothing that distinguishes them from the rest of the herd of sheep. They all have great GPAs, they all have met the course requirements of their schooling, and they are all eager, although as sheep the only thing they are eager for is more grass. Imagine you were hiring folks for your company, one that requires employees to be creative, think fast on their feet, and be adaptable. As you are interviewing these sheep, there is truly nothing that separates them from the other sheep. Sure, one might be slightly better than another, but in the end, they are all just sheep. These sheep certainly can follow directions, they work hard, they get along with the other sheep, and they are not going to give you any problems. This is not going to move your company. But then this person comes in and she looks at things differently. She does not always do what she is asked, but what she does is unique and innovative. Businesses have been continually grumbling that there are not enough llamas coming into the workforce, most everyone is a sheep. And if most everyone is a sheep, they are just going to be produce more sheep. Apple, Google, Amazon, and other innovative companies are not going to move the needle with sheep. They need llamas to produce their innovative ideas. The issue that llamas face is that because they are not as compliant as other students, the teacher does not view them as someone who is trying to think of things in another way, but as a troublemaker. These llamas, especially the really inquisitive ones, might have a difficult time being identified as gifted because the teachers want the sheep, not the llama. They are easier to handle. In many schools the gifted identification process is first based on a teacher recommendation. How many gifted llamas are not being identified and provided the services that will allow them to continue to be llamas. ![A person stands with arms raised on a large rock or hay bale silhouetted against a vibrant sunset sky filled with pink purple and orange clouds](https://edcircuit.com/wp-content/uploads/2018/05/authentic_learning_success-322x500.jpg "A person stands with arms raised on a large rock or hay bale silhouetted against a vibrant sunset sky filled with pink purple and orange clouds | edcircuit")How do you make a llama? Simple, you give it space to be a llama. Instead of intently watching your herd of sheep and correcting them with you shepherd’s crook should they make even a single step out of line, you should let them wander wherever they like. This means allowing for more authentic and inquiry learning in the classroom. If you are covering a topic and a student seems genuinely inquisitive about a certain aspect of it, you should have the opportunity to allow this student the space in order to explore this topic further? The excuse often becomes that the teacher has a lot of material to get in and students needs to stay with the pack? Of course, this is how we produce sheep, not llamas. It used to be in schools that when a person started to indicate that they might feel more natural writing with their left hand, teachers forced them to write with their right hand because that was the way most everyone else wrote. We did not want kids to stand out or be different than all the other kids. In today’s schools, are doing the same thing by forcing kids who think differently or are innately curious to be like everyone else. Instead, we need to nurture these children and allow their curiosity to run rampant. We need to let them be llamas. **Author** Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for [Prufrock Press](https://www.prufrock.com/Default.aspx). Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://amzn.to/3gNlDoQ)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . You can find out more about Todd at [MyEdExpert.com](https://myedexpert.com/vendor/twosox21/) and you can follow him on[ Twitter](https://twitter.com/the_gifted_guy). **Further Reading** 1. **edCircuit –** [Todd Stanley Columns](https://edcircuit.com/?s=todd+stanley) 2. **Education Week –** [A year ago SCOTUS raised the Special Ed Bar. What’s happened since?](https://www.edweek.org/ew/articles/2018/05/02/a-year-ago-the-supreme-court-raised.html) 3. **HuffPost –** [This ‘Forgotten’ Part Of Special Ed Could Lead To Better Outcomes For Students](https://www.huffingtonpost.com/entry/special-education-transition_us_5a341a65e4b0ff955ad2b810) - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** School Models **Tags:** Headline --- ### [The Dishonor of Honors Courses](https://edcircuit.com/the-dishonor-of-honors-courses/) **Published:** August 2, 2018 **Author:** Todd Stanley **Excerpt:** Author and educator Todd Stanley discusses the three basic questions many schools are not answering in their honors courses. **Content:** *Honors courses should be rigorous enough for their high ability students Many high schools across the country offer what they term to be honors courses. For example, a school might offer Algebra but also have an Honors Algebra course. As a gifted services coordinator, the idea of honors classes is one I’m completely on board with. Offering more challenging courses to students who are able to handle such rigor is just another form of differentiation and gives students who are gifted another option for meeting their needs. But much like communism and the balk rule, it looks good on paper, but actually successfully executing it is something else entirely. There are three fundamental questions many schools are not answering which makes it difficult to have an honorable honors class.* 1. **How are students chosen for this honors course?** 2. **How is it determined who teaches the honors classes?** 3. **What is the difference between the honors class and the regular one?** ## Identifying the Right Students for Honors Courses The first question is how are students selected for this honors course? Some schools might have criteria such as you had to have a certain grade in the previous course, or it might be based on teacher recommendation. Unfortunately, many of these criteria can be subjective. Teachers might hold being compliant as a higher quality than having high-level thinking skills. If teachers are not well trained on what qualities high ability students have, they might misinterpret a natural curiosity as being a troublemaker. Grades are also subjective in that one teacher’s A might be a B in another teacher’s class. Because there is no uniformity to grading, there is a lot of gray areas. ![The dishonor of honors courses](https://edcircuit.com/wp-content/uploads/2018/07/Classroom.jpg "Several students in white uniforms sit at wooden desks in a classroom working on assignments Some desks are empty and a couple of exercise balls are on one chair Decorations and posters are on the walls | edcircuit")Many times, the students who are in the honors classes comes down to whoever signs up. Students who maybe want a little more of a challenge or who want to have their transcript look good to colleges might sign up for the honors, while someone just wishing to get the credit out of the way might take the regular course. What can happen is a highly skilled student who wants to take the easy way out might not sign up while a kid who would benefit from going a little slower might be pressured by a parent or friends to take an honors course. There are even parents who want their child to take the honors class because that is where the good kids will be and they do not want their child with “those” kids. What can happen sometimes is students who traditionally do not take honors classes such as minorities or economically disadvantaged children, do not sign up for the classes even though they have the ability to handle them. ### **Determining the Right Fit** Students should be taking honors classes for one reason and one reason only; to challenge themselves to reach their potential. The difficulty is determining what that potential is. Ideally, there would be a counselor at the high school who focuses on making sure high ability students get into classes that are going to challenge them such as honors. Unfortunately, with testing, college planning, and scheduling, school counselors do not have enough time in the day to be able to focus on students who are going to be fine but just need to be pushed a little. They have much bigger issues to deal with at school such as bullying, drugs and alcohol, and suicide. ### How Teachers Can Balance an Honors Courses The second question is how is it determined which teachers teach the honors classes? When a teacher is assigned an AP or College Credit Plus class, they have to meet certain requirements and training in order to keep the integrity of those programs. Unfortunately, there is usually no special or additional training for teachers that teach honors. The only requirement is to be certified to teach the content area, not the level of the student. What ends up happening a lot of the time is that they just partition out the honors classes evenly amongst the teachers. If there are five ELA teachers and five honors courses, each teacher gets one honors course. Why this is a problem is that as much as it would be nice to say that all teachers are really good at working with all students, reality says otherwise. There are certain teachers who are extremely good at working with at-risk students, but if you put them in a class where students need to be challenged to think at a higher level more,![The dishonor of honors courses](https://edcircuit.com/wp-content/uploads/2018/07/Doors.jpg "Three doors set in a brick wall each a different color The purple door is labeled ap the pink door is labeled regular and the green door is labeled honors | edcircuit") it might not be the best fit. Conversely, those who are good at moving higher ability children might not have the skillset to work with students who take more time to process, or who need it broken down more. In my years in gifted education, I have found there is a certain type of teacher who is really good at working with high ability children. What the school should be doing is identifying who these individuals are, either through test scores, student feedback, or observations and giving them the bulk of the honors classes. That way you have in place a teacher who is capable of challenging students and raising the rigor to meet their high abilities. Not only that, but you have narrowed down the number of teachers that you have to offer professional development that would help them in working with the high ability kids. It is much easier to send one or two teachers to a conference, workshop, or professional development than the entire department. ### **Measuring Perception** The pushback by teachers often times comes down to a perception of unfairness. They do not think it is fair that one teacher should get all of the “good” students while they are stuck with students who they believe lack the motivation and work ethic. This, of course, is a perception. There are lots of high ability children who do not have a strong work ethic and there are students who might struggle with content but have grit and perseverance. Besides, what is more unfair is putting a high ability student in a classroom with a teacher who is not going to challenge them. ## **Honors Courses vs. Traditional Classes** The third and final question is what is the difference between the classes? The ultimate litmus test for the integrity of your honors classes is to go to the teacher and ask them point blank, what is the difference between the honors class and the regular class? I have done this throughout my career and usually get anemic answers such as “I give the honors kids essays instead of multiple choice,” or “we have a few more discussions than the regular class,” or “students in the honors class have an additional project that the others do not.” I kid you not; my high school daughter has taken a lot of honors courses and the only noticeable difference I have seen in the classes is the honors classes have an earlier due date for assignments. Other than that, the content is the exact same, the lessons, the assessments, and whatever else that could have been differentiated. The worst answer I have received when asking a teacher what the major difference between the honors and regular classes is when he told me “the kids.” The kids should not be the major difference in the classes. ### **Setting Expectations** What should these teachers be doing differently? You could differentiate content, levels of books read, types of assessments, and expectations. It should not, however, be the amount of work. The answer is not more work. The answer should be different work. Work that is designed to challenge a student able to handle it. When you walk into an honors class as compared to its regular counterpart, it should look, sound, and feel different. These two classes might be at very different places, doing very different things, and that is ideally how it should be. Do not make the honors class wait for the regular class to catch up just because the teacher does not want to have them at different places. Let the ability of the student dictate the pace and depth of the class. Here is the challenge I give to high schools across the country. Ask the three questions I have provided you with here. See if the answers are satisfactory. If they are not, there should be some changes made. Schools are literally on the honor system. They have to decide for themselves whether their honors classes are going to be rigorous enough for their high ability students or whether it is just going to be like all the other classes. Schools should be making these classes as “honorable” as possible. Read more from Todd at Stanley at [edCircuit](https://edcircuit.com/) and [The Gifted Guy](https://www.thegiftedguy.com/). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** K-12 Teachers **Tags:** Headline --- ### [10 Myths of Gifted Children](https://edcircuit.com/10-myths-of-gifted-children/) **Published:** November 29, 2018 **Author:** Todd Stanley **Excerpt:** Gifted children share the same needs, emotions, and desires as any other child. What sets them apart is their exceptional potential—the true 'gift.' **Content:** *They’re not all socially misfit nerds who easily progress on their own ![A headshot of a smiling middle aged man with a bald head wearing a checkered shirt The text above reads featured columnist and below the photo reads todd stanley](https://edcircuit.com/wp-content/uploads/2018/04/Todd-Stanley-Apr-18.jpg "A headshot of a smiling middleaged man with a bald head wearing a checkered shirt The text above reads featured columnist and below the photo reads todd stanley | edcircuit")There is a myth that surrounds the gifted child. That they are super smart, that they can figure out anything, that they have all the answers. The problem with these representations is that giftedness becomes like a gimmick, so when we are faced with a real gifted child, we expect them to do unrealistic, amazing things like some sort of parlor trick.* There are many myths about gifted children, but here are ten of the more common ones: ### **1.) Gifted children will succeed in life no matter what** This one can be problematic because if one believes this, as many do, the thinking becomes that gifted children do not need any specialized education aimed at their abilities. What then happens is the gifted child becomes bored because he is not being challenged and becomes turned off by school. ### **2.) Gifted children love school and get high grades** What it should read is gifted children love to learn. The problem is that sometimes, what children want to learn and what school is offering can be two very different things. If a child is not willing to play the game of school, the grades might not reflect his ability. ### **3.) Gifted children are good at everything they do** This false assumption can cause unreal expectations. There are some children who are very good at some subject areas but not so hot at others. The math whiz who always seems ahead of everyone else does poorly in social studies because he does not like to read. We cannot assume that just because a child has the label of gifted that he excels at all subject areas. ### **4.) Gifted children have trouble socially at school fitting in** The myth prevails that all gifted children are nerdy and as a result, are socially awkward and have trouble making friends. Just like all kids, gifted children come in all shapes and sizes. What causes some of this awkwardness is that in the United States, we group children together based not on their abilities but by their age. Most children enter kindergarten when they are around six years of age and progress up the ladder with other children their same age. The problem with this is that those who have higher ability might have difficulty finding peers amongst the children their age. ### **5.) Gifted children tend to be more mature than other kids their age** ![A baby wearing oversized black glasses and a black knit hat with bear ears and a red polka dot bow lying on their stomach against a soft blue and purple background](https://edcircuit.com/wp-content/uploads/2018/11/Nerdy-Baby.jpg "A baby wearing oversized black glasses and a black knit hat with bear ears and a red polka dot bow lying on their stomach against a soft blue and purple background | edcircuit")Many gifted children are more mature than other kids their age. That does not mean though they are ready to have mature conversations that children a few years older than them are having. Emotionally they are still the age on their birth certificate. They might be able to talk about quantum physics but still throw a fit when things do not go their way. No matter how smart they appear to be, it is important not to forget they are children. ### **6.) Gifted children are always well-behaved and compliant** On the contrary, some gifted children can come across as trouble makers because they are questioning things. This might be something the teacher said, some policy at the school, or some comment a fellow student has made. Their minds are designed to question things and sometimes these powers can be used for evil as well as good. In addition, if a gifted child becomes bored, he might misbehave because he does not have anything else to do. ### **7.) Gifted children’s innate curiosity causes them to be self-directed** There are skills that are natural to students and there are others which have to be learned. If you assume that gifted children are self-directed and you turn them loose on a project, you might be surprised. This sometimes can mask itself because a child might be motivated about something in particular, so she works tirelessly on it. Motivated and self-directed are not necessarily the same. Some gifted students will be motivated because of their curiosity and will do the work because it is exciting or fun. However, there will come a time when this curiosity wains, especially as the gifted child learns more and more and things are not so new, and getting her to do classroom tasks can be a challenge. Being self-directed means doing things you are not motivated by but you know it needs to be done. This is a learned skill. ### **8.) All children are gifted** There are some who are opponents to giftedness because what it means to them is by saying these children are gifted, is that other children are not gifted. It is making a child feel as though he is not special and we do not want anyone to feel that way in our land of equity. Let us not forget that being identified as gifted is not for the purposes of social status, it is not a pat on the shoulder; it is not a reward. The purpose for the identification of gifted children is it allows school districts to determine what services would be best for those children, just as if a child were to be identified as learning disabled, the district would do the same. ### **9.) All gifted children are quirky** ![A yellow diamond shaped sign shows a stick figure wearing glasses a bow tie and suspenders The word nerds is written below the figure in bold black letters](https://edcircuit.com/wp-content/uploads/2018/11/Warning-Nerds.png "A yellow diamondshaped sign shows a stick figure wearing glasses a bow tie and suspenders The word nerds is written below the figure in bold black letters | edcircuit")Those who have taught gifted children for any amount of time recognize that some of their students have certain quirks. This could be such things as a lack of social awareness, a tendency toward perfectionism, becoming stressed about seemingly small things, worrying about problems halfway across the globe, or the overexcitabilities talked about in chapter 1. If you are going to teach gifted children, it just becomes standard practice that you learn to accept these quirks as a part of doing business. These quirks can sometimes make a child stand out from the rest of the class, especially if she is in a regular education classroom. These quirks become more the norm in a program will all gifted children because more children have them, so it does not stand out so much. ### **10.) Special education children cannot be gifted** Special education and gifted seem to be on opposite ends of the spectrum, and yet there are those children known as twice exceptional or 2E. This is a child who has been identified as gifted but also has been diagnosed with a learning disability such as ADHD, dyslexia, emotional disturbance, or autism. Servicing this child can be very challenging because you have to feed both ends of the spectrum. There has to be enough challenge to satiate this child’s desire to learn while giving them enough support to help him to succeed. It is a tricky balancing act and one that is not always done well. Understanding that these are myths can go a long way in helping teachers to have a better understanding of who they are working with and how to best challenge them. Like most myths, there are glimpses of truth to some, but to make a blanket statement that all gifted children are like this is to suggest that all gifted children are the same. That would not be true of any group of students. In reality, gifted children are just like your typical child with the same needs and wants. However, their potential is the true gift, so trying to find ways to tap into this and use it to the best of the ability is the challenge of many teachers and parents of gifted. ## **Author** Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for [Prufrock Press](https://www.prufrock.com/Default.aspx). Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://amzn.to/3y1Rlnd)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . You can find out more about Todd at [MyEdExpert.com](https://myedexpert.com/vendor/twosox21/) and you can follow him on [Twitter](https://twitter.com/the_gifted_guy). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** K-12 Teachers **Tags:** Headline --- ### [Theory vs. Practice in Teaching](https://edcircuit.com/theory-vs-practice-administrative-teaching/) **Published:** February 4, 2019 **Author:** Todd Stanley **Excerpt:** In Todd Stanley's latest article, he examines how the gap between theory and practice becomes larger and larger each year you are out of the classroom. **Content:** The challenge of going into the administration side of teaching is that there becomes this separation between theory and practice. While you are teaching in the classroom, it is all about practice, practice, practice. What worked today, what didn’t, what could I have done better, what will I never try again. You are living the practice. It is constant trial and error as you search for what you think works and once you find something that does, you usually hold onto it for dear life. When you make a move to administration, you get to pull back a little and have the opportunity to look at the big picture since you no longer have to focus so much on the day-to-day activities. You are no longer in charge of a single classroom; you are responsible for a system. Because of this, you get into the theory side of things. Wouldn’t it be great if teaching looked like this, how would students be affected if we tried this innovative teaching strategy, why don’t teachers ever try this? You read a lot of books, you go to a lot of conferences, and you hear about all of these amazing educational theories that look great on paper. And you think to yourself, “If I were back in the classroom I would do things differently.” This mismatch of theory and practice is problematic because so many of the teaching experts and innovators, aren’t actually in the classroom anymore. The gap between theory and practice then becomes larger and larger each year you are out of the classroom. How do these people know their theory can actually be put into practice if they themselves are not practicing? I have been reading a lot of educational theory books. Each one is better than the previous and my head is just bursting with great ideas as a result. The more I read, the more I think how I could have been running my classroom so much better. How my classroom, like most, was more about compliance than guiding students how to love to learn. ![Theory vs Practice in teaching](https://edcircuit.com/wp-content/uploads/2019/02/theory_practice_gap-500x298.jpg "Two arrows on a blue background the left yellow arrow labeled theory points left and the right pink arrow labeled practice points right | edcircuit")I got an opportunity then. We had a teacher call in sick at the last minute and we had no substitute coverage. I volunteered to take the class for the first half of the day until a sub could be procured. There were a few things working against me: **1.) It has been four years since I have been in the classroom as a teacher. Sure, I run before-, during-, and after-school clubs for gifted students from 1st grade to seniors, but these are areas students are genuinely interested in, otherwise they wouldn’t signed up. I am like the grandparent, allowing the children to do whatever they want and letting the parents, or in this case their teacher of record, pick up the pieces.** **2.) Although I am the coordinator of this particular gifted program I am subbing in, I only know about a quarter of the names of the 180 student-team. And even though all of the kids know who I am, I don’t think my title will really pull any weight with them. I will be treated as any other sub they have never had before.** **3.) It is a math class, a subject, how do I put it kindly, that I suck at. To indicate how poor I am at math, by the time my own children reached middle school, I was no longer able to help them with their homework because of my lack of math skills.** I go to the classroom in the morning to look over the plans that have been left for me. Dammit, fractions. My old nemesis from junior high. And this is the multiplication of fractions, raising the degree of difficulty. I also was alarmed at how much of the lesson plan was about maintaining compliance. Statements such as… **• Students should get unpacked, use the restroom, and have their assignment book open.** **• You will need to check their homework. If they do not have a homework assignment, they get a check on their Pride behavior chart.** **• Walk the students down to the lunch room.** **• During silent reading time, students should be reading (not talking).** **• You will be walking the group down to specials and picking them up.** I understand the importance of order, especially when it comes to having a substitute, but where was the trust of students. I decided this was an opportunity for me to put some of the theory I had been reading about into practice. When the class came in, they were supposed to be silent reading while I checked their homework. If they did not have their homework, they would have to come in from recess and work on it. Some of the theories I had been reading about homework is that it should not be graded as it is intended to be practice. I took real issue in being the one to determine whether a student needed to work more on their homework. What if I let them make that decision for themselves? After all, if they don’t get the practice, the only person they are hurting is themselves. I said to the class, “I’m not going to come around and check for your homework. If you feel you need some more time to work on it, then come up, and I’ll provide you with a pass during recess.” At first, I thought this had majorly backfired on me. Not a single kid even budged. Then one came up and asked for a pass. Then another, then another. Pretty soon I had a line at my desk and handed out passes to half of the students. I had given them some responsibility and they had taken it. The instructions said to have students read until 9:30 and then start math class. Another educational theory I have been reading a lot about is the use of reflection in the learning process. If students just do an activity but have no outlet to talk about what they learned, it was an educational missed opportunity. With this in mind, I stopped their reading around 9:20. I then posed this question, “what is something interesting you’re reading about and why would you suggest it to someone else.” The kids seemed taken aback at first. This was not how things worked. They did not talk about their silent reading. And yet, nearly every kid in the classroom raised his or her hand, anxious to share what was being read. I was ready with follow up questions when students brought up something intriguing or were not convincing enough in their reflection. 9:40 rolled around and there were still students wanting to share. Unfortunately, I had to get to math. Once math class started the first thing I said to them was, “I don’t know anything about math, so if you have a math-related question, most likely I will not be able to answer it. The good news is, we have a classroom full of experts. If you have a question, ask around for someone who understood the problem and can explain it to you.” This happened several times. A student would come up to me saying she did not understand the problem. I would announce to the class, “does anyone feel confident enough about their answer to number 7 to be able to explain it to someone else?” A student would raise his hand and I would partner the two up. I would check in on the confused student later to find that she now understood it. Finally, when I had to walk students down to the cafeteria, I simply informed them we were going to the same place they had been going for nearly 100 days and surely they knew the way and how to behave while going there. We started walking down the hallway, passing other classes that were being micromanaged in their hallway etiquette. “Johnny, go to the corner and stop there. No talking in the hallway. Make sure were are demonstrating PRIDE while walking.” I just walked with the students, not saying a word to them and you know what, these 5th graders didn’t get lost, didn’t burn down the school, and managed to find their way to the cafeteria. When I dropped the students off at the cafeteria, done with my shift, one of the students said to me while walking past, “Mr. Stanley. I think you would make a good teacher.” I thought to myself, “Kid, someday I hope you’re right.” Here is the challenge I put out to administrators; cover a class for a day, or even half a day. Try out some of these theories you have been reading about. Run the classroom like you would if you were able to go back and instill the new strategies that you learned about. You have a unique opportunity to go in and try some things. No matter how bad it goes you cannot possibly wreck the class in a single day. ***P.S. I ended up covering the class the next day and the kids were genuinely happy to see me back. I hadn’t ruined them after all.*** Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://amzn.to/3gNlDoQ)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Administrators, edLeaders, Project-based learning --- ### [Balancing Content Standards with Real-World Learning](https://edcircuit.com/balancing-content-standards-with-real-world-learning/) **Published:** March 8, 2019 **Author:** Todd Stanley **Excerpt:** Narrowing the number of content standards required to fashion ones centered on real-world skills **Content:** ## Is emphasizing a standards-based education preventing students from more in-depth learning? *Do We All Need to Read “Hatchet”?* I was attending a middle school book fair and was perusing the shelves for something to purchase. There were the usual Harry Potter series, multiple items from Rick Riordan, and lots of books that alarmingly have more pictures than print in them. There sitting on the shelf, was this book without the usual supernatural vampires who know magic and live in a dystopian future. It was simply what looked like the image of an ax. I was quickly corrected as I read the title to be “Hatchet” by Gary Paulsen. This was a book that was very familiar to me, having seen it on the shelves in many classrooms over the 22 years of my teaching career or in the hands of many a middle school boy. I had even been at a conference the week before where one of the presenters was using “Hatchet” as an example of how to teach depth and complexity. I thought to myself, *Why have I never read this book before?* This was a bit perplexing. The book came out in 1987 when I would have just been entering high school. Even then I was an avid reader, often drowning out my chemistry or Geometry teachers as I read the latest Stephen King book at my desk. Not only that, it was the ultimate boy’s book. While the more popular books of that era were geared towards girls such as VC Andrews and Judy Blume, here was a book that every red-blooded boy should want to read, and yet I hadn’t. What had I been missing out on in life because I had not yet read this book? What advantages did those who had read it hold over me? What would I say if anyone ever asked me if I had read the book at a conference or dinner party? These pangs of guilt caused me to snatch it from the shelf and quickly buy it before anyone had figured out I was doing so because I had not read it before. In my continued shame, I would only read the book in private, not wanting anyone to find out the horrendous truth. The further and further I read, the less concerned I became. About a quarter of the way through the book I realized, I really didn’t need to have read “Hatchet.” Sure, it is a pretty well-written book, and I was enjoying it, but if I had never seen it that day at the book fair, would my life had been the less for it? I decided that no. I had survived my first 46 years of my life without having read the book and seemed to be doing just fine. I am positive I could have gone another 46 without reading it and have been great too. Well, as long as I don’t go down in a plane and crash in the woods in the wintertime. This got me thinking. How important is it for students to be learning all of the content they are learning? I think about my life as an educator and how often content that I learned in school has been accessed. The answer is not very much. And in many cases, I had forgotten what I learned and had to reteach myself in order to understand it. I have been in education long enough to remember when the standards movement began. In fact, I used to travel to a rural school district to try and help teachers figure out how to implement the standards into their curriculum and classrooms. I understand the principle behind it. Before, teachers could pretty much teach whatever they wanted, many times using a textbook as the base for the class. The idea of the standards movement was that there would be consistency and students would leave high school having all received the same general education. Or a student could move from one district to another, or even go to another state, and be able to join the class without any major concerns because all 5th grade classes in the United States were pretty much covering the same content standards. But the longer I am in education, and the more I read such thought-provoking books as “What Schools Could Be” by Ted Dintersmith, “The Global Achievement Gap” by Tony Wagner, and “The Innovator’s Mindset” by George Couros, the more I think that standards-based education may be giving students a standard education, but don’t our children deserve better? ![A slide showing an illustration of uncle sam pointing forward with the text i want you to get through the material written below him in red and purple letters](https://edcircuit.com/wp-content/uploads/2019/03/Uncle_sam_todd_stanley_article-copy-500x375.jpg "A slide showing an illustration of uncle sam pointing forward with the text i want you to get through the material written below him in red and purple letters | edcircuit")This mile wide, inch deep curriculum is especially concerning with students who have the abilities to go into much greater depth on a topic. If teachers try to take something students are truly interested in and spend more time with it, the class will just get behind. And getting behind is the death knell of a class, isn’t it? Especially when they are going to be tested on it. And yet how much of this content that we are learning will we actually use in our real lives? Ted Dintersmith in his book says, “The tragedy of high school math. Less than 20% of adults ever use algebra. No adult in America still does integrals and derivatives by hand“. So why do we still require it for every student in high school? Why teach them something 80% of them will never use again? I am by no means saying math is not important. What I am saying is that there is math that is useful to your everyday life, and math that is not. I am not suggesting we go back to the way things were where it was like the lawless wild west, teachers were just teaching anything they wanted to, some of which was useful, but just like the content standards, some that was not. What I am suggesting is that there is a middle ground. We should narrow the number of content standards we require, fashioning ones that have to do with real-world skills or as Tony Wagner called them, survival skills. - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Educators, Project-based learning **Tags:** Headline --- ### [Having a Gifted Child and Being a Gifted Coordinator](https://edcircuit.com/humility-being-coordinator-parent-of-gifted-child/) **Published:** June 3, 2019 **Author:** Todd Stanley **Excerpt:** Author and educator Todd Stanley shares the best way to cope with the quirks of your gifted child and how it's always good to have someone to talk to. **Content:** Part of my vocation is working with parents and trying to help them to figure out how to best work with the uniqueness of their gifted child. It is really easy to delve out advice when it is someone else’s child. To allay their fears that these quirks are just the natural order of having a gifted child and to not be concerned when one of their over-excitabilities kicks in. ## **The Over-Excitabilities of a Gifted Child** Many gifted children, not all, have what are called over-excitabilities. There are ***five*** of these: **• Psychomotor – *a heightened excitability of the neuromuscular system, which can include a “capacity for being active and energetic.”*** **• Sensual – *a heightened experience of sensual pleasure or displeasure emanating from sight, smell, touch, taste, and hearing.*** **• Intellectual – *demonstrated by a marked need to seek understanding and truth, to gain knowledge, and to analyze and synthesize.*** **• Imaginational – *a heightened play of the imagination with a rich association of images and impressions, frequent use of image and metaphor, facility for invention and fantasy, detailed visualization, and elaborate dreams.*** **• Emotional – *heightened, intense feelings, extremes of complex emotions, identification with others’ feelings, and strong affective expression*** There are various strategies for helping to cope with these such as providing time for spontaneity, creating an environment free of offensive stimuli, helping them to use their imagination to function in the real world, and accepting their feelings. ## **Identifying Different Strategies for a Gifted Child** Over the years, I have shared these various strategies with parents of gifted students who have their over-excitabilities. For example, I once had a mother bring in her 5th grade son to explain to me that he might act tired in class because he didn’t get any sleep. When I asked her why, she explained he was worried about people in Africa who were starving. I have had other students who became very emotional with almost no provocation, or students who seem hyperactive, or those who just won’t just a question they are pondering go. ### **Embracing the Over-Excitabilities of a Gifted Child** But what happens when it is your own child? It isn’t so easy then. I found myself in this position with my younger daughter. She has the sensual over-excitability. How this manifests itself is that she is very particular about the clothing she is willing to wear. To the point where she found a pair of underwear she liked and wore them for nine days and then she wears the same four outfits even though she has drawers full of clothing with the price tags still attached. Even though she doesn’t like having any ties around her waist and yet likes her pants a size bigger than they out to be, meaning she often is holding up her pants by holding them. She also removes stimuli that are bothering her peripheral. We will be watching something on the television, and she has to move a stack of DVDs with bright colors, or when she is watching her iPad in the bathtub, all of the soaps on the bathroom counter are put in the sinks, so they are out of sight. I will admit that at times, these little quirks can be annoying. When she tried to wear the same shirt for an entire week, I almost lost it. I was tired of finding things behind the couch that she had moved there and had not moved back. But I know this is part and parcel of having a child who is gifted, so that is what I chalked it up to. Sometimes that doesn’t make it easier when she has hidden the remote control and I cannot find it to watch my baseball game. ### **Evaluation** My wife on the other hand, like most mothers do, worried about these actions. She thought maybe our daughter was OCD or some other malady that would require her being seen by a phycologist, or that maybe medication would help. At her annual checkup with the pediatrician, our family doctor actually said to my wife that our daughter should be evaluated and put on anti-anxiety medication. I wondered how many other gifted children had to go through her office and had been put on medication they didn’t need. As her own anxiety grew, I tried to assure my wife, as I had done so many times before with parents, that it was nothing to be concerned with, that our daughter would eventually grow out of it. But if you are someone who did not go through these quirks yourself, you want answers as to why. Why can she just stop doing it like when she doesn’t hang her towel up after a shower or put her dishes away? But most frustrating is that you want instant solutions. Unfortunately, there aren’t many instant solutions. It is a process that is gradual and takes time. ### **Understanding the Over-Excitabilities** What I did not want to happen is I didn’t want my daughter to think in any way, shape, or form that what she was doing was somehow wrong. My knowledge of the over-excitabilities helped me to understand that there wasn’t anything wrong, but how many parents of gifted students who were not aware of it made their child think that there was something wrong? ## **Planning Ahead** And how do I know she will eventually grow out of it? Whenever we got down the basement to play ping pong, which is pretty frequently, I have to wait for a couple of minutes as my daughter removes all of the items that would distract her peripheral such as the pillows on the futon, paddles that are out on the floor, boxes stacked on the air hockey table, and other things. I found this annoying at first because I had to wait, and a couple of times I needed to get up the stairs to answer the phone or use the restroom only to have it blocked by her barricade of items stacked in front of the steps. But what I have noticed over the course of a couple of months, is that this barricade has become smaller and smaller. She no longer takes all of the pillows. If something is on the air hockey table, there are times she takes no notice. These items are not distracting her as much as they had before. ## **Communicating** So what strategies did I use with my daughter to help her and my wife deal with these quirks? One thing I have learned about gifted children over the years is that in most cases, they can be rationalized with. If you are able to help them see the big picture, most times they will be amenable to change. I negotiated. I told my daughter I didn’t care if she moved items that were bothering her with the caveat that she put them back. This took some reminding, as everything does with a child, but she has gotten much better about returning the DVDs she has moved to where they originally were. ### **Finding the Right Comfort Level** When it came to the clothing, in order for me to remain sane, through much trial and error and much time spent in dressing rooms, we found seven pairs of underwear she was comfortable with. Then we created a system where she would put her underwear at the end of the day in a basket and my part of the deal was to make sure they were washed every week and then she started through them again. Same went for outfits. We found a week or so worth of outfits she was comfortable wearing and had her cycling through these. I also negotiated with my wife, showing her instances where things were getting better and helping her to let things go that were minor inconveniences. Things are certainly not perfect now, but they are more tolerable and we all have a better understanding of what is going to act as a stimuli to our daughter and remove it before it even becomes a problem. ## **Sharing Stories of Your Gifted Child** The best thing for coping with these quirks is having someone to talk to about them. My wife and I have each other. An excellent resource is other parents of gifted children. Sharing stories and realizing you are not the only one going through this can be very reassuring that everything is just fine. Read more from Todd at Stanley at [edCircuit](https://edcircuit.com/) and [The Gifted Guy](https://www.thegiftedguy.com/). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Hybrid and Remote Learning, Parents, Project-based learning **Tags:** Headline --- ### [What Does It Mean to Be Almost Gifted?](https://edcircuit.com/what-does-it-mean-to-be-almost-gifted/) **Published:** June 19, 2019 **Author:** Todd Stanley **Excerpt:** Author and educator Todd Stanley discusses how we want students to reach their potential, but there are only so many resources to go around. **Content:** *Teachers and parents need to be purposeful with resources available The starting point for the question of what defines someone as almost gifted would be answering what it means to be gifted and working backwards from there. Although there is no universally accepted definition of gifted, there have been lines drawn in the sand to enable school districts to identify those students who have high ability. Typically the identification of gifted students are those in the top 5% of a nationally normed test. If a student scores in the 95th percentile or higher, she is given the label of gifted. The tests that are used vary from state to state as each state has its own approved list of assessments that can be used to identify gifted students.* ## **Achievement Tests vs. Cognitive Tests** There are two types of tests a typical district would give. Some are subject specific tests that look at reading, math, and even social studies and science. These are called achievement tests and are a reflection of what students have learned and how this compares with their peers. If a student were to be in the top 5% of everyone who took the test in math, then he would be considered gifted in the subject area of math. The second type of tests are cognitive tests that can give a good idea of whether a student is adept at thinking outside of the box. Cognitive tests such as the Wechsler Intelligence Scale for Children (WISC), Otis Lennon School Ability Test (OLSAT), In View, CogAT, the Stanford Binet, and the Woodcock Johnson can be used to determine a child’s School Ability Index (SAI). Students who are higher than the 95th percentile are deemed superior cognitive and thus gifted. ### **Measuring Performance** These tests are based on academics, but as the National Society for Gifted and Talented (NSGT) indicates, performance and accomplishment is also important. There are other methods of identification of gifted that can measure this performance and accomplishment such as creative thinking ability, visual performing arts, psychomotor which is athletics and how coordinated one is, and some states have even taken to measuring the leadership ability of students. But these are not as widely used as the specific content and cognitive tests. ### **Cognitive Test Scores** Cognitive tests are a greater indicator of student potential because it is a measure of intelligence, not content specific. This is the breakdown of how students typically score on cognitive ability tests: ![What does it mean to be almost gifted 1](https://edcircuit.com/wp-content/uploads/2019/06/Snip20190618_12.png "A table with numbers and a number | edcircuit") As you can see, about 4% of the scores are in the range of gifted. Working backwards from there, the 8th stanine represents the 7% of students who scored in the 89th to 95th percentile, meaning they are in the top 10% of those who took the test. This group would constitute the students who are almost gifted. The definition of an almost gifted student would be someone who was between the top 6 to 10% of those who took the test but just missed the cutoff score by a few points. These are those students who score in the 94th, 93rd, or even 90th percentile. They are displaying an intelligence greater than nearly 90% of the population, meaning they are still fairly smart. Yet because they did not reach the magical number, they may be denied gifted services or challenging classes that are offered by their district. These scores for the school cognitive tests mirror intelligence in general: ![What does it mean to be almost gifted 2](https://edcircuit.com/wp-content/uploads/2019/06/IQscores_graph.png "A bell curve labeled iq score distribution shows percentages of population by iq score The majority 68 score between 85115 Tails show 2 score below 70 or above 130 0 1 score below 55 or above 145 | edcircuit") As you can see, 2.1% of the population scores 130 or higher. 14% of the population would fall into the 115-130 range, meaning that they might not be as intelligent as those above them, but they are certainly smart. What is being done for those students to challenge them to achieve at the level they are capable? We have programs for the gifted and at the other end of the spectrum with special education students. What about that student who is close to gifted but not quite there? Right now, even if they are close, many are getting no cigar. ## **How Do We Challenge Gifted Students** The question remains, what do we do for this almost gifted student, and how do we as an educational system challenge them? An easy fix would be just to add more services. After all, these are our future doctors, lawyers, politicians, and other such citizens who will be a major factor in steering our society into the future. Would we not want them to have the very best education possible to make these paths easier to traverse? Yet very little dollars are devoted to these bright students. ### **Why Shifting Budgets Doesn’t Work** Issues with gifted identification aside, the fact of the matter is we want to be able to have students reach their potential. The problem is that there are only so many resources to go around. Even if the government were to decide to provide more funding for gifted education, they would simply be robbing Peter to pay Paul. Special education would see its funding lowered to compensate or some other group that receives funding would suffer. ## **Where To Find Gifted Resources** The truth about these resources is they do not have to come from above; they can be provided at a grassroots level by teachers and parents. And it is not the amount of money spent on these resources but rather the way you use it. Both teachers and parents have learned in their respective fields that being purposeful in the way you use your available resources it much more important than the amount of resources used. Instead of throwing everything at the wall and seeing what will stick as happens with many reforms in education, teachers and parents need to be resourceful about their resources and use them as effectively as possible. This would ensure that almost gifted students are receiving the attention they deserve. In many cases, you have to know where to look for these resources and that is what the rest of this book will help you to accomplish. Read more from Todd at Stanley at [edCircuit](https://edcircuit.com/) and [The Gifted Guy](https://www.thegiftedguy.com/). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Project-based learning **Tags:** Headline --- ### [Why 8 Kids Tying Is A Wonderful Thing](https://edcircuit.com/why-eight-kids-tying-at-scripps-spelling-bee-is-wonderful-thing/) **Published:** July 18, 2019 **Author:** Todd Stanley **Excerpt:** Author and educator Todd Stanley shares that schools should recognize all students for academic accomplishments rather than concentrating on a few/ **Content:** A couple of months ago eight participants at the [Scripps National Spelling Bee](https://spellingbee.com/) were crowned co-champions. There had been ties before, but never eight of them. These eight spellers went through 20 rounds without making a mistake. Eventually, the organizers of the competition admitted they no longer had any words that were going to challenge these amazing competitors and declared it an eight-way tie. ## **Is Winning Everything?** There is a valuable lesson in this. We live in a “best culture” where we recognize the best in everything, even things where it is difficult to determine this—such as the best picture or the best athlete in a team sport. We celebrate the best and by doing so, give short shrift to individuals who have worked hard to get to the levels they are at. Isn’t it a pretty big accomplishment to receive a bronze medal at the Olympics? Hasn’t a team had a lot of success if they make it to the playoffs but do not win? Does one have to be the best in order to have accomplished something amazing? ## **Recognizing All Participants** I am a big proponent for academic competitions and feel that everyone has their skills and strengths. Some of these are athletic in nature, some of them are academic. In a school environment where we are constantly acknowledging students for their athletic prowess with trophies in the entry hall, banners hanging in the gym, and even signs at the city limits when someone achieves state champions, why isn’t there more about academic achievements? The morning announcements are rife with sporting accomplishments and yet you do not hear as many of these referring to academics, the thing schools should be touting the most. After all, that is their major purpose for existing. ### **Honoring All Competitors** As much as possible I try to take students to academic competitions. [Model United Nations](https://www.nmun.org/), [MATHCOUNTS](https://www.mathcounts.org/), Invention Convention, Destination Imagination, Word Masters, and a slew of others. I want students to recognize that they have academic strengths by displaying them in a public forum and be honored for them. The thing that I always struggle with however is that at these competitions we must crown a single champion. There were times I would be sitting in the stands, beaming with pride at the awesome skit my Destination Imagination Team had produced, only to watch their excitement be crushed when they weren’t deemed 1st place finishers. I often thought, why do we need to narrow it down to one? Why can’t we honor all of those who did an excellent job? Same with the spelling bees I have judged. There are many worthy spellers, but due to a combination of luck and chance, only one wins. This is what we teach our students though when we partake in class rankings and award a single valedictorian who had the highest GPA. It creates an unhealthy competition that pits students *against* one another rather than having them challenge themselves. I think class rankings are an outdated practice especially given that not all GPAs are created the same. It rewards people for taking those classes where they might get an easy A and punishes those students who take a more challenging class and might not receive highest marks. It’s a game that we have taught our children to play. They can hardly be held at fault for playing by the rules that schools have set out. ## **Defining Academic Excellence** My suggestion is not to get rid of the competition, but rather to have people compete against themselves, not others. By no means am I suggesting that everyone gets a trophy, the opposite extreme of what our society has become. I am suggesting that you honor students for producing great academic work. When students graduate instead of singling out a single student or even having a top ten, have a recognition system for various levels of academic excellence. It would look something like this: **• Cum Laude – awarded to students with grade point average of 3.75 – 3.99 (Usually about 10% of seniors)** **• Magna Cum Laude – awarded to students with grade point average of 4.00 – 4.19 (Usually about 9% of seniors)** **• Summa Cum Laude – awarded to students with grade point average of 4.20 or higher (Usually about 9% of seniors)** This honors roughly the top 30% of students, students who worked hard and deserve recognition for this achievement. Because the criteria is made public before the school year even begins, it allows students to push themselves to achieve the needed GPA rather than trying to be higher than fellow students. ## **Abolishing Class Rank** There are many districts across the United States that are abolishing the practice of class rankings because it has little if any practical benefit. It does not have much significance to college admissions offices. The use of an extrinsic motivation such as grades promotes a more superficial approach to learning, becoming more about the grade. This then diminishes student engagement. Research by educational psychologists also suggests that it leads students to prefer less-challenging tasks. The most important reason that class rank should be gotten rid of is because it isn’t a direct measure of student achievement. ## **Recognizing Academic Success** The people running the spelling bee could have made the children continue another 20 rounds until a single champion was crowned. By doing this they would have been diminishing the accomplishments of those who had already made it through 20 rounds. Instead they chose to recognize the great achievement of these students. Schools need to take a page from this and begin to recognize students for their academic accomplishments rather than where they stack up against fellow students. Class rankings should be E-L-I-M-I-N-A-T-E-D. Read more from Todd at Stanley at [edCircuit](https://edcircuit.com/) and [The Gifted Guy](https://www.thegiftedguy.com/). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Project-based learning **Tags:** Headline --- ### [The Importance of the First Day of School](https://edcircuit.com/the-importance-of-the-first-day-of-school/) **Published:** July 31, 2019 **Author:** Todd Stanley **Excerpt:** Author and educator Todd Stanley shares his ideas on different rules for the first day of school and how to engage students in activities. **Content:** When the first day of school rolled around this year, there was a positive buzz in the air. Kids had been away for three months and were excited to see friends again. There were plenty of smiles and hugs, and the attitude was full of enthusiasm, a bounce in most everyone’s step. Kids were actually excited about school and what their year would look like. ## **First Day of School Excitement** I decided rather than sit at my desk all day which is how I pass most of my days, I was going to go around to various classrooms and see this excitement carried over into the classroom. I would get to see students have their pent-up summer-long curiosity satiated. ### **Searching for Engagement** First I started with a science class. I thought maybe the teacher would be doing a cool experiment or something of the like to excite kids about science. I was shocked that the teacher was going through a PowerPoint while students passively sat there. What might have made it not so bad was if the teacher were talking about all of the amazing science they were going to be covering for the year or an introduction to their first unit. Instead, it was an hour of going over the rules and guidelines of the class. Mostly what you could not do, should not do, and may not do. There was no interaction, no ownership, and no engagement. I didn’t last more than a few minutes before the alchemy of the class turned the lids of my eyes into lead. Wake up…I had to shake this off before I was snoring, so I got up and walked into a language arts class and sat down, a large smile stretched across my face for this was a subject I liked a bit better. I couldn’t wait to hear what books students had read over the summer or what stories they were interested in writing. Instead, students were sitting at their desks being lectured to how to put their binder together. They were instructed which color folders to pull out, what to put on the label that went inside the tab on the folder, and what order to put them in. It was micromanaging at its very finest, and I felt like they were training secretaries rather than working with kids. There was no choice in the matter; students were to follow the directions they were given to a tee. ### **More Rules** Throughout the entire first day, guidelines about the bus, expectations in the cafeteria, how to walk down the hall properly, there were even signs in the bathrooms informing one of the proper way to behave in the urinal. The kids went to gym and recess and instead of being allowed to run around and expend some of this burgeoning energy they had brought with them, they were talked at about the rules. ## **Looking for Inspiration** I’m not saying kids don’t need boundaries and I certainly understand the importance of setting expectations on the first day of school in order to have a smoother rest of the year, but at what cost? These kids came to school with an excitement, an eagerness to get back to school and learn, and we sucked the very anticipation out of them. They were begging for engagement and we gave them passiveness. They looked for inspiration; we provided only indignation. It is tough enough for students to remain stoked about going to school. Why should we beat it out of them on the very first day? Shouldn’t we be providing activities that tap into this, engagement that inspires them to want to learn more, inquiry that makes them curious in order to get the year started on the right foot? This love of learning is way more important than order. ## **A New Approach to the First Day of School** What if, on the first day of school, we don’t worry about the rules and regulations? What if, on the first day of school, we try to get the kids excited about learning? What’s the worst that could happen? Would the school burn down or would there be an insurrection because the students have never before heard of these things called rules? I don’t think so. I am fairly certain that our youth of today have enough of a basic understanding of social norms to behave themselves. It’s not like they have forgotten the rules they learned from the year before. ## **Generating Enthusiasm on the First Day of School** On my first day with kids, we did a computer simulation called Decisions Decisions that took the entire first week of school. It involved students role playing a person in the simulation. For example, in the Ancient Empires, the four characters were the Trader’s Daughter, the Warrior, the Poet, and the Elder. Students had to learn different things about the situation from their perspective and then share it to the group so that they could make the most informed decision. I had a different one for each grade level spanning from the aforementioned Ancient Empires to the Colonization of a Planet. When students came in, I immediately put them into groups of four and we began the simulation without nary a rule being addressed. And you know what, there was order in the classroom. The students were so engaged with the activity that there was no need for rules because no one was losing focus and doing something they shouldn’t be. ### **A New Approach** A lot of times in education I believe we put the cart before the horse. We believe we need to establish clear rules so that everyone is compliant so that we can engage them instead of simply engaging them in the first place. The number of discipline problems seems to always correlate with the level of engagement of students. In other words, there are more discipline problems in a classroom where students do not feel engaged as opposed to one where they do. Instead of inundating them with rules on the first day of school, have them do engaging activities. I dare you. Read more from Todd at Stanley at [edCircuit](https://edcircuit.com/) and [The Gifted Guy](https://www.thegiftedguy.com/). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Educators, Project-based learning **Tags:** Headline --- ### [Lessons to Be Learned from the NYC System Gifted Dilemma](https://edcircuit.com/lessons-learned-from-new-york-city-school-system-gifted-dilemma/) **Published:** September 19, 2019 **Author:** Todd Stanley **Excerpt:** Author and educator Todd Stanley discusses the impact on eliminating New York City school system gifted program and how it will affect all students. **Content:** When word broke that NYC schools were considering 86ing all of their gifted programming, I was livid. After all, I have spent my entire career fighting for the rights of gifted students and making sure they have specialized services for their unique abilities. Then I began to read some of the articles debating the topic and, like most things in life, found that things were not so cut and dry. ## **The Dilemma** The major problem is that there is no good guy or bad guy in this situation. Both sides have very legitimate arguments. On one side of the argument are those who would seek to discontinue gifted programming. The rationale is that the programs are predominately white and Asian, even though the NYC school system is 75% black and Hispanic. These programs have created a very “have and have not” atmosphere, with those who can afford it getting help in being accepted (a la college admissions scandal), or who are just more knowledgeable about the system and know how to play it to give their child advantages over others. ## **Understanding the Debate** ![Lessons to be learned from the new york city school system gifted dilemma](https://edcircuit.com/wp-content/uploads/2019/09/scale_out_of_balance-500x440.jpg "A brass balance scale with uneven arms stands on a wooden base against a neutral background symbolizing imbalance or inequality | edcircuit")The problem is not in their argument but in who they are arguing against. They are pointing the finger at the programs themselves and want to discontinue them. The problem is the admission policy to get into these programs. NYC uses a multitude of criteria, an exam, attendance rates, grades, all of which are fairly subjective. NYC school has its own gifted exam which includes portions of the OLSAT and Naglieri, nationally recognized gifted tests. I know this because it was explained on Bright Kids, a tutoring service whose claim to fame is they can help kids score well on the test. I got sick to my stomach when the lady on the video bragged that 90% of their clients have qualified. This is a humongous problem. Gifted testing should be evaluating talent and ability, but instead, students are getting in based on resources and wealth. After all, talent is equally dispersed, but resources are not. Add to this the fact that attendance and grades play a factor. All this is doing is putting up artificial barriers that create inequity. ### **Overcoming Obstacles** A student cannot help it if his parent will not get him to school. Grades, on the other hand, can be very subjective. Kids who are compliant by following directions and behaving tend to get better grades than discipline problems or those who go against the grain. This does not indicate which student has the higher ability, however. This might come as a shock to most, but not all gifted students are well-behaved, model pupils. In fact, their predisposition is to challenge and question, which can cause a lot of problems with teachers who expect students to raise their hand or quietly work. ## **The Gifted Program** On the other side of the argument are the gifted pundits who want to protect their programs because they believe they are what is best for kids, and in my experiences in gifted education, this is absolutely correct. Gifted programs offer a specialized service to a unique ability that is going to do a better job of helping these students reach their potential than if these services had not been available. That does not take away from the fact that the tests we give students to qualify them for such programming have a certain amount of bias to them. A student coming from an educated, middle-class family is given a huge advantage over a child who comes from an impoverished home where there are bigger fish to fry than schooling. This does not take away from the fact that there are students out there who need a different education. We just need to do a better job of identifying them. Having policies such as universal screening, using multiple nationally normed tests to provide a clearer picture, and eliminating subjective measures such as teacher recommendation or elements outside of the control of the student would be a start, but much more needs to be done. ### **Identifying Before Eliminating** What this ultimately comes down to is the difference between equity and fair. Is it equal to get rid of gifted programming in NYC and offer opportunities to everyone in the district to participate in specialized programs? Yes, that would certainly make things more equal, but it is not fair to students who have a specialized need that is not going to be addressed by trying to teach everyone equally. There is an issue here but not the one they are currently addressing. We need to properly identify what the issues are before we can make blanket statements such as eliminating all gifted programming. ### **Specialized Education** Here is a suggestion you would never hear. NYC schools determine that its’ special education programs are predominantly one race and so in order to make things more equal, they decide to get rid of those services and offer the same education to everyone. That would be nuts not to mention illegal since special education is federally protected under IDEA. But because there is no federal law protecting gifted education and those who qualify for it, it is up to the discretion of the school district. This, of course, is beside the fact that you would not consider doing this to special education students because we recognize they have specialized needs that must be addressed. Gifted students have specialized needs as well; they are just at the other end of the spectrum. So why is it alright to discontinue their services? Like most things, the adults need to get their s\*\*t together and figure things out because the only people who are going to be affected by this are the children. No matter what decision is made, all that I ask is that they not take the easy way out. It is easy to completely cut something rather than trying to make it more equitable. It is easier to deny students a specialized education rather than trying to fix the system that created this mess. If we truly believe in the benefits a gifted education provides, we need to be willing to do as we often ask of our gifted students; we need to think outside the box. Read more from Todd at Stanley at [edCircuit](https://edcircuit.com/) and [The Gifted Guy](https://www.thegiftedguy.com/). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Project-based learning **Tags:** Headline --- ### [What Is the Difference Between Bright and Gifted?](https://edcircuit.com/what-is-the-difference-between-bright-and-gifted/) **Published:** October 4, 2019 **Author:** Todd Stanley **Excerpt:** Author and educator Todd Stanley discusses how parents and teachers should be careful when labeling students as bright or gifted. **Content:** Oftentimes, gifted kids are referred to as being bright. We want to be careful when labeling them with this because it is not always accurate. You see, a bright child is someone who has the following qualities: - **Is attentive** - **Works hard** - **Learns with ease** - **Enjoys peers** - **Love school** - **Is a people pleaser** - **Is good at following direction** - **Is compliant** ## Bright vs. Gifted That’s a pretty good list and one that any teacher would give part of their paycheck if all students in their classes were of this quality. But this is not necessarily the gifted child. In fact, many times the gifted child can have a clear distinction to the quality: ![Bright and gifted](https://edcircuit.com/wp-content/uploads/2019/10/Screen-Shot-2019-10-04-at-12.10.13-PM-2-500x306.png "A comparison chart showing differences between bright and gifted students listing traits such as being attentive working hard and loving school for bright versus being complex testing well and loving learning for gifted | edcircuit") ## Understanding a Bright Child and Gifted Child There are a few clear distinctions between the two. For instance, the bright child is a hard worker, while the gifted child tests well. That does not mean that all gifted children do not work hard, but what it does mean is that some gifted children do not have to work hard in order to achieve good grades. As a result, some of these gifted children have learned not how to work hard, but how to hardly work. And who can blame them? Another distinction would be the bright child enjoys classmates while the gifted child prefers peers. Some would liken those two to be the same, but they are very different. Classmates 99% of the time are the same age. This is because in the United States all children enter kindergarten around the age of 6, which means they are 1st graders at 7, and so on and so forth until they graduate at age 18. That means that in a classroom, the kids are the same ages. Bright kids tend to work well with these kids because they are people pleasers as well as being very agreeable. Some gifted students, on the other hand, take on what James Delisle calls the “better than” instead of the “better at” attitude. In other words, because the gifted child is better at much of the academics because of his abilities, he takes this a step too far and feels as though he is better than those classmates. Part of that is also not suffering fools gladly. If the gifted child thinks he is better than his classmates, he does not respect their input and thus might have difficulty making friends. Sometimes it can be the other way around, and his classmates are not very accepting of him because he thinks different and talks different. This is why you often see gifted students talking with their teachers; these adults are the only ones that they can have a conversation with. ### **A Love for Education** A third distinction is the love of school and the love of learning. Again, some would think these to be one in the same. After all, isn’t school where one goes in order to learn? Thus if you love to learn, you love school. Sometimes this is certainly the case, but there are those students who do not love school. In fact, they resent it and dislike going. This might be because they have become bored by school, or there is a lack of challenge, or that they are bullied because of their abilities. For whatever reason, the child no longer loves school and may become an underachiever who does not perform to the level of their ability. Make no mistake, though; this child still loves to learn. She just prefers to learn what is interesting to her. She might not turn in her homework and yet spends hours on Youtube trying to figure out how to bake a particular dish, or she might do poorly on tests and yet spends a lot of time refining her poker game. The effort to learn is still there. It just isn’t what you would characterize as traditional learning. Because of this, many times, gifted students determine what is worthy for them to learn. If they deem something not to be worthy, they will not give their best effort and may even do poorly. A bright child is always going to work hard to get good grades, even if it is something they don’t want to particularly learn about. ### Understanding Compliant vs. Complex A final distinction between bright and gifted is that the bright student is compliant while the gifted one is complex. This becomes a challenge for teachers. Working with students who follow directions and do what is asked of them is very nice and certainly makes the job easier. It does not always lead to great learning, however. Compliant students do not question what is being taught to them and thus only can go as deep into the material as it is presented by the teacher. A gifted child, on the other hand, will question things. They typically want to engage their minds and so will explore something that causes them to become curious. By doing so, they are allowing the lesson to become much more complex and engages those higher levels of thinking. Although this is better educationally, it is not necessarily better for discipline and ease of the class. There are many people who carry the stereotype that having the gifted students in class is a piece of cake because they are all the “good” kids. This is certainly more true of the bright children but not the gifted. Someone who teaches gifted is going to have to be on their toes much of the time for students that are challenging them. Read more from Todd at Stanley at [edCircuit](https://edcircuit.com/) and [The Gifted Guy](https://www.thegiftedguy.com/). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Project-based learning **Tags:** Headline --- ### [Why Failure Is Actually a Good Thing](https://edcircuit.com/why-failure-is-actually-a-good-thing-education/) **Published:** November 7, 2019 **Author:** Todd Stanley **Excerpt:** Author and educator Todd Stanley talks about building endurance to failure — when you lose your fear of it, you take more risks. **Content:** I was walking the other day and passed a skateboard park. In the park was a lone kid, probably no older than 14, and he was trying various tricks on the concrete structures placed in the park for skateboarders to work with. What I was amazed at was how many times this kid tried to grind his board on the edge of a concrete wall, only to face failure. Yet he would relentlessly try again, determined to get the move down, until, after about fifteen, twenty minutes, he successfully planted the edge of the skateboard on the wall and slid down it a few feet. The look on this kid’s face spoke volumes about how happy he was about his accomplishment. I couldn’t help but wonder if he had that same dedication to a math problem or a particularly difficult essay. How many times would a kid be willing to fail? I’m not sure he would have the endurance for that. ## **Understanding Failure** Why is this? One of the problems is that we don’t let kids fail enough. I’m not saying allowing kids to flunk a class. I mean creating a classroom environment where students are encouraged to try something outside of their comfort zone that they may fail at. Give them something that is above their head and see how they respond to it. It would be the equivalent of noticing that a 2nd grader is really good at addition and subtraction so you give her a few multiplication problems to see how she handles them. She might be completely stumped and unable to comprehend how to multiply. She may surprise you, though, and get a couple of them. The point though it not that she succeed, the point is that she be challenged. ### **Effective Learning** As learners, we tend to do the best, more effective learning when we feel a little uncomfortable. In fact, being pushed to the brink of failure causes a lot of people to be very innovative and come up with things they would not have had, they had it easier or more resources. Take James Dyson, for example. You hear the name Dyson, and you think of one of his innovative products such as the bagless vacuum cleaner, the automatic hand dryer, or the bladeless fan. However, it took him 5126 failed prototypes before landing on the idea of his vacuum. That’s a lot of failure. But he learned from each one of them before he produced the bestselling vacuum in the world. Kids come by this naturally too. Think about how many times a child fell while trying to walk but got right back up and tried again. Could you imagine if that child simply folded his arms and said, “Na-ah. Not going to try to walk anymore.” The same goes for playing sports. How many times does a kid strikeout before learning to hit the curveball? Or how many times must a figure skater fall before landed the jump? Basketball involves many more misses than buckets made and football is a sport where most of the plays are stopped or fail. You see this mostly in the playing of video games. A kid will try hundreds of times to defeat a level, failing time and time again, and yet persevering unless getting past it. ### Finding Solutions ![Why failure is actually a good thing](https://edcircuit.com/wp-content/uploads/2019/11/Picture1.jpg "Diagram showing a circular process with five red circles labeled ask imagine plan create and improve all connected by arrows around the text the goal in the center | edcircuit") One thing to consider doing regularly in the classroom is using the STEM design process that engineers use in their profession. What is so effective about the design process is the constraints that are put on the project and the possibility of failure that causes people to think of creative solutions. You are told what not to do and what you are allowed to use. These limited resources cause one to be creative about the solution and not always taking the easy way out. It causes one to have to fail in order to succeed. It allows people to take risks and to do so in the spirit of learning. In this process “F” simply means “**F**ind” another answer. Failure is built into the process, as evidenced by the “improve” step in the process. They realize you are not going to get it right the first time, so what are ways you can learn from the failure and improve the product to be better? The issue though, is changing the mindset of not only the student but the teacher as well. Teachers sometimes feel immense pressure to be the expert of the classroom, and part of this role is having all the answers or knowing what is going on all of the time. Because of this, teachers may play it safe and not be willing to try something that would benefit their students because they are afraid of failing. I have to evaluate my staff and they just freak out if they are rated a skilled versus an accomplished. One of them even commented to me, “I have never been anything but accomplished before.” If our teachers are afraid to not be perfect, isn’t that going to naturally rub off on the students? ## Power of Failure The power of failure is that by building an endurance to it and losing your fear of it, you are going to be so much more willing to take risks. It is these risks that produce high-quality work and allows the students to grow more as learners. The real-world application here, of course, is that in life, we are going to fail several times. There are usually two reactions to this failure. One is the response of shutting down. I failed, so I’m never going to try that again. The other one is learning from the failure and either trying again or trying it another way in order to have success. What are we doing in the classroom to ensure that our students take the second path? To watch a free video PD on how to create an environment in your classroom where it is OK to fail, go to[ https://youtu.be/N4nwEqNJMrI](https://youtu.be/N4nwEqNJMrI) or[ www.thegiftedguy.com/toddtalks](https://www.thegiftedguy.com/toddtalks) [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Project-based learning **Tags:** Headline --- ### [How to Personalize Professional Development](https://edcircuit.com/how-to-personalize-professional-development/) **Published:** December 5, 2019 **Author:** Todd Stanley **Excerpt:** Author and educator Todd Stanley suggests that districts should allow teachers to choose what professional development would be meaningful to them. **Content:** Professional development is a tricky thing. Districts are often times charged with the mammoth task of trying to provide PD for an entire building or even district. This can be a daunting order and pleasing everyone is never going to happen. There is the extra added challenge of trying to meet the district’s mandates as well as maneuvering around the union contract. ## Why Professional Development Because time is such a valued and rare commodity, some districts bring in a keynote at the very beginning of the year to perform from the stage. This person gets up and gives his or her routine, the people laugh, cry, ohh, and ahh as the speaker takes everyone through a roller coaster of emotions, and hopefully, at the end everyone applauds and leaves the auditorium with a renewed sense of purpose, never to see the speaker again. The question I always have is, what is the shelf life of this PD kick in the butt? How far does each teacher take this second wind and run with it? It, of course, varies. Some teachers use it to transform their classroom while others are complaining that they had to sit for an hour straight (even though that is what their students have to do all of the time), as well as everything in between. And yet some districts are paying tens of thousands of dollars for these speakers, not really measuring what sort of impact it has and whether there would be a better use of the money. ### Implementing Professional Development Then there is the sit and get. This is where teachers attend sessions where someone tries to fit an entire curriculum worth of lessons into a single one hour presentation. It would be the equivalent of trying to fit in an entire unit plan into a single class. Not only that, the format severely limits what the person can do. I remember a teacher came up to me after a PD and said, “I’m tired of being shown PowerPoints on how I shouldn’t be giving PowerPoints in class.” I’m as guilty as anyone. When I only have a short period of time, I often espouse a very non-traditional teaching strategy, using a traditional strategy to convey this. Nothing like getting up and telling people not to be a sage on the stage, as I deliver it as a sage on the stage. ### **Selecting the Right Session** There are conferences. This is usually a collection of speakers with a couple of keynote addresses centered around a central niche of education. These can be exhausting and overwhelming, though. By the time you get to the third speaker of the day, it is difficult to give your full attention. Not only that, trying to pick a session that is useful to you can be a challenge. The single paragraph descriptions that often accompany the conference program are not always reflective of what you are going to see. I often have buyer’s remorse when I get into a session and find it is not going to be useful for me, but I’m stuck. You could do a book study. Trying to find a single book that can be useful to multiple people can be somewhat of a challenge. Add to the fact that not everyone is doing their reading (imagine if our students did that), and so the discussion cannot be as rich as it needs to be. ## **Hearing A Different Voice** Of course, in many cases, you have the professional development you need already in your district. Certainly, there are enough talents amongst the staff to be able to provide strategies and ideas for others to use in their classroom? The problem here is the 50 mile rule. The 50 mile rule is that the best professional development has to come from at least 50 miles away. This is not a truth, mind you. It is a perception. If someone who has been in the district for a while, whose voice has become familiar to those in attendance, gives the advice, it might just sound like Charlie Brown’s teacher. However, if a perceived expert comes in, says the exact same thing the district person was going to, all of a sudden it is Moses decreeing the commandments from Mount Sinai. It is just like bringing in a guest speaker to your class. He says something, and suddenly the voice is different, and the students pay attention more. ### **Understanding the Roadmap** Even the best laid plans, the most highly regarded speaker, or the hottest inspirational book will not reach everyone, just as the one size fits all strategy would not work in the classroom. And yet districts are charged with the task of trying to make it fit. When done building-wide, there is always that satellite group of teachers that the PD does not work for. This usually involves the related art teachers as the gym teachers don’t really need to know how to write an effective assessment. It is interesting as we try and differentiate for different learners in the classroom but don’t always do a bang-up job with our various teacher groups. Basically, all of the struggles of trying to find effective professional development are the same struggles we face in the classroom trying to teach our students. Let’s take a page from an effective classroom then and figure out which PD would be the best. In a classroom, students learn when they are engaged, when they care about what they are learning, and when they have choice. ## **What Works** What that would look like is allowing the teachers themselves to choose what professional development would be meaningful to them. To individualize the lesson. Ultimately, it shouldn’t be up to your district to find and provide your professional development. You became a teacher in most cases because you love to learn and you wanted to share that love with others. Why not learn about something that will improve your craft and make you a better teacher? Some districts would argue the accountability piece. That if the district doesn’t monitor the professional development, teachers will take advantage of it. I say so what. Forcing that teacher is not going to make it any better. In fact, they will probably fight you more vigorously. The district should simply provide the time and space to conduct the PD and let the teachers develop it themselves. Then the only person they can blame for it sucking would be themselves. Read more from Todd at Stanley at [edCircuit](https://edcircuit.com/) and [The Gifted Guy](https://www.thegiftedguy.com/). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Professional Development, Project-based learning **Tags:** Headline --- ### [The Culture of Your Class Remains the Same](https://edcircuit.com/the-culture-of-your-class-remains-the-same/) **Published:** February 3, 2020 **Author:** Todd Stanley **Excerpt:** Author and educator Todd Stanley reflects on his trip to China and how he went from out of his comfort zone to complete ease once he stepped into the classroom **Content:** Over winter break, I had the privilege of teaching in Beijing, China. I was working for a company called Delight and Diligence Center and students attended an academic camp, taking a single course from 9am to 4pm for 7 straight days. I was teaching an Academic Writing course with the end goal being that students would write a developed essay analyzing the book The Invisible Man by H.G. Wells. It was a pretty intense course as these were 5th and 6th graders, they had to read the entire book in five days, and English was not their primary language. Needless to say, this was going to be a challenge, but then again it was a challenge program. ## **A New Culture** When I came into the Beijing airport, nearly everything was in a form of writing of which I did not recognize. Then I was taken to a hotel where no one at the front desk understood me. And when I had my first meal, there was a lot I could not fully recognize and thus was not necessarily comfortable consuming. To say I was out of my comfort zone was a serious understatement, but the second I stepped foot in my empty classroom, I instantly felt at ease. The desks looked familiar; the board was at the front of the room where I was used to it, and there were posters on the walls inspiring learning. Even though I was several thousands of miles from my school, it was like I was in the next room over. I could not control the unfamiliar environment around me, but this was an environment I could control. ### **Meeting the Students** The next day was my first with the class, 18 Chinese students with varying abilities. Some of them spoke and wrote English better than my students back in the states. Others were difficult to understand and could only write in very basic sentences. Out of the 18 students, it was split pretty evenly between boys and girls, and much like middle schoolers in the US, the girls sat at tables together while the boys only sat with one another. 7 of these boys I would come to learn all came from the same school and knew one another. This meant I was not going to have the awkward unfamiliarity that kept students quiet and focused the first couple of days. These students were coming into the room, pushing one another, teasing each other, and not able to keep their hands to themselves. My classroom management skills were going to be put to the test these 7 days. ### **Back in the Classroom** I have been in administration for the past five years, meaning that I have not had my own classroom. Sure, I work with students from various buildings in my district in enrichment clubs, but they are not as formal as most classes, and much like a grandparent, I showed the kids all sorts of shiny things, got them riled up, and then left them with their parents (in this case their regular classroom teachers). I got to be that grandparent that got to say yes all of the time instead of the parent who was forced to say no more often than not. Being back in a full-fledged classroom, even for 7 days, was going to be like using muscles in your body that you used to use all the time but have not engaged in years; I knew I was going to be sore at the end of the day. ### **Long Days, Short Nights** I recall when I was a regular classroom teacher, that first week of school being very exhausting. I had used the summer to recharge my battery and had gotten quite adept at doing nothing and just relaxing. That first week back, having to stand on your feet for the majority of the day, engage with students, and otherwise not having a moment to yourself, I would go home and take long naps in order to survive. After the first day of class in China, combined with the 14-hour flight and the 13 hour time difference, I went back to my room barely able to move my arms. This was around 5:00 in the afternoon, and I laid in my bed, telling myself I would rest for a moment before figuring out what to do for dinner that evening. Next thing I knew, I opened my eyes and it was 3 am. My body had made a decision that my brain had been unable to do for itself. ## **Effective Classroom Management** The very next day I was still tired, I had developed some flu-like symptoms, and my students were definitely testing me, seeing exactly what they could get away with. Because of my frame of mind, my first instinct was to sternly discipline and to make sure I wasn’t taking my eyes off them for more than a minute or so. This, of course, is an even more exhausting way to teach. By the end of day 3, I was not sure I was going to be able to make it through the week, both physically or mentally. I slowly over the course of the next couple of days reverted back to my own style of classroom management I used for years, having private conversations with students instead of calling them out, subtly managing their seating choices so that those children who were combustible with one another could not light the spark, and engaging students in the learning so that they focused on that rather than using idle hands to do the devil’s work. Days 4-7 went so much better, and I felt like students were learning rather than me teaching them. ## **Culture of Your Classroom** It takes a good 5 to 7 years to develop classroom culture techniques that are both effective and align with your philosophies of teaching. Your first reaction when you start teaching is to start yelling and demanding students listen to you. Then you learn to calm down and manage the classroom in a more organic manner that both you and the students are comfortable with. That is the culture of your classroom. What I really learned that week teaching in Beijing is that no matter who the kids are, no matter how long you have been out of practice, and no matter how tired or sick you are, you have to create a culture where kids can be kids while at the same time giving them cause to want to engage in the learning. The culture is created by yourself and your students and does not have to reflect the culture outside of the classroom. Classroom culture is universal. Read more from Todd at Stanley at [edCircuit](https://edcircuit.com/) and [The Gifted Guy](https://www.thegiftedguy.com/). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Project-based learning **Tags:** Headline --- ### [5 Books Every Gifted Program Educator Should Read](https://edcircuit.com/five-books-every-educator-should-read-concerning-gifted/) **Published:** March 4, 2020 **Author:** Todd Stanley **Excerpt:** Five books for student success that can enlighten a different way of thinking about gifted education. I would have every teacher read these five books. **Content:** I love to learn through reading books and so over the course of my 22-year career in education, I have read lots of them; many are books for student success – some good, some bad, and some that are so important that everyone should be reading them. There are some general education books that fall under this category, such as “Most Likely to Succeed” by Tony Wagner and Ted Dintersmith, “The Courage to Teach” by Parker Palmer, or “Mindset” by Carol Dweck. What follows are the 5 books that not only educated me, they enlightened me to a whole different way of thinking about gifted education. ## **Books for Student Success:** ***And Still We Rise – Miles Corwin*** Even though this book is over 20 years old, it still remains very powerful and relevant. It follows the journey of 12 inner-city gifted students and how they must contend with much more than just grades and school. I cannot tell you how many times my heart broke while reading this book, knowing that the only way for these students to have a better life was to stay in school, but dealing with issues that your average person is not burdened with. It really gives you a glimpse into the lives of smart kids who, because of the environment they live in, are not provided the same opportunities as others. ## **Books for Student Success: *The Overachievers – Alexandra Robbins*** This book follow five high school students who are considered “overachievers”. These students who have been given the gift of learning, struggle because of issues that plague many students such as underachievement, overbearing parents, perfectionism, or peers. This is a great book for educators to read to remind them of what it is like to be in the shoes of a student. The pressure they put on themselves, the pressure from parents, and the pressure from school amounts to a lot of stress and anxiety for this generation of learners. This is also a good book to recommend to parents of gifted to help them gain a perspective of what it is like to be a high achieving student in today’s school. ## **Books for Student Success: *Dumbing Down America – James Delisle*** Delisle has written over 20 books on gifted education. More importantly, unlike some university academics who write about how to best teach gifted children without actually teaching gifted children, Mr. Delisle has always made an effort to work with gifted children as well as preparing teachers of gifted at the university level. This book is his treatise about gifted education and how he has spent a lifetime supporting this special group of children. The central message is that there need to be advocates for gifted education and how we cannot let districts dismantle their programming at the risk of not allowing these children to reach their potential. It is surprisingly easy for districts to overlook this population of students due to focusing on problems they deem more pertinent. This book seeks to show you how to shine the spotlight on these students so that they are not forgotten. ## **Books for Student Success:** ***Grit – Angela Duckworth*** Not necessarily specific to gifted students, but its message has great resonance for that group of children. Gifted kids are born with the ability to achieve at a high level, but this does not necessarily mean they are going to have the perseverance to use this when things get tough. In fact, in all of her research, Angela Duckworth has discovered what those who work with gifted have known for a long time; that a bright child who works hard will often go farther than a gifted kid who tries to get by on his smarts and not his effort. What is important about this book is that Duckworth provides strategies for how to overcome this lack of grit that can be used with your gifted students. This is a powerful tool to develop with them so that when students meet a challenge, and they will, they have the coping mechanisms for pushing past and succeeding. ## **Books for Student Success: *The Smartest Kids in the World: and How They Got that Way – Amanda Ripley*** This book follows three American students who decide to get their education overseas, one going to Finland, one South Korea, and a third Poland. You get a real perspective on the global community students in today’s day and age are contending with. You are no longer competing with people from your town or even state for a good job; you may be going up against young adults from all over the globe. One message that seemed clear to me was that no matter how different the schools in these different countries are, the problems the students face are pretty much universal. It is also interesting that some of these countries, such as Finland were not that successful a couple of decades ago, made changes to their educational systems to elicit reform. This means educational philosophies need to change if we expect success to follow suit. ## How These Books Impact Student Success If it were up to me, I would have every teacher, not just gifted ones, read these five books. The reason being that colleges and teacher training programs spend little to no time on how to work with this special population of students. More important is that these books humanize these students so that they are not just a type of kid, but you actually see them for what they are, which is kids. ## Stay Connected on edCircuit Read more from [Todd Stanley on edCircuit. ](https://edcircuit.com/) Follow edCircuit on [Twitter for updates from across K-20 and EdTech](https://twitter.com/edCircuit). - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Project-based learning **Tags:** Headline --- ### [Teaching Pedagogy Reflected in a Game of Kickball](https://edcircuit.com/teaching-pedagogy-reflected-in-a-game-of-kickball/) **Published:** June 23, 2022 **Author:** Todd Stanley **Excerpt:** Unique Teaching Pedagogy-I couldn’t help thinking as we left the playing field how each of the team’s played like they were taught in the classroom. **Content:** After three grueling days it had come down to this- a unique teaching pedagogy I noticed in a game of kickball. Starting with 24 teams on Tuesday, through a series of half hour games where scores bounced back and forth like a ping pong ball, it had been whittled down to these two teams. And they were very different teams. One of the one side was Mr. X’s homeroom class. It was chock full of athletic kids, some of which were bigger than my 50 year-old self. I had watched them tear through team after team in the preliminary rounds, scoring sometimes 8 runs in an inning. Mr. X stood in the field with his students, instructing them to cover this base, get the ball in, and other directions that were barked out like a military sergeant. Mr.X ruled the field with an iron fist and if you didn’t follow a direction he had given, he would let you know about it by getting in your face. He gathered the team together after any tough inning and gave them a pep talk to get them back on track. He was taking this very seriously and he seemed to want his team to succeed very badly. ## Leadership- A Unique Teaching Pedagogy This also was a reflection of the classroom where Mr. X taught math with the same demeanor. He stood in front of the classroom and directed instruction on the white board, delving out step by step how students should approach a problem. Students stood in rows like good soldiers, waiting to get their next orders before moving forward. Everyone marched in step, working at the same pace and finishing at the same time. If you didn’t do as you were told you were put in your place immediately and I had heard Mr. X often chastising a student outside of the classroom about not doing what they were supposed to. It was a well-oiled machine and Mr. X’s results on the state test showed that he grew these students if he had to carry them across the finish line himself. It was a very teacher-centered way of learning. ## A Reflection of Teaching Style On the other side was Mrs. Z’s team. This team was made up of the gifted students. In the few games I had seen them play, she had never even so much as stepped a foot on the field. If I heard her talking to her team, it was making sure they were all aware of the order they were kicking and done so in a very low voice. When they were on the field, she wasn’t telling them where to go with the ball. She had a very laissez faire approach. It wasn’t that she didn’t care about them. It was the fact that she trusted them to do what they needed to for themselves. This again was a reflection of what I had seen in Mrs. Z’s teaching. You walked into her classroom and it did not look like a typical school classroom. There were couches, lounge chairs, bouncy balls, and other non-traditional furniture. There was not any discernable rows to be found, seat were pointed in any which direction, and there was not even a teacher desk. When students were doing their school work, they were doing so independently of one another. ### Example from the Classroom One student might be working on his math, another ELA, and yet another science or social studies. I have never walked into the class and seen Mrs. Z standing in front of the class giving directions. Instead she sat at a kidney-shaped table and spoke with individual students or small groups. Students were given a week’s worth of work on Monday and then they set their own pace, sometimes working with others, sometimes by themselves. When students finished a task, they simply decided for themselves what they were moving on to next. There was some guidance in the workflow, but for the most part it was student-centered with students working autonomously and making decisions for themselves. ## Self Reflection- A Unique Teaching Pedagogy This ability to think for oneself and to act without being told showed up on the kickball field. Even though Mr. X’s team was far more athletic, they couldn’t act without him telling them what to do. If there was play that was too quick for him to give direction on, the students did not know what to do themselves and at times seemed paralyzed at having to act on their own. They often threw the ball around, allowing runs to score, rather than having a plan. Mrs. Z’s team on the other hand definitely had a plan. They knew what to do at a moment’s notice. If a ball was kicked to anyone, they knew what to do with it without any direction from Mrs. Z. I wish I could tell you that Mrs. Z’s team who could learn for themselves and act independently was able to overcome the more athletic team of Mr. X who directed the entire game like a conductor. And so I will. The game ended up tied at the end of the thirty minutes and we had come up against the end of the school day. Students would need to go inside to get their things and get on the busses to be taken home. It was decided they would play the next day in extra innings. ## A Story of Direct Leadership Mr. X’s team was first to bat. The first kid, who looked like a linebacker on a high school football team, crushed the pitch and ended up on second. The next three batters all then repeated the same action. In trying to follow Mr. X’s direction, they flubbed the kick and flied out to the pitcher resulting in three outs and a change of sides. Mrs. Z’s team started the inning with a single. The next batter, a student who was not known for his athleticism, kicked the ball on the ground right to the first baseman who tagged him out. But the first baseman got overzealous and tried to get the runner going to second, resulting in an overthrow and the player advancing to third. Now a ball on the ground or one that found a hole in the defense would win the game for Mrs. Z’s team. Mr. X realized this so he ordered his pitcher to walk the next two batters to get a force at home. He didn’t consult with any of his students, he did not consider any of their opinions. He simply ordered the two walks. Neither one of these kids who got the free pass looked as though they could have put a good kick on the ball, but regardless they occupied second and first. ## In Conclusion on Kickball & a Unique Teaching Pedagogy The next batter, one who looked like he had spent time on a playing field before, kicked the ball on the ground to the second baseman. With Mr. X’s shouts directing the second baseman to throw home, he was unable to get it to the plate in time and Mrs. Z’s team scored the winning run. A celebration erupted as the trophy was now theirs. I couldn’t help thinking as we left the playing field how each of the team’s played like they were taught in the classroom. And the team that had benefitted most was the one who had learned to think for themselves and didn’t require the teacher to tell them what to do. I thought about how this would also serve them well as they moved on to the junior high in just a week’s time, how it would give them an advantage when they got to high school and college, and how someone who could take initiative would be much more attractive to a potential employer. Mr. X had prepared his kids for the next day of learning. Mrs. Z had prepared her kids for life. ### Stay Connected With Unique Teaching Pedagogy on edCircuit Read more from [Todd Stanley on edCircuit. ](https://edcircuit.com/) Follow edCircuit on [Twitter for updates from across K-20 and EdTech](https://twitter.com/edCircuit) - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Community, K-12 Teachers, Social Emotional Learning **Tags:** Headline, Student Learning, Professional Development, Pedagogy, Teaching --- ### [The Lay Of The Gifted Funding Land](https://edcircuit.com/gifted-land-education/) **Published:** May 24, 2017 **Author:** Todd Stanley **Excerpt:** Gifted funding across the nation is like the wild west. There is no law or controlling entity, so many states and districts decide what they will or won't do. **Content:** Gifted education is often labeled as exceptional children and they are. Other exceptional children are special education students. Both of these seemingly polar opposite groups are put together as exceptional because they have very specific educational needs above and beyond what the typical child receives. The major difference is the special education child is protected by federal law under the [Individuals with Disabilities Education Act (IDEA)](https://sites.ed.gov/idea/). That means if a child has been identified as special education and has specific learning needs written into his Individualized Education Plan (IEP), by federal law this must be adhered to by the school or risk loss of funding or a lawsuit. Because there is not a federal law protecting the rights of children identified as gifted, this becomes the right of each state to determine how gifted services will be followed. This is what this looks like: ![Map of the united states showing states in different colors representing various federal policies States are colored in orange purple green and red with a key labeled federal policies included](https://edcircuit.com/wp-content/uploads/2017/05/US-Map.jpg "Map of the united states showing states in different colors representing various federal policies States are colored in orange purple green and red with a key labeled federal policies included | edcircuit") States in green mean that gifted services are mandated and fully funded by the state. The purple states mandate gifted programming but are only partially funded by the state. Orange states have gifted services mandated but the state provides no funds to run the programming. Yellow states do not mandate gifted programming but state funding is available for those who choose to. The red states mandate no gifted programming and offer no gifted funds. What this shows is that only 4 states out of 50 value the education of our gifted students enough to mandate service and fully pay for it. There are others that mandate it and do not pay for it, and those who do neither. Given the fact there is no national standard on gifted education, many times each state and/or local district determine for themselves the following: - Funding - Services - Identification - Certification ## **Gifted Funding** Because one is mandated and the other is not, special education gets far more funding from the federal government, the state, and locally. It is estimated that districts on average spend an additional $4700 in revenue per special education student a year. That is on top of what the district pays for each student in the district already. The federal government budgets over $12 billion dollars for IDEA funding. There is no federal money dedicated to gifted funding with the exception to the Javits Program which amounts to $12 million dollars for the entire country. Because it is left up to the individual states to decide what they are going to budget, you get wide disparities in the amount provided such as Georgia which allocated $367 million in 2012-2013, as opposed to a state comparable in population, Michigan, which set aside zero dollars for gifted in 2014-2015. ### **Services for Gifted Education** Because in 16 states there is no state mandated services, it is completely left up to each individual school district if and when they will provide specialized services for their gifted students. Even in states where there is partial funding, this may also be the case. As a result, in the same county, District A may decide to test students and provide services based on that testing. District B may decide to test students but not offer any services because their resources are being used elsewhere. District C may neither offer services nor even test to see if they have gifted students. Because districts are not forced to provide services, some simply do not. There are others that provide services because they see a need or parents have made it clear to school board members that they want gifted services. One could make the argument that it is best left in the hands of the local district because much like students, districts have different needs. If you are in a small district where there are not many students who are gifted, devoting an entire program to a handful of students would not be cost effective. The problem is that if districts are not mandated to identify students, they really do not know what their gifted population is so there may be a lot of students who need gifted services and are not getting them. Even if a district decides to offer services, they can come in a variety of incarnations. It could be a resource room students go to for an hour a day, it could be a self-contained gifted classroom where students spend all of their time, it could even be inclusion where gifted students are clustered into a class along with other, non-gifted students and the teacher then must differentiate. No matter what service a district decides to use they need to provide an education that matches the unique potential of their gifted population. ### **Identification** ![Gifted](https://edcircuit.com/wp-content/uploads/2017/05/Rainbow-Hands-500x333.jpeg "Two hands cupped together catch a rainbowcolored light reflected onto the palms against a brownish textured background | edcircuit")In addition to each state deciding how they will fund and service gifted education, each state also decides how to identify gifted students. Some states use a list of state-approved tests that are nationally normed which must be used to determine giftedness. Other states are able to set local norms where grades, teacher recommendation and other subjective criteria are used. They can even determine locally what the acceptable score for students is going to be, meaning what is used to identify students in one district might have different criteria in another. This makes it a challenge for students who are changing schools. A child might qualify as gifted in that state and be offered services, but in the new state that identification might not be recognized so the student does not qualify. Some states have operating standards that dictate that whole grade testing must be done. Others simply leave it up to the schools which might do it by request only. This means if a parent is not aware of the testing procedures, they might not think to request the testing and the students will not have the opportunity to be identified. ### **Certification** ![A globe and six smiling wooden dolls in different traditional outfits stand in a row outdoors representing diverse cultures from around the world](https://edcircuit.com/wp-content/uploads/2017/05/Children-Globe-500x330.jpg "A globe and six smiling wooden dolls in different traditional outfits stand in a row outdoors representing diverse cultures from around the world | edcircuit")There is even disparity as to how one becomes qualified to offer gifted services to students. Teachers of the gifted, just like teachers of all abilities, need specialized training to help them to best reach their students. In some states this amounts to watching a couple of modules online to certify them. In other states, coursework must be followed and a certification added to the state teaching license. In some states, it is determined by the number of hours you have spent in a classroom of gifted students. Again, this presents a problem when teachers move from state to state. A teacher who is certified to teach gifted in one state is not able to do so in another because of different requirements. You can see that gifted across the nation is like the wild west. There is no law or controlling entity so many states and districts decide what they will and will not do. Some have a sheriff who keeps the order and makes sure the gifted community is being protected. Others have no one looking out for gifted and so it gets pushed to the side. This can cause difficulty for students who are moving from district to district or state to state. The question is, might there be a better way? Should there be national standards that mandate the education and identification of gifted students much like special education? National organizations such as the National Association for Gifted Children (NAGC) do provide guidelines in the areas of teacher professional development, assessment and programming standards, but these are simply guidelines. Districts decide whether they are going to adhere to them or not. Maybe we should be more focused on making sure our potentially brightest students are able to live up to their abilities and use it to the betterment of themselves and society. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Diversity, Equity, Inclusion, Educators, K-12 Teachers **Tags:** Headline --- ### [Are Gifted Programs Elitist?](https://edcircuit.com/gifted-programs-elitist/) **Published:** June 26, 2017 **Author:** Todd Stanley **Excerpt:** Gifted programs are as elitist as we allow them to be. **Content:** *Or Do They Serve the Needs of Special Learners?* by Todd Stanley ![A smiling head with a rainbow emerging from it featuring symbols of science a rocket e=mc² dna helix atom dragon blue sphere with a test tube and a pen](https://edcircuit.com/wp-content/uploads/2017/06/Rainbow-Head-copy.png "A smiling head with a rainbow emerging from it featuring symbols of science a rocket e=mc² dna helix atom dragon blue sphere with a test tube and a pen | edcircuit")Are gifted programs elitist? This is a criticism leveled upon gifted and talented programs. Some perceive because children are treated differently, with services designed to their specific learning needs, this means they are receiving *special* treatment. That is certainly one way to look at it. Another, more logical way to look at it is that special education children are treated differently, with services designed to meet their specific learning needs. No one would accuse special education of being elitist. So why the double standard? The definition of elitist is a class of persons considered “superior” by others or by themselves. Just the fact that children who achieve gifted identification in cognitive skills are labeled “superior cognitive” instantly puts a target on their backs. What can add to this is the way a district decides to provide gifted services. There is no one prescribed way to offer services. If a school decides to use inclusion where the teacher simply differentiates the curriculum, because the service is not as obvious, it usually avoids being labeled elitist. The one that receives the most scrutiny is the self-contained class of gifted students. This usually involves pulling kids from regular classes and putting all of them in one classroom. It is this pulling the supposed best of the best and putting them all together in one place that causes people to label it elitist. How is this fair to teachers who are left with only the students who were not smart enough to qualify? How is this fair to students who do not qualify for the program? By identifying children as gifted, you are identifying the other children as non-gifted. What effect does this have on the psyche of a child, to be told she is not good enough? I am here to assuage these concerns and lay out why gifted programs are not elitist. When you have a vast variety of abilities in the classroom, it can be very difficult to meet all of the students’ needs. A student with an 80 IQ and a student with a 130 IQ are going to have a much different approach to a lesson. We challenge teachers with simply differentiating in the classroom, a magical term that means to tailor the lesson to fit each of their levels. There are some teachers who are very skilled at differentiating in the classroom, but most times what ends up happening is the teacher teaches to the middle. This is what it looks like in a regular classroom: ![A horizontal arrow diagram showing a spectrum from special ed students on the left average students in the center to gifted students on the right The central area is shaded to highlight the average students](https://edcircuit.com/wp-content/uploads/2017/06/Special-Ed-to-Gifted-500x102.jpg "A horizontal arrow diagram showing a spectrum from special ed students on the left average students in the center to gifted students on the right The central area is shaded to highlight the average students | edcircuit") Notice the special education and gifted students begin to get pulled thin while the majority of learning is going in the middle. Hardly fair to either group. If you group students of higher ability together in one place, the spectrum looks like this: ![A horizontal blue arrow points left and right with labels above just gifted on the left moderately gifted in the middle and highly gifted on the right The arrow is wider in the middle section](https://edcircuit.com/wp-content/uploads/2017/06/Just-to-Highly-Gifted-500x202.jpg "A horizontal blue arrow points left and right with labels above just gifted on the left moderately gifted in the middle and highly gifted on the right The arrow is wider in the middle section | edcircuit") There is still differentiation to be done. After all, if a student has a 130 IQ (considered to be superior cognitive in most cases) and another has a 160 IQ (rare but happens), those students have just as large a gap between them as the 130 student and one with a 100 IQ. Having students grouped who are at least similar in ability makes it easier for a teacher to create a classroom that will challenge everyone at the level they are capable. Programming is never designed to be elitist by excluding a student or including someone because of qualities other than his or her abilities. ![A young girl with braided hair and a black bow sits with her chin in her hands smiling thoughtfully She is wearing a leopard print dress and a pearl bracelet with greenery and a brick wall in the background](https://edcircuit.com/wp-content/uploads/2017/06/Beautiful-Young-Girl-500x333.jpeg "A young girl with braided hair and a black bow sits with her chin in her hands smiling thoughtfully She is wearing a leopardprint dress and a pearl bracelet with greenery and a brick wall in the background | edcircuit")The problem is not the programming itself, but rather the criteria used to place students in that programming. Some programs have criteria that is going to give some students an advantage while excluding others. For instance, if the program requires a parent request, those students whose parents are heavily involved in their child’s life are going to get into the program while a child whose parents are not as involved or do not understand the process, is going to be left out. This is an example of elitism; or if part of the criteria is based on teacher recommendation and/or grades. Grades and teachers’ opinions are both very subjective. And there are teachers who give poor grades to students based on not turning in homework or being a behavior problem, not based on their ability or their mastery of the content. Gifted children are not always compliant children. They might be acting out because they are bored in class. The way to combat this elitism is to have a process for selection that is as objective as possible. It needs to be based on ability rather than behavior. The use of a nationally normed test to identify gifted students using clear criteria is one of the more objective ways to determine placement in gifted programming. Unfortunately, what this process leaves out is a student motivation and work ethic. Any teacher worth her salt knows such qualities will take a student pretty far. In fact, given a student of high ability who does not give much effort and a student of above average ability who works diligently, the latter will probably find more success. **However, gifted programs are not about successful children. Gifted programs are about students with a specific need.** ![A young boy thoughtfully looks at a chessboard resting his chin on his folded arms appearing to concentrate on his next move The chess pieces are arranged for an ongoing game](https://edcircuit.com/wp-content/uploads/2017/06/Chess-Prodigy-500x331.jpg "A young boy thoughtfully looks at a chessboard resting his chin on his folded arms appearing to concentrate on his next move The chess pieces are arranged for an ongoing game | edcircuit")I would be remiss if I did not scrutinize the nationally normed tests themselves. There are those who point to the fact that these tests are biased in their identification. There is an over-representation of higher socio-economic white children in gifted programming, meaning there is an under-representation of minority and/or lower socio-economic children. Part of the issue is that the tests are written in a language that is more familiar to those who are exposed to it on a regular basis. Not only this, children from a higher socio-economic status tend to have more exposure to experiences which can give them knowledge others were not privy to. This can give some children an advantage on the tests, especially the younger grades. Where the elitist label can also come from is the value that parents put on acceptance into the program. It becomes a badge of honor. If your kid is in, then you are more socially accepted. I cannot tell you how many times a parent has told me when finding out their child missed the cut score for gifted programming how they think an exception should be made because they do not want their child with those “other” children. That is certainly elitist, thinking your child is better than another child. It would especially be elitist if the district were to acquiesce to this parent and put her child in the gifted program just because parents think he ought to be. Gifted students are not better than other children. They just have a higher ability to think. ![A person wearing a blue shirt holds a light bulb between their thumb and fingers against a plain white background](https://edcircuit.com/wp-content/uploads/2017/06/Lightbulb.jpeg "A person wearing a blue shirt holds a light bulb between their thumb and fingers against a plain white background | edcircuit")The truth is, gifted programs are as elitist as we allow them to be. By making sure our gifted programs selection is objective and making efforts to test students with a variety of methods in order to properly identify all students, we create programming that fits an ability, not a social status. This prevents them from being elitist and instead makes them what they were meant to be; a specific service for students with extraordinary ability. **Author** Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://amzn.to/3gNlDoQ)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at https://corwin-connect.com/author/toddstanley/. You can find out more about Todd at [MyEdExpert.com](https://myedexpert.com/vendor/twosox21/) **Further Reading** 1. **Baltimore Sun –** [Maryland adopts new regs for gifted and talented programs](https://www.baltimoresun.com/) 2. **the74 –** [Gifted Education, Race & Poverty](https://www.the74million.org/article/plucker-gifted-education-race-poverty-how-do-we-join-forces-to-close-americas-excellence-gap) 3. **LA School Report –** What are the chances of getting into an LAUSD magnet? - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Educators, K-12 Teachers, Diversity, Equity, Inclusion **Tags:** Headline --- ### ["Rigor" and "Hard" Are Not The Same Thing](https://edcircuit.com/rigor-hard-not-same-thing/) **Published:** November 29, 2017 **Author:** Todd Stanley **Excerpt:** Rigor is NOT giving more work to students with less time to do it. **Content:** *How to challenge your students with their thinking by Todd Stanley* ![A man sits inside a large transparent light bulb reading a book The bulb rests on a wooden surface creating a surreal and imaginative scene](https://edcircuit.com/wp-content/uploads/2017/11/Lightbulb-Reading-e1511897349551-500x327.jpg "A man sits inside a large transparent light bulb reading a book The bulb rests on a wooden surface creating a surreal and imaginative scene | edcircuit")I have had a lot of conversations in my career where it is offered that the solution to the problem of challenging students is simply to add more rigor. It is as though a teacher could go to the spice rank and hunt amongst the dill and the Cayenne pepper to find a bottle of rigor that can simply be shaken on the class and the problem will be solved. The major problem of simply adding rigor to the classroom is that there are a fair share of teachers who do not know what rigor actually is. They equate rigor with being harder. And how do you make the class harder? The easiest way is by giving students more things to do and less time to do them. This, my friend, is not rigor. In fact, many students resent just being given more, especially if it is the same work. The idea of rigor is to provide different work that is going to challenge students. And where is the best place to challenge a student? With their thinking. This narrative follows into the assessment of students. How do you have rigorous assessments? By asking harder questions. But again, this is not rigor. You could ask a student to provide the name of the US Ambassador to China. It is not common knowledge that this would be Terry Branstad, but it is still just knowledge. There lies the problem. Just like giving more of the same work, asking questions that are all knowledge-based questions are not going to challenge students’ thinking no matter how difficult the question is. ![An open book with a barren tree and an old carriage emerging from its pages letters and symbols float around in a starry dark background with a small waterfall flowing from the book](https://edcircuit.com/wp-content/uploads/2017/11/Text-Book-.jpeg "An open book with a barren tree and an old carriage emerging from its pages letters and symbols float around in a starry dark background with a small waterfall flowing from the book | edcircuit")To provide an example of different types of thinking, a teacher could ask this question: “What is your favorite book and why?” Students will not have to struggle to figure out what book is their favorite. They may have to think a little harder to determine the why of their choice. A lot of times students know they like something, they just cannot point to what exactly they liked about it. By having them break it down and analyze what elements of the book they enjoyed will access a higher level of thinking. Some would argue such a question is not hard. Some students could talk at length about their favorite book and why they love it so much. It is not a stretch for them to share their opinion. But this is definitely rigorous. Why is it rigorous? Because the level of thinking you are asking students to access is much higher. It all comes down to Bloom’s Taxonomy. Bloom divided the types of thinking students do into six levels. Many classrooms sit firmly ensconced in the apply, understand, and remember section of the taxonomy. This means that a majority of the time students are accessing the lower levels of their thinking in order to complete the task being asked of them. This does not mean what they are doing is not hard, what it does mean is it probably is not rigorous. In order to be rigorous, students need to be in the top half of Bloom’s chart. They need to either be analyzing, evaluating, or creating in order to access their high levels of thinking. The question becomes, how much of this is being done in the classroom? Not just your projects or performance assessments. How much higher level thinking is being asked of students on a pencil to paper test? How much of it is being done in the questions teachers ask? How much of it is being displayed in the daily work students produce to show mastery? Does this mean every activity or lesson should be higher level thinking only? No, the lower levels of thinking have their place in the classroom. These act as the building blocks to higher thinking. Without this basic knowledge, it would be difficult to think critically because you would not have the background knowledge needed to do so. The problem comes in that many teachers stop at this lower level rather than pushing students into the higher ones. The ratio of high to lower level thinking students are doing in class should be about 50/50. That means half of the thinking being required of students is at the analyzing, evaluation, or creating levels. How does a teacher determine whether they are achieving this ratio or not? Look at your artifacts. Artifacts are anything you give to students whether it be a worksheet, an assessment, or a homework assignment. Analyze these artifacts to determine your ratio of lower to higher level thinking. You can use a sheet such as this: ***For each question indicate the level of the question according to Bloom’s taxonomy.*** ***Total the results at the bottom of the chart.*** ![Table with columns for 10 questions divided into lower level knowledge comprehend application and higher level analyzing evaluating creating question types all cells empty](https://edcircuit.com/wp-content/uploads/2017/11/Snip20171129_2.png "Table with columns for 10 questions divided into lowerlevel knowledge comprehend application and higherlevel analyzing evaluating creating question types all cells empty | edcircuit") If you are placing all of your checks in the lower level sections, you need to ask yourself does this indicate that your class lacks rigor? If through this self-reflection you think this does indicate a lack of rigor, you might need to revise and edit the work you ask your students to complete. You also might reflect upon the type of oral questioning you are asking students. If most of the questions you ask of your class have a definitive correct answer, you are probably asking too many lower level questions. If, however, students have several different ways they could answer the question, they are having to think critically and thus are being asked higher level questions. ![Silhouettes of five people are seated facing a large blank screen with one standing and gesturing toward the display as if presenting or explaining something The screen shows a blue gradient background](https://edcircuit.com/wp-content/uploads/2017/11/Classroom-1-e1511898143452-500x274.jpg "Silhouettes of five people are seated facing a large blank screen with one standing and gesturing toward the display as if presenting or explaining something The screen shows a blue gradient background | edcircuit")This fundamental change in your classroom of reflecting on the level of thinking your work requires of students can immediately increase the rigor of your classroom. Some teachers might balk at this prospect because it is too hard. Keep in mind, raising the rigor in your classroom means raising the rigor on your teaching, but just like your students will be better learners, you will be a better teacher. **Further Reading** 1. **Teach Hub –** 22 Ways to Add Rigor to Your Classroom 2. **TeachThought –** [How To Add Rigor To Anything](https://www.teachthought.com/pedagogy/how-to-add-rigor-to-anything/) 3. **The Art Of Ed** – [How to Develop Rigor in the Classroom](https://www.theartofed.com/2017/09/07/develop-rigor-classroom/) - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Educators, K-12 Teachers, Columnists **Tags:** Headline --- ### [How to spot a gifted child](https://edcircuit.com/spot-gifted-child-education/) **Published:** July 31, 2017 **Author:** Todd Stanley **Excerpt:** Identifying the gifted students and providing support **Content:** https://vimeo.com/ **Identifying and supporting the gifted student in the classroom** By Todd Stanley There are many tests that can be given to identify a student as gifted. There are cognitive tests such as the OLSAT and Terra Nova. There are subject specific tests such as the Stanford. There are some states and districts that use checklists or local norms such as grades and parent recommendations in order to identify students as gifted. But any teacher who has been in gifted education for a number of years can usually spot these gifted students using only the eyeball test. Gifted students have certain characteristics, certain quirks that cause their giftedness to be revealed without needing the test to indicate this. What are some of these characteristics? ### Intellectual curiosity Being gifted means more than simply being smart. It means being intellectually curious about things. Why is that the way it is? How does that work? What would happen if something different occurred? These are the sorts of questions a gifted student would ask. Sometimes it comes off as though the child is questioning the authority of the teacher, but this child is just questioning everything. This is the sort of student who takes something apart just to see what it is like inside or who wants to explore something further when it seems to everyone else the correct answer has been given. ### Quirky sense of humor ![Child smiling at teacher](https://edcircuit.com/wp-content/uploads/2017/07/kid_laughing_engaged-500x333.jpg "Kidlaughingengaged | edcircuit")Gifted students often have a sense of humor many years beyond their tender age. They will find things funny that classmates will not, and not find things funny their classmates do. They have more of an adult sense of humor. This does not mean they like humor with foul language. It means they have a more sophisticated sense of what is funny. While a classmate might find humor in a poop joke, a gifted student may find a pun funny that other children do not understand. Sarcasm is a good indicator of being gifted as sarcasm is very abstract while most young children think in a very concrete manner. ### Desire to talk to teachers and adults more than students Often times because of their intellectual abilities, gifted students have difficulty finding peer-mates. This is because they are put into classes based on age. This makes it a challenge to find someone who is on the same level as themselves so many times the child turns to adults because they can have a conversation with them. This may result in students hanging out with the teacher during class or conversing with the lunch duty aide instead of eating with classmates. It does not mean they are socially awkward although it can come across as that. It just means they have difficulty connecting with children their own age. ### Well spoken There is a certain way many gifted students speak that is not representative of their age. It can sometimes mean a larger use of vocabulary but not always. It just means when they speak they do so with a sense of clarity others the same age lack. Because they have so many ideas in their head, their mouth can barely keep up with their brain, so they tend to speak quickly. Although not always, many gifted children talk too much because it allows them to show off just how smart they are. ### Looks at things from another angle ![Squares black white](https://edcircuit.com/wp-content/uploads/2017/07/abstract-background-vector-illustration_G1D7ugUd_L-1-500x500.jpg "Abstractbackgroundvectorillustrationg1d7ugudl | edcircuit")One of the biggest indicators of a gifted child is not that they are getting the correct answer all the time. It is that they are looking at the problem in an entirely different way. These are students who create their own math in order to solve a problem. It might not be as efficient as the way the rest of the class is doing it, but it makes sense to that child. Sometimes the most obvious answer is the least creative. Many gifted children use their creative abilities when providing an answer which makes it difficult in a classroom where there is only one correct answer. These students like to think which results in them seeing many possibilities. ### Strong sense of fairness and justice Many gifted children have difficulty moving on when they believe something is not fair, whether real or perceived. It can be something as simple as a friend got one more piece of bubble gum than them or something larger such as having to go to school when they feel it should have been a snow day. This strong sense of justice can also lead to having high expectations not just of themselves, but of those around them. If a classmate is not living up to these high standards, the gifted child thinks this is unfair as well. This is why they sometimes have difficulty working with others. ### False identifiers ![Light bulbs](https://edcircuit.com/wp-content/uploads/2017/07/conceptual-digital-light-bulb_GyoKXO__-500x277.jpg "Learners bright and gifted | edcircuit")Some teachers think that a gifted child is one who is a compliant child who answers lots of questions in class, turns in assignments, gets good grades, and is the model student. This is not necessarily the gifted child. This is the bright child. There is a difference between these two. The biggest difference is that gifted students think more critically. If you ask an open-ended question, the bright child will usually give the most obvious, although correct answer. The gifted child may come up with a solution that even you did not think of. The gifted child might not be getting grades that are indicative of their abilities either because they are bored or they are so poorly organized they lose assignments. It is not as though all gifted students have all of these characteristics nor does it mean there are not non-gifted children who possess some of them. But if a child exhibits a few of these, they may be gifted. These are not a sure-fire recipe for spotting a gifted student nor should it be used as a method to identify gifted children. It can, however, enable you to create a pool of students who may need to be tested for giftedness. Sometimes these students may slip through the cracks and need someone to plead their case. If you spot a student with one or more of these characteristics, recommend to your gifted coordinator or school psychologist that this child be tested for giftedness. It is important as a teacher that you are familiar with how your district goes about identifying gifted children as different districts and states have different methods. Depending on how gifted is tested in your district, you might be the only advocate this child has. **Author** Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://amzn.to/3gNlDoQ)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at https://corwin-connect.com/author/toddstanley/. You can find out more about Todd at [MyEdExpert.com](https://myedexpert.com/vendor/twosox21/) 1. **edCircuit –** [Inquiry: Don’t Take No (or Yes) For an Answer](https://edcircuit.com/inquiry-answer-education/) 2. **CBS Philly –** [School District Introduces New Method Of Identifying Gifted Students](https://philadelphia.cbslocal.com/2017/07/22/school-district-introduces-new-method-of-identifying-gifted-students/) 3. **The Atlantic –** [Schools Are Missing What Matters About Learning](https://www.theatlantic.com/education/archive/2017/07/the-underrated-gift-of-curiosity/534573/) - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Educators, K-12 Teachers, Columnists **Tags:** Headline --- ### [The Decline and Fall of Social Studies](https://edcircuit.com/the-death-of-social-studies/) **Published:** August 22, 2017 **Author:** Todd Stanley **Excerpt:** In Todd Stanley's latest article, he discusses the death of Social Studies; if we wanted it to survive, we should have fought for it. **Content:** Today in the [state of Ohio](https://ossr.scholasticahq.com/issue/443-vol-54-issue-1-2017), Social Studies met its untimely death. The cause of death is disinterest in the subject area as evidenced by the elimination of state tests in 4th and 6th grades. This acts as the nail in the coffin, as many other states had already given up on the subject area. At the time of its death, Social Studies was working on making students care about government, showing them how to be good citizens and community members, and teaching about the past so as not to repeat similar mistakes in the future. It is survived by Reading and Math which will no doubt be focused on even more in the classroom with testing in nearly every grade level and teacher bonuses relying on these results. Social Studies always hoped it was making a difference. At its best, Social Studies provided perspective, something many of our students, and our adults for that matter, are lacking. It will be sorely missed by a few but forgotten by all others. In Lieu of flowers, Donations may be made in the form of letters to future generations. Please use small words. Rest in peace, Social Studies. *——————————* Although tongue-in-cheek, this obituary signals an alarming trend in education: the marginalization of Social Studies. There used to be four major content areas; reading, math, science, and social studies. Social Studies was always the red-headed stepchild of this bunch. After all, it did not fit into the educational philosophy of the three Rs; reading, writing, and arithmetic. Science too got its short shrift at times but with the advent of STEM and the need for engineers to usher us into the mid part of the 21st century, it too has become bigger and more valued than its step-brother. I began to see the devaluing of the subject when I taught middle school. Students would come to me in the 5th grade. Like any decent teacher, I would pre-assess to see what students already knew so as not to repeat content they already knew. After all, they had been taught for the past five years. What I found was that students did not seem to know much about Social Studies. One student said to me, “we didn’t do Social Studies last year”. When I went to a colleague’s classroom to observe her in action, I asked her, “when will the Social Studies lesson be coming?” She responded, “we’re done with Social Studies for the year.” It was October. Now that I am in administration, I have had principals say to me that so and so teacher is not growing kids very well so let’s put them in Social Studies where they can do less damage. As a gifted coordinator, my state has said they are not concerned with testing students for giftedness in Social Studies. The message the state and states all around the country seem to be giving is that Social Studies is not all that important. Because of this message, school systems are following suit. Some would argue that with the advent of google maps there is no need to teach geography anymore. With the 24-hour news channels focused on politics, why teach government any longer? That with the shrinking of the world, teaching culture is no longer a necessity. Our kids’ generation is more accepting of people who are different than any that preceded it. My counter argument would be that the survival skills you want students, gifted or otherwise, to leave school with should be leadership, public speaking, collaboration, and research skills. All four of these skills can be taught in other classes, but are a perfect fit for Social Studies. We have only ourselves to blame for the death of Social Studies. If we really wanted it to stick around, people would be fighting for it. Instead, when I pitched a series of workbooks involving projects to my publisher, I envisioned one on each of the four core subjects; math, language arts, science, and social studies. My publisher came back to me and said green light on the math, language arts, and science. No on the social studies. Their reasoning: social studies books do not sell as well. There is no demand. This, of course, was disappointing to me because if any subject area lends itself to projects, social studies is the perfect one. Not only that, you can make the learning authentic because Social Studies is about the real world. I am comforted by the fact that Social Studies will not go completely away. What will end up happening is it will be blended in with language arts. Those two naturally support one another so while the students are learning about the Constitution, they are focusing on the writing style and use of persuasive language as well. I suppose that is a more organic way to approach the subject anyway. Some have been using this humanities approach to language arts and social studies for a few decades. What this means is that Social Studies-only teachers will become like those people at the grocery store who are still writing checks. You will stare in disbelief that someone still uses such a skill. There might be a couple Social Studies teachers tucked away at the high schools, teaching very social studies specific courses such as government and political science, but eventually, these will be phased out as well. Then when I have my grandchild sitting on my lap, I will be able to tell her about the times when Social Studies was taught as a separate subject and how I spent two decades of my life teaching it. She will look at me as though I am spouting gobblygook, like when I tell her about a time before Internet or flying cars. **[Subscribe to edCircuit](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Columnists --- ### [Happy Accidents in the Classroom](https://edcircuit.com/happy-accidents-classroom/) **Published:** February 26, 2018 **Author:** Todd Stanley **Excerpt:** As gifted students grow, they can't be afraid of making mistakes. **Content:** *Why gifted students are so reluctant to make mistakes![A middle aged man with a shaved head and wearing a plaid shirt smiles at the camera The text above reads featured columnist and below reads todd stanley](https://edcircuit.com/wp-content/uploads/2018/01/Todd-Stanley.jpg "A middleaged man with a shaved head and wearing a plaid shirt smiles at the camera The text above reads featured columnist and below reads todd stanley | edcircuit")When I am sitting and flipping through the television channels, there are a few things that cause me to pause. One is the movie A Few Good Men. I always stop when I come across a baseball game too. The third thing that will make me stop and pay attention is the show The Joy of Painting. And not only will I stop and watch for a few minutes, I will sit and watch transfixed until the painting is done a half hour later. My wife often times comes downstairs and finds me in a zombie-like state, staring at the screen.* Why this is of interest is I do not like painting nor do I partake in it. Then why do I so intently watch someone showing people how to paint when I don’t like painting myself? The answer is Bob Ross. Bob Ross was the host of The Joy of Painting during its ten-year run. He looked like my Uncle Tom with his beard and his outdated perm that formed a perfect curly halo around his head. He had a soothing, sweet natured voice that was always reassuring. I think the most important aspect of Bob Ross’ style was that he welcomed mistakes. If he were to misplace a brushstroke, he would simply say “we don’t make mistakes. We just have happy accidents.” ![A man with curly hair and a beard smiles while painting a landscape with mountains trees and a river on a canvas He holds a paintbrush and palette standing at an easel](https://edcircuit.com/wp-content/uploads/2018/02/Bob-Ross.jpg "A man with curly hair and a beard smiles while painting a landscape with mountains trees and a river on a canvas He holds a paintbrush and palette standing at an easel | edcircuit")He didn’t always seem to have an exact plan when he was painting. Sure, he knew he was doing a landscape of a mountain or a sunset, but he always allowed himself some wiggle room should he make a mistake. He would say “we don’t really know where this goes and I’m not sure we care.” I would be amazed by the fact that he would make an askew paint line, a blotch, or a discoloration, and turn it into something beautiful like a mountain, a cloud, or his favorite, a tree. He actually revelled in mistakes because they were just an opportunity to create something else. He once said “ever make mistakes in life? Let’s make them birds. Yeah, they’re birds now.” He encouraged these happy accidents because that was where most of the best work was done. He would tell the audience “don’t be afraid to go out on a limb because that’s where the fruit is.” This is what we need to create in our classroom for our students. We need to create an environment where students are comfortable going out on a limb. Where their mistakes do not count against them but instead, allow them to learn even more than if they had gotten it correct the first time. Too many classrooms do not allow children to make mistakes. The grade is a summative one and the child either gets it or they don’t with no chance to correct what they didn’t learn. As we learn the longer we are around this planet; the mistakes are where the best learning takes place. There needs to be a space for children to reflect on their mistakes and learn from them without being punished with a poor mark. This is especially true with gifted students who are terrified to make mistakes. They have were often the smart ones in the class, the ones who had all the answers. When that gifted student gets older though and the answers don’t come to him as easily, he is going to be reluctant to try and take any risks for fear of being wrong. To make a mistake would be horrible so rather than challenge himself, he is going to go the easy route so that he can be correct, not so he can learn. Every once in a while, a new teaching concept will come along to mark the sign of the times. One that has been gaining some traction is the concept of FAIL. Instead of the term meaning that the student was not successful or that they were wrong, **FAIL stands for:** ### **F**irst ### **A**ttempt ### **I**n ### **L**earning First attempt in learning is a concept where students are allowed to rework their work or give it another try until they understand it. This is mastery learning. The child gets to re-do it until they learn it. Imagine that. ![A target diagram with three rings the innermost labeled comfort the middle risk and the outermost danger each with arrows pointing to them](https://edcircuit.com/wp-content/uploads/2018/02/Bullseye-Graph-500x338.jpg "A target diagram with three rings the innermost labeled comfort the middle risk and the outermost danger each with arrows pointing to them | edcircuit")By allowing students the chance to revise their work, they are going to be more willing to take risks and try new things. This is where the greatest learning takes place. I have used this visual in a couple of my books, but it does an effective job of showing where the optimum learning takes place: When gifted students are not allowed to make mistakes, they usually want to stay in the comfort zone, covering material they already know well or that comes easily to them. While this produces “correct” work, it does not produce work that is going to allow these high ability students to stretch themselves and actually learn. The classroom needs to be a place where happy accidents can occur in order for students to take a risk. It is when students are trying something new or out of their comfort zone where the best learning takes place. The closer students can get to the danger zone, the deeper the learning. The teacher of gifted students needs to be able to push and challenge these children to take this risk. You cannot do this if the student does not feel comfortable taking these risks. There are other ways teachers can make their classrooms safe places where students are encouraged to make mistakes for the sake of learning. In addition to reworking, do students have a voice in the classroom? This voice comes in many forms, from the fact that they are given choices, to the ability to ask questions without feeling like they are going to be ridiculed by other students or even the teacher, to taking part in the evaluation of their work. ![Six tubes of bob ross oil paint in various colors are arranged on a white surface with a paintbrush resting diagonally across them](https://edcircuit.com/wp-content/uploads/2018/02/Bob-Ross-Paints-500x307.jpg "Six tubes of bob ross oil paint in various colors are arranged on a white surface with a paintbrush resting diagonally across them | edcircuit")There are those who will argue that by allowing students to rework their mistakes, you are just teaching them not to try their best the first time. That in real life, you sometimes only get one shot and children need to learn this in school. But isn’t the point of school that the student learns it? Not that they got it correct the first time? So take a page from my old friend Bob Ross and make sure your classroom is one where students can have happy accidents in order for them to experience the joy of teaching. **>Author** Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://amzn.to/3gNlDoQ)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . You can find out more about Todd at [MyEdExpert.com](https://myedexpert.com/vendor/twosox21/) and you can follow him on[ Twitter](https://twitter.com/the_gifted_guy). *Further Reading* 1. **Ed Week –** [14 Things Gifted Students Want Teachers to Know](https://blogs.edweek.org/edweek/finding_common_ground/2016/07/14_things_gifted_students_want_teachers_to_know.html) 2. **Edutopia –** [It’s a Mistake Not to Use Mistakes as Part of the Learning Process](https://www.edutopia.org/blog/use-mistakes-in-learning-process-richard-curwin) 3. **Keep ‘Em Thinking –** [Turning mistakes into learning opportunities](https://keepemthinking.com/tag/gifted-and-high-achievers/) - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Educators, K-12 Teachers **Tags:** Headline --- ### [Growth Mindset vs. Fixed Mindset](https://edcircuit.com/growth-mindset-vs-fixed-mindset/) **Published:** April 3, 2018 **Author:** Todd Stanley **Excerpt:** Gifted students have a unique need that oftentimes a typical classroom is not meeting. **Content:** *The reality is in the middle with growth bands* ![A headshot of a smiling middle aged man with a bald head wearing a checkered shirt The text above reads featured columnist and below the photo reads todd stanley](https://edcircuit.com/wp-content/uploads/2018/04/Todd-Stanley-Apr-18.jpg "A headshot of a smiling middleaged man with a bald head wearing a checkered shirt The text above reads featured columnist and below the photo reads todd stanley | edcircuit")In the past few years, the idea of growth mindset has gained a lot of traction in education. The general idea behind growth mindset, a concept put forth by psychologist Carol Dweck, is that everyone has the ability to grow their mind. This is counter to the fixed mindset theory that espouses that everyone is born at a certain IQ and just stays there the rest of their lives. The problem with both of these theories is that they are at completely opposite ends of the spectrum. That means you either believe students do have the ability to grow their mindset or you do not. I would argue that like most things in life, the truth lies somewhere in between. On one end growth mindset, on the other fixed mindset: the truth lies in between with growth bands. Growth mindset can run contrary to gifted education. Gifted does not necessarily believe in a fixed mindset, but in many states there is a “once gifted, always gifted,” attitude, meaning if a child were identified cognitively in 2nd grade, that is going to follow her all the way until the day she graduates. That means if the next time she is tested she falls from a 130 to a 100, she still is considered gifted. ![A double headed blue arrow labeled fixed mindset on the left and growth mindset on the right Below the arrow a bracket labeled growth bands spans the length of the arrow](https://edcircuit.com/wp-content/uploads/2018/04/Chart-1-500x113.jpg "A doubleheaded blue arrow labeled fixed mindset on the left and growth mindset on the right Below the arrow a bracket labeled growth bands spans the length of the arrow | edcircuit")To be honest, in my experience in gifted education, a majority of the time I see at most a little movement of cognitive scores from one year to the next, but they are not drastic improvements or falling scores. A child might go from a 128 to a 115, or another might improve from a 124 to a 129, but for the most part, there is a lot of consistency with these scores. There can be explanations as to why a child did not score as well, ranging from they did not get a good night’s sleep or a healthy breakfast, to they just did not take it seriously. I see a lot of false negatives, meaning that children who are gifted do not score high enough, but very rarely do I see false positives, or children who score gifted but are not. It would be very difficult for a child to score well without actually having the ability to do so. ![A narrow wooden path leads through a misty forest with tall trees and lush green moss illuminated by soft sunlight streaming through the fog in the background](https://edcircuit.com/wp-content/uploads/2018/04/Pathway.jpg "A narrow wooden path leads through a misty forest with tall trees and lush green moss illuminated by soft sunlight streaming through the fog in the background | edcircuit")Gifted education operates under the principle that we identify these high ability children and then provide them with programming that will be challenging. Some people claim this model to be elitist. Why should these children receive something different than your typical child? I would argue that just like special education students, gifted students have a unique need that often times a typical classroom is not meeting. There are a lot of people such as myself who fight to get these special services for our gifted children. My fear is if people buy into the growth mindset model with open arms, they will argue there is no need for specialized gifted education because all students can be gifted. Given the standard definition of gifted as being the top ten percent of students, it is impossible for all kids to be gifted. If one believes all kids can be identified as gifted, this can be dangerous because then gifted students are not going to get the proper programming to be challenged. Education has tried for years to try and meet the needs of gifted students in a heterogeneous setting, but the results are mixed at best with many gifted students not being pushed to their potential. It works if in a heterogeneous setting, the teacher is amazing at differentiated instruction and comes up with five different lesson plans. This is a lot to ask of a teacher. That brings us to growth bands. The theory of mindset is that any child can grow his brain if he only has the right attitude about learning. The sky’s the limit. As nice as this theory is, there are certain limitations a child has in the growth of his brain. A child who has an 80 IQ in 2nd grade is most likely never going to get to a 130 no matter how positive he is or how hard he works. Instead of growth mindsets, what I would say is more realistic are growth bands. Some children have more abilities than others but lack a growth mindset, so they achieve at the same level as another child without as many abilities but who has the growth mindset. Other children who have the growth mindset only have so much ability so even when operating at their highest potential, it is still lower than those children who started with higher ability. The growth bands look something like this: ![Three right pointing blue arrows each labeled child 1 child 2 and child 3 from top to bottom The arrows are stacked with each lower arrow shorter than the one above](https://edcircuit.com/wp-content/uploads/2018/04/Chart-2-500x150.jpg "Three rightpointing blue arrows each labeled child 1 child 2 and child 3 from top to bottom The arrows are stacked with each lower arrow shorter than the one above | edcircuit")Notice child #2 and #3 have different starting points. Child #2 scored behind child #3 at first, but was able to catch up with hard work, grit, and a growth mindset. Child #3 did not grow as much because although she might have started with a higher ability, her achievement did not match this potential ability and thus she only grew a limited amount. ![Black and white photo of two feet wrapped tightly together with multiple rubber bands viewed from above against a blurred background](https://edcircuit.com/wp-content/uploads/2018/04/Rubber-Bands.jpg "Black and white photo of two feet wrapped tightly together with multiple rubber bands viewed from above against a blurred background | edcircuit")Think of these growth bands as rubber bands. They have stretch to them, but there are limitations to this stretch. If you try and stretch it too far, just like the rubber band it will break, snapping back at you. The stretch is where the hard work and exposure to experiences comes into play. It is the combination of the hard work and ability that can stretch a child to his highest potential. Those that lack the effort might find their growth bands not stretching so far and thus do not reach their potential. With this growth band mindset, we must try our best to match ability with effort. The best way to do that with gifted students is to challenge them to stretch as much as possible. The best way to do this with special education students is to do the same. Both might arrive at different places, but it has been a success. After all, it is our job as educators to try and stretch our students to the fullest of their extent. Understanding just how far their growth band can go is important to understand if we are going to do this. **Author** Todd Stanley is the author of several education books including Project-Based Learning for Gifted Studentsand Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://amzn.to/3gNlDoQ)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . You can find out more about Todd at [MyEdExpert.com](https://myedexpert.com/vendor/twosox21/) and you can follow him on[ Twitter](https://twitter.com/the_gifted_guy). **Further Reading** 1. **Lexia –** [6 Tips to Help Students Develop a Growth Mindset](https://www.lexialearning.com/blog/6-tips-help-students-develop-growth-mindset-classroom) 2. **Education Week –** [Carol Dweck Revisits the ‘Growth Mindset’](https://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html) 3. **EdSurge –** [4 Ways to Encourage a Growth Mindset in the Classroom](https://www.edsurge.com/news/2014-10-24-4-ways-to-encourage-a-growth-mindset-in-the-classroom) - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Educators, K-12 Teachers, Columnists **Tags:** Headline --- ### [Getting Boys to Go 'All-In' on Reading](https://edcircuit.com/getting-boys-to-go-all-in-on-reading/) **Published:** March 2, 2021 **Author:** EdCircuit Staff **Excerpt:** Strengthening vocabulary through visual tools and personalized instruction helps struggling readers—especially boys —build confidence and improve comprehension. **Content:** As a learning specialist in an all – boys school for 16 years, I have come to learn what instructional practices and programs work best with our boylearners. My previous 15 years in traditional co-ed public schools have given me a significant sample size to compare and contrast best education practices. In particular, I have become closely familiar with challenges not only boys have with respect to reading but all students. One often-overlooked critical area in reading is vocabulary development. While not always the most exciting reading component, engaging students can be a turning point in their reading progress. ### **Earning boys’ buy-in** About ten years ago, I met Beth Lawrence, a speech-language pathologist who, with her business partner Deena Seifert, created an online “visual vocabulary” tool called [InferCabulary](https://infercabulary.com/). In many conversations with Beth―someone who is a literacy expert and deeply understands the critical need for vocabulary instruction―I had a key realization about supporting my struggling readers. The fact is, when students are struggling to read, it is often because of a compromised vocabulary system. We formerly thought reading struggles were primarily due to weak decoding skills, which is also a factor, but research supports that below grade level vocabulary impacts student reading success across all grade levels, K-12. When students don’t understand *why* they’re struggling, frustration compounds and the struggle perpetuates. Focusing-in on vocabulary development has been an instructional game-changer. Throughout my career, I have taught many students whose progress was compromised due to a limited vocabulary. Now, I prioritize vocabulary development across all content areas. For example, I always start my opening lesson about what one should do if you do not understand a word’s meaning, and we walk through the following steps: **• Ask a friend** **• Ask an adult** **• Try to figure it out from context** **• Look it up in the dictionary** In surveying the class, we all agree that looking up a word in the dictionary still leaves most students lacking comprehension of the word. When the definition includes language that is still outside their vocabulary range, how can they be empowered to learn word meaning? InferCabulary provides a beneficial solution by bringing pictures into the…well, the picture. InferCabulary displays six images and corresponding captions for each vocabulary word that has been identified as currently out of reach for individual students or involved in their current reading material. To start, we look at all the pictures and the first three captions together, and then I encourage students to find the commonalities and links between these components. The students begin to ‘infer’ word meaning as they develop a definition of the word. The key differences in vocabulary development using InferCabulary are the picture clues and the inference of word meaning. This process is incredibly motivating, and when I show my students that this tool works, and they have the feeling of a victory, they are “all in.” ##### **![Boys screen infercab](https://edcircuit.com/wp-content/uploads/2021/03/InferCabulary_ex_McKew_article.png "Boys screen infercab | edcircuit")** ### **How we learned how boys learn** Professional development from the [Gurian Institute](https://gurianinstitute.com/) is another important factor which has benefited instruction at our school. Michael Gurian’s work takes a deep dive into boys’ and girls’ minds and the learning styles that are typically effective with gender differences. Research indicates that young girls are typically more language-based and often excel earlier in language-based activities. Boys have the same ability, but tend to be more reserved in sharing their language. My time spent at the Gurian Institute was eye-opening. It was so intriguing that I reached out to the institute to directly provide in-school professional development to my colleagues. This was such a success that it fundamentally changed the way we collectively teach. For instance, understanding boys’ attention spans has helped us limit instruction intensity to 20-30 minutes before having a ‘brain break.’ Combining our overall stronger understanding of how boys learn, paired with specific insights into literacy and vocabulary, has helped us create a thriving reading environment. ### **Individualization leads to engagement** Our fifth graders are broken into three reading groups based on their pace of learning. Each group has differences in pacing, but the main differences come down, simply, to how they learn. Properly identifying student groups is a task for us as educators, but a key factor in helping us best serve each group is the individualization enabled through InferCabulary. We can set students’ word lists according to the grade level at which they are currently performing. For example, our more avid readers may be performing at a seventh-grade level, so they are challenged with seventh and eighth grade vocabulary words, while others may need more support work at the level appropriate for them. Individualization allows us to help each student set and achieve growth goals, and that information remains confidential. Having the confidence that we can effectively individualize, combined with our knowledge of how boys learn best and what motivates them, has led to the creation of some indelible learning moments. One such example is how we plan ahead to make sure students learn vocabulary words they will encounter in their current reading material. We complete the pre-vocabulary instruction in class, and when we read a chapter, they are excited to share how they recognized new vocabulary words by calling out, “Ding! Ding!” each time a known vocabulary word appears. Their boy-friendly enthusiasm is both affirming and infectious! When students see all their learning coming together, they understand that intentional vocabulary instruction directly impacts their overall reading comprehension and success. They can see how they are building the skills to succeed in their learning, and that passion for achievement matches that of us as their educators. When our boys realize how they are becoming better readers through the growth in their vocabulary systems, their engagement takes off and there is no stopping them. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Professional Development --- ### [The Reason Why Teachers Don’t Do Innovative Teaching Methods](https://edcircuit.com/part-of-the-reason-why-teachers-dont-do-innovative-teaching/) **Published:** August 9, 2022 **Author:** Todd Stanley **Excerpt:** In order for students to be innovators, their teachers need to use innovative teaching methods. If we take a chance, there is no telling where we can take it. **Content:** Why don’t teachers use innovative teaching methods? I listened to a recent podcast with educational thought-leader Tony Wagner. He talked about how the information age has become a thing of the past, and what we really need to be doing with our students is showing them how to be innovators. I 100% agree with this assertion. When you can use Alexa or Siri to find most information in a moment’s notice, there is no longer the need to spend time in school memorizing content. We should be using this time in school to teach students how to think and create. Of course the fundamental problem with this is in order for students to be innovators, their teachers need to use innovative teaching methods. When you walk into most classrooms, especially the older students get, what you are met with is a traditional looking classroom with the teacher in front of the students who are all lined up in symmetrical rows pointing toward the front. ## How Do Students Learn Using Innovative Teaching Methods? The teacher is giving information to students who sit passively and take it in, occasionally applying some of it to problems, an essay, an assessment, or other. And you want to know what; everyone knows this is not the best way to teach. Why do they know it? Because it is not the best way these teachers learn themselves. If you were to ask them what the most transformative learning they participated in, I can almost guarantee it was not in this sort of setting. It was something where they got to be active participants, hands-on, involved in the learning proces This begs the question of why do many teachers teach this way if they know it is not the best way for their students to learn? The two answers are two of the most uninspiring ones known to mediocre work known the world around; it is easier and it is safer. Let’s unpack each of these lame reasons. ## The Difficulty of Teaching & the Pressure to Use Innovative Teaching Methods I know people say this all the time, but teaching is a difficult profession. It is not just about the learning for your students, it is the management of them as well. And the older students get, the more difficult it becomes to manage (unless of course you are a kindergarten teacher, who should all be given medals of honor). Elementary teachers typically will have the same 25 to 30 kids all day, in middle school there might be two teachers sharing a group of 60 kids, but high school teachers have upwards of 150 students, rotating through every 45 minutes or so. It can be very difficult to manage so having students in neat rows, talking at them makes it much easier to manage. Of course what they don’t know is that you can manage a classroom that does student-centered learning. ### Student Learning can be Messy Innovative, student-led learning can be messy which can seem to be harder thus not as many people are doing it. We all, teachers included, are afraid of the unknown, so teaching in a way that no one else seems to be doing can be a scary prospect. I remember when I first started teaching, I had done my student teaching with someone who was very innovative in his teaching methods so I had a wonderful model to learn from. And yet when I taught my first class, we read the text book, answered questions at the end of the chapter, and took a pencil-to-paper test at the end of the week. It was not like I had been shown, it was not like the methods that the most inspirational teachers for me had used, but it was easy. I was just trying to keep my head above water and this traditional classroom setup was my life preserver. I could hang onto the text book, the lectures, and the worksheets while I tried to figure out how not to drown in the management of being responsible for 30 kids. ## How to Make Classrooms More Student Centered It wasn’t until a few years later that I figured out how to make my classroom more student-centered and then student-driven, but I needed to build the confidence in order to be able to do so. I needed to feel safe before I was willing to take a risk. Let’s say a teacher is willing to take that risk though and is willing to give an innovative method a try. There is already the degree of difficulty of not knowing. Now let’s add to it the fact that other stakeholders, some of which are very important to the process, are challenging this way of teaching. The parents are up in arms because the other kids aren’t learning like this, administration questions whether students are being prepared for the test, and neighboring teachers are complaining about the noise coming from the active classroom. I once had a colleague who was a math teacher that used a lot of innovative and authentic methods for teaching mathematics. When you walked into his class, very rarely was he up in front giving instruction. Instead he gave students real-world problems that needed math in order to be solved and challenged them to come up with a way to figure it out. Students were encouraged to write directly on their desks with dry erase markers and create the math through their inquiry rather than solve imagined problems. ### Mentorship vs Teaching I couldn’t have been happier as his mentor teacher. He was teaching math in the most organic way possible instead of the artificial way we present it to students where they don’t understand the context of why they are learning this. And yet parents complained the entire year. Why? Because it didn’t look like the classroom they had been taught in when they were kids. The crazy thing was, that was probably twenty years ago. You wouldn’t want a computer that was twenty years old or a phone that is even five years old. People wouldn’t settle for this. And yet they demand that school looks the same as it did when they were there, just as their parents demanded it look like it did in the 1950s. In order for teachers to be innovative teachers, they need to know they can try something and make mistakes, and that they will be supported when others question this practice. I was lucky in my career that not only did I have principals that encouraged me to use project-based learning and have a student-centered classroom, they asked me to teach others and spread the ideas. Is it easy? ### Seeing the Classroom Through the Lens of Innovative Teaching At first it will seem very difficult because it is not what you see in a traditional classroom. But in my experience once you get more comfortable with it, it does become easier because students are doing a bulk of the work and you are not shackled to the front of the classroom having to fill space with your words. Is it safer? Absolutely not. But then that is where the best learning takes place, when students and teachers are taking a risk. If we play it safe, we get safe results. If we take a chance, there is no telling where we can take it. Teachers and schools know this. Now they just have to be willing to be innovative knowing that they will be supported ### Stay Connected With Innovative Teaching Methods on edCircuit Read more from [Todd Stanley on edCircuit. ](https://edcircuit.com/) Follow edCircuit on [Twitter for updates from across K-20 and EdTech](https://twitter.com/edCircuit) - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Hot Topics - controversial **Tags:** Headline, Student Success, Professional Development, Innovative Teaching --- ### [Test What Matters](https://edcircuit.com/test-what-matters/) **Published:** April 5, 2022 **Author:** Todd Stanley **Excerpt:** Assessment for Success- Why do we require students to regurgitate information that will only benefit them should they get a chance to be on Jeopardy? **Content:** How can we make assessment for success the standard? My family and I sat down to play a trivia game we had newly gotten from the holidays based on the television show *Friends*. I was excited to test my love of the show for I had watched every of one its 236 episodes and who knows how many reruns. It was my favorite show on television during its time and there are many episodes my family and I quote to one another all the time. I felt I had a true understanding of the sitcom, and this trivia game would test that, or so I thought. It led me to some questions regarding assessment for success. ## Testing Memory > “When I think back on all the crap I learned in high school, it’s a wonder I can think at all.” - Paul Simon (Kodachrome) The first question I was asked was “What is the name of the guy who works at the copy place with Chloe?” I thought back in my memory of the show and was able to recall that Chloe had been the girl Ross had been with the same night Rachel had broken up with him. Chloe was a character who was in a single episode and did not garner much screen time. Her only purpose was to create further conflict. I had not remembered her name and barely recalled her working at a copy place. These facts were less important than the actual impact it had on the Ross and Rachel relationship for this would drive a lot of the storyline as we would have to wait 7 more seasons to see them get back together. So given the fact that her name wasn’t important, why was remembering the name of the guy who worked with her who had even less screen time and really served no purpose in the grand scheme of that particular show essential? ## Assessment for Success- Attention & Memory Thinking this was a fluke, I listened as the next question was asked. From season 7, “what did the duck eat causing it to get sick?” I remembered there was a duck as well as a chicken I believe. But I was having trouble remembering that it had eaten anything to upset its stomach much less what it was that was eaten. And so this continued on throughout the night, listening to question after question that was asking for inconsequential information. My conclusion was that this was more frustrating than fun. Having to pay attention to such non-essential details or remembering things that had nothing to do with the enjoyment of the overall episode do not inspire me want to want watch a Friends episode like I thought playing the game would. This reminded me of a time I was helping my high school daughter study for a social studies test. And guess what? All of the things she was being required to know for the test were just like the questions in the Friends trivia game. They were useless facts that had nothing to do with the overall impact of the event. They were questions making students focus on stuff that doesn’t really matter and overlooking the stuff that does. ## Assessment for Success- Utility An example of one of those questions was “how deep was the Erie Canal?” My response, who gives a crap? Why is that important to know? That has nothing to do with the impact of the Erie Canal and what students should be remembering about it. Instead, they should be looking at its effect on westward expansion and how it allowed commerce to take place in the Midwest. How were these big ideas getting lost in the small minute details the teacher was requiring of my daughter? I noticed this pattern a lot when helping her study for tests in science and ELA as well (not math because I can’t help her there). This continued for my younger daughter who now as a high school student, it being required to learn the elements of the periodic table and the names of secondary characters in books and history. This leads me back to the question of why we require students to regurgitate information that will only benefit them should they get a chance to be on Jeopardy? In my adult life, I have never had to remember the periodic table (and if I did I could easily look it up on my phone), I have never had to use any of the formulas my geometry teacher forced us to memorize, and I have certainly never been asked how deep the Erie Canal was. ## In Conclusion on Skills and Knowledge School then becomes a Friends trivia game where we are trying to trick people based on details that don’t matter. Shouldn’t we be asking the bigger questions? Shouldn’t we be testing for skills that are beneficial for the long term such as collaboration with others, research, and leadership? We as an education system need to stop testing kids with easy to grade questions with either a right or wrong answer. As every adult knows, life is not that simple. Rarely is there ever a definitive answer that is easy to evaluate. Schools should be measuring what matters and what matters are thinking skills. These skills, no matter what the content, would be beneficial to someone in their later life. Does this make our jobs tougher? Absolutely, but then learning shouldn’t be easy. Otherwise you are not really learning anything. ### Stay Connected With Assessment for Success on edCircuit Read more from [Todd Stanley on edCircuit. ](https://edcircuit.com/) Follow edCircuit on [Twitter for updates from across K-20 and EdTech](https://twitter.com/edCircuit) - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [Eliminate Lost Potential by Teaching Motivation](https://edcircuit.com/eliminate-lost-potential-by-teaching-motivation/) **Published:** November 17, 2021 **Author:** Todd Stanley **Excerpt:** Teachers either believe that a student either has motivation or does not; and there is nothing they can do about it. But what goes into teaching motivation? **Content:** What is motivation? What goes into teaching motivation? We believe that motivation is an internal construct…thereby, it is the creation of an environment for students to flourish with increased energy to create – attain – work toward – and/or obtain a goal. It is an intentional environment, which is prevalent and serves as an underlying foundation in classes where teachers efficiently and effectively teach and facilitate instruction – the impetus that drives a student to succeed and excel. It also initiates change, pushes, encourages, supports, and serves as a foundation for students to learn and acquire new learning and skills. As a result of a positive-motivational environment, students are drawn to and are inspired to a love of learning and to take appropriate risks to become comfortable and even thrive in unfamiliar territory. ## Teaching Motivation-Creating Supportive Environments Because we believe that motivation comes from within, one of the most important steps is to create an environment whereby motivation is internally acquired and thereby, students’ potential is expanded to its fullest. Many times, motivation is not imminent from the classroom environment/culture. With that, many times students are unmotivated, with also lowered teacher expectations, underachievement, and the like. There are times when teachers are looking for a ‘silver bullet’ for students to be motivated to ‘learn a skill’ when the culture has not been created for the natural process of learning to seamlessly occur. It is a major part of teaching to create the environment that fosters learning and the conquering of new skills. ## Strategies for Teaching Motivation There are teachers who believe that a student either has motivation or does not, and there is nothing the teacher can do about it. Of course, this could not be further from the truth. There are plans and strategies that can be utilized to intentionally create a motivational environment. Also, there are practices that do not foster a motivational environment. The intentional establishing of a culture that motivates is especially important when working with gifted students. Many people think that all gifted students love to learn. While this is not true, a lot of times they are motivated to learn what they want to learn, not necessarily what the school is teaching. It is the fundamental difference between a bright student and a gifted student. A bright student is the one typically motivated. A gifted student may not necessarily be a bright student, which may lend itself to teachers spending additional time to plan and strategize and create an environment to motivate. ## Teaching Motivation-Combatting the Fear of Failure Another reason why it is important for gifted students to understand a motivational environment is that many gifted students are afraid to fail. The journey of many gifted students looks something like this; when he is in the younger grades, his giftedness keeps him ahead of the other students, always possessing the correct answer, always being the one the teacher turns to when she needs someone to provide the answer. Eventually what happens is that as the content and curriculum become much more difficult, many times his/her vast knowledge hits its limits and suddenly the gifted child is having to learn things he does not know. Suddenly, he/she does not have all of the answers. Oftentimes, this is traumatic for the student. ### Coping with Change It is difficult for some gifted children to transition to this. In order to cope with the change, they simply choose to take themselves out of situations where it might be revealed they do not have the correct answer. That could be anything from not taking challenging classes, to not taking part in academic competitions, to avoiding being called on by the teacher. Their motivation has waned in this case because they do not want to put themselves in a place where their lack of knowing is revealed. The motivation becomes about not being caught. Not in challenging themselves or learning. This lack of motivation can lead to underachievement, which afflicts anywhere from 15 to 50% of gifted children. More alarming is that nearly 25% of all high school dropouts have a gifted identification in one area or another. That means 1 out of every 4 students who do not graduate have high capability but lack the motivation to finish out their school career. How would things have turned out differently had someone been purposeful about teaching these students motivation? ### How Teaching Motivation Can Help Understand Students The million-dollar question then becomes how do you motivate a gifted student who does not show a propensity for being motivated by school work? The easy answer is by engaging them. Of course, what this looks like is where the challenging part comes in. Different students are motivated by different things. How can you possibly find something that motivates all students? The answer of course is that you cannot, but you can find something that motivates each individual student. That is where personalized learning comes into play. If you make the learning authentic to that particular student, then she will be engaged in the learning and that is what will motivate her. ### Join the Conversation If you would like to go more in-depth on how to engage students and personalize the learning, check out my new book [*How the Hell Do We Motivate These Kids?*](https://www.amazon.com/How-Hell-Motivate-These-Kids/dp/1733239057/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=&sr=) Read more from [Todd Stanley on edCircuit. ](https://edcircuit.com/) - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Project-based learning, Social Emotional Learning **Tags:** Headline --- ### [19 Things to Enrich Students During COVID-19](https://edcircuit.com/nineteen-things-to-enrich-students-during-covid/) **Published:** March 27, 2020 **Author:** Todd Stanley **Excerpt:** Todd Stanley shares 19 learning opportunities that students can consider while fighting the quarantine blues and prevent them from going stir crazy. **Content:** COVID-19 has hit the world like a mack truck and we are having to reinvent school, building the plane as it is flying so to speak. As bleak as the situation is, there is an opportunity here. The opportunity is to teach students to learn for themselves and to love learning. That students don’t need to receive an assignment from their teacher in order to learn something. Learning doesn’t have to end just because school as we typically know it has. What I have included here are 19 learning opportunities that students can consider while they sit in their homes. We have a lot of time on our hands and being productive with our minds is going to be essential to fighting the quarantine blues and prevent us from going stir crazy. You should not think of these as assignments, rather they would be learning opportunities that students can choose to engage in or not. I have broken them into ***four categories***: **1. Challenge** **2. Recreational** **3. Thinking** **4. Academic** ***Challenge*** **Learning Opportunity #1** – start a new hobby Is there a hobby you always wanted to do but never got around to doing it? It could be teaching yourself to play tennis, taking up photography, it could be gardening, or something like knitting. Pick a hobby that doesn’t involve you having to leave your house and would take minimal materials. You don’t want to be taking up skydiving. Keep it simple. **Learning Opportunity #2** – learn a new board game Time spent with family is a good opportunity to play games as a group. Better yet, play a game you have never played before and learn it together. There are tons of board games that will stretch your thinking and challenge you. Blockus, Qwirkle, or even the very appropriate Pandemic. Here is a list to generate some ideas for games you might try https://myedexpert.com/item/board-games-that-teach/. It is also easy to order these on Amazon and have them delivered. **Learning Opportunity #3** – do a passion project What is something you have always wanted to learn more about but have never taken the time to do? It could be you’ve always wanted to learn how to make homemade soap, or how to write a haiku, or learn about all of the presidents who have been assassinated. It could be skill-based such as you’ve always wanted to learn how to play Bridge or how to sew. This is the opportunity for students to truly learn something they want to learn. **Learning Opportunity #4** – tell a dystopian story This genre of fiction has become its own section at the library there are so many of them. Here is you chance to tell your own dystopian story and the beginning is already written for you. A global pandemic sweeps across the world, sending people into isolation and leaving governments helpless to stop it. Then you take the story from there. You could write the story, draw a graphic novel, or even act it out in a scene. ***Recreational*** **Learning Opportunity #5** – cook or bake something People are going to be eating out less and less. It is a good time to learn how to make a new meal or bake something you haven’t before. There are tons of free recipes on-line you could try. Make sure you get parent permission first but be willing to take risks. Cooking is a great method of learning because it doesn’t always go perfectly but you learn from your mistakes and that is what makes it such a good teaching method. **Learning Opportunity #6** – going for a walk Don’t forget to get outside during this time. Even states that have lockdowns are allowing people to walk in parks as long as they keep a good amount of social distancing. Although staying home is very important, getting even small breaks by taking a walk around the block can do wonders. Make sure you take a parent or relative with you. **Learning Opportunity #7** – work on something artistic We often think of artistic as being painting, or drawing, but there are other options for people as well. Could be writing poetry or a short story, filming a short movie, crafting something out of wood, or painting fingernails. Even a sandbox video game such as Minecraft or Sim City will allow you to create. That is the point, not necessarily to create art but create something. **Learning Opportunity #8** – finishing a project Do you have a project you started and have put on hold? Now is the perfect opportunity to take it back up and complete it. It could be planting flowers in the garden, painting a room, organizing all of your books, or any other project you either haven’t gotten to finishing or always wanted to do but haven’t. **Learning Opportunity #9** – clean an area of the house You’re going to be spending a lot of time in your house so why not make it a space you want to live in? This could be your room, it could be a closet that needs organized, or even a bigger project such as the basement or the garage. It may sound like work but cleaning can be very cathartic. There is nothing more satisfying than seeing the fruits of your labor as you walk into the room you organized. ***Thinking*** **Learning Opportunity #10** – journaling You can journal your thoughts and feelings about what is going on. Getting them out and on paper can be very therapeutic. You can also explore some interesting things you have always wondered. Finding a good prompt is the key to jumpstarting your thinking. The ones that tend to illicit the most thinking would be ‘what if’ scenarios. For example: • What if you had to live for 18 months in your house? • What if this is still going on, what will school look like a year from now? • Do you think the environment will flourish or suffer during this time? • What does Disney World look like with no one there? • Who will be the heroes of this time when history looks back on it? For other, more general journal prompts you can look at some at www.dailyteachingtools.com/journal-writing-prompt.html. **Learning Opportunity #11** – working on puzzles This could be jigsaw puzzles, it could be thought puzzles such as Sudoku, logic puzzles, or brain teasers. Anything that is going to cause you to have to stretch your brain to solve is going to be good for you. If you would like to learn how to do Sudoku you can check out this Enrichment with the Gifted Guy which shows you step-by-step how this works [https://youtu.be/K72NK6ImpBA. ](https://youtu.be/K72NK6ImpBA.%20%20) **Learning Opportunity #12** – finding an alternative to toilet paper One of the unintended consequences of this COVID-19 is that stores don’t have much toilet paper. It begs the question of what happens when you run out? What do you do? What alternatives could you come up with for people to use? You could even think of it as an entrepreneur opportunity, what alternatives would you propose and how would you market it? What would a commercial for this alternative look like or a pitch on Shark Tank? **Learning Opportunity #13** – what would happen if sports had continued Some people are lamenting the shut down of all major sports during this time. The NBA and NHL were heading toward the playoffs, baseball found its opening day delayed indefinitely, even the Olympics were pushed back a year. For those sports fans, can you imagine what would have happened had this delay not taken place. What teams would have made the playoffs and how would they have fared? Who would have been the hot team or players starting out in baseball? You could explore all sorts of scenarios here using past statistics and future predictions by experts. This it as a fantasy league of what might have been. **Learning Opportunity #14** – plan a dream trip One thing people are longing for while stuck in their houses is going somewhere far away and just forgetting about what is going on. Why don’t you vicariously plan a dream trip to anywhere. Where would you go, how would you get there, what would you do once you get there, where would you stay, how long would you stay? There are all sorts of possibilities and you could sketch out the entire thing including the budget involved and what you would pack. **Learning Opportunity #15** – challenge yourself The only person who is going to be able to challenge you during this time is yourself. The question you have to ask yourself is are you going to take the easy way out, or are you going to make the most of it and find ways to continually challenge yourself during these difficult times. Are you finding things to do that will require you to push yourself harder whether it be studying, working out, learning something new, or setting difficult goals? Finding ways to challenge yourself is the only way you are going to grow. ***Academic*** **Learning Opportunity #16** – (ELA) read a book Often times we wait for our teachers to pick our books for us. What if instead, you decide what you are going to read. Or if you are a voracious reader, what is a book or series you have always wanted to read but never found to time to do so? I’m taking this time to grow professionally so have selected several academic books to read such as The Gift of Failure by Jessica Lahey and The Intelligence Trap by David Robson. This involved the discipline of sitting down with your book for 20 to 30 minutes each day without someone having to tell you to or it being a required reading. **Learning Opportunity #17** – (math) figure out what supplies you would need for a 14-day quarantine If someone suspects they have COVID-19, the recommendation is that you self-quarantine yourself for 14 days which is the length of time it can be contagious. Use math to determine how much supplies you would need in order to do this. What would be your must haves and wish haves for spending 14 days in isolation? **Learning Opportunity #18** – (science/social studies) analyze the spread of COVID-19 The spread of COVID-19 varied from country to country. It spread quickly through some countries such as Iran, Spain, and Italy, while the rate in other countries such as Greece, Iraq, and Singapore was much slower. Different countries handled the pandemic in different ways and got different results. Your task would be to analyze the spread of the virus and determine what we could have done differently, what we should be doing now, and what we will need to do in the future. If you need help getting started on this, I have posted a free case with resources **Learning Opportunity #19** – film your own YouTube video If you have been learning a lot during this time and would like to share or have a special skill you would like to teach others, consider filming your own YouTube video. Doesn’t take much in the way of equipment and you can use a program such as WeVideo to film and edit. For example, I made a YouTube video version of this article which can be accessed at . We often talk in education about the teachable moment. This is when something presents itself that wasn’t planned and you learn something from it. This COVID-19 is a teachable moment that we need to put at the feet of our students and encourage them to pick up for themselves and go with it. - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Covid-19, Hybrid and Remote Learning, Project-based learning **Tags:** Headline --- ### [Why We Need Education Reform Now](https://edcircuit.com/we-either-bring-about-school-reform-now-or-its-never-going-to-happen/) **Published:** May 1, 2020 **Author:** Todd Stanley **Excerpt:** Why we need Education Reform-The COVID-19 pandemic is literally education’s wake up call to make a change. This article explores some suggested reforms. **Content:** In the 23 years that I have been in education, I have seen a lot of education reform come and unfortunately go. Some of them are really good ideas like the small school reform headed by Bill Gates. Others are disasters such as No Child Left Behind, which spent lots of money but made zero improvements. Even currently, the standards movement seems to be buckling under its own weight, and I’m sure by the time I have grandchildren in school, it will be gone. ## What are the Reforms We Need? What do we need in order to bring about wholesale reform in our schools? Cue the pandemic. The COVID-19 pandemic, as horrible as it has been with the number of lives lost, is education’s wake up call to make a change. Due to social distancing and stay-at-home orders, there will be no year-end high stakes testing, and yet students will still learn. Students are not physically in school and have to try and learn with only our guidance. Is it working perfectly? No, but some kids prefer to learn on their own. School districts and teachers are having to build the plane as it’s flying, figuring out a way to educate children without children actually being in our schools. Teachers are stepping up to the plate, figuring out ways to flip their classrooms, and provide meaningful educational experiences on-line. We have to innovate, and we are getting good at it. Why not continue this innovation and change the way we have done things for seemingly 100 plus years? Here are five areas where COVID-19 has shown us we should have school reform: ## **Education Reform #1: Personalized learning for everyone** We talk about differentiation as being a solution all of the time, but what we really need is personalized learning. Personalized learning means that every student gets an education that is significant and useful for them. No longer is it the teacher telling the students what will be learned. This calls for the kids to have some say in this process and to be learners rather than students. This can be done with such teaching strategies as inquiry-based learning, project-based learning, and problem-based learning. It lets children explore things for themselves and discover learning. In many cases, with virtual learning, students are getting to pick and choose what they are going to learn and with what effort. Why can’t that continue? ## **Education Reform #2: Ban homework and grades** We have been under this sticks and carrots philosophy for many years, and although it works for some students, there are a large number of those it does not. Let’s start with homework. We are grading a child on his practice. It would be like going to the football practices and evaluating those for points, and then when the game is played on Friday, one team starts 15 points ahead because they practiced better. The other message it sends to students is it is not OK to make mistakes. If you make mistakes during practice you will be penalized. We should be teaching students to learn from these mistakes, not taking off points for doing so. Grades have always been a way to separate the wheat from the chaff, but what ends up happening a lot of times is we allow compliance to have a huge effect on them. If a student turns in their work on time, does what the teacher asks, and stays out of trouble, he will stand a far greater chance of getting a good grade than a more intelligent student who is not as compliant. Many schools during the COVID-19 shutdown have elected to go to Pass/Incomplete for their final grading quarter. Why couldn’t it be that way all of the time? A student either masters the class or does not. Why do we have to assign different levels of passing? ## **Education Reform #3: Stop putting children into classes based on age** For some odd reason, when every child turns 6, we throw them into kindergarten classes with one another under the naïve notion that all 6-year olds are created equally. Anyone who has ever taught elementary knows there is a huge difference between these children’s abilities and we spend the rest of their school career trying to prop up the ones falling behind and trying to slow down the ones who can go ahead. What if we put children into classes based on their abilities? It might mean that some kids graduate in 8th grade while some need a couple of additional years, but everyone leaves at the same place rather than supposedly starting there. After children return to schools in the fall (hopefully), they will be in very different places depending on how well they adapted to virtual learning. What a perfect time to place them by ability and not age. ## **Education Reform#4: More experiential learning and career tech, less AP courses** Somehow colleges have sold the world that people cannot get jobs without going to their hallowed institutions. Because we believe this, we think everyone should be prepared to go to college, but that is not the path for everyone. If COVID-19 has taught us anything, it is who are the essential workers. We applaud the doctors, nurses, and pharmacists. But what about the plumber that came to my house to back up our sump pump, the girl giving me my pizza order, or the construction workers who are still needed to build our houses and fix our roads? None of these people needed a college degree, and they have a very important job that we cannot do without. Not all essential workers have degrees and yet we are telling our students that everyone has to get one? We need to be putting as much effort into our career tech so that students who are better suited for something else can learn a skill that will one day be deemed essential. ## **Education Reform #4: Make a national definition for gifted** You knew you weren’t going to get away without me mentioning something about gifted. After all, I am the Gifted Guy. One thing I noticed once we went to the at-home learning model of school, is that many districts were interested in just putting out the bare minimum in regard to assignments. There wasn’t a whole lot of rigorous work being assigned; the goal was just to get the students to the end of the year. What happens then is what happens a lot in our classrooms; students who are gifted get overlooked because they can do just fine on their own. This, of course, is false because although they may get by, they are not going to be challenged to the level they are capable of. Their needs are not going to be met. Special education students, however, did have to have their needs met during this crisis. This is because there is a national definition of what special education is, and the ADA protects the rights of students who fall under this definition. ## Why We Need to Look Forward The biggest travesty of COVID-19 in regards to education will be if we go back to school in the fall and try to do things the way we have always done them. We need to take the opportunity we have been given and try something else. Because the status quo of school has been compromised, this is the perfect time to try some school reform. ## Stay Connected on edCircuit Read more from [Todd Stanley on edCircuit. ](https://edcircuit.com/) Follow edCircuit on [Twitter for updates from across K-20 and EdTech](https://twitter.com/edCircuit). - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Covid-19, Project-based learning **Tags:** Headline --- ### [The Process of Learning](https://edcircuit.com/the-process-of-learning/) **Published:** June 3, 2020 **Author:** Todd Stanley **Excerpt:** Todd Stanley discusses the process of learning and the tipping point where students go from knowing about something to understanding it. **Content:** The process of learning is a tricky thing. Schools and educators have tried for centuries to find the best way to help students learn, but like most things in life, there is no exact science. Everyone learns differently and so there is no one-size-fits-all, as much as educational programs would like you to think. What we do know is that there is sort of a tipping point where students go from knowing about something to understanding it. This is the moment where learning happens, but when does this tipping point occur? It does not happen beforehand; otherwise, the student would have already learned it. Nor does it happen at the end when taking the summative assessment, for rarely does someone sit down with a test and about halfway through, the lightbulb goes off and suddenly he or she has it. The learning happens somewhere during the middle of the process, and yet a summative assessment is often how we determine whether someone has mastered what it is they were supposed to have learned. Even though we have been in this schooling game for hundreds of years, the way learning is presented in the traditional sense still looks the same. The formula is to expose students to something they do not know, let them practice this until they understand it, and then have them prove to us they have learned it through some sort of assessment. It looks like this: ![Process of learning](https://edcircuit.com/wp-content/uploads/2020/06/Screen-Shot-2020-06-01-at-1.03.42-PM-500x145.png "A flowchart with three boxes expose them to something they may not know an arrow practice until they understand another arrow and prove they have learned it | edcircuit") This goes for something as elementary as basic addition to advanced calculus. There is a fundamental flaw with this structure, however, in that it assumes everyone is learning at the same pace, so when the lesson gets to its appointed end, all students are in a place to show they have learned. ![Process of learning](https://edcircuit.com/wp-content/uploads/2020/06/Screen-Shot-2020-06-01-at-1.03.51-PM-500x128.png "A flowchart with three boxes and arrows expose them to something they may not know practice until they understand and prove they have learned it in a highlighted yellow box | edcircuit") In actuality, we know that students learn at different rates, some getting things before others, and so when you get to the end, some students have had it for days or longer, while others still are not there yet. Most students have learned it in the middle of the process: ![Process of learning](https://edcircuit.com/wp-content/uploads/2020/06/Screen-Shot-2020-06-01-at-1.04.02-PM-500x129.png "A flowchart with three boxes expose them to something they may not know an arrow practice until they understand highlighted yellow another arrow and prove they have learned it | edcircuit") It does not make sense that we measure this learning at the end. This would be like diagnosing a patient after they are cured (or have died). Would it not make more sense to measure the learning *as it is occurring*? Would it not make sense to measure the learning *during the process when understanding occurs*? To capture that moment when the lightbulb goes off for the student? How inspiring would that be to both student and teacher? One could make an argument if the student is able to learn during the process, then he or she will display this ability on a summative assessment. Is this a perfect correlation, however? Are all students who understand what they have learned able to display this in a final assessment? Are there students who do not understand what they learned and yet perform well on the summative assessment? How do we get a truer picture of what learning took place? The answer, we assess them during the learning process, not at the end. We also have to realize that some students’ process is going to be much longer than others, but we as teachers have to be ready to determine this mastery when it does happen. Some would argue this grading of the process is already being done with formative assessments. Formative assessment is defined as: **• A range of formal and informal assessment procedures during the learning process in order to modify teaching and learning activities to improve student attainment.** When you read the first part of the definition, it seems on par with what this book is proposing, using formal and informal assessments during the learning process. So far, so good. Where it veers off is in the second half of the definition. Formative assessments are used primarily to modify teaching and learning, not to evaluate mastery. It is a tool used to see where a student is at and allows one to differentiate to meet the student at his or her level. This is an important strategy to use, and this book is proposing that formative assessments still occur. Learning is modified to fit the needs of the student, but what if there were an assessment during the process that evaluates students at the moment of understanding? Is that not more authentic than the artificial construct of sitting students down and making them regurgitate what they have already learned? How many times in our adult lives are we evaluated after we have learned something? More than likely, we are evaluated as the learning takes place. Why should we not be doing this same thing with our students? Here is the definition of a summative assessment: **• Used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school year.** What grading the process involves is a sort of a mashing of formative and summative. Taking the first portion of the summative definition “used to evaluate student learning, skill acquisition, and academic achievement,” and combining it with the first half of formative, “a range of formal and informal assessment procedures conducted by teachers during the learning process,” the definition of grading the process looks like this: **• Used to evaluate student learning, skill acquisition, and academic achievement using a range of formal and informal assessment procedures conducted during the learning process.** In a simpler form, it is grading the process. This grading of the process seems like a radical idea and definitely goes against the traditional formula shared before. But if you decide to take the leap of faith to do things differently than they have been done in the classroom for years, your students are going to reap the benefits. They will be more confident students, they will be less stressed, and they will be more meta learners. Meta-learning is very important for students to become learners rather than receivers. In many of the traditional ways of teaching, students are receiving information; they are not learning it. By grading the process, students will be more aware of when they are learning something which helps them to pinpoint how they did so. This awareness allows them to know how to repeat the act when they have to learn something else rather than waiting for the teacher to tell them how to do it. It harkens back to the Confucian saying, ***Give a man a fish, and you feed him for a day.*** ***Teach a man to fish, and you feed him for a lifetime.*** By grading students during the process, you are giving them the opportunity to find out when the learning takes place for them, what their triggers are, why do certain strategies work, and, most importantly, how to repeat this in future learning. Often we use formative assessments to tell us where to go and summative assessments to tell us where we have been, but we are neglecting the place in between where the most learning is taking place, which is during the process. This grading of the process will allow you to capture the moment when your students are learning rather than waiting after the fact on a summative assessment. This book will show teachers how they can assess the process, providing them with tools and strategies to do so. This is going to require teachers to maintain a growth mindset. This is literally outside of the box thinking. You must be willing to question the practices that we have held so dear as teachers for a long time. You must be willing to try something that might not seem comfortable to you, but isn’t that what we are always asking students to do; to break out of their comfort zone because by taking risks and feeling a little uncomfortable, this is where the greatest learning occurs? ## Stay Connected with the Process of Learning on edCircuit Read more from [Todd Stanley on edCircuit. ](https://edcircuit.com/) Follow edCircuit on [Twitter for updates from across K-20 and EdTech](https://twitter.com/edCircuit). - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Project-based learning **Tags:** Headline --- ### [What I’ve Learned Teaching Virtually](https://edcircuit.com/what-ive-learned-teaching-virtually/) **Published:** July 6, 2020 **Author:** Todd Stanley **Excerpt:** Todd Stanley shares five takeaways from teaching virtually. **Content:** In March of this year, the entire teaching world found itself needing to pivot quite quickly due to COVID-19 shutting down our schools. This is how quickly it happened in my district. Teachers were told on a Wednesday that the last day with students would be the following Tuesday. Then things kept getting worse and we shuttered our doors by Friday instead. Teachers had just the weekend to figure out how to deliver their lessons without having their students in the room with them. Some did this well, some not so hot. Some of this depended on the infrastructure of the school system and whether the technology was there. Some districts simply called it a school year because students did not have the technology or their teachers lacked the know-how to make this happen. ![Bar graph showing district remote learning changes over six weeks On march 26 most districts provided just access to general resources 46 while by may 6 59 provided curriculum instruction and progress monitoring](https://edcircuit.com/wp-content/uploads/2020/07/tsgraph-1-500x336.jpg "Bar graph showing district remote learning changes over six weeks On march 26 most districts provided just access to general resources 46 while by may 6 59 provided curriculum instruction and progress monitoring | edcircuit") In looking at this chart by the Center on Reinventing Public Education, you can see that most districts started slow. But by the time May rolled around, schools had made improvements over the course of just a month and a half to now providing curriculum, instruction, and progress monitoring. This does not discount the fact that there are still 33% of the schools providing a formal curriculum but no instruction. That means there are still a lot of schools giving kids just the basics and not providing any instructions in those basics. With so many unknowns in August, there is a high likelihood that students are going to have to be taught on-line. The question becomes, can we get better at doing this? Like most administrators, I monitored what my teachers were doing and how they were using technology to work with students, but I didn’t have to do this myself. Sure, I sat in on what felt like 857,293 Zoom or Google Meet meetings, but only occasionally was I leading these sessions. It was mostly just sitting there and listening, although my daughter, who is taking her college classes on-line, showed me I could turn off my camera and catch a nap here or there. I did have to provide some professional development to districts via technology but recognized its limitations when one woman, who apparently didn’t have a college daughter to tell her about turning the camera off, proceeded to put her feet up at her computer desk and sleep for about 45 minutes of my presentation. I didn’t take offense to this. It informed me that I needed to come up with a better way to engage my audience. When the summer rolled around, I found myself teaching at two summer camps. One was a local camp that usually involved students attending residentially for a week, but instead, we used Google Meet to hold our classes. Another was teaching children from China through Zoom. Because of the 12-hour difference between China and where I live, this required me to teach from 7 to 9 in the morning. Now I needed to put my money where my mouth was. For the past few months, I expected the teachers I supervised and the teachers who taught my 7th grade daughter to provide students with not just an adequate education, but a great one. Now I had to figure out a way to do this myself. Not only that, but the classes I was teaching were also normally very interactive in nature, so I had to find a way to replicate that in a virtual setting. Here are five things I learned from teaching virtually: **Crappy teaching in the classroom is still crappy teaching on-line** – If you are just putting worksheets on-line, how effective do you think that would have been if you were only doing that in the classroom? Interestingly enough, though, good teaching does not always equal good on-line learning. You have to get out of the fixed mindset of “I’m just going to take my physical classroom and make an electronic version of it.” Instead, you should adopt a growth mindset of “I’m going to have to make some adjustments to the manner in which I teach.” This might mean you have to take old ideas and adapt them into something new. For one of my classes, which involved a physical scavenger hunt, I had to adapt this to an on-line scavenger hunt, using the world wide web as our playing field. **Technical problems are going to happen** – when you are dealing with the internet and relying on connections that four other people in your household might be using as well, things are bound to go wrong. The very first on-line class that I taught, I was giving a presentation for a half-hour before I realized the connection had been broken, and I had been essentially talking to myself. When I want to show my students in China a YouTube video or to follow a link to an article, I have to keep in mind that they have to use what is called a VPN to get internet not limited by the government. One thing I did discover. If you can’t figure it out, your students probably can. For one of my classes, students had to take a photo of what they had done and attach it to the Google Classroom. I wasn’t quite sure how to do this when a student asked, so I asked if anyone in the class could explain it and many were happy to oblige. **Bells and whistles do not equal good teaching** – my inbox for my school email has been bombarded with new programs and innovative technology that can be used to drive student interest. Spoiler alert; if your lesson is not interesting or you don’t engage students in the first place, no amount of pomp and circumstance is going to make it any better. You need to think of technology as a tool and decide whether a certain one is the correct tool for a certain activity. When I put students into groups and asked them to collaborate, we simply used a shared Google doc where students could type to one another what they were thinking. I’m sure there was some sort of program that would have done this as well, and that was more advanced, but it worked, and it worked effectively. My students were able to collaborate, which is all I wanted them to do. My philosophy is to keep it simple. That means if the student finds PowerPoint to be easier for her to use than Google Slides, let her pick the one that will best display her work. **Interact with your students as much as possible** – I have class discussions and talk to students face-to-face as well as Zoom or Google Meet will allow me to. Whenever we are having a class discussion, I ask that students turn on the video so that I can talk to them, not the trendy icon they are using or even worse, the letter of their name. I want to look students in the eye as best I can and have conversations with them, just as I would want to do in the classroom. Virtual learning can sometimes push students away. You have to find ways to show them you care, and this interaction with them is one of the best ways. As an added bonus, I am terrible at learning names. It usually takes me a few weeks to learn all of my students’ names, and many of the classes I was teaching were only a week-long, meaning I didn’t learn many names when teaching the class live. With Zoom and Google Meet, the student name is displayed right beneath their face, making it so much easier for me to associate them with their name. As much as possible, I want to call students by their names, so this helps me to do this and make that connection with them. **Prepare, prepare, prepare (but be ready to make changes)** – In recent years, I have not been the type of teacher who makes extensive lesson plans. When I was teaching a class on essay writing last year, I was given the lesson plans of the teacher who taught before me. It was 178 pages long, and this was for a 7-day class. This was exhausting to use and I ended up doing more work trying to teach her lesson plans than if I’d just made my own. The TED Talk class I am teaching right now was also taught before me. When the principal sent me over the lesson plans, I opened them, saw they were more than 50 pages, and quickly closed them. I decided to create my own plans. This does involve having things set up on the Google Classroom ahead of time so that students have easy access to it. This might be a video, a PowerPoint, a visual, or a link to an article. I found when I didn’t prepopulate these before class, I was wasting students’ time because they had to wait for me to post what they needed to get started. Because time management for a virtual class can be tricky to master, I find myself putting more in the Google Classroom than I will need. It is always best to over plan and not use some of it because it can be carried over to the next class, rather than under plan and not have anything for students to do. In the end, it is all about communicating clearly with your students what you want them to learn, how you want them to learn it, and what they will use to learn it. Having things ready ahead of time allows you to do this. I will say after teaching on-line for the last couple of months; I enjoy it. Sure, I would much rather be in the same classroom as my students, but it can be used to help students to get a great education. You do have to understand, though, that it starts with the teaching methods you decide to use. If you have a traditional classroom where you lecture to students, this is not going to go so well virtually. However, such interactive methods, including project-based learning and inquiry learning, do translate well and are what is best for kids anyway. - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Professional Development, Covid-19, Project-based learning **Tags:** Headline --- ### [Swift Advice for the Coming School Year](https://edcircuit.com/swift-advice-for-the-coming-school-year/) **Published:** September 2, 2020 **Author:** Todd Stanley **Excerpt:** When you need inspiration, look no further than the poets who always know how to express what we’re feeling. **Content:** We have been dealing with a lot of change lately. Most schools were shut down in the spring due to COVID and now that the school year is starting back up, there is much uncertainty. Some schools are having students back full-time, others are doing a hybrid where kids come a couple of days a week, and some are virtual only. What exactly this school year will look like is unknown and that is part of the problem; teachers don’t like the unknown. There is a routine to the school day and a way of doing things and that is being tampered with, causing a lot of anxiety and stress. As I talk to teachers from around the state, most seem very uneasy about how to navigate this uncharted waters. They need inspiration. When you need inspiration, look no further than the poets who always know how to express what we’re feeling. I will turn to the greatest poet of the 21st century, a bard on par with Shakespeare himself, the voice of her generation and one of the most influential people on the planet. Yes, I’m talking about Taylor Swift. Here are five lyrics from various songs of Taylor Swift that can guide us through these turbulent times. The first and most obvious piece of advice comes from her album *Lover*: **“You need to calm down”** from You Need to Calm Down There is certainly a lot of anxiety for teachers, but this goes for the students as well. For better or worse teachers have to be that rock for them, so calming down and showing them that everything is going to be OK is crucial to their social and emotional health. Teachers are like the flight attendants of the classroom. On a plane, no matter how rocky the ride, you simply need to look to the flight attendants to know whether you are in real trouble or not. If they are going about their business like usual, you know they have seen this a million times and are not concerned. But if I were ever on a plane and the flight attendants were panicking, I would have good reason to be concerned. We need to be that steadying force in the classroom and schools, we need to be their flight attendants. **“All I know since yesterday is everything has changed”** from Everything Has Changed From the *Red* album, the lesson is very apparent which is that change can be very difficult. Especially when that change is forced on you, but know that change is not a bad thing. It is the mindset you have about it. I try to see change for the positives it can bring. Sometimes I need to have my thinking and processes challenged. If you see change as a bad thing, that transition is going to be very difficult for you. Instead, embrace the change because it is going to be this way for a while. Take advantage of it to try new things, things that you would not ever have known about if you hadn’t been forced to do something different. Keep in mind that we are a profession built on the skillset of pivoting and adjustment. Use those super powers now to roll with the punches. Flexibility is the watch word for 2020. **“All eyes on us, you make everyone disappear”** from So It Goes A song on her *Reputation* album, the focus of this lyric is obviously meant for two people romantically involved, but it applies to the relationship you have with your students as well. Focus on your students and not all of the outside distractions that are taking place beyond your control. Giving them your full attention and showing them that you care about them will make that other stuff go away. It can be tricky in a virtual setting to make these connections, but making sure to have morning meetings, reflection check-ins, virtual office hours, and other means for them to see your face or hear your voice even when you cannot be there in front of them live will go a long way in making sure a lot of other problems will disappear. **“I just want to feel OK again”** from Mean On the *Speak Now* playlist, a lot of people keep saying to me, “I just want things to go back to the way it was, I want things to be normal again.” There is a lot of truth to the terminology, the new normal, which is what a lot of people are calling the COVID-influenced world. We all want this but understand that things are not, and should not necessarily go back to way things were before. There are some things in education that are outdated practices that need to be reconsidered such as grading and too much focus on accountability and not on the learning. This pandemic is causing us to take a long, good look at our practices and determining what is best for kids. This is a great opportunity to approach teaching in a different way and fix some things that you might not have realized needed fixed. **“It’s a new soundtrack. I could dance to this beat forever more”** from Welcome to New York A track on her best album, *1989*, the idea behind this is that even if things have changed, this new soundtrack has a good beat and we should be dancing to it. Many of us have been out of our comfort zone, but this is where the best learning occurs. Think about your own students and their learning. When you give them material they are comfortable with or already know, is there a whole lot of learning taking place? Absolutely not, it is our job to challenge our students and their thinking by pushing them out of their comfort zone. It is when you are merely comfortable that we become complacent and don’t make great efforts to think outside of the box. You are being given license to do that now, as long as you are doing what is best for kids is all that matters. And just to prove the point that these changing times can force us to produce some of our best work, just look to Taylor’s album just released a month ago, *Folklore*. Writing during her isolation from COVID-19, it marks a change from her albums from recent years and a real growth as an artist. One wonders if she would have been able to produce such a lyrical and deep album without the pandemic forcing her to. Makes one think about the wonderful changes we could be making to the classroom. - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Covid-19, Hybrid and Remote Learning, Project-based learning **Tags:** Headline --- ### [The Unspoken Rift Between the Central Office and Teachers](https://edcircuit.com/the-unspoken-rift-between-central-office-and-teachers/) **Published:** October 9, 2020 **Author:** Todd Stanley **Excerpt:** Keys to School Leadership - I had the opportunity to move over to the administration side of education and noticed some glaring issues. **Content:** After eighteen years in the classroom, I had the opportunity to move over to the administration side of education and have been the gifted coordinator for the last five years. I am part of our central office staff, assigned to the teaching and learning department, which oversees the curriculum and direction of the educational philosophy for the district. This article explores a few keys to school leadership I noticed. ## Keys to School Leadership- Dynamics I tell you this to provide context that I have been on both sides of things. I have been the teacher complaining about the decisions the central office has made and how it will make my job of teaching kids that much more difficult. And I have been on the side of the central office who is trying to make wholesale changes to a humongous system that would benefit students, but who cannot seem to get teachers on board. There seems to be an us versus them dynamic going on between these two groups of people who seemingly should be moving toward the same goal. Take, for example, the sound educational practice of personalized learning. This suggestion goes to teachers, and their mindset is, “I cannot possibly do one more thing,” when in reality, the central office is not suggesting adding this practice; it is suggesting that it take the place of a more traditional strategy that probably sucks up more time. ## The Want to Personalize Learning The argument on the other side of things is that teachers who want to personalize their learning and not make one size fit all get told by the central office that we need to consider equity. What we do for one student at one building should be available for all. Both groups are moving toward the same goal but getting in each other’s way. As a result, the stereotype each entity has created for the other is that teachers are lazy and want to do what is best for themselves, while the district office is concerned more with dollars than students. Neither of which is true, but it becomes easier to blame someone else by creating this stereotype. This creates a rift between the two where nothing gets done because the other is preventing it. This then creates mistrust between the two. ## Keys to School Leadership- Making Teacher Feel Seen To give you a specific example, I had a teacher come to me in a panic. We were handling the professional development requirement that the district had for teachers by allowing them to choose PD that was personalized to their specific needs and would not be a waste of their time because it was something that should be meaningful to them. This teacher was very concerned because a group of half a dozen teachers and myself had decided to read a book together and have weekly discussions over it. I had neglected to go into the district spreadsheet and indicate that this teacher had indeed been in attendance at this meeting, thus fulfilling the PD requirement. ### Conversation with a Teacher as a Leader “It’s really no big deal, I’ll get it put in by the end of the week,” I tried reassuring her. “No, you have to put it in today, or I might get in trouble,” she said, not placated by my solution. “Who are you going to get in trouble with?” “District office.” “But I’m with the district office and I’m telling you it’s not something to worry about.” “But they are going to see that my name is not in there and I haven’t met the PD requirement.” “Who exactly are they?” “District office.” “Do you really think there is someone at the district office who has the time to go through all of those names from all the different schools and determine who is on it and who is not?” “It will look like I wasn’t there, though and they might come after me.” “Who is going to come after you? Have you ever seen someone from the district office come into the school in order to come after someone?” “I guess not.” “So, what are you worrying about?” “I just would like it to be done.” I get told all the time by teachers; the central office told me I have to do this. I always ask them, “who specifically told you this?” Usually, the answer is “well, no one specifically.” Or a central office staff member complains about a single teacher, characterizing them as representing all teachers when, in fact, it is not the norm. ## We are Playing for the Same Team I think it is really important that we realize that we are all playing for the same team. The problem is that teachers get caught up with their individual classes and don’t look at the big picture. At the same time, the district is firmly looking at the big picture, not realizing all of the repercussions and ripples these decisions are going to have on the classroom teachers. There needs to be a mindset shift where we are all working together to ultimately do what is best for kids. There are three things these two groups can do in order to shift this mindset. ## Three Keys to School Leadership ### Keys to School Leadership-**Communicate** When a teacher wants to share an idea, there is this chain of command it has to go through. The teacher tells her department head, the department head tells the principal, the principal tells the curriculum coordinator, the curriculum coordinator tells his director…you get the general picture. In this chaotic game of telephone, messages get altered, and by the time it makes it through all of it, there may not be any time to act on it. The central office fairly gets criticized for putting up walls between themselves and the teachers. I get the whole chain of command thing, but this is not the military nor a big business; this is an entity that should be teaching kids. Ideas are gold and should be shared with the people that have the most influence to offer help with those changes, whether it be time, resources, or funding. The central office needs to do a better job of making themselves available. ### **Need to Communicate** No, I did not mistype this. Communication is also important in that teachers often want to complain about something without considering the reasoning behind it or complain about something but don’t offer a different suggestion to make it better. I was as guilty of this as anyone while a teacher. It is bitching for bitching’s sake, and it gets no one anywhere. The philosophy should be, “I’m not going to complain about something unless A) I get the entire story as to the WHY, or B) come up with a better solution.” This way, it is not bitching; it is providing productive feedback. ### **Must Constantly Communicate** Hopefully, you have gotten the point by now. This communication comes in that both sides need to quit blaming the other when something is not working. They need to first and foremost consider the needs of the student(s). How will the student benefit? How can we make this happen for the student? Is this in the best interest of the student, not the district, the community, the union, or the individual adult? Communicate that and everything will take care of itself. So the next time you get mad at the central office for giving you one more thing to do or complain about that teacher who wants to take the easy way out, remember the kid is the one most affected when the adults don’t communicate effectively. Keep them in mind. ## Stay Connected with Keys to School Leadership on edCircuit Read more from [Todd Stanley on edCircuit. ](https://edcircuit.com/) Follow edCircuit on [Twitter for updates from across K-20 and EdTech](https://twitter.com/edCircuit). - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Professional Development, Project-based learning **Tags:** Headline --- ### [To Screen or Not to Screen; That Is the Question](https://edcircuit.com/to-screen-or-not-to-screen-that-is-the-question/) **Published:** November 10, 2020 **Author:** Todd Stanley **Excerpt:** Distance learning and zoom school has been taken to a whole new level in the past year, with many schools going completely remote in the spring. **Content:** Distance learning has been taken to a whole new level in the past year, with many schools going completely remote in the spring, while some in the fall have been virtual or offering some sort of hybrid. Although I have been out of the classroom for the past few years, I have been teaching a lot of online classes, some with students all the way from China. I am even teaching some synchronous classes for gifted students who are participating in our virtual learning academy. The dilemma I find myself in is whether to require students to have their cameras on or not. I have heard arguments from both sides, some good, some bad. Here are the arguments for and against this practice and then my thoughts on which is best for kids. ## **Against Distance Learning With Cameras:** ### **Zoom fatigue** Like most of us, students have been staring at a screen for entirely too long lately. By the end of the workday, I walk outside, and it takes my eyes a good couple of minutes to refocus and see normally. I get it, and I would be lying if I said on my fourth Zoom meeting of the day that I didn’t turn the camera off so that I could put my head down and not look at the screen. Wouldn’t it be OK at the end of a long day or during a two-hour lecture, for students to turn their camera off so that they can rest their eyes? ### **Anxiety for Distance Learning** **I**n a regular classroom setting, the teacher and students are not staring at each other all of the time. In an online meeting, everyone is staring at everyone, and this can be unsettling. Some students like to fade into the background and thus feel uncomfortable being put in the spotlight. There is a feeling that everyone is watching you, and because the image is large, students may be worried about how they appear to others. School can be tough enough with people judging you, being blown up on a computer screen just makes this worse. ### **Home life distractions** It is difficult to find a space in your home where you are not going to be bothered by the everyday goings-on in a household. I cannot tell you how many times I’ve had to stop class to yell at our dog barking at the Amazon driver delivering his umpteenth package. It could be anything from pets, brothers or sisters, to nosy parents and televisions in the background. These distractions could bring your classroom to a grinding halt. Try getting a class of 2nd graders back on task after a cat walks by someone’s camera. Wouldn’t it just be better to turn the camera off and not have these potential distractions playing in the background? ### **Technology not supported for distance learning** Some virtual platforms have bandwidth requirements for video sharing. You might think a student is being obstinate when you ask them to turn their camera on, but they simply might not have the Wi-Fi power to do so. Imagine a family of three children all doing virtual learning. You have three people, plus probably the parents, pulling from the same source, making it difficult to get reliable service. Or they might be using a device that does not have a camera. Make sure you figure out the situation before chastising a student for leaving their camera off. ### **Socio-economic reasons** some students might be embarrassed about what their home looks like. While at school, students have equal access to their teacher, the playground, and the cafeteria. However, once students go home, the equity ceases to be as some go back to a house that might look very different than someone else’s. While you are in school, you can cover this up, but with everyone looking into your home, it would be difficult to hide. Students might be worried they will be judged by other classmates. These are all legitimate concerns as to why students should be able to leave their cameras off. However, there are arguments for leaving them on as well. ## **For Distance Learning with Cameras:** ### **Replacing one screen for another** **T**here are times when students are not showing themselves because they have become bored and are playing on their phones or iPad. If the student is claiming to have Zoom fatigue, they should not be shutting the camera down only to give their attention to another screen. If a student truly has issues from staring at the screen all day long, they should be resting their eyes. ### **Compliance for Participation on Distance Learning** raise your hand if you have been in a meeting at school and have checked your email, looked at your Facebook or Twitter page, or been shopping for shoes on Amazon? The temptation to get off task when a computer is sitting in front of you is mighty. Imagine you are a 4th grader or a sophomore in high school. Teachers make the argument that they want to see their students because they want to make sure they are on-task and being compliant rather than napping or trying to see how many pretzel sticks they can fit in their mouth at one time. ### **Engagement in Distance Learning Curriculum** It is easier to engage with a person when you can see them. Think about your engagement levels when talking to someone on the phone where you cannot see their body language or facial tics. Phone conversations can oftentimes turn into one person talking at the other, and the same goes for classroom discussions when you cannot see the faces of those participating. By being able to see the faces of students, you see whether they are getting something or not, whether they are genuinely excited about something, or whether they are confused and need help. ### **Safety and SEL** Within the confines of our own classroom, we can keep children safe. When they are at home, though, we do not have as much control. I have seen an older brother hit a younger brother, a child playing with a sharp object, and one who was precariously leaning back in his chair. There are horror stories of some of the things teachers have seen and reported to authorities to keep children safe. There are also more subtle issues, such as when a child looks dirty or haggard or just appears to be sad. Seeing our students enables us to identify when a student might be struggling with social and/or emotional issues. One of the biggest clues to there being a problem are the actions and appearance of the students. If we cannot see them, it is going to be much more difficult to pick up on these, and given that there might be even more stress given the global pandemic, it is important to catch these things before they become a larger problem. ### **Connection** At a time where we seem to be putting further and further distance between us, it is important to make connections so that we seem closer. My students in China are nearly 7000 miles away from me, but I work very hard at making personal connections with them so that it seems like they are in the room with me. I would not be able to do this if I couldn’t see them and be able to identify what they look like or how they are reacting as I talk with them. This connection is one of the greatest things students miss about not physically being in school, so it is very important in your virtual setting to try to achieve this. ## It Depends on the Distance Learning Environment As you can see, there are good arguments for and against students having to have their cameras on during remote learning. Which side makes the most sense? Like most things in life, there is no clear right or wrong response to this problem. My college professor who taught educational law always said when it came to a ruling, “it depends.” I think it all comes down to your motive as the teacher and what you are trying to accomplish by having their cameras on. There is a clear distinction between having students turn on their cameras to monitor and have them turn them on so that you can engage them. A monitored live classroom is not very authentic, so imagine how much worse it is in a virtual setting. If you are lecturing to a bunch of students and just want to ensure they are paying attention, this is not a compelling reason for cameras to be on. However, if you want to see faces because you are having a discussion or are having a one-on-one conversation with a student, that is a good reason. ## Establishing Good Communication in Distance Learning In my class, I ask students to turn their cameras on while discussing something or conferencing with them in one of the breakout rooms. While we are watching a video or if they are working independently, I allow them to turn them off. I also have private conversations with students who do not turn their cameras on regularly rather than call them out. I had a girl who was not turning on her camera after I asked the class to do so. We went into a breakout to talk about it, and it turned out she had had surgery on her eye and was embarrassed to be seen with the bandages on her face. Just like in the regular classroom, you have to take it on a case-by-case situation. Read more from [Todd Stanley on edCircuit. ](https://edcircuit.com/) Follow edCircuit on [Twitter for updates from across K-20 and EdTech](https://twitter.com/edCircuit). - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Hybrid and Remote Learning, Project-based learning, School Safety **Tags:** Headline --- ### [Students Struggling in Virtual Classrooms Show a Glaring Problem in Our Schools](https://edcircuit.com/students-struggling-in-virtual-classrooms-show-a-glaring-problem-in-our-schools/) **Published:** December 8, 2020 **Author:** Todd Stanley **Excerpt:** COVID has shut down business as usual at most schools and students are learning in virtual classrooms a lot more than they used to. **Content:** As anyone not living in a cave knows, COVID has shut down business as usual at most schools and students are learning in virtual classrooms a lot more than they used to. This is working for some students, but not all. Case in point, my own daughter, who is an 8th grader, with two college-educated parents and one sister in college in the home, is struggling in her studies. She is one of those kids that needs a classroom environment where the teacher is always telling her what to do and when to move onto the next lesson. In a virtual setting, because there is not that presence hanging over her, she decides to do some things, but when she does not understand something or has a technology issue, she sort of ignores the assignment and moves onto something else. As a result, her grades are not where they used to be. And don’t think, as the district gifted coordinator and an educator for over 20 years, that I don’t feel like the worst father in the world. This is like a professional basketball player having a son who is not good at shooting free throws, or a professional writer whose kids don’t like to read (yes, that one hangs over my head as well). So I have been spending a lot of time lately working with my daughter, going through all of her assignments, checking in through email with her teachers, and trying to get her to a place where she is back on track and able to actually learn something. Some would chalk up my daughter’s problem to a lack of executive functioning skills. She needs to be taught to be more organized. And while this is true to a certain extent, it still doesn’t take away from the fact that if the teacher is not laying down the breadcrumbs in their LMS or classroom, she isn’t going to go where they want her to, no matter how organized she is. This problem is a much larger one. Through this process, I had something verified for me that I suspected all along; a lot of kids don’t know how to learn on their own. My daughter has been in schools for 10 years, and in that time, did not have a teacher who taught her to learn independently. As a result, she has become a dolphin in captivity. Instead of being able to find food on her own, she waits for the trainer to come to the dock and hand-feed her fish. If that trainer doesn’t show up one day, the dolphin doesn’t know what to do and just goes hungry. Similarly, my daughter does not know how to learn without a teacher being there to give her the information. Interestingly enough, my older daughter, who is taking all of her college classes on-line, has zero problems independently learning. She actually turns her camera off when the professors are talking and takes a nap, then wakes up and learns the information for herself, which she then uses to work on her projects. She has figured out how to independently learn for herself so well that her teachers are no longer necessary for her to learn. Some might claim this is a difference in maturity, but I would wager if my older daughter were in 8th grade when the pandemic hit, she would have not only survived, but thrived. This is because she had teachers both at a Montessori elementary school and then at a gifted program in middle school, who taught her independent learning. In Montessori school, she made her own work plan for the week as a 2nd grader, completing tasks at her own pace, prioritizing assignments that were more important than others. In middle school, she did a lot of project-based learning where she was given three weeks for a project, provided some parameters, and then allowed to work at her own leisure as long as she met the deadline. She did this for four years in the gifted program and learned a lot of skills that allowed her to figure out for herself how to learn. Meanwhile, my younger daughter had a lot of traditional education where the teacher stands at the front of the room, disseminating information like Oprah giving out cars. A teacher can still be engaging in this manner and students can be learning, but what happens when the teacher is no longer there driving the learning is the issue. This is what is happening to many of our students in the virtual setting who are struggling. This ultimately comes down to the Confucian saying of the fish. If you give a person a fish, he will eat for a single day. If you teach him how to fish, he will eat the rest of his life. Schools need to stop giving students the fish and instead, teach them how to catch them for themselves. Then learning at home wouldn’t be such a problem. Of course, this still requires the teacher in the virtual setting to provide projects and other open-ended learning in order for the students to put this skill to use. If you are simply downloading worksheets, doing Quizlets, or listening to a lecture, they are still being given the fish. The logical question is, what can we do about this? How can we ensure students are able to fish by themselves instead of depending on the teacher? Inquiry learning is the key. Giving students space and resources to find something out for themselves goes a long way in teaching them self-reliance. You can try this out in your virtual classroom. Don’t just give them activities with close-ended questions that need to be turned in that day. Allow them to work on some long-term projects or do some independent learning. ## **Further Reading on Virtual Classrooms:** 1. [Todd Stanley Articles and Columns](https://edcircuit.com/?s=todd+stanley) 2. [Joyful Classrooms: How a Former Classroom Educator Is Empowering Teachers](https://edcircuit.com/joyful-classrooms-how-a-classroom-educator-is-providing-learning-journeys-to-empower-teachers/) 3. [When and Why Worked Examples Are a Math ‘Must’](https://edcircuit.com/when-and-why-worked-examples-are-a-math-must/) Follow edCircuit on Twitter to[ keep up to date on the voice of K-20 and EdTech](https://twitter.com/edCircuit). Here is a [video to help get students started](https://youtu.be/C4mziAkWipQ.) on how to set this up so that they have scaffolds and structure. - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Columnists, Covid-19, Project-based learning **Tags:** Headline --- ### [Creative Thinking Should Look Like Legos from the 80s, Not Legos 21st Century](https://edcircuit.com/creative-thinking-should-look-like-legos-from-the-eighties-not-legos-from-the-twenty-first-century/) **Published:** January 7, 2021 **Author:** EdCircuit Staff **Excerpt:** Students are being prevented from using creativity more and more because we want them to be able to produce the learning that is on the outside of the box (i.e., the state testing). **Content:** ![A headshot of a smiling middle aged man with a bald head wearing a checkered shirt The text above reads featured columnist and below the photo reads todd stanley](https://edcircuit.com/wp-content/uploads/2018/04/Todd-Stanley-Apr-18.jpg "A headshot of a smiling middleaged man with a bald head wearing a checkered shirt The text above reads featured columnist and below the photo reads todd stanley | edcircuit")When I was a boy, all those many eons ago, one of my favorite pastimes, like most young boys, was building with Legos. The way Legos worked back in the 80s is that you got a set that had all different sorts of shapes and sizes, laid out in a beautiful Crayola cornucopia. At least that was how the set started. After like two times of using it, the pieces, colors, and extra things that had somehow snuck their way into the box, such as coins or paper clips, were all mixed together and you spent a good amount of time rooting through different compartments. But this randomness sort of mirrored your building process. When you decided to build something, say a car, you picked whichever pieces looked the most appropriate or were closest by, and you snapped them together, hoping it would take the shape you had in your mind. Sometimes it did, sometimes it didn’t, but the most important thing, and something I was not even aware of, was the creative thinking process I was going through. If I wanted to build a particular something, I had to figure out for myself how to do this. Sometimes it was a matter of throwing pieces together and morphing it into something you didn’t even expect but were pleased by. It was like I was given a lump of clay and told to make whatever I could think of. So you could imagine my joy when my two daughters, who did not take a liking to baseball, reading, or exploring creeks, which were activities I spent most of my childhood doing, wanted to play with Legos. I was so excited I took them to the store and let them pick out a set they wanted to build. My first realization that things were much different was the sticker shock. Legos in the 21st century are expensive. A relatively small set can run around $25 and there are larger sets that run into the hundreds of dollars. This aside, the most disappointing thing to me about the 21st century Lego was when I opened the box and poured out its contents, the first thing I spied was an instruction manual about the thickness of a magazine. The Legos themselves were cordoned off into separate bags labeled A, B, C, and so on. The booklet turned out to be the step-by-step instructions for how to put the structure together. You open bag A, put together this piece, then that, then that one, following the illustrations in the booklet. Then you move on to bag B. You do this until all the bags are used and your structure looks just like the one on the box. Legos had gone from being something you use creativity to build with to constructing a puzzle. It was paint-by-numbers Lego building, where following directions and being compliant was much more important than being creative. The offenses became even more egregious when I suggested to my daughter we take the thing apart. These Legos weren’t to be used again, she informed me. Instead, they were designed to be used only once and then put on display like a museum piece. As much as I liked spending time with my daughters and putting this Lego structure together, I couldn’t help but lament how the creativity of Legos was now gone and in its place was this Orwellian model of having to do things a particular way. In my over twenty years in education, I feel sort of the same thing has happened. Instead of teachers getting to use their creativity to plan lessons that will challenge their students, they are handed canned curriculum or programs that take them step-by-step on how to teach it. The byproduct of this is that the canned curriculums have teachers teaching cookie-cutter lessons with Widget-like products. Students are being prevented from using creativity more and more because we want them to be able to produce the learning that is on the outside of the box (i.e., the state testing). As a gifted coordinator, we need to be providing students with more opportunities to be creative. This is especially relevant given that we are now identifying students as gifted in creative thinking. The struggle to provide services for this talent is that school districts have difficulty categorizing what it looks like. Here is the problem with that thinking; if it is truly creative thinking, then we don’t know what it looks like, just like those Legos I used to play with as a child. So when we have conversations in gifted-land about how to provide service for creative thinking, I become a little chafed when people suggest pull out classes or otherwise planned programs. I think this goes against the entire concept of creative thinking. The basic formula for creative thinking is giving them less structure and more space. It does not need special instructions or a steadfast structure. It simply requires students to have the space to develop solutions of their own making. This is why I think project-based learning does an excellent job of teaching creative thinking as long as students have input and decision making power in how they show what they have learned. Genius Hour is another loose structure where students can be creative while at the same time, learning something they care about. It can be done in the regular classroom, provided teachers give students the opportunity to engage in this sort of thinking. Perfect example, if you have a student who aces the pre-assessment, don’t make her go through the curriculum; she has proven she already knows. Instead, let her develop an independent project that either allows for her to expand on this, or she can explore something else she has wanted to learn more about. What I eventually did with my daughters’ Legos is we took the fabricated structures apart and threw all of the pieces into various plastic bins, sometimes purposely separating pieces from the same structure so that they would never be used together again. When my younger daughter goes to her room to play Legos now, she makes bowling alleys, ice cream shops, zoos, and all sorts of creative structures that were not on the box. What if we did that with some of the curriculum we have in the classroom? What if we provide opportunities for children to create? **Author** Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for [Prufrock Press](https://www.prufrock.com/Default.aspx). Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://amzn.to/3y1Rlnd)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . You can find out more about Todd at [MyEdExpert.com](https://myedexpert.com/vendor/twosox21/) and you can follow him on [Twitter](https://twitter.com/the_gifted_guy). **Further Reading** 1. **edCircuit** **–** [Todd Stanley Articles and Columns](https://edcircuit.com/?s=todd+stanley) 2. **edCircuit –**[I](https://edcircuit.com/innovating-beyond-avoidable-k-12-crises/)[nnovating Beyond Avoidable K-12 Crises](https://edcircuit.com/innovating-beyond-avoidable-k-12-crises/) 3. **edCircuit –** [Embrace Failure in Education](https://edcircuit.com/embrace-failure-in-education/) - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Project-based learning, Creativity **Tags:** Headline --- ### [My Lunch with Joey](https://edcircuit.com/my-lunch-with-joey-education/) **Published:** March 15, 2021 **Author:** Todd Stanley **Excerpt:** Unique Pathways to Success- Education needs to do a better job of realizing that many professions for students are not one's school is getting them ready for. **Content:** We use a lot of data in education. Data to see how students are growing. Data to see where gaps are that need to be filled. Data to predict how a student might do next year. However, what if data can’t show us unique pathways to success. I believe in this data wholeheartedly, but I also see the value in an old school conversation. If you really want to find out the impact you are having on students, I suggest talking with them many years after they have left your classroom to see what stuck after you taught them. This was the situation I found myself in when a student I had in class 22 years ago and decided to get together for lunch. ## A Story of Unique Pathways to Success I had Joey for two years, for 7th and 8th grade, as well as coaching him on the tennis team. While in school, Joey had been one of those students who you could tell was bright, but didn’t always give his best effort when it came to academics. He was a B student but easily could have gotten all As if he had applied himself just a little more. Some would call him lazy, others might term it disinterested, yet others might say bored. Regardless, I enjoyed having conversations with Joey and the challenge he presented. He spoke a lot in my class and what he shared was usually thought-provoking. I noticed something Joey did care about; playing cards. He seemed quite skilled at all sorts of card games, even getting pretty good at stacking the deck. While playing euchre on the tennis bus once, he dealt me a perfect loner hand. I gave the cards back to Joey and asked him to deal normally. He agreed but with a smirk on his face. ## How Joey Found his Own Unique Pathway to Success Once Joey had moved on to the high school, he would tell me how he spent the weekend at the local American Legion because it was a place he could play cards with adults legally and take their money. He continued to be an average student, and I remember one of his teachers telling me he was furious with Joey. “How dare he skip my class to play cards,” this teacher said incredulously. The ironic thing was that as I was sitting here in the present day, talking to Joey, he was telling me about his profession, that of a professional poker player. Joey and I had reconnected because one evening, I was watching a World Poker Tour tournament on television, where many of the world’s best poker players gather to play. They were announcing the final table of six players and the announcer said, “Local poker pro Joey Couden is our fourth player.” ## Realizing My Student’s Potential I did a double-take. Is that…my Joey? Sure enough, the student who had once graced my classroom came walking out and took his seat at the poker table. What was interesting to me was that my memories of Joey had always been as a fun-loving, jovial guy who would love to carry on a conversation. At the poker table, though, he was all business. He barely said a word, with a pensive look nearly the entire time. It was obvious to me, he was at work, and he took his work seriously. I looked him up on the internet and found out he had won the Florida State Poker Championship in 2015 and a World Series of Poker event in 2018, the Olympics of the poker world, beating players that were in the Poker Hall of Fame. Not only that, he had $2.3 million in live earnings. Of course, this was not counting the money he had won (or lost) in cash games or private games. He was not only making a living at doing this thing he had been training since high school to do; he was doing quite well for himself. I reached out to him on Twitter and eventually, we ended up at the aforementioned lunch. It was nice to catch up with Joey. He remembered my class and we reminisced and gave updates on people we had both known. ## How Many Students Are Like Joey? My lunch with Joey got me thinking. How many students had passed through the doorway to my classroom who had a talent that school did not necessarily support? Another student of mine in 7th grade who, for her career paper, said she wanted to be a professional singer. My goal was to encourage her as much as I could, knowing in the back of my mind that every 7th grade girl wants to be a professional singer and the likelihood of her finding success in this field was akin to the needle in that pesky haystack. And yet, 10 years later, she played Belle on Disney’s national tour of Beauty and the Beast. ## College- the Tradition Goal Post Schools spend a good majority of their efforts trying to get students ready to go to college. But contrary to the salesmanship of our nation’s universities, college is not for everyone. In fact, there are even students it is for who are not able to find employment in the field they got a degree in. I had a student who went to Harvard and graduated with his degree. He ended up working basement repair for several years after graduating. And although basement repair is honorable work and a good way to make a living, he didn’t need to go to Harvard to figure that out. ## Realizing that Curriculum Can’t Shape Unique Pathways to Success Not all student talents have to do with math, ELA, or some other subject that is forced down their throats in school. Surely there is a better way for schools to develop the talents of our students that might not necessarily be academic. Athletics have already figured this out. High school sports programs are the training ground for future NFL, NBA, and MLB players. In his thought-provoking book *Teaching Minds,* Roger Schank writes how much more useful school would be if we taught things like how to drive a car and get a date rather than writing and arithmetic. These are skills students care about and will be using for the rest of their lives. How often as an adult do you find yourself recalling lessons from Algebra II, or in your chosen profession, actually putting into practice the periodic table your science teacher made you memorize? ## How do we Prepare Students for the World Beyond School? If schools are truly in the business of getting students ready for the real world, we need to reconsider some of the things we are teaching and be open to other’s ideas. I’m not suggesting we start teaching poker to students, but then again, I am saying that. I asked Joey how much math he uses while playing, figuring out the probability of success of hitting or winning his hand, or the right amount of money to bet compared to the size of the pot. He said quite a bit. Why couldn’t a teacher use poker in his math class to teach these skills with the added benefit of the students being so much more engaged? We claim to want to get students ready for the real world, but the reality is, many times, we are just getting them ready for college. College is not the real world. It is just another stepping stone to get to the real world. Education needs to do a better job of realizing that many of the professions out there for students are not one’s school is getting them ready for. We have to find different and better ways to prepare our students for life after school. ## **Further Reading on Unique Pathways to Success:** 1. [Todd Stanley Articles and Columns](https://edcircuit.com/?s=todd+stanley) 2. [Joyful Classrooms: How a Former Classroom Educator Is Empowering Teachers](https://edcircuit.com/joyful-classrooms-how-a-classroom-educator-is-providing-learning-journeys-to-empower-teachers/) 3. [When and Why Worked Examples Are a Math ‘Must’](https://edcircuit.com/when-and-why-worked-examples-are-a-math-must/) Follow edCircuit on Twitter to[ keep up to date on the voice of K-20 and EdTech](https://twitter.com/edCircuit). - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Project-based learning **Tags:** Headline --- ### [There Needs to Be a National Definition for Gifted](https://edcircuit.com/there-needs-to-be-a-national-definition-for-gifted/) **Published:** May 4, 2021 **Author:** Todd Stanley **Excerpt:** Gifted education doesn’t have any consistency within states and how there needs to be national education standards for gifted programs. **Content:** Gifted finds itself in a precarious situation that I am always reminded of when working with districts that are out of state. The situation is this; there isn’t a whole lot of consistency with what gifted is, there are no national education standards. Different states have different definitions of it. ## National Education Standards vs States **Here is the example of what Arizona defines gifted as being:** *“Child who is of lawful school age, who due to superior intellect or advanced learning ability, or both, is not afforded an opportunity for otherwise attainable progress and development in regular classroom instruction and who needs special instruction or special ancillary services, or both, to achieve at levels commensurate with the child’s intellect and ability.”* **Vermont however defines it like this:** *“Gifted and talented children means children identified by professionally qualified persons who, when compared to others of their age, experience, and environment, exhibit capability of high performance in intellectual, creative or artistic areas, possess an unusual capacity for leadership or excel in specific academic fields.”* Just between the two of these, Arizona only sees intellect and learning ability, while Mississippi also includes creative and artistic ability. **Georgia on the other hand includes these but also adds students who exhibit an exceptionally high degree of motivation:** *“Demonstrates a high degree of intellectual and/or creative ability(ies), exhibits an exceptionally high degree of motivation, and/or excels in specific academic fields, and who needs special instruction and/or special ancillary services to achieve at levels commensurate with his or her abilities.”* ## Should National Education Standards Include Motivation? That means a highly motivated student in Vermont might not be identified while one in Georgia would. **Iowa adds this to the list:** *“Leadership ability.”* They are not limited to only academic ability but also the high performance of 21st century skills. Massachusetts and South Dakota do not even bother to define giftedness. Almost all of them agree on however is this **definition from the state of Nebraska:** *“Learner with high ability means a student who gives evidence of high performance capability in such areas as intellectual, creative, or artistic capacity or in specific academic fields and who requires accelerated or differentiated curriculum programs in order to develop those capabilities fully.”* ## The Standard of Curriculum It is the second part of this definition, “who required accelerated and differentiated curriculum programs in order to develop those capabilities”, that most definitions also contain. Consensus that a regular education program is not going to cut it for these students. Students need specialized instruction. Even though they agree on this, it is not necessarily happening. **My state of Ohio defines gifted as:** *“One who “performs or shows potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment.”* In stark contrast to special education where students must be served by federal law. That comes with a set of enforceable laws that requires a school to provide an adequate education in a least restrictive environment. If a district is not offering services to special education students, they may find themselves in legal trouble. ## **No Consistency Across States** Gifted education just doesn’t have any consistency, even within a state. Districts may offer specialized classes for their gifted population while the one right next to it does not. Budgets vary wildly while some states receive millions of dollars, others receive none. Even the identification of students can be inconsistent. Some states allow for local norms while others do not. Instead of comparing students to other students from across the country, students are compared with students in their district. A common acceptance of gifted students are those children who perform in the top 5% of a population. Nationally normed test is taking the top 5% of every child who took the test in the country. Local norms look at the top 5% of every child who took the test in the district. Does that mean there are not students who might benefit from specialized services? Absolutely not. Take the top 5% of the students in that district and gave them challenging coursework, they would most likely thrive in that environment. The state of Ohio does not allow us to use local norms. ## **NAGC’s definition of giftedness- A Framework** Students with gifts and talents perform – or have the capability to perform – at higher levels compared to others of the same age, experience, and environment in one or more domains. They require modification(s) to their educational experience(s) to learn and realize their potential. **Students with gifts and talents:** - Come from all racial, ethnic, and cultural populations, as well as all economic strata. - Require sufficient access to appropriate learning opportunities to realize their potential. - Can have learning and processing disorders that require specialized intervention and accommodation. - Need support and guidance to develop socially and emotionally as well as in their areas of talent. Require varied services based on their changing needs. I am certainly not a proponent for a one size fits all education nor do services have to be the exact same from district to district. All I am asking for is a little consistency with how we define gifted students, how we identify gifted students, and if we serve them. Without a federal definition backed by a federal law, there will never be consistent services for gifted students. ## **Further Reading on National Education Standards:** 1. [Todd Stanley Articles and Columns](https://edcircuit.com/?s=todd+stanley) 2. [Joyful Classrooms: How a Former Classroom Educator Is Empowering Teachers](https://edcircuit.com/joyful-classrooms-how-a-classroom-educator-is-providing-learning-journeys-to-empower-teachers/) 3. [When and Why Worked Examples Are a Math ‘Must’](https://edcircuit.com/when-and-why-worked-examples-are-a-math-must/) Follow edCircuit on Twitter to[ keep up to date on the voice of K-20 and EdTech](https://twitter.com/edCircuit). - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Project-based learning, Social Emotional Learning **Tags:** Headline --- ### [Test Prep for Cognitive Testing – It’s a Myth](https://edcircuit.com/test-prep-for-cognitive-testing-its-a-myth/) **Published:** July 8, 2021 **Author:** Todd Stanley **Excerpt:** Many books are designed to help students score better on a cognitive gifted tests. Many have concerns about test prep for cognitive testing. **Content:** As a gifted coordinator, I get this phone call all of the time and it proves the myth of test prep for cognitive testing: **Parent:** My child is scheduled to take a cognitive test. What can they do to prepare for it? **Me:** You can’t really do anything to prepare for it. It’s a cognitive instrument that measures ability. **Parent:** No, I mean, is there anything they can study? **Me:** It’s not a test you can study for. A student either has the ability, or they do not. **Parent:** So there’s nothing my child can do to improve his chances of being identified? **Me:** Not really. And yet, when you look at the top-selling books for gifted education on Amazon, four of the top ten sellers, fifteen of the top 50, are books designed to help students score better on a cognitive gifted test. I understand the concept of a test prep book. How many students increase their ACT or SAT score by reading through a study guide? My major concern about test prep for a cognitive test is that it is all about allocating resources. In other words, ability is distributed evenly amongst people on the planet, but resources are not. For better or worse, some children have parents who go out of their way to provide any and every advantage they can, while others have parents who either do not or are not even aware of these resources. It is fair that child A, whose parents are college educated and use a vocabulary commensurate with that, reads to her every night, and watches vocabulary building shows on YouTube, scores gifted even though child B, who was not exposed to the opportunities that child A was but who has a higher ability, is not identified? It does not seem fair. I decided to run a little experiment. I chose my daughter, who is 11 years old, for a couple of reasons. First, she has been tested for cognitive a couple of times before, consistently scoring around the 115 mark. She is that almost gifted child who, with a slight push, might get over the hump and score the required 130 for identification. Secondly, being her parent, I can subject her to such an experiment without needing permission nor with concern over a lawsuit, unless my wife sues me, which would be a wash. My daughter was scheduled to take the Naglieri test, so I went onto Amazon and ordered an NNAT3 Practice Test. It was $25 for the book, so I was a bit surprised when it arrived and was fairly thin. I mean, I spent $20 on an ACT prep book for my older daughter, and it was nearly 900 pages. This slim tome was 44 pages. In its defense, it had an additional 6 pages for notes putting the total at 50, but not what I expected. The book was divided into 4 sections, each focusing on a different skill. There was pattern completion, reasoning by analogy, serial reasoning, and spatial visualization. I figured this would be good for my daughter because the Naglieri is not as traditional looking as most national standardized tests. Sometimes, just knowing what they are looking for can be a big advantage to students. It is a non-verbal test, so if you had never been exposed to it before, this series of patterns and shapes might be confusing. This might give her a better chance on the test because she would be familiar with this setup. We took it slow at first. I didn’t want to overwhelm my daughter. Over the course of a week, we did one section per sitting. She would put down her answers; we would check them with the answer key, and then talk about why she might have missed any that she did. The next round, I had her take two of the tests at a time, building up her endurance. Eventually, she was taking the entire practice test in one sitting. She definitely did better each time she took the test, but I was uncertain whether this was because she was getting better at this type of test, or because she was seeing the same problems again and again. About a week later, she was called down to take her Naglieri test. She scored a 117. She had improved by a whopping two points. A little bit of me was disappointed that the experiment hadn’t worked, but actually, there was a much larger sense of relief. There were three reasons for this relief. First, it lets me know the testing is fairly consistent. My daughter has taken three different cognitive tests, the In View, the OLSAT, and the Naglieri, and yet there were only four points that separated all of her scores, a 113, 115, and a 117. That lets me know the scoring is accurate. It would have been more alarming if she had scored a 95, 115, and 135. I know it is a very small sample size, but this is a pattern I have seen throughout my 20 some years in gifted education. This gives me confidence that we are using measurements that are accurate. Second, my daughter is very bright. She is a hard worker, is nice to other students, and her teachers always describe her as being sweet, but does she need to be challenged? What I mean by that is my daughter has always been an above-average student, but I would not describe her as top of her class. I know through years of experience that many gifted students need that challenge because otherwise, they will be bored or might even shut down. My daughter is very compliant and never seems bored with school. I don’t think she needs the challenge nor the stress that sometimes accompanies it. First and foremost is that my daughter be a happy human being. Third, I would have felt bad if this additional practice, a resource that not all are privy to, would have resulted in her being identified where before she wasn’t. It is sort of like the college admission scandal that has been in the news the past few months. Those parents were giving their children an advantage that others didn’t have. Equity of the identification of minority or economically disadvantaged students has long been a goal of mine, and yet here I would have been exploiting an advantage others might not be able to afford or might not even be aware of. I’d like to think if she had reached the required score to receive gifted service that I would not have taken it because I wouldn’t have felt right about it. Course, we’ll never know what I would have really done, though. The one thing that I do know is the next time I get that phone call, and a parent is asking me whether there is anything their child can do to prepare for the cognitive test, my response will be a more confident no. ### **Further Reading on Prep for Cognitive Testing** 1. [Todd Stanley Articles and Columns](https://edcircuit.com/?s=todd+stanley) 2. [Mind the Gap, Episode 25 — Tom Bennett is Running the Room](https://edcircuit.com/mind-the-gap-episode-25-tom-bennett-is-running-the-room/) 3. [One Big Idea: Nicole Biscotti on Special Education Training for All Teachers (S2E11)](https://edcircuit.com/one-big-idea-nicole-biscotti-on-special-education-training-for-all-teachers-s2e11/) Follow edCircuit to [stay up to date on the voices of K-20 and EdTech](https://twitter.com/edCircuit). - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Project-based learning, Social Emotional Learning **Tags:** Headline --- ### [Putting My Money Where My Mouth Is](https://edcircuit.com/putting-my-money-where-my-mouth-is/) **Published:** September 1, 2021 **Author:** Todd Stanley **Excerpt:** For years I have been telling teachers and writing books espousing the idea that if you make your learning engaging enough through student driven learning. **Content:** For years I have been telling teachers and writing books espousing the idea that if you make your learning engaging enough through student driven learning and authentic choice, they will be motivated to learn. I had done this for many years in the classroom, I’d like to think to pretty good success. Students with a history of not seeming to care about school seemed to do well in my class which was mostly project-based learning. And yet here I was, standing in front of the classroom of nine students, none of them looking like they were happy to be here or caring what I had to say. This was the last stop for these high school students before dropping out. Pretty much everyone had given up on their learning whether it be their teachers, their parents, or themselves. But not Mr. Spickler. Mr. Spickler was supposed to be their science and math teacher, being assigned these kids with humongous learning gaps and trying to get them at least to a point where they can limp across the finish line of school. ## A Life Coach Approach to Student Driven Learning It may not be in first place, it might not be to the roar of the crowd, but best case scenario they would at least get a participation trophy. No, Mr. Spickler was more of their life coach. His job was to get them across this finish line, even if he had to carry them. He clearly cared for these kids who didn’t seem to care about anything. He texted or called kids when they didn’t come to school (which was often). Mr. Spickler encouraged them to want better for themselves than they wanted. “I just want them to learn something,” he said when I came to his classroom, responding to an email he had sent me about doing some project-based learning. “It doesn’t have to be science or math. I simply want them to care about learning anything.” “Challenge accepted,” I said to myself, wanting to put my skills to this ultimate test. Mr. Spickler and I devised a high interest project; teach someone about anything you want to, your final product being a YouTube video that people could watch to learn what you were teaching. After all, these students all watched YouTube, some of them for hours, learning how to do something like play Minecraft or put on makeup. We gave them the choice of teaching anything; how to cook something, how to skateboard, how to drive a car, how to skip school without getting caught. We put no limit on their ideas (as long as they were not constructing a bomb). ## Using Student Driven Learning to Engage Students The most important aspect of the project was we didn’t want it to look or feel like school. These students were turned off of school. They would run from anything that resembled it. We very purposefully downplayed anything like grades or products and instead encouraged them step-by-step. There were no penalties for turning in things late or missing a deadline, there was just further encouragement. If this were a Hollywood movie or a Chicken Soup for the Soul chapter, it would be just about this time I would write how this project changed the lives of these students with each and every one of them turning in a spectacular project, with some of their videos even going viral. But alas, this is real life. We got a few of the kids to turn in their projects. One taught how to clean dishes, another on how to play Call of Duty. They were not the best, but it was more of an effort than they typically would give. I’d be lying if I said we weren’t a little disappointed. I thought for sure that students when given something that truly interested them, would jump at the chance. Unfortunately, many of these kids had already had the love of learning beaten out of them from years of schools where they didn’t have any choice or topics they felt were relevant to them. ## Reflecting on the Student Driven Learning Experiment We also introduced this project toward the end of the school year, after several months of these students not turning in work and not caring about their grades. They had already developed the habit and we were unable to break it. The good news is that Mr. Spickler and myself are not to be deterred. We had a reflection session after the project was completed, talking about what we could have done better and how we will do things differently for next year. We concluded that we will introduce project-based learning earlier to students so that they are familiar with it. Mr. Spekler and I will offer more student choice throughout the year so that doesn’t take them by surprise when they finally get that opportunity. The two of us pledged to develop a few of these high-interest projects that students can try throughout the year to find something of interest and relevance to themselves. ### Choice Leads to Motivation I stand by my assertion that student choice leads to greater students motivation. The lesson for me is that this cannot simply be assigned or demanded, it must be created in the culture of the classroom. Even with these students who no longer seemed to care about school, their caring about learning never goes away. We just need to find ways to tap into this and give them a safe space where they feel they can express this. After all, for many of these students, school has become a place where learning has come to die. How do we reignite this love of learning and show them this classroom is a place where they can demonstrate this passion? ### **Further Reading on Student Driven Learning** If you want to learn more about strategies and ideas for motivating students, you can check out my new book “[How the Hell Do We Motivate These Students?](https://www.firsteducation-us.com/hth-motivate-kids)”, published by First Educational Resources. 1. [Todd Stanley Articles and Columns](https://edcircuit.com/author/todd-stanley/) 2. [SEL in Every Lesson Plan](https://edcircuit.com/sel-in-every-lesson-plan/) 3. [S2E5 – Closing the Gap](https://edcircuit.com/s2e5-closing-the-gap/) - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Project-based learning, Social Emotional Learning **Tags:** Headline --- ### [The Challenge of Identifying Gifted Children from Poverty](https://edcircuit.com/the-challenge-of-identifying-gifted-children-from-poverty/) **Published:** January 25, 2022 **Author:** Todd Stanley **Excerpt:** If you were to look at the highest performing districts on standardized tests in your state, you will find many challenges to identifying gifted children. **Content:** There is a big ol’ elephant in the room in education, one that is so painfully obvious it nearly takes up the entire space, and yet one we don’t acknowledge very much. That elephant is the correlation between socioeconomic status and test scores. If you look at the highest-performing districts on standardized tests in your state, you will most likely find many challenges to identifying gifted children. There are a few outliers here or there, but for the most part, the ranking of achievement scores mirrors the ranking of affluent schools. This carries over into gifted identification as well. In a perfect world, the gifted program would mirror the district’s wealth distribution. If 20% of the student population is considered economically disadvantaged, 20% of your identified gifted should also reflect this. However, there always seems to be an over-identification of white and Asian students and an under-identification of Black and Latino students. Why is this? Why do gifted not identify gifted kids, no matter their economic background? ## Major Entry Points for Identifying Gifted Children Three significant factors cause this: - The entry point - The outside learning opportunities - The language of the test The entry point is how does a student even get to be identified as gifted? Some districts conduct whole grade screening, which means every student in a particular grade will be tested. There are others, though, that have an entry point students must go through even to be considered for testing. Some of these entry points might be a teacher recommendation or a parent request. The problem with these particular entry points is that there is an advocate other than the child herself. ### The Parent Trap of Identifying Gifted Children If the entry point has to be a parent request, the parent has to be knowledgeable of the process and even aware of it. That means they need to be pretty involved in the educational system. Those parents who go to parent/teacher conferences are a member of the PTO, or volunteer at the school will have a better chance to know about this identification and to get that for their child. Parents who may not be as involved in the school either because they are working night shifts or had a poor experience with the schools when they were younger and thus do not trust the institution, their child does not stand as good a chance to have a parent request testing. ## Teacher’s Identifying Gifted Children If the entry point is a teacher recommendation, the issue becomes there is very little training for your regular education teacher regarding gifted. Because of this, many teachers think that the talented kid is the one who gets his work done, volunteers to speak in class, behaves in class, and gets good grades. This is not the gifted kid; this is the compliant kid. Some talented students might be respectful and thus have the opportunity to be tested, but for that kid who is not, the teacher will allow these issues to mask the child’s giftedness. The second factor is the outside learning experiences afforded to some children but not others. There is much more that factors into a child’s education than schooling. Taking a child to the art museum, the zoo, the science center, a concert or play, family game night, art or music classes, the list goes on and on. Suppose student A comes from a household with many opportunities but is compared with student B who has limited resources. In that case, it is like comparing apples to oranges in the identification process. ### Example of Hurdles Student A has an advantage from the education he has received by doing these outside activities that the school cannot help student B catch up to. That means there are staggered starting lines when both students sit down to take the test, and student A begins the race 100 yards from the finish line in a 200-yard race. Student B might be starting 250 yards back. How can student B possibly hope to catch student A unless they are so swift and student B is also slow? Student A does not have to run that hard because it is an unfair race and is far more likely to be identified. ## How Assessment Fails Students The third factor is the tests themselves. These are usually content-based or cognitive, but these tests have an inherent bias because there are assumptions about what a gifted child should know. Also, the language the test is written in can play a huge factor, and there are registers of language that various economic classes use. In the middle class, the formal register of language is used, which is the standard sentence structure and using specific word choice. Those who are from poverty typically use the casual record. This is a language between friends where the word choice is very general. A lot of times, this register is dependent on nonverbal assistance. How can a student who primarily uses this casual register going to be able to take a test written formally successfully? Those nonverbal assists will not be, so they are at a disadvantage. These tests are written by middle-class participants using formal language. I’ll give you an example. When I worked with rural schools, we analyzed a test. The question was, “What is your favorite season, and explain why?” The student had answered “Hunting season” and then had gone on with much detail about why he enjoyed hunting season so much. ### How Are We Properly Identifying Gifted Children According to the assessment rubric, this student was to receive 0 points for this response because he did not identify a season of fall, spring, winter, or summer. In my opinion, this student answered the question within the environment he knew. Hunting was tremendous in this district, so when deer season began, the school closed for three days because no one would be there. It was a part of their environment, but because the language is different, they are being penalized. These three factors significantly inhibit children’s ability from poverty to being identified as gifted correctly. As a result, much of the gifted programming consists of white, middle-class students. What we need to be doing as educators is remove some of these barriers and trying to level the playing field. There is no way we will be able to make it entirely even but are there things we could be doing to allow a child to show that they are capable of being free of any roadblocks or obstacles? ### Stay Connected With Identifying Gifted Children on edCircuit Read more from [Todd Stanley on edCircuit. ](https://edcircuit.com/) Follow edCircuit on [Twitter for updates from across K-20 and EdTech](https://twitter.com/edCircuit). - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Market Trends, Students **Tags:** Headline --- ### [It’s Tough to Be a Teacher in Today’s Political Climate](https://edcircuit.com/its-tough-to-be-a-teacher-in-todays-political-climate/) **Published:** November 2, 2022 **Author:** Todd Stanley **Excerpt:** I am in my 25th year in education, and I can say, without any compunction, that it is more difficult to be a teacher now than it ever has been in my career. The problem is not what you think it would be. It is a challenge to be a teacher for one simple reason; you never know what is going to be the next topic of turmoil. **Content:** I am in my 25th year in education, and I can say, without any compunction, that it is more difficult to be a teacher now than it ever has been in my career. The problem is not what you think it would be. Sure COVID has certainly made things more challenging, but even without the pandemic, it is a challenge to be a teacher for one simple reason; you never know what is going to be the next topic of turmoil. Case in point. The assistant principal in Mississippi reads a children’s book titled “I Need a New Butt” to a group of 2nd graders and gets fired. This was a book that was written for 2nd graders (recommended ages are from 4-10). There was nothing objectionable in it other than the fact that it uses the word butt. He was terminated on grounds of “unnecessary embarrassment.” Let me restate it for those who misunderstand the offense; he read a book from the very library these 2nd graders use, and he was fired for it. According to the Washington Post, there have been 160 teachers who either were fired or resigned due to their views in the past two years. Now granted, some of these terminations were justified for negative behavior–going off on rants on their social media or acting inappropriately. But there are others who simply shared in a civil manner views on politics or culture, which their administrators did not take kindly to. I have been dealing with this myself. This year for Black History month, one of our teachers did an amazing job of conducting interviews with black professionals. She wanted to show black and brown students that there are people who look like them who are doing amazing things in their careers. One of these interviews was with a doctor. While describing the care he provides, he mentioned that he was a general practitioner and worked with people of all ages. He then briefly mentioned that he works with folks from the LGBTQ community as well as those experiencing gender dysphoria. Out of the 10-minute interview, his mentioning of gender-affirming care took up like 30 seconds, and yet I had a parent calling members of the board of education complaining that this was the focus of the interview. I had half a dozen people watch the interview to ensure I wasn’t overlooking something or being blinded by my biases, and every one of them didn’t see the problem. Yet I spent weeks going back and forth with this parent as he continually accused me of pushing an agenda on our 4th graders. Why this fear of civil discourse is problematic is not just the fact that people are losing their jobs. It is because, as teachers, we are charged with teaching students to challenge their thinking. And yet, if we are not extremely careful with any sort of controversial topic, we might find ourselves cleaning out our desks as well. This makes us not want to teach students to consider questioning anything and merely accept the so-called facts. While this might be a safe education, it is not going to prepare students for a world in which thinking for themselves is not just advantageous, it is necessary. I had serious misgivings about writing this blog in the first place. I worry that someone might read it and think that I am trying to push politics on students or teachers. This, of course, is not the case, but I do want to teach students to think for themselves. I want to present them with facts and then let them arrive at their own decisions. The problem, of course, is when a student begins to think differently than what their parents wish them to. With the coming election, I want to warn people that if the political divide grows even further apart, teachers won’t want to teach anything that could be considered controversial. This could be teaching about the American Civil War; it could be STEM cell research; it could be a book that has recently been deemed problematic. Students are going to receive the safest education possible, meaning that there will be no room for thinking, which is just a shame because that is what we are supposed to be getting students to do. **The Author** ![be a teacher-Todd Stanley](https://edcircuit.com/wp-content/uploads/2017/11/cropped-Todd-Stanley-Headshot-e1643810146245-96x96.jpg)Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://amzn.to/3gNlDoQ)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to [Corwin Connect. ](https://corwin-connect.com/author/toddstanley/.) *The opinions in this article are solely those of its author.* - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Educators, K-12 Teachers, edLeaders, Administrators, Covid-19 **Tags:** Headline --- ### [Stop Putting Students in Grades by Age](https://edcircuit.com/stop-putting-students-in-grades-by-age/) **Published:** July 24, 2023 **Author:** Todd Stanley **Excerpt:** In the United States and many other countries, students start their schooling career when they reach a certain age, for better or worse. **Content:** For better or worse, in the United States and most countries for that matter, when students turn a certain age, they begin their schooling career. Most of these students will be with others their age their entire primary and secondary journey, yet there is a good chance they will be at a different skill level than others. ## **Getting Students Ready for the First Day** An example would be two children who turn six years of age entering kindergarten simultaneously. One of these children can already read chapter books, while the other can barely get through 10 letters in the alphabet. And yet they are put in the same class with one another, and the teacher is expected to get them to a certain standard of learning. Student A, who already reads well above grade level, will be expected to slow down and not get too far ahead, while student B has a lot of catching up to do to get where he needs to be by the end of the year. James Delisle calls this the *difference between age mates and peer mates.* ## **Difference Between Age Mates And Peer Mates** These two students are certainly age mates, but they are not peers. Student A would be put into a class where other children are at or near his reading level if they were with peers. Student B would be placed in a classroom with others at the developmental stage and able to progress at a natural pace of learning. This would be an ideal situation. Both students could learn at their natural progression or understanding rather than these artificial finish lines; some students are already finished before they begin, while others need help seeing the finish line in the distance. We put children in grades by age under the assumption that everyone starts at the same place and learns at the same rate. This is our most significant oversight in education. Everyone knows this is not the case, yet they must work within a system under these false pretenses and try to make it work. ### **Sports Has Found A Way To Benefit Students** Education has a lot to learn from sports. In sports, young kids are often put onto teams by their age. But then what happens is one child shows a natural talent for the game, and she is moved to a more highly skilled team with children her own age, like an elite soccer team, or she is allowed to move to the next age level so that she can compete with others who are at or near the same level of skill as her. By the time these kids get older, their placement on a team has nothing to do with age and everything to do with readiness and ability. Now you wouldn’t take your best quarterback and put them on the first-year team just because he is a freshman. You would put him on your varsity squad and let him compete with others at his athletic level; why can’t schools do this, only putting children together with others at their academic level? ### **Placing Students In The Correct Place** Sure, it would not be evident at first. You might have 6-year-olds with nine-year-olds, 12-year-olds with ten-year-olds, or in a rare case, a child skipping several levels, such as an 11-year-old with 17-year-olds. But students would be in the correct place because they would be placed with their peers. Adding to the difficulty, some would be advanced in one subject area but not another. This means a student might be with 15-year-olds for social studies but 13-year-olds for math. This would take some figuring out, but the question we have to ask ourselves is, are we a school system or a system of schools? A school system works to fit the kids’ needs, which is what their purpose should be. A method of schools, which most districts operate under, is that there is already a pre-existing system that children must fit into based on an arbitrary requirement: age. ### **Meeting the Diverse Needs of Students** We are taught as educators that we need to differentiate within our classrooms to meet the various needs of various skill levels. If you would like a good overview of differentiation, check out this article . Although possible, it could be more straightforward and usually teaches to the middle and hopes either end gets enough to get by. And yet we are not willing to differentiate our children’s placement based on their skills and talent, which would make more logical and natural sense. ### **The Difference Between Equal and Equity** We put children into grades by age because we can do so without ruffling feathers. It is something objective we can point to that cannot be argued. Let’s be honest; it is the easy way to do things. It is certainly equal in that all kids within that age range end up in the same class together. But it would also be similar to put kids into classes based on gender, race, and other clearly defined characteristics. We would never do that because we know that violates equity issues, and yet here we are, putting kids together by a number based solely on when the universe decided to put them on this planet. If we truly want equity in our schools, we would place students into their classes based on their displayed skills. Would it be easy to do? Not. But this is an adult problem, not a kid problem. Too often in school, because something is difficult for adults, we make decisions to simplify things. What if we did things instead because it is agreed upon to be best for kids? ### **Adjustments Should Be Made For Students** If we want to maintain equity, we need to be willing to make adjustments. Let’s take our two students who came into kindergarten together. Student B started way behind the line for various reasons, some of which may be based on circumstances, not ability or skills. If student B naturally progresses at a fast pace, he could be moved to a higher level of learning based on this evidence. Similarly, if that student had all sorts of resources available to him as a young child and could not keep up with his peers, he would be moved down to be placed with peers who learn at a similar pace. This is not punishment or reward. This is proper placement. The adjustment aspect of this is something that the age-based placement of children struggles with. Sure, we have things in place, such as subject acceleration or grade skipping, when a student shows exceptional talent or skills or has a parent who knows the system enough to manipulate it. We occasionally might hold a child back who is developmentally behind. But most children will graduate with the same age mates they began their schooling career with. We all assume this group of students goes to various places because they are in different positions regarding skills and abilities. To expect every child to go on to college or enter a trade would be unrealistic. And yet here we are, starting them all at the same place at the beginning of their education. ### **Further Reading** To access the remaining two articles in the five-part series about eliminating graduation requirements and grades, please visit [edCircuit](https://edcircuit.com/stop-putting-students-in-grades-by-age). - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Hidden --- ### [EdTech Startups: Stop Talking Down to Teachers](https://edcircuit.com/edtech-start-ups-stop-talking-down-to-teachers/) **Published:** January 7, 2016 **Author:** Richard Byrne **Excerpt:** Edtech startups succeed when they respect teachers’ expertise, avoid talking down to educators, and build solutions that truly support classroom needs. **Content:** Last week I met with representatives of dozens of companies pitching their products at the ISTE conference. In the course of the year I’ll hear dozens of more pitches and receive hundreds, if not thousands, of press releases from edtech companies. Of all of those companies, the ones that fail to hold my attention make the same mistake. Whether they realize it or not, they talk down to teachers. There are a few ways I hear edtech companies talk down to teachers without realizing it. First, if your response to “Why did you start this company?” is “I’ve always been interested in education and I wanted to help with problem X” you’ve already lost me and most of my friends. Your response has signaled that you think anyone can step into education and immediately make an impact. Nothing is more offensive to teachers than people who don’t have classroom experience (one year of Teach for America doesn’t count) purporting to have the solution to their problems. I’ve always been interested in dentistry, but I’m not going to tell my dentist that I have a better way of performing root canals. Yes, I know you’ve talked to lots of teachers and read lots of books. I’ve also talked to lots of dentists and read books. The second unintentional talking down mistake edtech companies make is assuming nothing. I sat through a few pitches at ISTE in which I was asked, “Are you familiar with the SAMR model?” Seriously, we’re at the largest edtech conference in the world and you’re asking me if I’m familiar with SAMR? Guess what, you’ve just talked down to me and probably most of the other educators who stopped by your booth during the conference. If I wasn’t familiar with the term I’d do what I’ve taught students to do for years, either ask or figure it out in context. Third, stop asking teachers to do for free what companies in other industries pay for. Yes, we all love a free tee shirt (provided it fits and isn’t ugly), free coffee, or free pens. But don’t ask teachers to give hours of their time for one of those things and a “digital badge” that says something like “teacher ambassador for company X.” If you want market research, pay for market research. If you want product advisement, pay the hourly rate (or equity rate) for product advisors. In other words, offer something of value in return for teachers’ time. You might be thinking, well Google and Apple don’t provide anything to teachers. That’s not true because being a Google Certified Teacher or Apple Distinguished Educator provides those teachers with a fantastic opportunity to earn money as trainers around those products. (I’ve personally made a good living from my GCT status). People aren’t making money by being the “product ambassador” for a start-up that is addressing a small problem/ niche in the market. Finally, the most obvious example of edtech start-ups talking down to teachers is found when a company attempts to tell teachers how to teach. Unless your company is run by teachers or has a lot of teachers on staff, you’re probably going to end up talking down to teachers when you make your pitch. Teachers receive enough edicts from on high in their school districts; they don’t need a edtech start-ups run by people who have little or no classroom experience telling them how they should be teaching. I recently, politely, sat through a pitch from a company that spent ten minutes essentially telling me how they tell teachers that worksheets are bad and digitized activities are good. There were two problems with that pitch. First, they didn’t say anything that is news to teachers. Second, their solution was to replace the worksheet with its iPad equivalent. Believe me, I want edtech start-ups to do well. In fact, I love helping edtech start-ups that have remarkable products do well. When you do well, we all do well. Just make sure you’re doing well without talking down to the people you need the most, the teachers. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Richard Byrne](https://edcircuit.com/wp-content/uploads/lovable-avatars/richard-byrne-125.webp) ](https://edcircuit.com/author/richard-byrne/) [Richard Byrne](https://edcircuit.com/author/richard-byrne/ "Richard Byrne"): Author Richard is an educator and Managing Editor of Free Technology for Teachers. Richard is a five-time winner of the Edublogs Award for Best Resource Sharing Blog. [ View all posts ](https://edcircuit.com/author/richard-byrne/ "View all posts") [ ](mailto:richard@byrne.media) **Categories:** Innovation --- ### [Ed Tech Spending: Three Scenarios for Limited Budgets](https://edcircuit.com/ed-tech-spending-three-scenarios-for-limited-budgets/) **Published:** September 10, 2015 **Author:** Richard Byrne **Excerpt:** Ed Tech guru Richard Byrne offers general advice and three common scenarios on what to buy when classroom and teachers budgets are tight. **Content:** Even though I rarely make ed tech hardware purchasing recommendations, I frequently receive emails from readers seeking my advice on what to buy with their limited technology funds. Usually, those emails include something like, “I received a grant of $3,000 for classroom technology, what should I buy?” To address that question I always need a bit more information about the classroom and the teacher’s objectives for using technology. Let’s take a look at three common scenarios. ## **Scenario 1: Devices for every student** In an ideal world every school board would make it priority to provide every student with his or her own laptop to use throughout the school year. Unfortunately, that is not the reality and teachers are left to hope for a day when their school boards change their minds. In the meantime we’ll make do with what we have. Let’s say you have $3,000 to spend and you want put a device into hands of all of your students. Depending upon how many students you have, this is tall order if not an impossible one to fill. Even if you only have 20 students in your classroom you have only $150 per student. The Hisense Chromebook is available at the price 😉 but that’s about it for that price point. And of course, in this scenario we assumed that these devices would never break and we wouldn’t need a back-up or two (we know that’s not true in schools). We also assumed that our class size would never change. After ruling out purchasing new devices for every student, we might be tempted to consider the used/ re-furbished market. I generally like to stay out of this market. Warranties on these products are generally shorter than on new products. In some cases those warranties are shorter than the length of one school year. So ruling out the possibility of our $3,000 being enough to implement a 1:1 in our classroom, let’s look at scenario 2, creating computer centers in our classroom. ### **Scenario 2: Creating computer stations in the classroom** Since we’ve ruled out going 1:1 with our $3,000 budget, it’s time to consider creating computer stations that our students can use for creating, designing, publishing, and programming. It might be tempting to say, “Well, if I can’t get enough Chromebooks this year, I can get close and next year I’ll buy the rest.” That could be fine if you are certain that you’ll have money for it next year. Otherwise, let’s consider our other options. $3,000 would get you two iMacs which would be capable of doing everything the typical student would need including multimedia production and programming. But there are less expensive and nearly as good options available in the Windows desktop and laptop market. (I’m a fan of many of Lenovo’s products because of their durability. That said, you should physically try any product before you buy it based on the recommendation of an article you read online). Shop around, compare products, and you’ll probably find that you can get four to six high quality Windows computers for your classroom. In the younger grades you might pursue the option of buying five or six iPads for your classroom. Just remember to budget for buying all of the apps that you need. Also be prepared for some frustration when you have students sharing iPads and you run into issues with students accidentally deleting or editing another student’s work. This is particularly true when you use apps like iMovie, Keynote, or Garage Band. ### **Scenario 3: 3D Printers and other equipment for a Maker Space** Assuming that you have at least one computer in your classroom that is capable of running the necessary software, a 3D printer could be a great thing to purchase. With a 3D printer and design software your students can develop and create physical products. Depending upon the printer they could design and build everything from model bridges to replacement car door handles as I saw a high school student do last year. The drawback to a 3D printer is that you will only have one and your students will be forced to wait for their turns to see their designs come to life. To keep more students engaged in designing, tinkering, and building you might consider purchasing Makey Makey kits () that provide students with supplies to invent creative circuits and make use of ordinary products in new ways. Or take a look at purchasing some Raspberry Pi units () which students can use in designing and developing their own small computers. It should be noted that both Makey Makey and Raspberry Pi will also require that you have some kind of monitor to which your students can connect their creations. To learn more about using these products and maker spaces in general, I highly recommend reading *Invent to Learn* written by Sylvia Martinez and Gary Stager. ### **Hey! What about interactive whiteboards?** I’ve long been on record as saying that interactive whiteboards are generally not a good use of limited funds. While I have seen a few cases in which teachers are using them in engaging ways with students, the vast majority of the time they’re just glorified LCD projectors. Rarely do I see students get to actually do anything with an interactive whiteboard other than touch it for things like playing a sorting game or demonstrating how to solve a math problem. Both of those activities can be done just as well without spending money on an interactive whiteboard. I’ll throw it to you: How would you spend a $3,000 budget for educational technology? Let me know in the comments below. *The viewpoints contained here are solely those of Richard Byrne.* [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Richard Byrne](https://edcircuit.com/wp-content/uploads/lovable-avatars/richard-byrne-125.webp) ](https://edcircuit.com/author/richard-byrne/) [Richard Byrne](https://edcircuit.com/author/richard-byrne/ "Richard Byrne"): Author Richard is an educator and Managing Editor of Free Technology for Teachers. Richard is a five-time winner of the Edublogs Award for Best Resource Sharing Blog. [ View all posts ](https://edcircuit.com/author/richard-byrne/ "View all posts") [ ](mailto:richard@byrne.media) **Categories:** EdTech --- ### [One-on-One with Education Evangelist Guy Kawasaki](https://edcircuit.com/one-on-one-with-education-evangelist-guy-kawasaki/) **Published:** September 14, 2015 **Author:** Richard Byrne **Excerpt:** Guy Kawasaki speaks with Richard Byrne about his career, passion for innovation, and the evolving role of technology in education. **Content:** Guy Kawasaki talks one-on-one with Richard Byrne about his legacy, what currently excites him, and upcoming educational events. Guy Kawasaki is the chief evangelist of Canva, an online, graphics-design service, trustee of the Wikimedia Foundation, and executive fellow at the Haas School of Business at U.C. Berkeley. Formerly, he was an advisor to the Motorola business unit of Google and chief evangelist of Apple. He is the author of *[The Art of the Start 2.0](https://amzn.to/3VeWqSZ)*, [*The Art of Social Media*](https://amzn.to/3Vfb6Sk), *[Enchantment](https://amzn.to/3inrsJM)*, and ten other books. Guy has a BA from Stanford University and an MBA from UCLA as well as an honorary doctorate from Babson College. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Richard Byrne](https://edcircuit.com/wp-content/uploads/lovable-avatars/richard-byrne-125.webp) ](https://edcircuit.com/author/richard-byrne/) [Richard Byrne](https://edcircuit.com/author/richard-byrne/ "Richard Byrne"): Author Richard is an educator and Managing Editor of Free Technology for Teachers. Richard is a five-time winner of the Edublogs Award for Best Resource Sharing Blog. [ View all posts ](https://edcircuit.com/author/richard-byrne/ "View all posts") [ ](mailto:richard@byrne.media) **Categories:** Innovation --- ### [Bloomz: Streamline Communication with Parents](https://edcircuit.com/bloomz-streamline-communication-with-parents/) **Published:** November 2, 2015 **Author:** Richard Byrne **Excerpt:** Bloomz is a classroom communication platform that helps teachers share updates, organize classes, and easily schedule parent-teacher conferences. **Content:** A few weeks ago my friend Vicki Davis raved to me about how much she liked using [Bloomz](https://bloomz.net/?tkn=3568d14e-a888-47b2-ae5f-145ca30fe8a5) to communicate with parents. Last week I finally had the time to explore everything Bloomz has to offer and I was able to see why Vicki spoke so highly of it. At its core Bloomz is a messaging service for teachers and it does that well. Dive deeper into what Bloomz offers and you’ll see that it is more than just a messaging tool. In Bloomz you can create classes, contact lists, and discussion groups. Perhaps my favorite feature of Bloomz is the appointment scheduling tool. In Bloomz you can create classes to organize your communication to parents and students. You can create as many classes as you need. If you teach multiple sections of a course, you could create a separate class in Bloomz for each section. Once you’ve created a class in Bloomz you’re ready to start inviting people to follow your class. Parents can follow your class in the Bloomz mobile apps or in their web browsers. Alternatively, you can notify parents via email when you post something new for the class. The flow of [Bloomz](https://bloomz.net/?tkn=3568d14e-a888-47b2-ae5f-145ca30fe8a5) class updates is similar to that of Facebook or Tumblr. People following your class (only invited users can follow your class) will see, in chronological order, the pictures, notes, volunteer requests, and calendar events that you post. Posting a calendar event is a great way to inform and remind parents and students of assignment due dates, changes to the regular school day schedule, and upcoming special events like a holiday concert. [![Bloomz screenshot](https://edcircuit.com/wp-content/uploads/2015/11/Snip20151102_28-500x394.jpg "Screenshot of the bloomz app showing a class history page with a blue sky cover photo upcoming events updates and a sidebar for navigating calendar volunteers and messages | edcircuit")](https://edcircuit.com/wp-content/uploads/2015/11/Snip20151102_28.jpg) ## **Parent-Teacher Conference Scheduling Made Easy!** Conference scheduling is my favorite aspect of Bloomz. As the teacher I can set days and times that I will be available for conferences with parents and students. Anyone who is following the class (again, they have to be invited to follow) can see the times that I have available and select one of my appointment slots. I can set the length of time for each appointment slot, the number of slots per day, and the days on which I will be available. Once an appointment slot has been claimed no one else can claim it and I don’t have to worry about being double-booked. [![Bloomz screenshot](https://edcircuit.com/wp-content/uploads/2015/11/Snip20151102_27-500x277.png "Screenshot of the bloomz app highlighting the + event button and the parent teacher conference option with instructions to create calendar items and set appointment slots | edcircuit")](https://edcircuit.com/wp-content/uploads/2015/11/Snip20151102_27.png) Bloomz is a robust communication tool. It did take some time to understand everything that can be done through it, but it was well worth the time. I’ve only touched on the features that stand-out the most to me. Take a look at it and you’ll probably find some features that stand out to you. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Richard Byrne](https://edcircuit.com/wp-content/uploads/lovable-avatars/richard-byrne-125.webp) ](https://edcircuit.com/author/richard-byrne/) [Richard Byrne](https://edcircuit.com/author/richard-byrne/ "Richard Byrne"): Author Richard is an educator and Managing Editor of Free Technology for Teachers. Richard is a five-time winner of the Edublogs Award for Best Resource Sharing Blog. [ View all posts ](https://edcircuit.com/author/richard-byrne/ "View all posts") [ ](mailto:richard@byrne.media) **Categories:** Industry --- ### [Social Networking as a Tool for Teacher and Student Learning](https://edcircuit.com/social-networking-tool-teacher-student-learning/) **Published:** January 3, 2018 **Author:** Rachel Summers **Excerpt:** Social media can be an easy-to-use educational tool to engage everyone, whether it's Facebook to connect with family or Instagram to share travel photos. **Content:** Students and teachers alike are very familiar with social networking sites. Sites such as Facebook and Twitter help people get together and share ideas, so of course you can use them in an educational environment. Here’s how you can use social networks in education and get everyone working together. ### **Everyone Is Familiar with Social Networks** It seems like everyone is on at least one social network or other. Whether you’re using Facebook to catch up with family, or Instagram to share pictures of your travels, they’re easy to pick up and use. If you’re a student, you can easily put social media to good use in your education, keeping in touch with classmates when you’re working on projects together. As a teacher, you can use it to send pupils information outside of class hours, and encourage discussion. There’s a lot of potential with social media. ### **How Can Social Media Be Used in an Educational Setting?** When you think of social media, you think of it being used in a casual way, rather than an educational one. However, there’s lots of ways you can put it to use. ‘Social media can easily be turned to any purpose you like’ says [Top Canadian Writers](https://topcanadianwriters.com/best-essay-services/) teacher Sandra Hayes. ‘You can create groups, discussion boards, you name it.’ Here’s just a few ways you can use them yourself, either as a teacher or a student. • Set up a group for your class before it begins, helping students get to know each other ahead of time. • Students can create group chats, when they’re working on group projects. They can also send each other documents through many social sites’ chat functions. • Teachers can share documents and other learning materials with their students before class, so everyone has access to the material from their phone or mobile device. • Discussion groups can be set up, allowing students to discuss the material from class in their own time. These are just a few ideas, you can probably think of a lot more for your class. As you can see, when used correctly, social media can be an important learning tool. ### **Using Other Online Tools** Try these tools alongside social media: - [UK Services Reviews](https://ukservicesreviews.com/): Find education help services. - [Via Writing](https://viawriting.com/): A highly useful writing blog. - [UK Top Writers](https://uktopwriters.com/best-essay-writing-services/): Find experienced writers here. - [Best Australian Writers](https://bestaustralianwriters.com/): Tutors here will help you with essays. - [State Of Writing](https://stateofwriting.com/): A site packed full of writing guides. ### **Using Dedicated Social Sites** If you’re a teacher looking to use social media in your classroom, you’ll need to think carefully about what site you use. A site like Facebook sounds like a good idea, as everyone will already be using it. However, you may find that your students don’t want to use it for educational purposes. This makes sense, as they want to keep their personal and educational lives separate. If this is the case for you, you’re in luck. There are plenty of education based social media sites out there you can use. Student Michael Ford from [Revieweal](https://revieweal.com/top-us-writing-services/) says, ‘One of my teachers had us all sign up with a dedicated social media site for students. It was great as we could keep up with our classes on there, and see what was coming up next.’ In some settings, you may already be using a service such as Moodle, which shares a lot of functions with social media sites. If you have access to a service like this, make sure you’re using it. The more you encourage students to use it, the more you can deliver to them. If you’re a student, it’s a good idea to keep an eye on these sites. Teachers will often deliver content through them that’s vital to your course, and it can help you keep up to date with what’s happening. There’s a lot of benefits to using social media in education. Students can keep in contact when working on projects, and have access to content that they’ll need when they’re next in class. Teachers have a good platform to share content on, including extracurricular details that they feel their students will find interesting. When used in the right way, social media is an excellent tool. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Rachel Summers](https://edcircuit.com/wp-content/uploads/lovable-avatars/rachel-summers-256.webp) ](https://edcircuit.com/author/rachel-summers/) [Rachel Summers](https://edcircuit.com/author/rachel-summers/ "Rachel Summers"): Author Rachel Summers is an experienced writer living and working in the UK. She works as a journalist specialising in education, including Australian Reviewer, as she has a passion for helping students get the most out of their years in school. Her writing focuses on tips for making school easier for people who are studying, and tools that can help them get the assistance they need. Rachel Summers has worked in education, tutoring students who need extra assistance with their studies. That means that she has the expertise needed to show students the way to study effectively. She writes with this goal in mind, so you can get ahead in school or college. You can read her blog here. [ View all posts ](https://edcircuit.com/author/rachel-summers/ "View all posts") [ ](mailto:rsummers@mrmg.com) **Categories:** Educators --- ### [Creative Ideas-How Does Our Brain Produce Them?](https://edcircuit.com/how-does-our-brain-produce-creative-ideas/) **Published:** August 15, 2018 **Author:** Pronita Mehrotra **Excerpt:** Humans were just one branch of our genus, but we out-achieve the others. What made humans special? This article discusses one factor- creative ideas.  **Content:** 50,000 years ago, humans shared the land with other hominins like the Neanderthals and the Denisovans. But somehow, over the course of the next 30,000 years, every other hominin species went extinct while modern-day humans saw huge growth and advancement. Some people point to the development of language and tools that gave us a Darwinian edge. But evidence of language and tools, some of which were fairly sophisticated, have been found in Neanderthals and the other hominins. So what made us special, in this article, I will discuss one factor- creative ideas. ## **Cognitive Evolution of Creative Ideas** According to Thomas Suddendorf, professor and author, what set us apart was not language or tools, rudimentary forms of which exist in other animals, but our ability to do open-ended imagination and make connections between different concepts. This enabled us to do mental “[time travel](https://dx.doi.org/10.1017/S0140525X07001975),” going back in time and in the future, and allowed us to foresee and plan for our survival. In addition, making connections allowed us to find novel and interesting solutions to problems that we faced. ### **Streams of Thought** From a cognitive perspective, our brain allows us to voluntarily think of a concept which then triggers another concept, which in turn triggers the next one and so on, leading to a stream of thought, something that likely doesn’t exist in other animals. As Professor Liane Gabora [explains](https://arxiv.org/abs/1501.04383), “*With this ‘self-triggered recall and rehearsal loop’ we could now activate and re-activate visions and dreams, such that with each successive conception of them they were looked at from a different angle, embedded a little more firmly in the constraints of reality as we know it, and potentially turned into a form in which they could be realized.*” ### **Storing Information** This cognitive ability is the direct result of how our brain stores information associatively, and is the reason why humans are able to come up with novel and creative ideas. Think about how a computer stores information. To store the word “strawberry” in computer memory, each word is broken down to its letters and each letter converts and stores the word to its binary code. For example, the binary code for “s” is “01110011”, for “t” is “01110100” and so on. That’s not how human brains store information. ### **Development of Linking Concepts** Human brains store each concept as a whole, [connected](https://en.wikipedia.org/wiki/Thinking,_Fast_and_Slow) to other concepts. So the word “strawberry” is stored as a concept by itself and is linked to other concepts with different kinds of links. So “strawberry” might connect to “fruit” by a *thing to category* link, to “red” by a *thing to property* link, or “rash” by a *cause and effect* link if someone is allergic to strawberries. These links have different strengths in the brain so the dominant link for one person might be *strawberry to red*, but *strawberry to fruit* for someone else. When you consciously think of an idea, your brain automatically activates some of the connecting ideas and brings them into your consciousness, leading to a stream of thought. ### **New Idea Creation** This also explains why it is sometimes hard to think of new ideas or solutions. As we think about a problem, some of these links get reinforced and strengthened making it hard to change perspective or think in a different direction. In other words, “*These same pathways, however, also become the mental ruts that make it difficult to reorganize the information mentally so as to see it from a different perspective.*” The associative nature of the brain also comes into play when it encounters ideas that are not related. To see how this works, look at the [two words](https://en.wikipedia.org/wiki/Thinking,_Fast_and_Slow) below: ### **Bananas** **Vomit** If you are like most people, the moment you read the two words, your brain automatically tried to connect the unrelated words with a causal connection, forming a scenario where eating bananas led to vomiting, leaving you with a somewhat unpleasant feeling. You didn’t have to consciously think of this; your brain did the work of finding the best possible connection between the two words. ## **Associative Nature of Human Brains** These two aspects of the associative nature of our brain – activating connected ideas and finding connections between random ideas – are what make it possible for us to think creatively. In fact, most creative thinking techniques rely on these two underlying mechanisms in one form or the other to generate novel ideas. 1. **Traversing Connected Ideas**: Techniques like “Slice and Dice” and “Cherry Split” in [Thinkertoys](https://amzn.to/3XKHNIL) or segmentation in [TRIZ](https://en.wikipedia.org/wiki/TRIZ), work by forcing the brain to traverse different paths in the associative network by explicitly listing out possible triggers like attributes or components of an object. 2. **Adding a Random Component**: By simply introducing a random element into the mix, the brain automatically tries to find the best way to incorporate the random element into the solution. Techniques like the “Brute Think” and “Hall of Fame” in Thinkertoys are an example of such an approach. What made us come so far is likely because of our unique cognitive strengths – how we store and process information in our brains, combine different ideas and run mental simulations. These strengths allowed us to solve problems, make inventions and build on each other’s ideas, and they just might turn out to be [key for our future as well.](https://edcircuit.com/creativity-most-important-skill/) [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Creativity, K-12 Teachers **Tags:** Headline --- ### [Why STEM Creativity Is the Most Important Skill](https://edcircuit.com/stem-creativity-most-important-skill/) **Published:** June 26, 2018 **Author:** Pronita Mehrotra **Excerpt:** What jobs are safe in this age of automation? Jobs that highlight that will thrive will rely on human skills that machines can’t emulate, I.E. STEM Creativity. **Content:** At the I/O 2018 conference last month, in an impressive display of the power of AI, Google [demonstrated](https://ai.googleblog.com/2018/05/duplex-ai-system-for-natural-conversation.html) its Duplex technology prompting many people to question if they had finally passed the Turing Test. In very realistic-sounding conversations, including typical speech disfluencies, Google Assistant was able to book a haircut appointment and make a dinner reservation. Seeing this tech made me think of how STEM creativity plays out in actuality. While this is a remarkable achievement in itself, it falls short of the [Turing test](https://en.wikipedia.org/wiki/Turing_test) which expects a human observing a *general, free-flowing* conversation between a machine and another human not be able to distinguish between the two. Google’s current technology is heavily trained in specific domains to handle constrained tasks. It cannot engage in more general conversations and therefore, doesn’t meet the Turing test bar. ## **What Kind of Jobs are AI Proof?** What is more clear is that advancements in AI and other kinds of automation will most certainly make some jobs obsolete. Tasks that involve linear and logical thinking, with plenty of data to train, are prime scenarios for automation. A recent report by McKinsey estimates that by 2030, one-third of the workforce in the US may need to find work in new occupations, a transition that will be very challenging. So, what kinds of jobs are safe in this age of automation? Jobs that will thrive in the new economy are those that rely on human skills that machines can’t emulate. As Satya Nadella points out in his book, [Hit Refresh](https://news.microsoft.com/hitrefresh/), the skills that future generations must prioritize and cultivate are empathy and creativity. ### **Why STEM Creativity?** Of the two, Creativity, especially in the STEM areas, will be the bigger driver of economic growth. Economist, Paul Romer, succinctly captured the importance of creativity to growth when he [said](https://paulromer.net/economic-growth/), “Human history teaches us, however, that economic growth springs from better recipes, not just from more cooking.” Creativity isn’t about arts and crafts, as is often thought. Creativity, as psychologists define it, is the ability to come up with ideas that are both original and useful. And the holy grail in computational creativity isn’t the Turing test. It’s the more complex ability of creating an artifact that can be deemed as creative as what a human would produce. It turns out that this is very difficult to accomplish for a few reasons. ### **Originality Implies Lack of Prior Data** A solution can’t be creative unless it’s also original, which by definition means that there aren’t any existing examples of such a solution. Lack of prior data also means that current machine learning algorithms, that rely on vast amounts of existing data to learn, can’t be adapted for creative work. Even the principle of 10,000 hours of practice, that works great for learning a new domain, doesn’t really work when you have to create original work. As Prof. Scott Barry Kaufman, [explains](https://blogs.scientificamerican.com/beautiful-minds/creativity-is-much-more-than-10-000-hours-of-deliberate-practice/), “For most creative domains, the goals and ways of achieving success are constantly changing, and consistently replicable behaviors are in fact detrimental to success. While Kobe Bryant showcasing the same slam dunk and Tiger Woods getting a hole in one will reliably induce public applause, scientists can’t keep publishing the same paper over and over again, and writers can’t keep writing the same critically acclaimed novel over and over again and expect the same acclaim.” ### We Don’t Really Understand Creativity Most of us can determine whether a product is creative or not, but we don’t really know how someone comes up with a creative idea. While we have some clues about underlying cognitive processes like associative thinking, we don’t fully understand how the brain really works in the creative mode. Most creative thinking techniques involve providing the right kinds of triggers and stimuli, so that the brain can (somewhat reliably) produce new ideas. But how the brain processes the stimuli remains a black box mystery. Unless we get a better understanding of how our brain extracts information, constructs meaning, explores and prunes ideas; it will be very hard to build the next generation of [cognitive architectures](https://dx.doi.org/10.1016/j.cogsys.2017.08.003) that will allow a machine to take on creative work. ### **Even Computationally E*valuating* Creativity is Hard** For AI to evaluate whether something fits the criteria of being creative – it needs to determine if the artifact is both original and useful. Evaluating originality is easier and can be accomplished using existing machine learning algorithms. However, evaluating if something is useful or not is much harder. The human judgment and reasoning behind it are hard to do computationally. Creativity and AI expert Margaret Boden talks about [three kinds](https://dx.doi.org/10.1016/S0004-3702(98)00055-1) of creativity – *combinational*, which arises from combining two unrelated ideas; *exploratory*, which generates ideas by exploring structured conceptual spaces like creating a new artwork in the cubist style; and *transformational*, which involves the transformation of some dimension of the conceptual space. The challenge with the transformational type of creativity, which often leads to breakthrough ideas, is that it is also exceptionally hard to validate computationally. As Boden summarizes, “Only a few AI-models can critically judge their own original ideas, and hardly any can combine evaluation with transformation.” So, if we want to be successful in the coming years, we have to start [building our creative thinking abilities](https://edcircuit.com/are-we-becoming-less-intelligent/). And in the meantime, perhaps the best way to thwart the Turing test is to pose a creative thinking challenge and look for signs of originality and judgment. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Creativity, K-12 Teachers --- ### [Connecting Group Brainstorming and Creative Ideation](https://edcircuit.com/why-group-brainstorming-is-only-one-part-creative-ideation/) **Published:** October 7, 2019 **Author:** Pronita Mehrotra **Excerpt:** Creative brainstorming requires both individual and group work to flourish. Students need to build skills for both that produce better solutions and learning. **Content:** ***What’s better for creativity, solo or group work? In reality, they both play a role, particularly for brainstorming effectivity.*** In 1939, Alex Osborn, a marketing executive frustrated with the lack of interesting advertising campaign ideas from his employees, started developing techniques to spark more creativity. Over the next few years, he distilled his learnings into an approach that he called “brainstorming” and published it in his first book. Osborn outlined two main principles behind effective ideation: deferring judgment and shooting for quantity. The idea behind deferring judgement was to make it safe for everyone in the group to contribute ideas without feeling the pressure to sound intelligent. A related rule also encouraged people to go for wild, outlandish ideas. The rationale for producing a large quantity of ideas was that it would increase the chance of producing something truly creative and innovative. ## **Effectiveness of Group Brainstorming** Osborn’s techniques for brainstorming spread like wildfire, and for many decades brainstorming was considered the best way to generate creative ideas. Even today, people from different disciplines including marketing, product development, and education routinely use Osborn’s brainstorming in their work. However, research into the effectiveness of group brainstorming has not been that encouraging. The first study, done as early as 1958, found that groups with participants who brainstormed alone outperformed those that brainstormed as a group. Since then, similar results have been replicated in other studies. For most people the results from these studies seem counterintuitive. Shouldn’t sharing of ideas and perspectives between different people lead to more creative outcomes? As students increasingly collaborate with other students in project based learning, this question is as relevant in education as in business. ## **Unique Collaborative Challenges** While different ideas and perspectives play a critical role in creativity, collaborative workers face certain challenges that can make them less effective. Some of these challenges are: ### **Social Loafing** Social loafing occurs when some students in a group exert less effort than other group members. In other words, they tend to hide in the group and not contribute as much to the group goal as they would have if they worked alone. Several factors contribute to social loafing. When students expect others to loaf, they tend to reduce their effort as well. When individual contributions are not clearly identified as instrumental toward the group’s outcome, there is less incentive for individual students to contribute their best. ### **Evaluation Apprehension** Fear of being judged, or fear of looking stupid, is one of the main reasons students hold back from suggesting their most innovative ideas in a group setting. In other cases, simply the presence of authority figures (e.g. teachers) can increase evaluation apprehension. ### **Production Blocking** Production blocking is the concept that people in a group are not able to contribute ideas at a fast pace, as they have to wait for others to speak. This extra waiting time can cause students to forget their idea due to our limited short-term memory, or to consider it less original than the other idea being discussed. While the above challenges might indicate that group work isn’t as effective as individual work, in reality, both solitude and collaboration are essential for creativity. Highly creative accomplishments are usually the result of exceptional individual work *and* collaboration that increased the odds of coming up with breakthrough ideas. In fact, for more complex problems, collaboration is indispensable. So the real question is not about picking between solo and group work; it’s about finding ways to balance both individual and group work to enhance overall creativity. Given the challenges involved in group work, here are [some tips](https://dx.doi.org/10.1108/S1534-0856(2009)0000012005) to improve the quality of collaboration: ### **Interleave Solo and Group Work** One way to improve the creativity in a collaborative setting is to allow for both individual and group times in the problem solving process. Asking students to think of ideas before presenting to the group avoids the problem of production blocking in the group setting. During the group session, ideas can be pooled and combined, and if followed by another solo session where everyone gets a chance to reflect on the results, the outcome can be much better than either solo or group work. Additionally, some kinds of tasks are better suited for individual or group settings. For example, solo work in the initial ideation phase produces better results, whereas evaluating ideas as a group is more effective than evaluating individually. ### **Assign Clear Roles for Brainstorming Sessions** Collaborative work also works better when team members have complementary roles that all contribute to the bigger task. Team members are more prone to social loafing when they all work on the same task, but when each team member had a separate task, they are more motivated to do their share. These results were true even when team members knew that their individual work would not be identified in the task. ### **Increase Attention To Group Ideas in Brainstorming Sessions** The advantage of collaboration, from a creativity perspective, comes from being able to combine different ideas in new ways, which is a cognitively demanding task. Simply sharing each others’ ideas in a group setting does not help as much. However, allocating time to listen to different ideas and asking students to reflect on all group ideas, with the intent to find ways to integrate multiple ideas, can improve the overall creativity of the group. Having a more diverse group also helps in this case, as each person brings a different perspective to the table. Creativity requires both individual and group work to flourish. Truly creative ideas might start with an individual but really take off when they meet other ideas and perspectives. Students need to build skills for both working independently *and* collaboratively, in a way that produces better solutions and learning. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Professional Development, Project-based learning --- ### [Can Creative Learning be Taught?](https://edcircuit.com/can-students-learn-to-be-creative/) **Published:** March 20, 2020 **Author:** Pronita Mehrotra **Excerpt:** The demands placed by the Industrial Revolution created a domino effect that resulted in changes to creative thinking and the education system. **Content:** In the early 1980s, [James Flynn](https://en.wikipedia.org/wiki/James_Flynn_(academic)) identified a curious pattern in human intelligence. IQ test scores had [increased](https://doi.org/10.1037/0033-2909.95.1.29) significantly from 1932 to 1978, averaging a five-point gain every 15 years. This trend, later dubbed the “Flynn Effect,” continued into the 1990s. So if an average person today were to take the test from a century ago, they would get an IQ score of 130 – a score that would place them in the gifted category! The rationale for why IQ scores increased has been hard to pin down. Initially, the Flynn effect was attributed to factors like better socioeconomic circumstances, nutrition, and schooling. However, more recently, Flynn proposed a different mechanism for the trend- creative changes in education and the workplace. ## **The Role Of The Changing Workforce** The catalyst for increasing IQ scores, according to Flynn, was really the Industrial Revolution. The 20th century drastically changed the nature of employment, where more cognitively demanding work became the norm. In the preceding century, only about three percent of the population was employed in cognitively demanding professions, whereas in the 20th century that percentage went up to more than 35 percent. Not only were more people doing cognitive work, the complexity of the cognitive work itself went up as well. The demands placed by the Industrial Revolution created a domino effect that resulted in changes to education. Formal schooling to prepare youth for the changing work environment became the norm and what was taught in schools also shifted from simply learning facts to being able to think and reason critically. But as we move deeper into the 21st century, the workforce is yet again poised for dramatic changes. The demands of the new Conceptual Age (as coined by [Daniel Pink](https://en.wikipedia.org/wiki/Daniel_H._Pink), author of *A Whole New Mind*) don’t simply relate to our ability to reason in the abstract, but also to think in creative ways. Technology, especially AI, is making jobs that rely on purely logical and sequential thinking increasingly obsolete. Creativity, on the other hand, which is about coming up with original and useful ideas, has an advantage. Machine learning algorithms that rely on extensive prior examples can’t really do much original thinking. Not surprisingly then, economic predictions show that non-routine cognitive jobs are going to continue growing, while routine jobs get automated. We are once again on the cusp of a changing workforce – one that will prioritize innovation and creativity over other skills. But can one learn to be more creative? Or is it something that you are born with? ## **Are Creative Skills Hereditary?** [Twin studies](https://amzn.to/3XHQ00f) are one of the best ways to figure out if a particular trait is hereditary. In twin studies, an equal number of identical (those who share all of the genes) and fraternal (those who have different genetic makeup) twins are recruited. For most traits, we expect twins to show more similarity than unrelated people as they share the same environmental influences. However, if identical twins show a higher level of correlation on a trait than fraternal twins, the trait is believed to have a genetic component. Several twin studies have found that there is only a small genetic component to creativity. In one study, researchers evaluated five measures of creativity and found that only two showed some evidence of heritability. Two traits considered to be most closely associated with creativity – ideational fluency and originality – were not found to be heritable. So, in the nature vs. nurture debate, creativity falls primarily on the nurture side. This is a comforting thought – by creating the right environment and tools, it is possible to make people more creative. Just like teaching critical and abstract reasoning was highly effective during the last century, teaching creativity will prepare students better in this century. ## **Teaching Creativity** A plethora of research studies that range from process to personality, have shown that creativity training can be effective. Prof. Ginamarie Scott, an expert on creativity, along with other colleagues, did a [meta-analysis](https://psycnet.apa.org/record/2004-19655-001) of 70 other studies on creativity to understand what kinds of training programs were most effective. Their analysis found that the best training programs had the following in common: ### **Focus on cognitive techniques** Training programs that taught different heuristics and strategies in a structured form were far more impactful than programs that were more exploratory in nature and didn’t provide much guidance. Simply demonstrating creative thinking techniques (associative or reverse thinking are examples of such techniques), led to an improvement in divergent thinking scores. ### **Lengthy and challenging training** While short trainings that demonstrated creativity techniques are useful, programs that ran for longer where participants worked with challenging problems were better in building the creative muscle. ### **Real world applications** Finally, programs that also incorporated complex, real-world problems where participants could apply the techniques they learned were more effective. By working on more realistic problems, participants could transfer learning to their domains, leading to a more meaningful learning experience. Much like the industrial revolution, the 21st century brings with it new expectations of relevant skills. Creativity is increasingly expected to be the most important skill for students to be successful in the coming years. Based on the research so far, we have all the ingredients to develop successful creativity teaching programs that can benefit students. What’s missing is a mandate to make this a priority in our educational system. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Covid-19, Project-based learning --- ### [3 Creative Ways To Build Confidence In Students](https://edcircuit.com/3-ways-to-build-creative-confidence-in-students/) **Published:** December 6, 2019 **Author:** Pronita Mehrotra **Excerpt:** Creative confidence is the belief that one has the ability to produce creative outputs and has been found to be a significant predictor of a student’s success. **Content:** One of the most frequently repeated quotes on failure and resilience comes from [Thomas Edison](https://en.wikipedia.org/wiki/Thomas_Edison). While talking about his experiments in designing a new kind of storage battery, he said, “*I have not failed. I have discovered 10,000 ways that don’t work!*” No one doubts the impact Edison’s creative innovations have played in shaping society. From batteries and light bulbs to phonographs and cameras, Edison is credited with more than a thousand inventions over his lifetime. It’s clear from his many accomplishments that Edison was a rare creative genius. But where did his ability to persevere despite repeated failures come from? Why did he succeed when others didn’t? Edison was a voracious learner, and had the intellectual capacity to apply his knowledge toward solving practical problems. But he was likely also confident in his ability to innovate, which helped him persevere through long stretches of failures. This creative self-efficacy might have been a key factor in his success. As psychologist Albert Bandura explains, “*Innovativeness requires an unshakable sense of efficacy to persist in creative endeavors when they demand prolonged investment of time and effort, progress is discouragingly slow, the outcome is highly uncertain, and creations are socially devalued when they are too incongruent with pre-existing ways.*’’ ## **Build Skills for Creative Thinking** Creative self-efficacy, or creative confidence, is the belief that one has the ability to produce creative outputs. Creative self-efficacy has been found to be a significant predictor in students’ initiation of independent projects and also helps students persevere when they are faced with setbacks and failures. Given its crucial role in creative accomplishments, building creative confidence in your students is extremely valuable. Here are three ways to do it: It’s not possible to be confident in an area without mastering the skills for that domain. Bandura identified the experience of mastery as the most important factor in building self-efficacy, in general. From a *creative* confidence perspective, that implies building creative thinking skills, like [associative](https://edcircuit.com/how-to-boost-your-creativity-by-combining-ideas/) or [analogical](https://edcircuit.com/how-to-boost-analogical-reasoning/) thinking, that can be used in problem solving. In a study on creative self-efficacy, researchers gave participants a one-day or a five-day training on creativity, along with a control group that got training in statistics and mathematics. The results showed that creative self-efficacy was increased for both the one-day and five-day groups, with a larger gain for the five-day group. In addition, participants who were convinced that they have the skills and knowledge to be creative persevered in difficult tasks and recovered better from setbacks. The researchers [concluded](https://dx.doi.org/10.1016/j.ijer.2009.02.009) that “*…creativity training based on a cognitive modeling perspective seems to be a fruitful approach for schools and organizations that aspire to enhance creativity levels in their students or employees.*” ## **Set the Right Expectations** Creativity involves failures along the way, so students will often second-guess their abilities. An encouraging environment where teachers provide validation of their students’ ability to be creative, and one where failures are part of the process, is an important factor in developing creativity. When a student sees that despite their mistakes, their teacher and peers think they can improve their idea or find a different way to solve the problem, they are more likely to believe in their own creative abilities. In a [study](https://dx.doi.org/10.1037/a0020952) conducted over a six-month period, researchers observed employees in a child welfare organization to determine how creative self-efficacy develops in a real work environment. They found that when employees came to believe that their supervisors expected them to be creative, it increased their creative self-efficacy over time. This expectation maps to the social persuasion in Bandura’s self-efficacy model. In an encouraging environment with positive expectations, a student might conclude, “If others think I am creative, then I must be creative.” ### **Give Opportunities to Practice** Finally, having lots of opportunities to work the creative muscles can do wonders in building creative confidence. Starting with smaller creativity challenges is better than starting with something big, which can be intimidating for students. As students tackle simpler problems, the small wins build up confidence to tackle more challenging ones, and solving those leads to even larger confidence gains. ## Differentiating Creative Output Creativity research distinguishes between the type of creative output, with little-c creativity on one end and Big-C creativity on the other. Little-c creativity refers to the simple, everyday creative experiences like coming up with a fun way to teach a topic, or a student making a connection between condensation and foggy windshields. The key for little-c creativity is that they be original to the creator, even if the idea or insight is known to others. This is in contrast to Big-C creativity, which refers to the eminent levels of creative achievements like those of Einstein or Mozart. However, no one can reach Big-C levels without high levels of both creative abilities and creative confidence to sustain long and frustrating periods of failure. These everyday little-c experiences build creative confidence that can eventually pave the way for big-C creative accomplishments. ### Value of Creative Skills As we move deeper into the 21st century, skills like creativity and confidence are becoming critical. Jobs that require creativity tend to be more challenging, more valuable, and are deemed more interesting than jobs that don’t. Building creative thinking abilities, setting a positive environment and expectations as students practice problem solving, can build students’ creative confidence and set them up for success as they enter the workforce. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Creativity, Project-based learning --- ### [What Should Learning Look Like When Schools Reopen?](https://edcircuit.com/what-should-learning-look-like-when-schools-reopen/) **Published:** June 19, 2020 **Author:** Pronita Mehrotra **Excerpt:** The pandemic is causing significant disruption to the learning process and will require restructuring of lesson plans to address additional closures. **Content:** Over the last few months, schools and teachers have had to drastically change teaching and adapt in real-time to school closures. As summer approaches and schools start planning for the next year, they are yet again faced with the possibility of full or partial closures. While the current crisis has been a challenging time for education, there might be a silver lining to this: it also gives us an opportunity to try different models of learning that can be beneficial even in the long-term. Covid-related school closures have created a situation where in-person interaction has become a precious resource. Maintaining adequate physical distance, temperature screenings, and frequent deep cleanings are all adding a significant expense to normal day-to-day interactions that we had come to take for granted. We now need to treat classroom time as a precious resource―by conserving it and using it mindfully where it’s most effective. For example, a teacher giving a lecture to a class full of students is not a good use of classroom time as students could do that just as well remotely. ## **Prioritizing Interaction** The most effective way to structure learning would be to prioritize classroom time for building skills that *require* interaction and can’t be developed in isolation while leaving individual work for offline. This is similar to the flipped classroom model where students do preparation work, like watching videos or reading handouts, at home and use classroom time for solving problems and discussions. A [study](https://dx.doi.org/10.19030/cier.v9i1.9544) for flipped classrooms found that it led to higher student performance as well as engagement. Skills that need active interaction time with peers and teachers primarily fall under the 21st century skills umbrella – skills like creativity, critical thinking or collaboration. So it makes sense to “flip” learning along the boundary of 21st century skills and academic content. Here are some activities that would benefit most from in-person time, where the teacher plays the role of a coach or facilitator in helping students develop critical skills. ## **Creativity and Collaboration** A key thinking pattern that underlies creativity is [associative thinking](https://edcircuit.com/how-to-boost-your-creativity-by-combining-ideas/)―the ability to combine different ideas into something meaningful. When students discuss and build on each other’s ideas toward a common solution, they are exercising their associative thinking. The same skills also build healthy collaboration – instead of students trying to compete with each other to make their idea “win”, they try to include everyone’s ideas as best as they can. Teachers can help build these skills by observing how students interact with their group members, and guiding them to include all voices and focus on joint problem solving. Research shows that the most effective way to brainstorm is for individual team members to first work independently in coming up with ideas, and then follow up with group brainstorming. This approach works better than the traditional method as it avoids groupthink and allows softer voices to be included. To adapt existing group activities for shorter in-person times without sacrificing creativity, consider splitting the activity into tasks that can be done solo and those that need the whole team. By weaving solo and group work, you can make it easier to implement team projects during partial school closures. ## **Critical Thinking** Critical thinking is when an individual improves the quality of their thinking by applying intellectual standards. It includes underlying skills like reasoning, evaluating, analyzing, judging, inferencing and reflecting. There is a strong social component to critical thinking – students hone their ability to think in more rigorous ways by articulating and discussing their ideas with peers, by listening to arguments and formulating counterarguments. Socratic questioning and classroom discussions are a good way to discuss open-ended issues and build critical thinking. Critical thinking can be done both online or face-to-face, but there are [differences](https://doi.org/10.1016/j.learninstruc.2007.03.001). In online discussions, students tend to use more evidence-based reasoning as they can research before making their argument, while in face-to-face mode students listen to other ideas more and expand on them due to the spontaneous nature of the discussion. Both of these are valuable skills to build so the suggested approach is to use a blended model where both online and face-to-face discussions are included. ## **Project Based Learning** Project based learning provides an avenue for students to be engaged in active, real-world problem solving. For students to gain most from PBL, they have to encounter and struggle with key concepts and skills behind the project. They build their thinking and knowledge in an experiential manner as they actively problem solve, by themselves or within a group. While some aspects of project based learning, like research, can be done independently by students, students also learn from each other either by discussions or even simply observing other students tackle related problems. This social aspect of learning is best achieved during in-person class time. ## **Social-Emotional Learning** A significant part of schooling includes developing skills that allow students to grow into responsible and caring adults. Social-emotional learning (SEL) emphasizes emotional regulation, compassion and building positive interpersonal relationships. [Research](https://dx.doi.org/10.1016/j.jadohealth.2009.03.021) shows that a large number of students report being victims of school bullying, cyberbullying or discrimination. Such victimization has a strong impact on a student’s psychological well-being and leads to lower school performance. SEL programs that use [role playing](https://www.edutopia.org/blog/role-play-sel-teaching-tool-kristin-stuart-valdes) or discussions where students can share their experiences can really only be done in person and under the guidance of an experienced facilitator. The pandemic is causing significant disruption to the learning process and will require the restructuring of lesson plans to address additional closures. Prioritizing 21st century skills for in-person classroom time can help stimulate students to think, engage in discussions, stay connected with their peers and learn from them. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Community, Innovation **Tags:** Headline --- ### [Building the 4Cs During Remote Learning](https://edcircuit.com/building-four-c-during-remote-learning/) **Published:** July 30, 2020 **Author:** Pronita Mehrotra **Excerpt:** Successful remote learning depends on strong teaching, social, and cognitive presence that support collaboration, communication, and deeper thinking. **Content:** The rising infection rates in the current pandemic is forcing many school districts across the nation to start with a remote learning model in the fall. For teachers who had primarily taught in person earlier, structuring their learning to fit the new model can seem like an intimidating task. Beyond the challenges of understanding how to use technology tools effectively for instruction, there is an additional risk. 21st century skills like creativity, critical thinking, or collaboration might not get enough attention, which will impact students’ overall development. These skills aren’t built in isolation. Instead, students develop these skills while interacting with their peers and teachers. How do we ensure that students continue to build these crucial skills when learning occurs remotely? ## **Community of Inquiry** Effective remote learning requires the development of healthy communities as outlined in the [community of inquiry](https://dx.doi.org/10.4018/978-1-60566-654-9.ch004) framework. Three essential elements – teaching presence, social presence, and cognitive presence – interact dynamically in the learning process. Cognitive presence is the extent to which learners can construct meaning through reflection or dialog. Social presence is the ability of participants to bring their unique personalities to the community, so others view them as “real people.” Social presence directly impacts social-emotional learning (SEL) and indirectly supports cognitive presence when learners discuss ideas with each other. Teacher presence has two important roles – designing the content and activities for learners and facilitating the social and cognitive presence to achieve learning goals. The framework also applies to 21st century skills, and the figure below shows how the [4Cs](https://www.nea.org/tools/52217.htm) map to the framework. ## **![Venn diagram showing social cognitive and teacher presence overlapping as educational experience with arrows linking communication collaboration to social presence and creative critical thinking to cognitive presence](https://edcircuit.com/wp-content/uploads/2020/07/CommunityOfInquirydrawing-500x379.jpg "Venn diagram showing social cognitive and teacher presence overlapping as educational experience with arrows linking communication collaboration to social presence and creative critical thinking to cognitive presence | edcircuit")Communication and Collaboration** The first step in designing an effective remote learning experience is to set the right climate by focusing on healthy communication and collaboration. A good climate powers the social and cognitive presence and improves learning outcomes. Here are some tips to improve communication and collaboration among students: • In a remote setting, students don’t get an opportunity to get to know their peers organically. This is especially true for students new to the class or school. Consider incorporating opportunities where students share about themselves – their hobbies, likes/dislikes, etc. You can also create time for students to simply chat with each other for a few minutes at the beginning or end of your remote session. • Have students come up with rules of engagement for group discussions. These rules can include ensuring everyone takes turns, assigning roles, critiquing ideas respectfully. For example, one technique to build good conversational skills is to use the traffic light rule of conversation. It’s an exercise where students talk for about 40 sec (green light), start wrapping up their argument in another 40 seconds (yellow light), and allow someone else to talk (red light). Assigning one person to monitor the discussion and explicitly call on people who haven’t had a chance to speak is another way to ensure all voices are included. • Collaboration can also be enhanced by using technology effectively. Online tools like Google docs or Office 365 allow multiple people to edit documents at the same time. We found high engagement when students were collaboratively editing a document while talking to each other through video conferencing. Students who were shy in group conversations offered more ideas by simply editing the document, and more ideas became incorporated as a result. ## **Creative and Critical Thinking** Creativity and critical thinking can be weaved into both discourse and content. Here are some tips for incorporating these skills into learning: • Open-ended projects that are both minds-on and hands-on provide students with an opportunity to build creative and critical thinking. A well-designed project includes opportunities for students to do the following: explore ideas, exercise different cognitive patterns like [associative](https://edcircuit.com/how-to-boost-your-creativity-by-combining-ideas/) or [analogical](https://edcircuit.com/how-to-boost-analogical-reasoning/) thinking, self-evaluate ideas and solutions, and iterate when necessary. As long as the projects involve materials that are readily available in most homes, or schools can send materials home in advance, they can be implemented in a remote setting. • When students reflect on the topic before having group discussions, the outcome is better. For brainstorming ideas, the quality and originality are higher when students first think on their own before bringing them to the group. The creativity of ideas is further enhanced when students try to build on each other’s ideas (using improv’s “Yes, and” approach). Similarly, when students first research a discussion topic on their own, they can bring more facts into the group discussion and improve critical thinking outcomes. In-person instruction is effective as the core element of social presence occurs naturally. However, intentionally incorporating social aspects that build a healthy community and promote meaningful dialog can make remote learning equally powerful. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Hybrid and Remote Learning, Online Learning --- ### [3 Creative Games to Use in Remote Learning](https://edcircuit.com/three-creative-games-to-use-in-remote-learning/) **Published:** April 6, 2020 **Author:** Pronita Mehrotra **Excerpt:** Warm-up games that not only build creativity but also teach students how to use remote learning platforms and develop good habits. **Content:** Like everyone else facing extended closures due to [COVID-19](https://www.cdc.gov/covid/index.html), we found ourselves having to quickly adapt and switch to remote learning for our enrichment programs. One of the first challenges we identified was to get younger (elementary age) students familiar with video conferencing platforms, and establishing a protocol that would help us run our sessions smoothly. Most of our students were new to such platforms and were not familiar with things like how to mute themselves when they don’t need to speak. When you have a bunch of young students, all connecting from home on a video call, things can get pretty noisy! So we decided to adapt some warm-up games that not only build creativity but also teach students how to use these platforms and develop good habits. We tried these games on Google Hangouts and Zoom, but they should work just as well on other platforms. ## **Storytelling One Sentence at a Time** In this game, the whole group participates in creating a story but each student can only say one sentence. While the game sounds simple, it’s not that easy in practice. As no one has control of the story, students have to keep dropping their own ideas in order to make the group story coherent. In essence, students are practicing the “Yes, and” tenet of improv and building their [associative thinking](https://edcircuit.com/how-to-boost-your-creativity-by-combining-ideas/) skills. We adapted this game to help students get familiar with the concept of muting and unmuting in a video conferencing tool. To use this game in your session: - Show students what the mute/unmute feature does, and explain why it is useful in a video conferencing setup. - Explain the rules of the game – students have to make a story but they can only say one sentence at a time. The teacher can call out any student’s name and they have to unmute themselves and say the next sentence and then mute themselves again. - Next, mute all of the students to indicate the start of the game and call out the first participant, to begin the game. We played this game for a few minutes at the beginning of one of our sessions and by the end, everyone had become a pro at only unmuting when they needed to say something. During the rest of the session, most of the students were very particular about keeping themselves muted when needed. ## **Visual Creativity** In this game, which is based on the “Incomplete Figure” in the Torrance Creativity Test, students build on their visual creativity and focus while learning about the audio and video features in the conferencing tool. This game will work best with fewer students (preferably <10). To use the game in the session: - Demonstrate how to turn audio and video off to students and explain how they might be useful in remote learning sessions. - Show the students a simple squiggle on a digital whiteboard (or a shared window), which they have to copy on a piece of paper. They use the squiggle as a prompt to elaborate further in a larger drawing. For example, if you give “^” to the students, they might use it as the beak of a bird and fill in the rest of the drawing. - Once they are done, students can show their drawing to the others and everyone needs to memorize each other’s picture the best they can. - Next, give them two or three shapes (e.g. a circle, triangle, etc.) and they get another few minutes to incorporate one shape into their drawing as seamlessly as possible. For this part, you can ask them to turn off their video feeds and do this part in “secret.” - Once the time is up, students enable their video again and take turns sharing their picture while others guess what was added in their drawing. Our students were quite excited to use the video on/off feature during the warm-up game. During the main session, one student even politely excused himself with “I need to get up and bring something, so I am going to turn off my video,” and then came back online shortly after. ## **Problem Finding in Math** We incorporated the concept of [problem finding](https://edcircuit.com/five-simple-ways-to-add-creativity-in-mathematics/) in math to help students get familiar with turning the audio on and off. To use this game in your session: - Demonstrate how to turn audio off and on to students and explain how they might be useful in remote learning sessions. - Assign a number to each student or ask each student to pick a number for themselves. Depending on the age group, you can keep it simple (single digit number) or harder (two- or three-digit number). In our session, we used single digit numbers from three to nine. - Students can make a card for their number so everyone can see their number at all times. Or, for a small group, students can also memorize each student’s number. - Next, students take a few minutes to come up with different ways to form each other’s number. For example, 24 could be 6×4 or 56-32. - Mute all the students and unmute or call the first person, who poses the first problem. The student corresponding to the answer has to unmute themselves and acknowledge it’s their number, and then pose a problem for someone else. Our students loved this game and not only got good at muting and unmuting themselves, but they started asking each other progressively harder problems involving lengthy expressions! We hope that sharing these games can ease the transition to remote learning and build good digital habits for our young learners. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Covid-19, Project-based learning --- ### [Why Intrinsic Motivation Is Essential for Creativity](https://edcircuit.com/why-intrinsic-motivation-is-essential-for-creativity-and-deeper-learning/) **Published:** October 29, 2020 **Author:** Pronita Mehrotra **Excerpt:** It’s clear that students need to have a high intrinsic motivation driven by autonomy, competence, and relatedness for more in-depth learning to take place. **Content:** In 1971, Edward Deci, Professor of Psychology, and his team conducted a series of [experiments](https://dx.doi.org/10.1037/h0030644) to understand the relationship between motivation, reward and performance. In one experiment, students were given puzzles to solve, which they found engaging in itself. Students in the experimental group were paid money to work on the puzzles on the second day, while the control group did not receive any money. The experimenter gave a break in the middle of the experiment each day to see how long students played with the puzzles when left alone as an indicator of their intrinsic motivation. ## **Understanding Intrinsic Motivation.** Researchers found that students who were paid on the second day spent longer on the puzzles during the break. However, on the third day, when they were not paid, they spent significantly *less* time playing with the puzzles than the control group. Researchers interpreted this as evidence that an external reward decreases the intrinsic motivation to engage in an activity. In a repeat of the experiment, researchers swapped out money and used praise as a reward. Some examples of positive messages the researchers used were “That’s very good,” “That’s much better than average,” or if someone could not solve the puzzle, they were told that it was one of the most difficult puzzles. In this experiment, the intrinsic motivation *increased* compared to the control group. ## **Autonomy, Competence and Relatedness** The experiments above bring us to the question – *what really motivates us*? Deci, along with Ryan, expanded on this work to propose the [Self Determination Theory](https://dx.doi.org/10.1037/a0012801) (SDT). The SDT outlines three universal psychological needs – *autonomy*, *competence* and *relatedness* – which govern individual motivation. The self-determination theory tells us that as humans, we are naturally driven to learning and mastering things, being independent where we can pursue our own goals as opposed to directed by others and building meaningful relationships with others. These three factors form the basis of our overall motivation towards a specific task. Rewards impact our motivation because they affect our perception of whether we are truly working independently. Small monetary rewards have been shown to improve performance if the task is manual in nature or when people have identified with the activity’s value. However, for complex problems requiring creative problem solving skills, rewards can backfire and impair performance. Teresa Amabile, Professor at Harvard Business School and Creativity expert, has found plenty of evidence of what she calls the “Intrinsic Motivation Principle of Creativity.” Namely, *“people will be most creative when they feel motivated primarily by the interest, satisfaction, and challenge of the work itself and not by external pressures.*” ## **Three Ways to Build Intrinsic Motivation in Classrooms** It’s clear that students need to have a high intrinsic motivation driven by autonomy, competence, and relatedness for more in-depth learning to take place. Here are three ways to maintain intrinsic motivation towards learning in the classroom. ### **Motivation Tip #1: Appreciate effort** In general, praising, instead of giving an external reward, works better in improving intrinsic motivation for creative tasks. When there is too much focus on grades, which are external motivators, it detracts from the self-driven desire to learn. While grades are a reality in most classrooms, how much of a focus they become in the classroom room can be adjusted. For example, using standards-based grades where students are given multiple chances to demonstrate their learning can be effective. Similarly, encouraging students and praising their effort can also help keep them motivated especially for challenging tasks. For [praise to be effective](https://dx.doi.org/10.1037//0033-2909.128.5.774), it should focus on the effort as opposed to ability, should not signal low expectation, and should not convey information about competence solely through social comparison. ### **Motivation Tip #2: Give students choice and embrace failure** Any creative task, by definition, has uncertainty, and success isn’t always guaranteed. Creating a mindset where failure is appreciated for the knowledge it brings on what doesn’t work can go a long way in building intrinsic motivation. One of the best ways to incorporate this in the classroom is through project based learning (PBL). The open-ended and ambiguous nature of these projects gives students a choice of how they want to solve a problem or dive deeper into, giving them a sense of autonomy. Students don’t always get things right the first time and often to iterate, which allows the teacher to help build a growth-mindset and grit. In Prof. Amabile’s [words](https://hbr.org/1998/09/how-to-kill-creativity), “*… if people do not perceive any “failure value” for projects that ultimately do not achieve commercial success, they’ll become less and less likely to experiment, explore, and connect with their work on a personal level. Their intrinsic motivation will evaporate.*” ### **Motivation Tip #3: Help others** While intrinsic motivation drives creativity, it turns out that it drives the “originality” component of creativity and not the “useful” aspect. Prof. Adam Grant’s research has [shown](https://dx.doi.org/10.5465/AMJ.2011.59215085) that focusing on solving others’ problems improves creativity in the “useful” aspect as well. As he explains, *“perspective taking, as generated by prosocial motivation, strengthens the association between intrinsic motivation and creativity.”* A prosocial component can be easily added by using projects that require addressing societal problems (e.g., [sustainable development goals](https://en.wikipedia.org/wiki/Sustainable_Development_Goals)) or local community problems. The desire for mastery, autonomy and connectedness are universal needs across all cultures and predict psychological wellness. While the current pandemic has pushed learning to be increasingly online, these needs can help us guide and structure learning even in remote settings. Schools and classrooms should continue to find ways to incorporate project based learning, which helps students meet their needs and maintains their intrinsic motivation toward learning. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Creativity, Project-based learning **Tags:** Headline --- ### [World Creativity and Innovation Week](https://edcircuit.com/world-creativity-and-innovation-week-april-15-april-21/) **Published:** April 9, 2021 **Author:** Pronita Mehrotra **Excerpt:** Creativity is no longer just nice to have; it's now an indispensable skill for students to build. Participate in events centered on student creativity. **Content:** The Fourth Industrial Revolution, marked by increased use of AI and automation, is expected to have a profound impact on the workforce, particularly creativity focused careers. ## Effect of AI & Creativity The World Economic Forum’s [Future of Jobs](https://www3.weforum.org/docs/WEF_Future_of_Jobs_2018.pdf) report found that by 2022, machines and algorithms will increase their contribution to specific tasks by 57%. In some categories of jobs are effected more than others. The ratio of work done by machines vs. humans is going to tip towards machines. Tasks that are repetitive in nature with sequential thinking are easily automated. Creative, non-linear ways of thinking are much harder to automate. Future job growth is expected to come primarily from the creative domain. As the report outlines, “*Proficiency in new technologies is only one part of the 2022 skills equation. However, as ‘human’ skills such as creativity, originality and initiative, critical thinking, persuasion, and negotiation will likewise retain or increase their value.*” ## Creativity is Essential Creativity is no longer just nice-to-have; it is now an indispensable skill for students to build. The UN recognized the growing importance of creativity, and in 2017 it designated April 21st as the [World Creativity and Innovation Day](https://www.un.org/en/observances/creativity-and-innovation-day#). Their goal is to raise awareness of the role of creativity and innovation in economic development. April 21, the day before Earth Day April 22 was deliberately chosen. The goal is to emphasize the role creativity plays in solving global challenges to create a sustainable planet. The origin of the WCID goes back several years. It was founded in 2001 by Marci Segal after seeing an article on the Canadian Creativity Crisis. At the International Center for Studies in Creativity, SUNY Buffalo, she decided to raise awareness around creativity and its impact around the world. In 2006, the day expanded to a week-long celebration starting on April 15th, Leonardo da Vinci’s birthday. The [World Creativity and Innovation Week](https://wciw.org/) (WCIW) was born! ### Creativity Week Events 2021 WCIW starts next week on Thursday (4/15), and several events are planned for that week. Here are a few fun events geared toward building and encouraging student creativity. **• [Seven-Day CreateTUBEity Challenge. ](https://youtu.be/9BDVVGo0KCE)April 15–21, 2021 at 12 pm EST:** Dr. Cyndi Burnett, Creativity expert and Director of Possibilities at Creativity and Education. She will be joined bychildren’s book author Barney Saltzberg. The duo is going to try a new creativity challenge led by a different creativity expert. Join them for a FREE daily 15-minute live-stream event on [CreateTubeity](https://cyndiburnett.us19.list-manage.com/track/click?u=568084f051b327a4abd370ef9&id=70974f0c01&e=2f3a5dd566). Appropriate for the young, and the young at heart! **• [Global Innovation Field Trip (GIFT).](https://innovationworld.org/gift-home/)April 17th–April 18, 2021**: GIFT is a 24-hour, virtual, multi-country event hosting presentations from innovators currently spanning 28 countries. Young innovators and educators from across the globe will share their ideas to support and inspire innovation, and the event is free for anyone to attend. “*GIFT provides an excellent platform for students to share their stories of innovation with a global audience and inspires educators to incorporate innovation, invention, language, culture and a variety of other subjects utilizing STEAM skills into their regular daily lessons*,” says Juli Shively, GIFT Co-Founder and COO of Innovation World. **• [Belouga’s Creativity and Innovation Playlist](https://belouga.org/playlists/b4d75edc-e939-43da-bfd3-fd7d3f9e2946)**: To inspire students and educators to learn more about creativity, Belouga has created a playlist of lessons for the World Creativity and Innovation Day. There are over 50 lessons corresponding to over 30hrs of content, covering many different aspects of creativity in our lives. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Creativity, Project-based learning **Tags:** Headline --- ### [How Creativity Can Flourish In Remote Environments](https://edcircuit.com/mint-electric-cars-and-how-creativity-can-flourish-in-remote-environments/) **Published:** July 22, 2021 **Author:** Pronita Mehrotra **Excerpt:** Since the shift to remote work, people have been concerned about the impact on creativity. This article explores the research and functionality of connection. **Content:** Why are most kinds of toothpaste mint flavored? The answer has nothing to do with any cleaning ability that mint might possess (it doesn’t). Most people didn’t brush their teeth every day until Claude Hopkins, a savvy marketing executive, hit upon the idea of selling toothpaste as a beauty product where mint played a key role. Mint oil leaves a numbing, tingling sensation that people learned to associate with cleanliness and started craving that sensation over time. As Charles Duhigg explains in his book, [The Power of Habit](https://amzn.to/3ic11qs), “*Claude Hopkins, it turns out, wasn’t selling beautiful teeth. He was selling a sensation. Once people craved that cool tingling—once they equated it with cleanliness—brushing became a habit.*“ Mint doesn’t clean teeth – it simply leaves us with a more *satisfying* feeling. When electric cars were first introduced, they produced so little noise that pedestrians and cyclists would often not detect their presence. This created a safety hazard, and most electric cars now have added artificial sounds. The extra noise doesn’t improve the car’s driving performance but helps make it *safer*. Traditional brainstorming, done in person as a group, is a little like mint in toothpaste or fake noise in electric cars, both of which don’t help the core functionality but have side advantages. Brainstorming with friends or colleagues helps build social connections, which in limited amounts, can aid creativity. There is a key difference, though – traditional group brainstorming performs *worse* when compared to individual brainstorming. ### **The Challenges Of Traditional Brainstorming** The traditional brainstorming method was the brainchild of Alex Osborn, an executive in the advertising industry. Osborn’s original brainstorming approach, characterized by four key principles – ‘Deferment of judgment,’ ‘Quantity breeds quality,’ ‘Free-wheeling is encouraged,’ and ‘Combination and improvement are sought’ – quickly became popular everywhere. However, while the popularity of Osborn’s brainstorming was rising, research studies discovered that traditional brainstorming guidelines weren’t the best way to find creative ideas. A study at Yale [found](https://dx.doi.org/10.1080/14748460.2012.691284) that the number of ideas produced by individuals working alone (nominal group) and then aggregated was twice that of a group working together (real group). Multiple studies since then have found that traditional brainstorming suffers from logistical and psychological factors that decrease the throughput of creative ideas. A few of these factors are: ### **Production Blocking** In traditional brainstorming, people have to take turns sharing their ideas. Due to short-term memory limitations, individuals might forget their ideas or lose their train of thought while waiting for their turn. People also sometimes choose not to share an idea that appears similar to what has already been said. As a result, the overall throughput of ideas declines. ### **Evaluation Apprehension** The fear of judgment makes people hold back their ideas in a social group. This is all the more true of very different ideas and might be the most innovative. Research studies have shown that the presence of a leader or an expert reduces the creativity of the group’s ideas. ### **Free Riding** Also known as social loafing, free riding occurs when group members reduce their effort. This can happen for two reasons. When people see others performing at a high level, they don’t see the need to contribute more and can ‘hide’ in the group. Or, two, when people expect others to loaf, they reduce their effort to establish a more equitable division of labor. As a result, fewer and fewer creative ideas get generated. That’s what makes traditional brainstorming so tricky. Like mint, it feels more satisfying to brainstorm together with others. And like the noise in electric cars, it makes us feel safer when we can modulate our ideas based on what others bring to the table. Unfortunately, this comes at a cost – brainstorming as a group makes us less creative. ### **Brainstorming In The Remote Setting** The difference between the performance of nominal and real groups in brainstorming indicates an obvious way to structure brainstorming sessions that fit well in a remote setting. Split ideation into two phases: The first phase is asynchronous individual brainstorming (perfect for the remote environment) to gather initial ideas. The second phase is a group session where ideas are developed further. The first phase mimics the nominal group, but the second phase’s goal differs slightly from typical brainstorming. Everyone looks at the ideas collaboratively in the second phase, which can spur additional thoughts or lead to interesting associations between different concepts. The second phase is synchronously in-person, synchronously remote, or even asynchronously with some tools. While brainstorming can very effectively be moved online, it’s only one part of the innovation equation. Building social and emotional elements that create a healthy creative climate is still important. One of the advantages of traditional brainstorming is that the extra social connection helps build trust, making sharing ideas easier. Organizations must deliberately build a healthy culture that allows innovation to flourish at different levels. **A few strategies that help with that are:** ### **Building a better understanding of creativity** Despite decades of research in this area, most people still have a simplistic understanding of creativity and don’t view themselves as creative. They lack the tools and confidence to approach problems with a creative mindset. Building cognitive (like [associative](https://edcircuit.com/how-to-boost-your-creativity-by-combining-ideas/) or [reverse](https://edcircuit.com/challenging-assumptions-for-more-creative-insights-education/) thinking) and behavioral skills that foster creativity can start people on their creative journeys. ### **Focusing on innovation-specific emotional intelligence** Leaders can also inadvertently squash creativity. A leader’s emotional intelligence plays a big role in supporting creative work, which invariably comes with some anxiety and frustration. A Yale study found that employees of emotionally intelligent leaders are more creative and three times more likely to say they are happy than stressed. Leaders also need to build psychological safety in the team so everyone can share their ideas more freely and find diverse voices within and across teams. ### **Providing creative opportunities** Providing creative opportunities that allow people to exercise their skills helps with innovation and builds social connections and trust between different parts of an organization. ### **Conclusion** The last year and a half of the pandemic upended work expectations, creating knowledge and awareness that remote and hybrid work is here to stay. The initial focus for organizations was to ensure that people have the right tools to continue their work remotely. However, this isn’t enough. A recent [survey](https://www.microsoft.com/en-us/worklab/work-trend-index/hybrid-work?) shows that employees struggle to share their ideas. Looking further ahead, organizations must evolve to achieve innovation and productivity. Since the shift to remote work, people have been [concerned](https://www.zdnet.com/article/wfh-has-kept-us-productive-but-it-may-have-made-us-less-creative-too/) about the impact on creativity, and it’s one of the most cited reasons for returning to work in person. But as research indicates, it is possible to maintain or even enhance creativity in a remote environment. We can now redefine practices and cultures to achieve higher levels of innovation and productivity whether people work remotely or not. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Creativity, Social Emotional Learning **Tags:** Headline --- ### [Improve Student Motivation in High-Stakes Environments](https://edcircuit.com/improve-student-motivation-in-high-stakes-environments/) **Published:** August 26, 2021 **Author:** Pronita Mehrotra **Excerpt:** How can we improve student motivation? Over a period of 5 years, from 2000 to 2005, the US slipped from 18th in the world in math to 40th. **Content:** How can we improve student motivation? Over a period of 5 years, from 2000 to 2005, the US [slipped](https://nces.ed.gov/) from 18th in the world in math to 40th and from 15th to 24th in reading. While many reasons have been proposed for this decline in education, like increasing diversity and rising poverty levels, one factor that has gained increasing attention is *standardized testing*. By itself, standardized testing is a useful tool to see how schools perform. However, when standardized testing becomes an *accountability* tool — where schools, teachers, or students are rewarded or penalized based on test outcomes — tests become high-stakes and carry the potential for damage. Starting with the No Child Left Behind Act in 2002, testing became much more high stakes, which changed classroom teaching patterns. ### **Reduction of Intrinsic Motivation** The main problem with high-stakes testing is that it incentivizes all players — schools, teachers, and students — in ways that don’t help in deeper learning. Instead of tapping teachers’ and students’ intrinsic motivation, it imposes strong extrinsic motivators on them. With school funding tied to test scores on limited subjects, time spent teaching other subjects it was declined. A recent [analysis](https://dx.doi.org/10.1007/s10833-009-9105-2) of schools and districts found that 70% of school districts reported a focus on reading and mathematics that reduced instructional time for other subjects. ### Understanding Student Motivation The motivation effect extends to students as well. Teachers inadvertently pass on extrinsic motivators in the form of excessive focus on scores or grades to students instead of having more discussions in the classroom. More instruction time is spent on preparing for tests, students have less time to be curious and connect their learning to the real world. Subsequently, students start losing interest in learning itself and no longer find schooling meaningful. This is especially harmful to student creativity, which relies on a well-rounded education. Creativity comes from having knowledge in several areas and finding connections between domains. When instruction and exploration time in other subjects, like science, social studies, arts, and music, are cut down, the overall creativity of a child reduces, resulting in significantly [declined](https://doi.org/10.1080/10400419.2011.627805) creativity scores over the last few decades. ### **Strategies to increase motivation and learning outcomes** When high-stakes testing is part of the educational culture, are there some ways to limit the harmful aspects and still achieve good learning outcomes? In one [study](https://doi.org/10.3102/01623737023003197) conducted at Chicago Public Schools (CPS), researchers tracked low-achieving students from five elementary schools in a high-stakes environment. CPS implemented a policy to end social promotion, holding students back in the current grade if they failed to achieve a minimum score on standardized tests in reading and mathematics. Researchers found a significant difference in outcomes between schools, with the top-performing school having a **4x** lower retention rate than the worst-performing school. **The top-performing school employed strategies that better supported students in achieving their goals:** ### **Positive, goal-focused environment** Teachers created a more positive and supportive environment for students, where students felt that the teachers personally cared for their success. Successful instructors brought up the student’s goals, determined ways to achieve them, and praised students’ efforts. These strategies created an environment where students’ social connections motivated them to exert more effort. As one student expressed, “*She says we better try. She plays around saying she doesn’t want to see us again next year, that it’s time for us to leave… usually she’s clowning around but she’s telling the truth…cares about all the children… shows us by teaching us more stuff and giving us examples of the test.*“ ### **Shared expectations** Educators in the high-performing school created a sense of responsibility for the whole group. They nurtured an environment where not just the teacher-student relationship mattered but also the peer interactions. When students perceive that their peers are on their side and want them to succeed, their motivation increases. ### **Support outside of regular school hours** The CPS effort also provided other avenues of support, including after-school programs and summer school. These extra avenues gave students a significant boost in academic support. Most students who increased their effort levels participated in after-school programs or tutoring that extended the in-class instruction. They could get more work done by themselves and do more homework than students who only attended regular school. These factors helped increase social and intrinsic motivation among students, providing a counterbalance to high-stakes extrinsic motivation. As the researchers note, “*Thus, the social context of learning—how teachers, parents, and peers interact with students in relation to the policy—may be the most important factor in determining how students respond to the incentive.*“ ### **Conclusion** The standardized testing environment that is now integral to the US educational system will not change overnight. While there are advantages to measuring student performance, tying those results to incentives for schools or teachers creates harmful effects that lower intrinsic motivation and learning outcomes. Despite that, there are strategies schools and educators can use to build a more caring and supportive environment in their classrooms to help students achieve their learning goals. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Educators, Social Emotional Learning --- ### [What Animals Can Teach Us About Creativity](https://edcircuit.com/what-animals-can-teach-us-about-creativity/) **Published:** September 29, 2021 **Author:** Pronita Mehrotra **Excerpt:** Animal behavior studies reveal that creativity—through curiosity, observation, and innovation—is an evolutionary survival skill shared by many species. **Content:** Creativity has become one of the most desired skills in the 21st century. It is envisioned to be the answer to rapid automation that is taking away routine jobs and the essential ingredient for solving complex global problems we currently face. As a uniquely human trait, creativity has allowed us to adapt and thrive as a species so far and can potentially do so in the future. But is creativity really unique to humans, or do other species show any evidence of creativity? Understanding how creativity evolved in other animals can help us better understand our own creative abilities. Recent research suggests that creativity is a spectrum, with other animal species showing rudimentary forms of creativity. ### **Animal Creativity Spectrum** According to one [model](https://dx.doi.org/10.1037/a0023147), creativity is a spectrum that starts with novelty recognition and seeking, then observational learning, and finally progresses to innovation. ### **Novelty Recognition** At the most basic level, an animal has to be able to assess its environment and recognize if there is anything novel or different in the environment. How an animal responds once they detect novelty can lead to either neophobia or neophilia. In an interesting [experiment](https://doi.org/10.1002/ajp.22445) with orangutans, researchers discovered the “captivity effect” concerning creativity. They presented a set of novel objects to both wild orangutans and captive orangutans in zoos. They found that captive orangutans were more willing to explore novel objects than their wild peers, who exhibited high levels of neophobia. In captive environments, orangutans are more frequently exposed to novel items that turn out to be pleasurable (e.g., treats hidden in toys),. Over time, they built positive associations towards novelty. They also build more trust with their human caretakers and are more willing to explore objects handed to them by humans. In contrast, wild orangutans view novelty with suspicion and are significantly less willing to take risks. ### **Novelty Seeking** Beyond the ability to recognize novelty in the environment is the desire to seek novelty, which requires some risk-taking. For example, male bowerbirds are known for their novel courtship dances. The success of their courtship ritual depends on the intensity and attractiveness of the display. However, too much novelty can deter females, so male bowerbirds adjust their dance based on the reactions they get. By reducing the level of novelty when needed, the bowerbirds can increase their chances of mating. This ability to modulate the level of novelty is essential for creativity, as the novel outcome also needs to be useful to be creative. ### **Observational Learning** The first two stages of the creativity spectrum deal with creativity at an individual level, but this third stage allows creativity to spread from an individual to a larger group. When animals can copy one another, they learn and adapt faster to their environment. In a [study](https://dx.doi.org/10.1007/s10071-004-0245-8) of capuchin monkeys, researchers found that younger monkeys are less adept at using stones to crack nuts spent more time observing more proficient monkeys. This social learning ability allows the younger capuchin monkeys to get better at scrounging faster than discovering techniques themselves. ### **Innovation** The highest level of creativity is creating a novel product to solve a problem. An example is animal tool creation or modification to access food more readily. New Caledonian crows are highly intelligent and known for their sophisticated tool use. In one [experiment](https://dx.doi.org/10.1007/s10071-006-0052-5), researchers presented a crow with a setup containing food and an aluminum strip that needed to be bent or unbent to get to the food source. In each trial, the bird successfully modified the tool and got its reward. ### **Lessons From Animal Creativity** Rudimentary creativity skills demonstrated by different animal species give us clues about our creativity. Here are three lessons from the animal world that apply to human creativity as well: ### **Psychological Safety** While we no longer live in the wild like orangutans, we still need safety to be fully creative. A psychologically safe environment makes it easier for people to explore and share ideas with others. In other words, safe environments move us towards neophilia, whereas in unsafe ones, we tend to shut down. ### **Openness to Experience** The novelty-seeking behavior is similar to the “openness to experience” trait. People who are more open to new experiences tend to be more creative than others. But like bowerbirds, this novelty-seeking needs to be balanced, as too much of it can be risky. ### **Social Learning** We learn more from others than we do from individual exploration. Most innovation around us is incremental – it builds upon other existing ideas. Our ability to learn from others and our ability to imagine different scenarios has allowed us to innovate at much larger scales than other species. While most people consider creativity, a uniquely human trait, evidence from nonhuman animals suggests otherwise. Creativity evolved to help us better adapt and survive in our environments, and elements of it abound in the animal world. Given today’s daunting challenges that threaten our survival, we need creativity and innovation more than ever. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Creativity, Social Emotional Learning --- ### [Why Creativity Should Be Taught In Schools](https://edcircuit.com/why-creativity-should-be-taught-in-schools/) **Published:** November 4, 2021 **Author:** Pronita Mehrotra **Excerpt:** Creativity is a much-needed skill that can be improved with practice, and teaching it early to students can help them prepare better for the future.  **Content:** In 2019, LinkedIn published [results](https://learning.linkedin.com/blog/top-skills/the-skills-companies-need-most-in-2019--and-how-to-learn-them) of a study designed to understand skills that employers are looking for. Out of the 50,000 professional skills analyzed, creativity ranked number one in the “Soft Skills” category. This is not particularly surprising. Several studies for more than a decade have pointed to the growth of creativity-based jobs, as automation takes away the more predictable jobs. In an analysis of what kinds of jobs are disappearing, researchers [found](https://blogs.wsj.com/economics/2015/04/08/is-your-job-routine-if-so-its-probably-disappearing/) that routine jobs (both manual and cognitive) have been declining since the 2000s while non-routine jobs continue to grow. ## **Economizing Creativity** Creativity, as psychologists define it, is the ability to come up with novel and useful ideas. Viewed from the economic lens, it’s clear that creativity, which by its very definition makes things non-routine, should be the most important skill to possess. But it’s also a skill in some danger. Since the 1990s, creativity has been declining among students in the US, with the [largest decline](https://www.creativitypost.com/index.php?p=education/the_2017_creativity_crisis_update_how_high_stakes_testing_has_stifled_innov) occurring over the last decade. Unfortunately, there are many myths about creativity that continue to persist, including some who claim it’s not even a real skill at all. ### Should Creativity Be A Soft Skill? The LinkedIn study places creativity into the soft skills category. But what exactly makes a skill soft or hard? Is it that a soft skill can’t be evaluated easily while a hard one can? If so, then creativity should not really belong in the soft bucket. The [Torrance Test of Creative Thinking](https://en.wikipedia.org/wiki/Torrance_Tests_of_Creative_Thinking) (TTCT) was developed around the same time as the Cognitive Ability Test (CogAT). Unlike the CogAT, which evaluates your reasoning skills to arrive at one right answer, the TTCT evaluates your ability to come up with several different solutions to a problem. The CogAT, being easier to administer, took off in the education space and is primarily used in identifying gifted students, while the TTCT remains more as a research tool used to understand how the creativity of students is changing. ### **Misunderstanding the Importance of Creativity** Or is it because we don’t really understand the process of creativity? However, that’s not very different from something as fundamental as memorizing, a skill on the lowest rung of [Bloom’s taxonomy](https://en.wikipedia.org/wiki/Bloom%27s_taxonomy). We don’t really understand how memories are stored in our brains and how we remember things. However, that doesn’t stop us from using it to learn facts like states and their capitals or finding techniques like memory-palace, to improve our ability to memorize. In the same fashion, while we do not really understand how our brain produces creative ideas, we have figured out different creativity techniques that work well in triggering creative ideas. ### **AI Proof Skill** By contrast, a skill like machine learning (ML) is considered a hard skill. On the surface this seems reasonable as you can learn and become knowledgeable about concrete ML algorithms. However, in practice when companies hire data scientists, they aren’t just looking for factual knowledge. Instead, during interviews they test whether you can apply your knowledge, take system constraints into consideration, and solve problems in interesting ways. So, ironically, they really test you for your creativity! But does it really matter if creativity is considered a soft skill or not? These are just words after all. The problem with labeling creativity as a soft skill is the perception it creates – that it’s a skill we are either born with or not and you can’t really learn to be more creative. It fuels a self-limiting mindset where people take fewer risks and don’t try things that would make them more creative. ## Creativity Can Be Learned The truth is that one can learn to be more creative. While we may not understand how the brain comes up with a creative idea, we know enough about how to trigger the brain into thinking creative thoughts. Cognitive processes like [associative](https://edcircuit.com/how-to-boost-your-creativity-by-combining-ideas/) thinking, [analogical](https://edcircuit.com/how-to-boost-analogical-reasoning/) thinking or [reverse](https://edcircuit.com/challenging-assumptions-for-more-creative-insights-education/) thinking seem to play a fundamental role in coming up with creative ideas. Before the scientific revolution in the 17th century, abstract reasoning skills were not widespread. In an interesting 1920s study to understand the effect of social environment on cognitive development, Alexander Luria interviewed isolated peasants from rural Russia who had been untouched with scientific advancement of the 20th century. He gave them several different logical reasoning puzzles similar to the one shown in the [picture](https://doi.org/10.1017/CBO9780511977244) below. ![Creativity problem](https://edcircuit.com/wp-content/uploads/2019/10/Screen-Shot-2019-10-31-at-4.00.29-PM-500x339.png "A text excerpt titled camels and germany features a dialogue about whether camels live in germany with answers noting unfamiliarity with german villages and suggesting camels require large cities not villages | edcircuit")From the peasant’s response, it is clear that he is grounded in the concrete and abstract reasoning is an alien skill to him. The kind of problems that Luria presented are so commonplace now that a typical 1st grader can solve them easily. What advanced us as a society was not believing that logical and abstract reasoning are innate abilities, but by understanding the building blocks and nurturing them early on. Children as young as toddlers are exposed to toys that build skills like sorting and pattern matching and by the time they are in elementary school logical puzzles like the one above become a piece of cake. ## Teaching Creativity Should Start in K12 In a similar vein, if we want to improve creative thinking skills, we can’t wait until our students are ready to start their first job. We should introduce these skills earlier during their K12 years, and give them the tools to think creatively and opportunities to exercise them. Building creativity, like any other skill, takes time and giving students plenty of exposure will better prepare them for the changing workforce. In more recent times, our push to introduce STEM into K12 education has been effective in [improving](https://dx.doi.org/10.1007/s10956-011-9279-2) knowledge as well as interest in pursuing STEM careers, especially for underrepresented populations. Creativity is similar in that respect. Incorporating creativity into the curriculum is shown to [improve](https://amzn.to/3AVkKRU) both creative thinking skills and content learning. When students are challenged to view a subject from different perspectives, it leads to deeper learning. In the end, creativity is just another aspect of human intelligence; one that encompasses both linear and non-linear thinking. It’s a much needed skill that can be improved with practice, and teaching it early to students can help them prepare better for the changing workforce. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Creativity, Educators --- ### [Why a Growth Mindset for Creativity Is Essential](https://edcircuit.com/why-a-growth-mindset-for-creativity-is-essential/) **Published:** November 29, 2021 **Author:** Pronita Mehrotra **Excerpt:** How can creativity help educators foster creativity in their students? By deliberately building mindsets, learn more in this article. **Content:** During our enrichment programs, we often run into students who get stumped with creativity exercises. In one session, I gave a group of 4th and 5th graders a simple divergent thinking exercise. As the students started writing down their ideas, I noticed one girl who seemed uncomfortable with the exercise. When it was time for students to share their ideas, she refused to participate. Later, during a different activity, I stopped by her desk and gently asked if she wanted to share her ideas with me. She crumpled up her sheet of paper and tearfully said that she doesn’t really have any good ones. ## **Why is Creativity So Challenging?** This isn’t an isolated case. Many students, including those in gifted programs, find creative thinking challenging. One reason lies with our education system, which heavily emphasizes analytical thinking at the expense of creative thinking. Students are so used to the “one right answer” approach in education that they don’t know how to approach open-ended problems with several potential solutions. The gifted student who can confidently say the answer to a math problem because she can double-check her answer doesn’t have the same level of confidence for ambiguous problems with multiple solutions. This is harmful to students in the long run. As we transition from the “knowledge” to the ”creative” economy, students are increasingly ill-prepared to contribute meaningfully to the workforce. As work expectations shift toward higher creativity, it’s leading to a [creativity gap](https://dx.doi.org/10.1037/a0014919) – the disparity between valuing creative performance in adults and not fostering creativity in students. So, how do we better prepare our students to become confident creators? The answer starts with building a growth mindset towards creativity, what researchers call the “[creative mindset](https://dx.doi.org/10.1037/a0034898).” ## **Using the Growth Mindset** Carol Dweck pioneered the theory of growth mindset that improved educational outcomes for many students and revolutionized the way we approach learning. Dweck found that, when faced with challenges, some students give up too easily while others doubled down on learning. She realized that students who gave up easily had a fixed mindset, where they believed that intelligence is innate and, therefore, extra effort would not yield better results. The other students displayed a growth mindset – believing that intelligence and skills are malleable. More interestingly, Dweck found that educators could shift students to a growth mindset and help them become better learners. Her growth mindset intervention workshops helped numerous students improve their math and science scores. A growth mindset has now become ubiquitous in both education and the workforce. However, most people view a growth mindset as applicable only to learning new skills (“I can learn new things”). They don’t realize that mindsets are equally important to creativity (“I can create new things”). ## **Strategies For Fostering Creativity** By leveraging a growth mindset for creativity, we can help students build the ability and confidence to be creators and innovators. Below are three ways to build a creativity-fostering environment in your classroom. ### **Emphasize Creative Mindset** Much like learning new skills, our brain also grows when it tries to create new things. Creativity often requires connecting unrelated things or looking at the problem from different perspectives. When students practice these skills, their brains adapt accordingly in order to make them better at creative thinking. Similar to the growth mindset, educators can emphasize that our brains are like muscles that grow stronger as we practice creative thinking. If students find creativity hard, it’s a sign that their brains are stretching and learning to get better at it. ### **Appreciate Non-conformity** Creativity, by definition, depends on non-conformity. To foster creativity, educators need to provide opportunities for students to think independently to come up with original ideas and perspectives. By exploring ideas outside of mainstream norms, students build creative confidence. Educators are often worried that allowing students to voice non-conforming ideas will lead to chaos. It doesn’t have to. Educators can create explicit times or projects where students get to be creative and a respectful environment for ideas to be shared with each other. ### **Model Creativity** Nothing inspires students more than seeing their teachers embody the skills they are learning. By sharing their own creative pursuits, educators set the expectation that creativity is valued in their classroom. When teachers share their failures and how they overcame them, students learn to approach setbacks with a problem solving mindset. This builds perseverance towards challenging problems, which further boosts a growth mindset. Bloom’s taxonomy places “creating” as the top skill for education. Without the ability to convert their knowledge into new solutions, students miss out on learning how to be valuable contributors. Unfortunately, most teacher training programs don’t emphasize creativity and typical school curriculums don’t integrate creative thinking. However, creative thinking skills are not that hard to cultivate. By deliberately building mindsets, modeling creativity themselves, and providing adequate opportunity, educators can foster creativity in their students. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Educators **Tags:** Headline --- ### [Creativity Strategies to Help Your Child](https://edcircuit.com/three-strategies-to-help-your-child-build-a-creativity-mindset/) **Published:** January 21, 2022 **Author:** Pronita Mehrotra **Excerpt:** A creativity mindset developed at an early age can have a tremendous impact on a child’s success, allowing them to make meaningful contributions to society. **Content:** As a child, [Alexander Graham Bell](https://en.wikipedia.org/wiki/Alexander_Graham_Bell), the prolific inventor best known for inventing the telephone, was intensely curious about the world. He built his first real invention – a simple dehusking machine – at the young age of twelve! While Bell was no doubt a smart and inquisitive child in his own right, his upbringing also played a big part in his success. His father was an inventor of sorts himself and he actively encouraged Alexander to make a speaking automaton. These early experiences paved the way for his future accomplishments. In other words, he grew up in an environment that valued creativity and problem solving. Creativity, as a cognitive skill, is becoming increasingly important in our world as routine jobs get automated. To be successful children now need more than literacy and numeracy skills – they also need to be confident creative problem solvers. The first step towards this is building a [creativity mindset](https://edcircuit.com/why-a-growth-mindset-for-creativity-is-essential/). So, how can parents help orient their children towards creativity? Here are three broad strategies you can use as a parent to start shifting your child’s mindset towards creative problem solving. ## **Make Creativity A Part Of Your Vocabulary** Most parents take a deliberate approach to help their child learn from an early age. They might casually introduce a new word during conversation or bring in numbers to build their child’s budding reading and math skills. This not only improves the child’s skills in the 3Rs but it also *orients* them towards those skills in the real world – they might notice new words more often or see mathematical connections in everyday situations. Similarly, talking about creativity and everyday inventions can open their minds toward creative problem-solving. One activity we do when we start our invention classes is to have a discussion about creativity by analyzing everyday creations around us. What makes something both *novel* and *useful* (the core definition of creativity)? ### **Creativity is Critical Thinking** As students start discussing and analyzing things around them, they start to realize that everything around them is an invention – created by someone, or more accurately by many people over time, in order to make our lives more efficient. Parents can do the same exercise at home. As an example, a conversation between a parent and their child about a painting on the wall might go like this: - Parent: *Is that painting on the wall an invention?* - Child: *It’s original because I haven’t seen this painting anywhere else and it’s useful because it makes people feel good.* - Parent: *That’s a good point about art making people feel good. Humans have been making art for a long time – even before they made language.* - Child: *Like cave paintings.* - Parent: *Yes, like cave paintings! How are paintings now better than cave paintings?* - Child: *Cave paintings were fixed to the cave wall. But today, you can move them around – you can take your paintings with you if you move houses. So that’s another way it’s an invention.* ### **Creating Creativity ‘Aha’ Moments** In our experience, children find this to be an eye-opening exercise and it opens their minds to creative problem solving. They start to look at things in their world a little differently. A few days after I did this exercise with my son, who would have been a 1st or 2nd grader at the time, he suddenly had an epiphany while we were driving. He excitedly shared an idea that could avoid holiday lights from getting tangled up. What if the lights were sewn onto a net that could be draped over a tree when in use and then folded up neatly when done? Not a bad idea for such a common problem! ## **Don’t Teach, Co-create** Even when parents understand the importance of creativity, they often try to “teach” it to their children. A more effective method is to co-create something with them – like making a new story, a fun game or a cool gadget together. Children, and even adults, learn implicitly from others as much, if not more, than by being explicitly taught. Our brains are wired to detect patterns and connections around us and use them to update our models of the world. By continually updating and refining our internal models as we integrate new ideas, we improve our understanding of the world. Learning is more efficient when we deduce the pattern ourselves instead of when the pattern is taught to us. When you co-create with your child, they start picking up ideas and automatically integrating them in ways that are compatible with their current knowledge. As almost all parents have experienced, you might be focusing on one idea but your child might pick up on a different one. In effect, co-creation leads to a fully personalized learning – one that fits perfectly with your child’s current mental models. ### **Creativity Advantages to Co-Creation** There are two additional advantages to co-creation. One, traditional teaching approaches can be perceived by the child as evaluatory and controlling, which raises their defenses. They are much more likely to engage in activities that are collaborative and low-pressure in nature. The second advantage is the emotional aspect. Emotions bind learning much more strongly, and positive emotions are better than negative. So if an activity is viewed as a fun family experience with lots of laughter and love, then not only is the child willing to engage in it more frequently, but what she learns from the experience is deeper. The advantages of engaging in co-creation take some time to become evident. For example, if you start a dinner-time routine of making silly stories, you might notice that your child doesn’t offer that many ideas or plays safe by reusing your ideas in the beginning. Don’t let that discourage you. Over time, you will see that the complexity and the novelty of their ideas start to increase as your child gets more comfortable, both cognitively and emotionally, with the activity. ## **Do More Arts At Home to Support Creativity** High-quality art programs, including visual arts and music, have been shown to benefit creativity and related skills. In the case of Alexander Graham Bell, his mother encouraged his interest in art, poetry and music. Despite any formal music training, he mastered the piano and became the “family pianist.” Arts provide children with a canvas to try new things and take more risks, skills that can transfer more broadly to other domains as they grow older. A [research study](https://doi.org/10.1080/03057640701705898) found that incorporating arts increased both children’s self-efficacy and original thinking. As the authors noted, “*Self-efficacious children believe they can be agents in creating their own futures and are more optimistic about what the world has in store for them.*” ### **Immersive Creativity Learning** Another benefit of doing arts is that it provides an easy avenue to experience flow – where one is fully immersed in the task that action and awareness seem to merge. Experiencing flow not only helps improve mental health, but it also builds a more intrinsic orientation towards learning which is beneficial in the long run. A creative mindset developed at an early age can have a tremendous impact on a child’s long-term success allowing them to make meaningful contributions to society. Parents play a crucial role in this. By helping their child understand creativity and by engaging in creative activities with them, they can equip their child with the right mindset and confidence. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Creativity, Parents --- ### [How Gender Stereotypes Hurt Creativity](https://edcircuit.com/how-gender-stereotypes-hurt-creativity/) **Published:** April 19, 2022 **Author:** Pronita Mehrotra **Excerpt:** Many have tried to evaluate whether any particular gender has an advantage in creative thinking, and research meta-results have been inconclusive. **Content:** While working with students, I often encounter children who struggle to think beyond gender-stereotypical ideas during brainstorming. When deciding on a novel idea for a project, many boys will want to make an app but can’t come up with a novel idea for the app. They get so hung up on using technology to look cool, that they lose sight of the challenge itself and end up with sub-par ideas (an example is an “app that does all the homework” is way too common to hear). The same problem happens, in equal measure, with girls too. Girls often pick ideas to highlight their nurturing or relationship-building aspects, and leave the better ones aside. ## **Following the Research on Gender & Creativity** Multiple research studies have tried to evaluate whether any particular gender has an advantage when it comes to creative thinking, and the meta results have been inconclusive. Some studies found that girls performed better on divergent thinking while others found boys to be better, or found no differences. It’s now well accepted in the research community that no one gender is better than the other when it comes to creative thinking. In other words, from a purely biological perspective both boys and girls are equally capable of coming up with novel and useful ideas. ### **Development of Internalized Stereotypes** However, the problem starts when gender stereotypes start sneaking in and limiting the ways people think, which can happen at a very early age. Psychologist Sandra Bem who developed the [Gender Schema Theory](https://dx.doi.org/10.1007/s11199-016-0591-4), argued that society does not encourage the development of both masculine and feminine traits in the same person. From a very young age, children develop theories of what it means to belong to a specific gender, and use that to categorize information, problem solve and regulate behavior. As a result, they are left with fewer tools and strategies to use for navigating situations in life. ## **Creativity of Gender-Aschematic Upbringing** On the other hand, children who grow up to be more gender-aschematic and identify with both masculine and feminine characteristics, show a range of beneficial outcomes. They think and act in more inclusive ways, have higher self esteem and are better communicators. This *psychological androgyny* (which has nothing to do with physical sexual orientation) is also important from a creativity perspective. In one [study](https://dx.doi.org/10.2224/sbp.2000.28.5.423), researchers evaluated several creativity measures for different gender role classifications: *androgynous* (high masculinity and high femininity); stereotypic (characteristics in line with one’s traditional gender role); *undifferentiated* (low masculinity and low femininity); *retrotypic* (characteristics opposite of one’s traditional gender role); and *midmost* (middle range for both masculinity and femininity). ### **Negative Effects of Gender Stereotypes** They found that the androgynous group was the most creative of all, closely followed by the retrotypic group while the stereotypic group was the least creative of all. One possible explanation for these results is that both the androgynous and the retrotypic groups are able to overcome gender boundaries and this expanded cognitive flexibility gives them access to additional ideas and perspectives. As the researchers note: “*Possibly the contrast between biological gender with a traditional role-assignment and psychological orientation with an untraditional role-assignment (i.e. a feminine man or a masculine woman) was sufficient to induce conditions facilitatory to the release of creativity.* *It is arguable whether or not retrotypic men and women possess similar penchants to their androgynic counterparts to cross the boundaries of traditional gender-roles thereby accumulating experiential material with elevated flexibility and creativity as a consequence.*” ### **Social, Creative, and Intelligence Increase** Encouraging more androgynous behaviours is not just benefical socially, it is also a sign of higher creativity and intelligence. So how can one build these skills from an early age? ## **Three Strategies for Success** Here are three strategies that can foster psychological androgyny: - **Independent Thinking**: There is an inherent safety in sticking to socially acceptable and stereotypical ideas. One of the most important things educators and parents can do is to build independent thinking in their students. By proposing ideas that are different from their peers, students start to build confidence in their own ability to think critically and creativity. This same confidence then helps them jump across gender boundaries at a later point. - **Encourage Perspective Taking**: When a child suggests an idea or a solution, [have them explore the idea from multiple different perspectives.](https://edcircuit.com/three-strategies-to-help-your-child-build-a-creativity-mindset/) How would this idea be received by the opposite gender or more broadly by other groups? Would this be as useful for them as for you? Why or why not? By approaching an idea from different perspectives, you not only improve cognitive flexibility but also shift focus on broader values that affect everyone. - **Appreciate Gender-boundary Crossing**: Parents and educators should pay attention when a child engages in activity typically associated with the opposite gender, like a boy wanting to bake cookies or a girl interested in climbing trees. These moments reflect a child’s confidence in going beyond gender stereotypes and when appreciated it motivates them to continue down this path. People who are able to transcend gender boundaries don’t feel boxed in by cultural and social constraints. They are able to find more inclusive as well as more creative solutions. By encouraging skills like independent thinking and perspective taking from an early age, educators can help students become more creative, more confident and more inclusive. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Diversity, Equity, Inclusion, Social Emotional Learning --- ### [Why We Should Celebrate Everyday Creativity](https://edcircuit.com/why-we-should-celebrate-everyday-creativity/) **Published:** June 11, 2021 **Author:** Pronita Mehrotra **Excerpt:** Our everyday creativity is a universal ability that gives us survival advantages – it allows us to adapt to changing environments and handle new situations. **Content:** “I am not a creative person!” is a fairly common refrain to hear when people talk about their own creativity. Most people associate creativity with eminent people like Einstein or Mozart, but completely overlook their own creative acts. However, these smaller creative acts that we engage in everyday life, like finding a new way to optimize a routine or coming up with a new way to teach a concept, are highly beneficial both as an individual and at a larger societal level. Ruth Richards talks about the lack of attention we give to everyday creativity in terms of the 3 U’s: *“Our creativity is often underrecognized, underdeveloped, and under-rewarded, in schools, at work, and at home. Why is it, after all, that in so many schools, students are trying to get 100% on someone else’s test and not making up more questions of their own?”* Our everyday creativity is a universal ability that gives us [survival advantages](https://blog.mindantix.com/2020/11/) – it allows us to adapt to changing environments and handle new situations. It also equips us to better handle life’s ups and downs and lead happier, more fulfilling lives. Here are key reasons to celebrate everyday creativity, both at work and in schools. ## **Paving the Road to Bigger Creativity** Joseph Renzulli discovered that creative accomplishments arise from an interaction between [three clusters of traits](https://dx.doi.org/10.1207/S15327035EX1002_2) – above-average ability, creative thinking skills, and perseverance. It’s impossible to come up with a groundbreaking theory in physics without having a deep understanding of physics, approaching the problem with multiple different perspectives, and spending immense hours trying to solve it. Everyday creativity works the same way with all the traits scaled down for smaller, “[little-c](https://blog.mindantix.com/2014/03/want-to-be-more-creative-start-small/)” creative accomplishments. Most people already possess the ability to handle everyday tasks and the needed perseverance to make small innovations. The primary advantage of everyday creativity is providing a fertile ground for building creative reasoning skills and building creative confidence. Building creative problem skills in smaller ways paves the way for higher creative accomplishments over time. ### **Everyday Creativity in Schools** A recent trend in invention-related education is to challenge students to solve bigger societal problems like global warming. While there is nothing wrong in educating children about the problem, asking them to find creative ways to solve global challenges actually does the opposite – it drives them towards more unoriginal ideas. Most students lack the scientific or technical knowledge to meaningfully address such challenges. So their solutions end up looking more like “awareness campaigns” that aim to influence others to invest in or solve the problem. Posing big, global problems is the equivalent of asking students to solve calculus problems while they are still grappling with basic number operations, or asking them to write essays when they are still figuring out paragraphs. They rob students of the opportunity to build creative thinking skills. Instead, we need to provide opportunities where students can pick areas that they are intimately familiar with to apply their creative thinking. For example, some of the invention challenges that we have posed to students are redesigning school supplies or designing a useful gadget for their pets, areas that students fully understand and can innovate. ### **Everyday Creativity at Work** Everyday creativity doesn’t just help individuals in their journey from little-c to big-C creativity. They also help group outcomes. When companies harness the everyday creativity of their employees, they can create solutions that are similar or better than what experts would produce. In one [experiment](https://dx.doi.org/10.1038/nbt.2495), software programmers from all over the world participated in a challenge to solve a complex immunogenomics problem. The participants, roughly half of whom were students, didn’t come from academic or industrial computational biology. Despite that, several solutions outperformed industry-standard software used as benchmarks, and the topmost solution was two to three orders of magnitude faster than the benchmark solutions. While each participant didn’t possess domain expertise or exceptional creativity, *as an aggregate,* the group performed like an eminently creative person. Establishing a system to channel individual little-c creativity among employees can help solve much bigger problems effectively and provide a strong competitive advantage to companies. ## **Building a Healthy, Positive Attitude** Our human creativity affects our health, well-being, and personal growth. It enhances our social-emotional as well as our intellectual development. ### **Everyday Creativity in Schools** Higher creativity is associated with better coping skills to deal with stress and anxiety among students. When students are able to think in more divergent and flexible ways about problems, they come up with original and better ways to solve their problems. Higher creativity is also associated with higher self-esteem, better ability to handle ambiguity, better mental health, and optimism. In a [study](https://doi.org/10.1080/10400419409534520) designed to understand the effect of creativity on handling stresses, researchers found that students who rated higher on creative thinking were also better at handling stressful situations. The researchers noted, “*Any effort on the part of parents, teachers, or other professionals to encourage and provide opportunities for the enhancement of children’s creative thinking skills may have secondary payoffs with regard to their coping abilities. In this regard, children may respond much more readily to creative-thinking opportunities than stress management or social skills training workshops or classes.*” ### **Everyday Creativity at Work** Several research studies have highlighted the relationship between creativity and positive affect. Engaging in creative problem solving as part of work increases a sense of accomplishment and purpose. In a [study](https://doi.org/10.2189/asqu.2005.50.3.367) on organizational creativity across several industries, researchers found that the majority of the participants reported a primary positive reaction of joy, pride, satisfaction, and relief. A couple of verbatim comments capture the positive emotions felt by participants as they engaged in successful creative problem solving: *“I really enjoy the type of work I was doing today—like solving a great big puzzle and using really great tools to do it.” (A female participant in a high-tech company)* *“.|.|. \[In\] consideration of the enormous complexity and machinery involvement, I was forced to think. An alternative idea soon came to mind. \[Description of the idea.\] This not only simplifies our \[current\] trial tremendously, it also vastly increases the probability of success for the \[trial next week\]. It alternatively saves about six man days of labor, a week of schedule time, and over a thousand dollars in outside cleaning costs. This WIN-WIN eureka boosted our spirits and let us finish the week on a high note.” (Male participant in a chemicals company)* Everyday creativity is a skill that we all possess but often forget. Engaging in small creative acts, especially at younger ages, can help pave the path for bigger creative accomplishments later in life. And perhaps, even more importantly, help us lead happier lives. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Creativity, Social Emotional Learning **Tags:** Headline --- ### [What Neuroscience Tells Us About Learning](https://edcircuit.com/what-neuroscience-tells-us-about-learning/) **Published:** June 13, 2023 **Author:** Pronita Mehrotra **Excerpt:** As our society advances even more, students will have to cover more and more content, this article explores the role neuroscience plays in that development. **Content:** What does neuroscience research tell us about student learning today? Students today spend more time on academic learning than generations before. They cover more ground – learning things like programming or environmental science that their parents didn’t have to fret about – and spend more hours doing homework after school. One study [found](https://eric.ed.gov/?id=EJ985541) that in the sixteen-year period from 1981 to 1997, there was a 25% decrease in time spent playing outside and a 145% increase in time spent doing homework. As our society advances even more, students will have to cover more and more content, not just during their K1-2 school years but throughout their careers. By some estimates, students growing up today will have to learn entirely new domains and reinvent their careers every few years. Learning is no longer limited to younger ages but is becoming a lifelong journey. What does this really imply? Students have to *learn to learn* – acquire knowledge and master concepts faster – without which they will find it harder to stay abreast of new developments coming their way. But it’s not just about superficially memorizing things. Students will have to understand how to apply their newfound knowledge to problem-solving. In other words, learning has to become a more efficient process in terms of speed, depth, and understanding. Thankfully, advances in neuroscience are giving us clues on how to make learning more efficient. Understanding how the brain processes information can help students take charge of their own learning, not just in their student years but throughout their life. ## **Neuroscience-How Our Brain Learns** At a high level, we can view learning as a [three-step process](https://www.amazon.com/Make-Stick-Science-Successful-Learning/dp/0674729013). When we encounter any new information, our brain first encodes this information and places it in short-term memory. For example, if you come across a new fact, say learning about a new breed of dog, the information first goes into your short-term memory. The next day, you might recall that your childhood friend had a similar-looking dog, and now you start to remember other details about the dog – how friendly it was, how it played, and so on. At this stage, your memory is in long-term storage; it continuously consolidates other pieces of information that you already had. Over time you might add more connections to this piece of information, maybe a joke you heard about it, and it starts to get more and more enmeshed with other pieces of memory. After a few days, you might forget the name of the breed and try to recall it. You struggle a bit and then remember your friend’s dog, the joke, and other bits of memory that were tied to it. And then the name suddenly comes back to you, and you get a sudden burst of relief! A few days later, as you share a story about your childhood friend, her dog and the name of the breed come to your mind effortlessly, and you marvel at how well you remember this now. ![Neuroscience](https://edcircuit.com/wp-content/uploads/2023/05/LearningModel-2-500x244.jpg "A flowchart shows information encoded into shortterm memory then consolidated into longterm memory Arrows indicate retrieval and reconsolidation between shortterm and longterm memory | edcircuit") The picture above encapsulates how our memory works. Once we consolidate information into our long-term memory, subsequent retrieval and reconsolidation help to strengthen the memory traces and make it easier to recall information in the future. ## **Forgetting Is The Path To Learning** Over the last couple of decades, neuroscientists have discovered interesting things about how our memory works, and counterintuitive as it sounds, *forgetting* information is an important aspect of remembering! Our brain is constantly pruning information that it thinks it doesn’t need so that it can serve the really important bits of information faster. Imagine if your brain stored every little nugget of information that it receives – the color of the shirt a passenger wore in the subway, or the name of the street your friend in another state lives on – it would make it much harder to find the useful information that you really need. So if you don’t need any piece of information, its retrieval strength starts to get weaker. However, when you try to recall something that you have forgotten, i.e., when you have to struggle a bit to remember it, that’s when the brain gets a cue that this particular memory is important and might be needed again. So, with the process of retrieval, it starts to reconsolidate the information – find newer connections to other traces of memory so the memory is stored more strongly. As a result, this process of forgetting and remembering actually helps you learn better. Neuroscience-based memory models give us clues on how to structure our learning for maximum effectiveness. Here are three ways to boost your learning. ### **Repurpose Failure** When students don’t remember or don’t apply concepts correctly, it’s a sign that the information has been stored weakly in the brain. However, instead of feeling that they are ‘not cut out’ for this kind of work, students need to understand that their failure is simply a sign for their brain to reconfigure and become more efficient. Human brains are designed to learn through mistakes, so it makes sense to reframe forgetting as what it really is – a trigger that tells us that we need to take additional steps to ensure learning is complete. Students should use the opportunity to review concepts again and try to reconcile the mistakes so their understanding of the subject increases. ### **Adopt Active Learning Strategies & Neuroscience** Adding some challenge to the learning process that taps our brain’s natural mechanisms to process, store and understand information can significantly boost learning. Such challenges are ‘desirable difficulties’ because they make learning more efficient. Here are a few [strategies](https://www.amazon.com/Make-Stick-Science-Successful-Learning/dp/0674729013) that students and teachers can adopt: - **Retrieval Practice**: When learning new information, periodically quiz yourself about the central ideas and new terms encountered without looking at the text. This forces your brain to fetch the answers from long-term memory, and repeated retrieval is going to strengthen your memory. - **Spaced Learning**: To add more desirable difficulty to learning, practice retrievals after a period of time. When you start forgetting, you exert more effort in trying to remember, which then cues the brain to store the information more deeply. The gap between learning and retrieving can be anything from a day to a week – the key is that the gap should allow for some forgetting to happen. - **Interleaving**: Instead of waiting to thoroughly master one concept before moving on to the next, try mixing up different kinds of problems or concepts once you feel you have gained sufficient understanding in one. Not only does this make good use of spacing, but it also allows you to spot connections or differences between different kinds of problems. Research studies show that such strategies can be very effective in the classroom. In one [study](https://dx.doi.org/10.1002/acp.3814), students who practiced math problems in three sessions spaced apart by a week performed twice as well on the final test compared to students who did all the practice problems in one session. In another study, students performed [significantly better](https://dx.doi.org/10.1177/09567976211057507) on their science exam when a practice quiz one month before the exam interleaved concepts on the quiz. ### **Associative Learning & Neuroscience** Another useful strategy in learning is to connect the information you are learning to other pieces of knowledge you already possess. If retrieval practice creates deep roots, then associative learning creates more branches that help anchor the information better. To build associative learning - **Find an analogy**: Ask yourself if the new concept is similar to any other piece of information that you already possess. As an example, you might make a connection between gravity and magnetism as both involve a force that they can’t see and attract objects. - **Find a personal connection**: In some cases, your personal experience can be helpful in finding connections about what you are learning. For example, while learning about the ice age, you might remember an earlier trip to Grand Coulee, where they saw how the Missoula Floods carved out a massive canyon in a very short time. The scale and impact of the event will give you an enhanced perspective of the topic and deepen your understanding. ### **Conclusion** By understanding the neuroscience behind learning, students can take charge of their own learning. The key to efficient learning is to add and embrace the right kind of challenges that push our brains to reconfigure themselves. Unless students lack relevant background or specific skills to make sense of the concept in front of them, such challenges should be welcomed instead of dread. With a deeper understanding of the learning process, students can try different approaches and customize them to their needs. As an example, for some students, one day of spacing might be enough, whereas, for others, it might be a week. For the latter set, practicing a skill every day might not be as effective because they haven’t forgotten enough for reconsolidation to take place. With some trial and error, students can identify strategies that work best for them and become smart learners. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Educators --- ### [When EdTech Tools Work and When They Don’t](https://edcircuit.com/when-edtech-tools-work-and-when-they-dont/) **Published:** December 27, 2022 **Author:** Pronita Mehrotra **Excerpt:** Despite the vast potential of edTech tools, they can inadvertently create situations where student learning gets negatively impacted. **Content:** The promise of implementing edTech tools in education is alluring. Educational technologies help in the classroom and beyond as additional avenues to practice core skills, personalize learning based on ability, add more fun, and enable better collaboration among students and teachers. In short, they can be a valuable aid to improve learning outcomes and keep students engaged. However, despite the vast potential of edTech tools, they can inadvertently create situations where student learning gets negatively impacted. Here are a few things to remember when using edTech technology in your classroom to reap the most benefit. ## **Reduce Unnecessary Use of Media** It might be tempting to use different forms of media when teaching a concept. However, when multiple forms of media are used simultaneously, they can cause distraction and make it harder to retain information. In one experiment,[ researchers showed two groups of volunteers a presentation about the country Mali](https://www.nicholascarr.com/?page_id=16). One group was shown a text-only version of the presentation, while the other saw a multimedia version that included both text and audio-visual content. After the presentation, the text-only group could answer more questions correctly on a follow-up quiz compared to the multimedia group. Researchers summarized the outcome as follows, “*The text-only readers found it to be more interesting, more educational, more understandable, and more enjoyable than did the multimedia viewers, and the multimedia viewers were much more likely to agree with the statement ‘I did not learn anything from this presentation than were the text-only readers*.” This does not mean that teachers should stop using multimedia. Different forms of media can be engaging and fun for the classroom as long as they don’t cause cognitive overload when used simultaneously. ## **Limit Use of Gamified Elements in EdTech Tools** Many edTech products use gaming elements like badges, points, and more to keep students engaged with the product. While these mechanisms can engage students in the short term, they reduce students’ intrinsic motivation in the long term. The [initial engagement is now ](https://dx.doi.org/10.1016/j.chb.2014.03.007)believed to be due to the novelty of engaging with a new product, and when this novelty wears off, so does the interest in the subject. When gaming elements are used over a long time, students no longer enjoy learning for learning’s sake. In one semester-long study, researchers divided students into two groups – a gamified group that used a reward system aligned with the learning goals and a control group that received the same instruction without any gamified elements. At the end of the semester exam, the non-gamified group not only did better but also reported higher levels of motivation and satisfaction at the end of the class! The researchers explain, “*The results suggest that at best, our combination of leaderboards, badges, and competition mechanics do not improve educational outcomes and at worst can harm motivation, satisfaction, and empowerment. Further, decreasing intrinsic motivation can affect students’ final exam scores*.” That said, gamified mechanisms can be useful in a few scenarios. It’s still a good idea, however, to limit them to short periods of time. They are helpful when working with lower-order skills, like memorizing facts and spellings, or improving speed, like mental math and typing. To promote higher-order thinking skills, like creative and critical thinking, using gamified elements is almost always a bad idea. ## **Use Collaborative EdTech Tools** By default, classroom environments tend to promote student competition, reducing intrinsic motivation. Using technology tools to promote collaboration can help balance this out. Even simple social cues that signal working together have been [found to ](https://doi.org/10.1016/j.jesp.2014.03.015)enhance intrinsic motivation. These collaboration tools don’t have to be very sophisticated as long as they allow a genuine way to collaborate. One of the things we discovered through remote learning during the pandemic was that collaboratively editing a shared document led to better learning for the whole group. Students who were shy in group conversations could offer more ideas by simply editing the document, and more ideas get incorporated into the final solution. Discussion boards are another (simple) and useful tool for building critical thinking in students. They provide an asynchronous opportunity for students to think about the question, do research and reflect upon their idea before sharing it with others. They also learn through their peers – reading through other responses expands their own perspective. ## **Reflecting on Outcomes** While edTech tools have the potential to improve learning outcomes, not all of them might be suitable. In addition, how and when they are used in the classroom also makes a difference. Inappropriate or overuse of technology can harm learning outcomes. Educators should pay attention to cognitive overload, intrinsic motivation, and collaboration when incorporating edTech tools in their classrooms. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Educators **Tags:** Headline --- ### [Address Unfinished Learning Using Creativity And Arts](https://edcircuit.com/using-creativity-and-arts-to-address-unfinished-learning/) **Published:** November 28, 2022 **Author:** Pronita Mehrotra **Excerpt:** What we need to address Unfinished Learning are more holistic approaches that build student enthusiasm, curiosity, and engagement toward learning. **Content:** During the Covid-19 pandemic, students all over the world faced one of the largest [disruptors of education](https://doi.org/10.1007/978-3-030-99634-5) in history, leading to unprecedented unfinished learning. School closures across more than 190 countries impacted the routine and learning outcomes of 1.6 Billion students. By August 2020, 93% of households in the US reported the use of remote learning. Despite things returning to normal for over a year, we continue to see the ripple effect of this massive disruption. A number of organizations and researchers have tried to [estimate](https://doi.org/10.1007/s11125-021-09544-y) the loss in learning due to the pandemic. A report by Stanford University estimated that during Spring 2020, students lost between 57 to 183 days of learning in Reading and from 136 to 232 days of learning in Math. A study in the Netherlands, which had a relative lockdown period and is known for its equitable and well-funded schools, showed that [students made little to no progress in learning from home](https://doi.org/10.1073/pnas.2022376118). ## **Learning From Past Mistakes** One of the challenges with the analyses on learning loss thus far is that they focus narrowly on a few subjects, primarily math and reading. Finding an effective set of solutions to address unfinished learning is not an easy task. However, there is a wrong solution – solely relying on standardized tests. A myopic focus on test scores leads to sub-par teaching (“teaching to the test”) and pushes out more holistic interventions. We have seen this play out before when the No Child Left Behind Act was implemented in 2002. The Act converted testing from an informational mechanism to an *accountability* mechanism, changing teaching patterns inside classrooms. Teachers spent less time on subjects that were not being tested, like the arts, and [spent less time on open-ended exploratory work, like project-based learning](https://dx.doi.org/10.1007/s10833-009-9105-2). What we need are more holistic approaches that build student enthusiasm, curiosity, and engagement toward learning. Here are three strategies to incorporate when designing intervention programs to address unfinished learning without falling into the trap of standardized testing. ## **Creativity Deepens Learning** Incorporating creative thinking into regular subjects, like math, reading, or science, [deepens learning](https://www.tcpress.com/teaching-for-creativity-in-the-common-core-classroom-9780807756157). Paradoxically, this approach ends up *improving* standardized test scores despite test results not being an explicit goal. Creative thinking encourages students to think about a concept from multiple perspectives, question assumptions they might be making, and synthesize solutions from multiple strands. These cognitive processes help students deepen their understanding of the subject matter and retain information for longer. More importantly, they help students become better thinkers and problem solvers in the long run. For teachers to incorporate creativity into the classroom, they need to be mindful of the distinction between “teaching creatively” and “teaching for creativity.” ### **Use Creativity to Introduce New Concepts** When educators find a clever way to introduce a concept in the classroom, say using Bitmoji classrooms, they are teaching creatively. Their own creativity is at play in designing the lesson plan for the concept. This by itself is a good thing if it makes the lesson more engaging and helps students learn the concept more easily. However, “teaching for creativity” goes a step further – it allows students to build and exercise *their own* creativity. ### **Project Based Learning’s Effects on Unfinished Learning** Well-designed project-based learning modules are one way to encourage students to be more creative. However, it’s not hard to incorporate creative thinking in smaller doses by substituting a couple of traditional assignment questions with more creative ones. With this approach, neither the students nor the teachers are burdened with extra work. Key elements to keep in mind when incorporating creativity, in big or small doses, are: - Open-ended problems where multiple solutions are valid. - Problems are designed so that one more creative cognitive process, like [associative](https://edcircuit.com/how-to-boost-your-creativity-by-combining-ideas/) or [analogical](https://edcircuit.com/how-to-boost-analogical-reasoning/) thinking, is engaged. - An ability to share their work with their peers and learn from them. ## **Integrate Arts to Combat Unfinished Learning** High-quality arts programs, especially visual arts and music, have a strong correlation with academic success. Arts provides an avenue for students to build confidence to try new things in a safe environment. Incorporating arts increases both children’s self-efficacy and original thinking, according to a [creativity-based research study](https://doi.org/10.1080/03057640701705898). As the authors noted, > *Self-efficacious children believe they can be agents in creating their own futures and are more optimistic about what the world has in store for them.*” A randomized controlled trial with over ten thousand K-12 students in Texas found that [arts-learning experiences led to fewer disciplinary issues](https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts), higher student engagement, and improved writing achievements. ## **Reevaluate Unfinished Learning Evaluations** While standardized tests are a useful way to track student progress, they should be a small part of broader evaluations. Teachers should balance graded work with non-graded work that relies on constructive feedback. Quantitative scores orient students away from their own intrinsic motivation to extrinsic motivation, which leads to higher anxiety and lower interest in the subject matter. Providing opportunities for students to share their projects or other original work with their peers and get their feedback is another low-pressure way for students to learn from each other. ### **Utilize Critical Analysis** Finally, teachers should also encourage frequent self-evaluations to build student capacity to critically analyze their own work. When students find their own areas of improvement, they are much more intrinsically motivated to improve and learn. The learning loss created by the pandemic is significant and real, but we need to approach it cautiously. Prioritizing standardized test scores instead of more holistic approaches can lead to disastrous consequences in the long term. Instead, we need to double down on tried and tested methods – incorporating creative thinking and arts and toning down the performance pressure. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Creativity **Tags:** Headline --- ### [Why Play and Imagination For Students is Essential](https://edcircuit.com/why-play-and-imagination-for-students-is-essential/) **Published:** October 26, 2022 **Author:** Pronita Mehrotra **Excerpt:** In an ever changing education landscape we must prioritize play and imagination for students, this is a guide to foster required creativity. **Content:** As a parent, we have all had this experience at some point. You buy an expensive toy for your child but they are more interested in playing with the packaging instead of the toy itself. Children take the box as an open invitation to imagine. They can spend hours creating new ways to use the box in their pretend play, literally thinking *outside-the-box* when they convert it into a house or a spacesuit. Recognizing the value of the cardboard box but perhaps missing the point of play and imagination, companies even started shipping boxes with printed templates for rocket ships, cowboy hats, and other activities. ## **Effecting Development** Imagination and play are essential for a child’s normal development. Psychologist [Lev Vygotsky](https://en.wikipedia.org/wiki/Lev_Vygotsky), who studied children’s psychological development, identified [key features](https://eric.ed.gov/?id=ED274919) of children’s play and its role in later-stage creativity. The development of imagination in children is similar to the development of speech. In speech, children first start talking to others socially which over time gets internalized to inner speech. This inner speech then helps in self-regulation in different situations. Similarly, when it comes to imagination, children first start with play – they use concrete objects and different social situations in pretend scenarios – which gets internalized into the purely mental process of imagination. ## **Connecting Play and Imagination to Creative Thinking** As children grow more mature, imagination paired with thinking in concepts leads to more sophisticated creative thinking, where they produce novel and useful artifacts. When either play or imagination is hindered during the development process, later-stage creativity gets impacted. Unfortunately, there are signs that broader societal changes are making children less creative. [Children’s unstructured play time](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2939468/) has reduced by 14 hours per week since the 1980s. They are much more likely to participate in structured activities like piano or soccer than in play where their imagination can run wild. Perhaps more worryingly, play involving imagination such as role playing has been replaced by long hours in front of digital devices and social media usage. Schools have also evolved in the meantime. With a strong focus on test results and an increase in academic content, teachers have little time to allow their students to engage in exploratory, playful work. As a result, student creativity scores have declined significantly over the last few decades. ## **Strategies to Involve Play and Imagination** So, what can parents and educators do? Thankfully, there is a lot more awareness about the importance of play in child development and its role in learning. Here are three strategies to bring a more playful approach to exploring and learning: ### **Value Play and Creativity** Parents and educators need to recognize that play is an essential part of children’s development, which builds imagination and creative thinking. For younger children, simply join in their pretend play as they try different roles and different social situations. As children grow older, their imagination shifts to a mental operation and goes through the dreaded “why?” phase. Instead of dismissing children’s questions, adopt a playful mindset and engage with their ideas and questions even when they seem outlandish. A lot of creative ideas start off sounding ridiculous but eventually evolve into something useful. By respecting children’s ideas and engaging in dialogue with them you can help them discover hidden potential of their ideas, and instill a love of exploration. ### **Maintain Intrinsic motivation Using Play and Imagination** Standardized tests discourage learning for the pleasure of it, and push children away from intrinsic motivation. In current educational systems, there is little leeway from them, but the role of test scores should be downplayed so students don’t base their self esteem on them. Students should be provided with ample opportunities to engage in work that is not graded, which they can share with each other and tap into social and peer learning mechanisms. ### **Engage in Project-based learning** Project-based learning is a useful way to engage students in natural learning. However, [educators need to be aware that not all projects are equal](https://edcircuit.com/why-creativity-should-be-taught-in-schools/). Some work more as a playpen – a restrictive environment that doesn’t give opportunities for students to explore. What students need instead is a playground, where they can genuinely explore, make mistakes and learn from them, and collaborate with others when it makes sense. Technology is rapidly transforming our society. Artificial intelligence and automation are taking away jobs that were once a staple and changing the nature of work itself. Looking ahead, future jobs are expected to rely much more on uniquely human skills – imagination and creativity – that are hard to replicate. And a key element to fostering these skills is the ability to play. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Pronita Mehrotra](https://edcircuit.com/wp-content/uploads/lovable-avatars/pronita-mehrotra-334.webp) ](https://edcircuit.com/author/pronita-mehrotra/) [Pronita Mehrotra](https://edcircuit.com/author/pronita-mehrotra/ "Pronita Mehrotra"): Author Pronita Mehrotra is the Founder of [MindAntix](https://www.mindantix.com), a company that develops tools and programs to bring creativity into schools and organizations. Her work focuses on the neuroscience behind creative thinking and leverages cognitive thinking patterns in ideation and decision making. She has participated in several global conferences and conducted creativity workshops for educators and leaders. Her work has been featured in leading publications like Harvard Business Review, Geekwire, ASCD and Education Week. MindAntix’s educational product was awarded EdTech Digest’s Cool Tool 2020 Finalist award in the 21st century skills category. [ View all posts ](https://edcircuit.com/author/pronita-mehrotra/ "View all posts") [ ](mailto:pronita@mindantix.com) **Categories:** Project-based learning **Tags:** Headline, Play, Imagination --- ### [Betting on Education’s Long Game](https://edcircuit.com/betting-on-educations-long-game/) **Published:** November 26, 2019 **Author:** Leilani Cauthen **Excerpt:** Can public education survive? Without a doubt. Will public education change? The answer is yes, and it is making long strides even now. **Content:** When I was a young girl, we lived in an analog world. It was a different time. There was no Internet. No outside connectivity. Computers, such that they were, could be strung together in a network – but their capabilities were very basic. The research was done in a library. Teachers held the bulk of the knowledge. Sometimes you could find a book with additional knowledge, but generally, the teacher would decide what you got to learn. Our largest companies didn’t exist yet. Microsoft, Facebook, Amazon, Apple, and Google had yet to be imagined. Telephones were all tethered by wires. Only millionaires had car phones. No one could have even predicted smartphones. An educated person knew an agreed-upon body of knowledge that included literature, writing, mathematics, civics, and science. College was more of the same, with a concentration in one area. At this point I’d like to tell you I had to walk to school six miles in the snow and it was uphill both ways, but you are probably already feeling sorry for me. Honestly, though, it wasn’t that bad. In addition to an agreed-upon set of knowledge, there was an agreed-upon school experience. Everyone knew what to expect. Shool had been done this way for over a hundred years, and it seemed there was no reason to change it. But then the world changed. We run our lives on a small portable computing devices we carry in our pockets. With a touch interface and multiple communication capabilities, this device is 100,000 times more powerful than the guidance computers that took us to the moon and has over a million times more memory. Our society is interconnected. All the world’s knowledge is available instantaneously through our portable devices. Sophisticated technology allows us to have same-day or next-day delivery of virtually any product sold worldwide. We have drones for delivery, self-driving cargo trucks, and machine intelligence. And with all this fantastic technology touching every part of our lives, the state still requires our children to attend a government-funded on-location education system for up to 12 years at $700 Billion. This education system still relies on teachers to dispense knowledge and operates much like it did when I was a young girl. Many people are predicting the demise of public education. I am not one of them. In former positions, I worked in the software industry and then as a publishing executive in the education technology news media sector. In those positions, I learned much about the education business’s strengths and weaknesses. It is very accurate that public education as an institution is painfully slow to adapt. If it weren’t for one undeniable fact, I might be in the corner of those naysayers predicting the fall of public schools. Yet here it is: the public education sector is populated with bright, caring, mission-driven individuals that are wholly engulfed in the belief that they can help children reach and find better lives. Many schools are highly innovative. Do we have our work cut out for us? Absolutely. Can public education survive? Without a doubt. Will public education change? The answer is yes, and it is making long strides even now. Unfortunately, you won’t hear about these strides in the mainstream media. For the most part, education news in the mainstream media is little more than crime stories that happen to take place in a school setting. But for every gun found at school or drug bust in the parking lot, there are 1000 schools now using technology to change lives in ways that didn’t exist 10 years ago. Companies like [Microsoft](https://www.microsoft.com/), [Ruckus](https://www.ruckusnetworks.com/), [StrongMind](https://www.strongmind.com/), Canon, and hundreds of others are helping schools transform how we learn. I work with many companies, identifying their strengths and helping school districts leverage these technologies to benefit their learners. It is a process. We conduct 30 regional events nationwide each year where our team works directly with districts, helping them map out strategies to evolve their digital capabilities. These events have allowed me to roll up my sleeves and work alongside our nation’s superintendents, principals, curriculum directors, and technology folk. To a person, they have been dedicated to making the necessary changes to find equilibrium between the consumer world and the school world. In the transition to digital, there are a lot of chip shots and puts, but many districts are now hitting the ball down the fairway. Education is a long course, and the game may last another millennium. But the players in education are in it to win. And I’m betting on the long game. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Leilani Cauthen](https://edcircuit.com/wp-content/uploads/lovable-avatars/leilani-cauthen-246.webp) ](https://edcircuit.com/author/leilani-cauthen/) [Leilani Cauthen](https://edcircuit.com/author/leilani-cauthen/ "Leilani Cauthen"): Author LeiLani Cauthen is well-versed in the digital learning object universe, software development, the adoption process, school curriculum, and technology coverage models. She is helping define this century’s real change in teaching and learning. Nearly every week, Cauthen is on the road meeting school superintendents and their staff, sharing national research, and helping to ease the burden of the digital transition in education. [ View all posts ](https://edcircuit.com/author/leilani-cauthen/ "View all posts") [ ](mailto:lcauthen@mrmg.com) **Categories:** Community **Tags:** Headline --- ### [Going Virtual: 4 Questions for Administrators to Ask](https://edcircuit.com/going-virtual-overnight-four-questions-for-administrators-to-ask/) **Published:** March 20, 2020 **Author:** Leilani Cauthen **Excerpt:** A step-by-step questionnaire helps schools assess remote learning readiness, choose continuity strategies, and maintain student engagement during closures. **Content:** Schools and districts are calling asking for advice on what to do given they must shut down. We’ve developed this questionnaire so you can quickly analyze the direction to go – and call us for the list of appropriate resources you’ll need. We’ve mentioned many in our Special Reports, but there are tens of thousands in the market to chose from and you might need our help. ### **Question 1: How long will you be “out?”** Considering almost all schools nationwide will be out for the remainder of the school year given the rate of infectious growth of the Coronavirus, the incubation period and risk until warmer weather hopefully rids the population of the threat as much as possible. If you are “out” for a short term and have no infrastructure or a lack of equity of access is at issue, there are still very essential things you must do. Determine or decide length you will be out. Next decide if you can do any catch-up in summer and how long that might be and how much it will replace the loss of mid-March-May of lost learning time. We recommend if you are already out of school you consider plans that automatically award a reasonable grade for as much as you can without full completion of the work and possibly even any testing. “Clean slate” the year and then only offer online learning that you can actually implement to the end of the year. It’s important to do this to retain your community of learners and give them a sense like they weren’t just fired and are adrift. ### **Question 2: What do you want to do as a school or district? Pick one of these:** **1. Continuing per usual schedule, only virtual now, dropping sports & other live extracurricular, use teachers online.** What’s good or bad about this choice: What’s good is that you “stay on track” for learning achievement, your academic standards being met, and testing. What’s bad is that almost no schools are prepared for this, teachers don’t know how and you have no pre-built matrix of all lesson plans or students trained to discipline themselves for online learning. Parents are also probably not prepared. If you try this and aren’t really well-constructed, you will possibly have a huge failure plus open up equity gaps of kids whose parents are just not enforcing anything and then complain that it’s the school’s fault. Also realize that time will be different. You really will have a problem if you try to have a full 6-½ hour or 7-hour day from home and maintain all the same sets of between-class breaks, lunch, etc. **2. Continue the usual schedule, dropping live extracurricular but adding online extracurricular, use teachers online. What’s good or bad about this choice:** Same as #1 above, but you can now work in companies that offer full-courses or courseware online for extra-curricular choices. Plus, you can create community online by setting up discussion groups for each of the extra-curricular courses within your LMS or social sites like Knowstory. What’s bad about this is that you might not be prepared to “replace” your extra-curricular teachers or sideline them indefinitely and need a plan for that. You also will need a plan for how you will do oversight for extra-curricular courses or courseware and that may mean some rapid teacher training. **3. Drop the usual schedule and alignment to academic standards or testing, and use limited all new learning (grade & subject relevant), use teachers.** What’s good or bad about this choice: What’s good is that this allows you to streamline how you will run remote schedules in a way that most parents or students self-studying can actually do. You can form “houses” of learners out of existing homeroom or main classroom and form group rollcall on student calendars led by your regular teachers. This provides a forum to maintain a sense of community and purpose. You then can use predominately professional-grade courseware and Apps mixed in with some LMS-oriented lesson plans to continue learning less focused on meeting academic standards precisely or testing necessarily because it’s limited in scope of coverage. That’s not to say professional products and some internally built lessons won’t keep you on track, but the idea is to continue learning but sacrifice to some degree the strict requirements and full coverage. The downsides are obvious, such as what to do with teachers and how to organize when and where they are part of the plan, but the upside is that you keep students learning. **4. Same as #3, only reorganized for front-line and back-line teaching. What’s good or bad about this choice:** Same as #3, with the added benefit of streamlining so that fewer teachers are used to run online guidance and direct instruction while other teachers are allocated for retraining and used to custom build-out digital lessons or learn new courseware needed for a full transition for the next time you need a flexible blended program that allows the physical togetherness to be turned off at will with no loss of progress. **5. Rollcall continuity, loose schedule, limited mixed-live and a lot of Courseware, Apps & Sites, teachers limitedly engaged and used to build-forward your lesson workflow.** What’s good or bad about this choice: What’s good is that you are disregarding alignment to your schedule and academic standards are testing, and just putting access out to a loosely defined schedule to maintain engagement and a sense of learning. Plus, you are building out the matrix of resources needed to be ready next time. You can still schedule live activities that convene students like a regular rollcall to check-in and make sure all students know what they can be doing with resources. What’s bad is that you are not aligned to your usual course programs and may have to just assign every student their probable grade and hope for the best on any required high-stakes testing. In the meantime, you are gaining the ability to have teachers use their time from home for retraining and learning new courseware so they can grade it as lessons come in, and building out digital lessons for a full transition for the next time you need a flexible blended program that allows the physical togetherness to be turned off at will with no loss of progress. **6. Outsourced semi-coverage of curriculum digital content/lesson model and schedule, remainder retained and transitioning teachers meanwhile.** What’s good or bad about this choice: What’s good is that you have a reasonable assumption of retaining alignment and very rapid onboarding for all students, even for large districts for your main subjects. Your continuity of learning operations is held at a constant, with perhaps only a couple weeks delay. Meanwhile, you can train teachers and build a reasonable brand of your own that possibly uses some or all outsourced provider’s resources but builds out beyond that for a full coverage mix that fits your students. This is the easiest and fastest model but requires a firm hand by administrators to reassure and reorganize teachers for a workable model that can be both physical and online at will (which is the recommended personalized learning workflow model.) It is recommended all administrators and teachers do the EduJedi Leadership Society training so they can grasp the model that will fit the future, so this emergency situation never happens again. The bad thing is that in this model you are intentionally sacrificing many subject options, which may be something you have to do based on cost. **7. Outsourced full coverage digital content/lesson model and schedule, transitioning teachers meanwhile.** What’s good or bad about this choice: What’s good is that you have a reasonable assumption of retaining alignment and very rapid onboarding for all students, even for large districts for your all or nearly all subjects. What’s bad is that this will completely sideline the existing staff unless you strike a temporary deal for them to be rapidly trained and used as part of the deployment. Other teachers can be used to build out your own brand mix of all digital resources in the ultimate personalized learning workflow to secure your future. ### **Question 3: What do you have?** **Scenario 1:** No Online Learning, no[ Learning Management System (LMS)](https://www.instructure.com/lms-learning-management-system), no office suites, and maybe a few site subscriptions, apps or courseware only for remedial, intervention, or discrete digitized items like links and documents within lesson plans of various teachers probably use with projectors or interactive whiteboards. No matrix of teaching and learning in sequential order against estimated schedule of grade checksheet of all courses, each course with a coursesheet, each lesson in a course with itemized resources and steps and any formative and summative assessments. Curriculum planning is generalist at district or school level, and each teacher does their own general plan and then weekly lesson planning throughout the year. Administration has no real visibility into front-line lesson work, just the top-line pacing guides. **Scenario 2:** No LMS, Office365 or Google & maybe some random Apps or Subscription sites of courseware or discrete curated lesson objects – mostly remedial, supplemental or intervention. Also, no matrix. **Scenario 3:** Same as 2 but has an LMS. Probably has some ratio of teachers who use the LMS and some who really don’t. **Scenario 4:** Same as 2 and 3, but has an inventory plotted by grade, subject and whether core or supplemental for all resources or at least the subscription courseware and apps. **Scenario 5:** Has LMS, using Office365 or Google, lots of apps and subscription sites and has teacher-led workflow built out. This means each lesson has its own lesson sheet of steps and any needed assessment. The lessons have been laid end-to-end across a probable time schedule for the semester or year’s course. Each course has its list of lesson sheets and any needed info like who is the teacher, when and how it will convene and online community. Each lesson has a sequenced list of steps and any needed assessment. Teachers still allocate each checksheet, coursesheet and lesson sheet. There are no automatic algorithms routing learners from one small step to the next which still needs to be done by hand by teachers, but the highways of the subjects are built with sequenced courses and lessons across the full year. This can be done in most LMS’s alongside office suites but is very hard for K-12 to implement at all grade levels because it retains the teacher and whole-group orientation when transitioning to an online scenario. Since almost all online convening will lack some attendance, this scenario is fraught with failure and additionally when acting as a “replacement” to physical presence, would keep kids online for way too long. **Scenario 6:** Same as 5, but all grade checksheets, coursesheets and lesson sheets are built as self-directed, which means most of the work and navigation is done by students who convene only as called into online meetups or required lecture online, etc. This moves teachers into guiding, convening to discuss lessons, and doing direct instruction for students falling behind. It transforms to very little lecture-style and way more use of the best-in-class courseware and discrete digital resources versus digitized low-value word documents and try-to-lecture-online. **Scenario 7:** Same as 6, but now has lots of systems and Apps and courseware to carry different parts of learning offerings in a sophisticated mix, the most important of which is a separate workflow/forms engine for personalized learning workflow for all checksheets, coursesheets and lesson sheets. This is the “routing” of students to and fro they must follow, in addition to schedule of convening live online. It allows for a complete personalization and changes classrooms to meeting spaces because students are usually in the “house” room and even remote, just scheduled into whole group or small group with teachers per their cohort triggering that on the calendar as it arrives to those points. The workflow also has “byways” off these main highways for further individualization because teachers have predicted “glitch” areas of subjects where students might need remediation, extra practice, etc. The organization is now using teachers as both teachers and guides plus a set of former teachers as on-the-fly lesson builders or guides for students that fall off both the highways or byways or just need some other lesson. Note: this only exists right now in a more manual way in schools. It’s forms put in folders and sub-folders and sub-folders of those. It’s a routing form across all. It’s released materials as students arrive on the next form. It’s logistics. No one has automated all the algorithms needed for auto-cohorting and matchups as needed with teachers to fully uberize learning, but it’s coming. Meanwhile, any school can build out workflow with checksheets, coursesheets and lesson sheets the old-fashioned way by gathering up all teacher lessons and laying them end-to-end like bricks for a pathway. This is not hard. Implementing it, watching the flow and checking in with students, doing interventions and direct instruction, that’s now the work on teachers. ### **Question 4: What can I do right now?** 1\. Immediately take an inventory of your systems and digital assets. Plot these into a grid marking these columns: Grade – Subject – Use. 2\. Have teachers making lesson plans and putting them in sequential order as “6th Grade Math – Lesson 1” and so forth for the term remaining of the year, later for a full year. 3\. Meanwhile, immediately deploy all supplemental App access that you can. 4\. Pay attention to community creation and giving all students a sense of belonging every school day to your institution. 5\. Start training to transition your school or district to be flexibly able to easily handle on-campus or online learning. 6\. Work out your action plan, including what companies to partner with for different parts of your plan. We’re not just media and research, we can consult with you directly on a software model architecture and implementation. For parts that we know others will do better, we will recommend them to you. If you are a vendor we need to know or know better, please also contact us to get on our list of resources and public relations announcements to all readers. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Leilani Cauthen](https://edcircuit.com/wp-content/uploads/lovable-avatars/leilani-cauthen-246.webp) ](https://edcircuit.com/author/leilani-cauthen/) [Leilani Cauthen](https://edcircuit.com/author/leilani-cauthen/ "Leilani Cauthen"): Author LeiLani Cauthen is well-versed in the digital learning object universe, software development, the adoption process, school curriculum, and technology coverage models. She is helping define this century’s real change in teaching and learning. Nearly every week, Cauthen is on the road meeting school superintendents and their staff, sharing national research, and helping to ease the burden of the digital transition in education. [ View all posts ](https://edcircuit.com/author/leilani-cauthen/ "View all posts") [ ](mailto:lcauthen@mrmg.com) **Categories:** Hybrid and Remote Learning, Project-based learning **Tags:** Headline --- ### [School Lockdown: Duty of Care and Safety Protocols](https://edcircuit.com/school-lockdown-duty-of-care-and-safety-protocols/) **Published:** March 6, 2026 **Author:** EdCircuit Staff **Excerpt:** School lockdown procedures protect students and staff during threats while districts strengthen communication, safety protocols, and mental health support. **Content:** **School lockdown procedures** have become a central component of modern school safety planning as districts across the United States respond to rising threats, swatting incidents, and growing expectations around duty of care for students, teachers, and staff. For school administrators, educators, law enforcement partners, and school boards, a lockdown is not simply an emergency response protocol—it is part of a district’s [**legal and ethical duty of care**](https://edcircuit.com/school-duty-of-care-a-district-wide-responsibility/). That responsibility requires school leaders to prepare for potential threats, respond quickly when they arise, and ensure that students and staff remain safe inside the school building. But the conversation surrounding lockdowns is evolving. Schools are now balancing **three equally critical responsibilities**: protecting physical safety, communicating clearly with families, and [addressing the mental health impact of these events on students and staff](https://www.naesp.org/resource/balancing-physical-security-with-emotional-safety-in-schools/). For many communities, the most important question is no longer whether lockdown procedures exist. The real question is: **How prepared is your district when a threat occurs?** ## **What Constitutes a School Lockdown Threat?** School lockdown procedures are typically [initiated when administrators believe there is a credible threat](https://www.adt.com/resources/school-lockdown-procedures) that could endanger individuals inside the building. Threats that may trigger a lockdown can include: - A weapon reported on campus - An active shooter or violent individual - Police activity or a dangerous suspect in the surrounding area - A credible threat communicated online or by phone - Escalating violence or unsafe behavior inside the school One type of incident that has grown more common in recent years is [**swatting**](https://www.fbi.gov/investigate/cyber/alerts/2025/threat-actors-use-swatting-to-target-victims-nationwide)—a malicious act in which someone falsely reports a violent event, such as a school shooting or bomb threat, to trigger an armed police response. These incidents force schools to initiate lockdowns while law enforcement verifies whether the threat is real. Because the consequences of underreacting can be catastrophic, most districts follow a **precautionary approach**. If administrators believe there is even a possibility of danger, lockdown procedures are typically activated immediately while authorities investigate. This rapid decision-making highlights the core principle behind school safety policies: **protect first, confirm later.** ## **What Happens During a School Lockdown?** While exact procedures vary by district, most **school lockdowns follow similar steps** to secure classrooms and limit movement throughout the building. When a lockdown is announced, teachers and staff immediately begin securing their classrooms. Doors are locked, lights are often turned off, and students are moved away from windows and doors to remain out of sight. Students who may be in hallways, restrooms, or common areas are quickly directed into the nearest secure classroom. Movement throughout the building stops entirely. In classrooms, students are expected to remain quiet while teachers monitor the situation and, if possible, maintain communication with school leadership. At the same time, school administrators contact law enforcement and begin coordinating with first responders. Police officers assess the situation, determine the nature of the threat, and work with school officials to decide when it is safe to lift the lockdown. The lockdown remains in place until an official **“all clear”** is issued. Many districts now support these procedures with additional security infrastructure, including controlled door access systems, surveillance cameras, and emergency notification technology designed to help administrators respond quickly during a crisis. ## **Communication: The First Battle Against Panic** One of the greatest challenges during a lockdown is not just managing the emergency—it is **managing information**. Parents often learn about incidents through social media or student text messages before receiving official updates from the school district. Without [clear communication](https://www.balsz.org/about-balsz/about-our-district/lockdown-procedures/communication-during-lockdown-situations), rumors and misinformation can spread quickly. To address this challenge, districts increasingly rely on layered communication systems that include: - Emergency text alerts to parents and guardians - District notification apps - Automated phone calls and emails - Updates posted to district websites or social media channels The challenge for administrators is balancing **speed with accuracy**. Sending information too quickly can lead to incomplete or incorrect updates. Waiting too long, however, can create confusion and anxiety for families. Many districts now prepare **pre-written emergency message templates** and designate specific staff members responsible for crisis communications. This allows school leaders to provide timely updates while ensuring messages remain consistent and accurate. Clear communication not only reassures families, but it also helps prevent panic from escalating during an already stressful situation. ## **The Mental Health Impact of Lockdowns** While lockdowns are designed to protect physical safety, research increasingly shows they can also leave a lasting emotional impact on students and educators. Studies examining school lockdown experiences have linked these events to increased anxiety, stress, and heightened perceptions of danger among some students. Researchers have also found that students who already experience stress or mental health challenges may be particularly vulnerable to the emotional impact of lockdown situations. This growing awareness has prompted many districts to rethink how lockdown drills are conducted. Rather than using surprise drills or simulated violence, many schools are shifting toward **trauma-informed safety training** that prepares students and staff without causing unnecessary fear. Schools are also expanding mental health support following lockdown events. This may include access to school counselors, classroom discussions led by teachers, or additional communication with families to help students process what occurred. Experts emphasize that students should understand **why safety procedures exist** and how they help protect everyone inside the school community. ## **The Role of Teachers and Staff** Teachers and school staff are often the [first line of response during a lockdown](https://www.nisd.net/schools/safety). In the first moments of an incident, they must secure their classrooms, protect students, and maintain calm under pressure. For many students, the teacher’s emotional tone determines how they react. When educators remain calm and confident, students are more likely to feel safe even in stressful situations. Because of this responsibility, many districts now provide annual safety training for teachers and staff that includes crisis response planning, threat recognition, and communication strategies. This preparation ensures that when a lockdown occurs, teachers are not improvising—they are following procedures they have practiced and understand. ## **What Students and Parents Should Know** While administrators and law enforcement ultimately make decisions during a lockdown, students and families also play an important role in school safety. Students should understand the purpose of lockdown procedures and the importance of following the teacher’s instructions immediately during an emergency. Remaining quiet, staying out of sight, and avoiding unnecessary movement can be critical to keeping everyone safe. Parents, meanwhile, should familiarize themselves with their district’s safety protocols and emergency communication systems. During a lockdown, safety experts strongly advise parents [**not to rush to the school campus**](https://www.selmausd.org/parent-old/keeping-schools-safe), as this can interfere with emergency responders and complicate the situation. Instead, families should rely on official district updates and wait for guidance before attempting to retrieve students. ## **A Question Every School Community Should Ask** Every district has a lockdown policy written somewhere in its safety handbook. But far fewer communities regularly revisit those plans with the people who must carry them out. Do students understand what a lockdown means? Do teachers feel confident securing their classrooms under pressure? Do parents know where to get information during an emergency? And perhaps most importantly, does the district have a plan to support students emotionally after a lockdown? These questions are becoming increasingly important as schools recognize that [safety planning](https://www.healthychildren.org/English/safety-prevention/all-around/Pages/actions-schools-are-taking-to-make-themselves-safer.aspx) must address both **physical protection and emotional well-being**. ## **Preparing for the Future** [School lockdown procedures are not simply about reacting to a crisis.](https://santaclara.courts.ca.gov/system/files/general/code-red-school-safety-and-crisis-mitigating-psychological-effects-school-lockdowns-nasp.pdf) They are about preparation, communication, and trust. Across the country, districts are working to improve safety planning by strengthening partnerships with law enforcement, investing in better communication technology, redesigning lockdown drills to reduce trauma, and expanding mental health support for students and staff. These improvements reflect a growing understanding that school safety is not defined by a single policy or drill. It is the result of **continuous planning, training, and community awareness**. Because when students walk through school doors each morning, they expect a place of learning. It is the responsibility of every district to ensure it is also a place of safety. **[KBTX News](https://www.youtube.com/@Kbtxnews3) – [Focus at Four: What to Do When Your Child’s School Goes on Lockdown](https://www.youtube.com/watch?v=ZhnF0GCLuRc&t=140s)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety **Tags:** Headline --- ### [How School Counselors Guide Students Toward Success](https://edcircuit.com/how-school-counselors-guide-students-toward-success/) **Published:** April 9, 2026 **Author:** EdCircuit Staff **Excerpt:** School counselors guide students through college planning, career exploration, academic success, and emotional support from freshman year to graduation. **Content:** School counselors help students navigate some of the most important decisions of their lives, guiding them through academics, career exploration, college planning, and personal growth. Every year, students walk into high school carrying questions about their future. Some arrive excited about what lies ahead. Others feel uncertain, overwhelmed, or unsure where they belong. For many of them, **school counselors become the people who help turn those questions into plans**. School counselors play a powerful role in shaping the future of students. From helping freshmen navigate their first days in a new building to guiding seniors through college applications and career decisions, school counselors support students at every stage of their high school journey. Their work often happens quietly behind the scenes, yet its impact can last a lifetime. ## **Helping Freshmen Find Their Way** The work of school counselors begins long before senior year. For freshmen entering high school, everything feels new. The campus may be larger than anything they have experienced before. Academic expectations increase, schedules become more complex, and students must begin thinking about long-term goals earlier than they may realize. School counselors help ease that transition. Counselors assist students with building schedules that align with graduation requirements while also introducing them to courses that match their interests. They explain how credits work, how grade point averages are calculated, and how early academic choices can influence future opportunities. Just as importantly, school counselors help freshmen feel supported and confident as they begin their high school experience. A student may walk into the counseling office simply asking where to find tutoring support or how to join a club. Those conversations may seem small, but they help students feel connected to their school community. When students know there is someone ready to help, the entire high school experience becomes less intimidating. ## **Supporting Academic Success** As students move through their high school years, school counselors continue to guide their academic journey. Course planning becomes increasingly important as students begin identifying interests and possible career paths. [School counselors work with students](https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Career-Development) each year to review graduation requirements and select courses that align with their strengths and goals. A student interested in engineering may be encouraged to pursue advanced math and science courses. Another student who enjoys writing may explore journalism, communications, or creative writing electives. School counselors also help students develop the academic habits that lead to success. Many students benefit from guidance on time management, study strategies, and goal-setting. When students face academic challenges, counselors help them create plans to improve performance. They may connect students with tutoring programs, academic support services, or peer mentoring opportunities. These conversations help students understand that setbacks are part of learning and that support is always available. ## **Supporting Student Wellbeing** High school is a time of tremendous personal growth, but it can also be a time of stress and uncertainty. School counselors serve as trusted adults students can turn to when they need someone to listen. Students may visit the counseling office to talk about academic pressure, social conflicts, family challenges, or anxiety about the future. Having a safe place to talk allows students to process their emotions and develop healthy coping strategies. School counselors help students build communication skills, resolve conflicts, and manage stress constructively. They also provide crisis support when students are facing serious challenges and coordinate with teachers, administrators, and outside professionals when additional help is needed. These efforts ensure students receive both the emotional support and guidance necessary to succeed. For many students, simply knowing there is someone who understands and cares about their well-being can make an enormous difference. ## **Encouraging Early Career Exploration** One of the most valuable services school counselors provide is helping students begin thinking about careers early in their high school experience. Career exploration does not begin in senior year. School counselors introduce these conversations throughout high school so students can begin identifying interests and strengths. Through career assessments and one-on-one meetings, school counselors help students explore fields that align with their skills and passions. These tools encourage students to think about how classroom learning connects to real-world opportunities. Many school counselors also work with local businesses and community organizations to create opportunities for students to experience potential career paths firsthand. Internships, job shadowing programs, and career days allow students to interact with professionals and learn what different careers look like in practice. For some students, these experiences spark a sense of direction they had not yet discovered. ## **Guiding the College Search** As students move into their junior and senior years, the focus often shifts toward college planning. The college search process can feel overwhelming. Students must consider academic programs, campus environments, admission requirements, and financial costs while balancing their high school responsibilities. School counselors help break this process into manageable steps. [Counselors guide students as they research colleges](https://secure-media.collegeboard.org/digitalServices/pdf/membership/counselor-workshops/learn.pdf) that align with their interests, goals, and learning preferences. They notify students when colleges will be visiting campus so students can attend informational sessions and speak directly with admissions representatives. These visits often provide students with their first opportunity to imagine themselves on a college campus. For some students, a simple conversation can change everything. A student who never imagined attending college may leave a meeting with their school counselor with a list of schools to explore, scholarship opportunities to pursue, and a renewed sense of possibility. ## **Navigating the College Application Process** Applying to college requires careful planning and organization. School counselors host workshops that guide students through each step of the application process. These sessions help students understand application platforms, essay requirements, recommendation letters, and important deadlines. Students also receive guidance on writing personal statements that reflect their experiences, interests, and aspirations. Behind the scenes, school counselors coordinate with teachers and administrators to ensure transcripts, recommendations, and official documents are submitted accurately and on time. Families benefit from this support as well. Parent information nights allow families to learn about application timelines, admission expectations, and how best to support their students. With the guidance of school counselors, a complex process becomes much more manageable. ## **Helping Families Understand Financial Aid and Scholarships** For many families, one of the biggest concerns about college is affordability. School counselors play a critical role in[ helping students and families understand financial aid opportunities](https://www.brookings.edu/articles/school-counselors-are-vital-to-navigating-the-fafsa-maze/). Workshops explain how to complete financial aid forms such as the FAFSA and how financial aid packages are structured. Counselors help families understand the differences among grants, loans, scholarships, and work-study opportunities. Throughout the year, school counselors also share scholarship opportunities with students. Many counseling departments maintain scholarship lists or online portals that allow students to search for opportunities that match their achievements and interests. For students who once believed college might be financially out of reach, this guidance can open doors to opportunities they never expected. ## **Supporting Students Exploring Different Paths** While many students pursue college after graduation, school counselors recognize that success can take many forms. Some students choose technical education, apprenticeships, military service, or direct entry into the workforce. School counselors help students explore these options thoughtfully and confidently. They connect students with vocational training programs, certification opportunities, and partnerships with local employers. By presenting multiple pathways to success, school counselors ensure that every student can find a direction that aligns with their interests and abilities. The goal is not simply college admission. The goal is to help students build meaningful and fulfilling futures. ## **The Quiet Impact of School Counselors** Much of the work school counselors do happens quietly. It happens when a freshman nervously walks into the counseling office, unsure of how high school works. It happens when a sophomore begins to explore career possibilities. It happens when a senior opens a college acceptance letter after months of preparation. In each of those moments, a school counselor has likely played an important role. They have listened carefully, offered advice, encouraged persistence, and reminded students that they are capable of achieving more than they may believe. ## **Recognizing the People Behind the Scenes** School counselors rarely seek recognition. Their focus is always on helping students succeed and preparing them for life beyond graduation. Yet their influence reaches far beyond the counseling office. School counselors are mentors, advocates, planners, and problem solvers. They help students succeed academically, navigate social challenges, and make thoughtful decisions about their future. Often, behind every confident graduate is a school counselor who helped them believe in what was possible. Long after graduation, students may forget the details of a schedule or the name of a particular assignment. But many will remember the counselor who listened when they needed guidance, who encouraged them when they doubted themselves, and who helped them see a future full of possibility. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [AI Vape Detectors in Schools Redefine Campus Safety](https://edcircuit.com/ai-vape-detectors-in-schools-redefine-campus-safety/) **Published:** March 13, 2026 **Author:** EdCircuit Staff **Excerpt:** AI vape detectors in schools deliver real-time alerts, reduce supervision gaps, and show how intelligent campuses are transforming student safety and wellness. **Content:** AI vape detectors in schools are turning ceilings into real-time safety systems, closing long-standing supervision gaps while redefining how districts protect student health and privacy. An assistant principal glances at a phone during third period. A notification appears: elevated vape aerosol levels detected — second-floor east bathroom. No cameras. No audio. No staff member is stationed outside the door. But within seconds, the school knows: - where the incident is happening - how many students are inside - whether the space shows signs of unusual activity That moment captures a growing national shift. AI is no longer confined to dashboards, learning platforms, or cybersecurity filters. It is moving into the physical infrastructure of schools — transforming air, space, and motion into actionable intelligence. In Hillsborough County Public Schools, the [large-scale deployment of AI-powered Halo environmental sensors](https://www.wfla.com/news/hillsborough-county/vaping-detectors-being-installed-in-hillsborough-county-high-schools/) in every high school bathroom represents one of the clearest examples yet of the intelligent campus becoming reality. ## **From blind spots to responsive environments** Bathrooms have always been one of the most difficult areas for schools to supervise. They are also where many of today’s most persistent student safety and wellness challenges converge: - vaping and THC use - bullying and fights - class avoidance - vandalism Traditional strategies — hall passes, periodic checks, locked access — have relied on adult availability and physical presence. In an era of staffing shortages and expanded safety expectations, that model is increasingly unsustainable. Environmental AI changes the equation by shifting supervision from people to place. Instead of assigning someone to monitor the space, the space itself becomes aware. ## **How the technology works — and why that matters** The sensors installed in Hillsborough County [operate without cameras or microphones](https://baynews9.com/fl/tampa/news/2026/02/26/hillsborough-schools-crack-down-on-student-vaping-with-new-detectors). They do not record conversations or capture images. Instead, they analyze: - airborne chemical signatures linked to nicotine and THC - masking agents designed to hide vaping - air quality and particulate levels - humidity and temperature - occupancy counts - motion pattern anomalies Over time, the system uses machine learning to understand what “normal” looks like in each specific room — how air flows, how long students typically stay, and how many people are usually present. When those patterns change, administrators receive instant alerts with precise location data. This distinction is critical. The technology is not identifying individuals — it is [identifying environmental events](https://halodetect.com/blog/vape-detectors-in-school-bathrooms/). That is why many districts view it as a privacy-conscious alternative to video surveillance in sensitive spaces. ## **Student health: the real driver behind adoption** While the technology is impressive, the primary motivation is not discipline — it is health. Youth vaping remains one of the most difficult challenges facing middle and high schools. The speed at which nicotine addiction can develop, combined with the rise of THC use and synthetic products, has shifted the issue from rule enforcement to public health response. With real-time detection, schools can: - intervene immediately - identify patterns of repeated use - connect students to counseling or support services faster That moves the conversation from punishment to prevention — and aligns directly with whole-child and MTSS frameworks many districts are already building. ## **A new operational model for school leaders** For principals and district administrators, the impact goes far beyond bathrooms. Real-time environmental alerts allow schools to: - respond faster to fights - reduce vandalism and property damage - monitor overcrowding - deploy staff more efficiently Instead of assigning personnel to constantly check spaces, administrators can respond only when needed. In a time of: - budget constraints - staffing shortages - increased safety expectations That shift from routine supervision to targeted response is operationally significant. ## **The rise of the intelligent school campus** What is [happening in Hillsborough County](https://www.fox13news.com/news/hillsborough-schools-expand-vaping-detector-program) is part of a much larger transformation. AI in K–12 is moving from software to infrastructure. Districts are already implementing: - AI-powered weapons detection - smart access control systems - intelligent camera analytics - predictive cybersecurity monitoring - energy and air-quality optimization Environmental vape detection fits into this broader ecosystem. The result is the emergence of a responsive school building — one that senses risk, communicates in real time, and supports faster decision-making. This is the intelligent campus model that higher education, healthcare, and corporate environments have been moving toward for years. K–12 is now entering that phase. ## **The privacy paradox** Even without cameras or audio recording, these systems change how students experience space. They know the environment is monitored. That creates a new behavioral dynamic: awareness without direct surveillance. For district leaders, the key questions are no longer whether to use AI, but: - What data is collected? - Who has access to it? - How long is it stored? - How is it used to support — not simply punish — students? The success of these systems will depend on policy, transparency, and clear communication with families and students. ## **Turning incidents into actionable intelligence** One of the most powerful long-term impacts is not the alert itself — it is the data over time. Districts can begin to see: - when incidents are most likely to occur - which locations need redesign or increased access - how scheduling affects behavior - where wellness interventions are most needed That turns isolated discipline events into strategic planning insight. ## **A cultural shift for students** For today’s students, intelligent environments are becoming normal. They already live in: - smart homes - AI-curated digital platforms - sensor-driven public spaces Schools are now reflecting that same reality. The lesson is not just behavioral — it is societal. Students are learning what it means to exist in AI-enabled environments and how those systems are used to support safety and health. ## **Leadership implications for districts** For superintendents, CTOs, and facilities leaders, this is not a vaping solution. It is an infrastructure decision. It signals: - a move toward data-informed operations - integration of safety, health, and facilities systems - a new definition of supervision And it raises a defining leadership question: If the building can sense risk in real time, how should the human response change? ## **Conclusion: the ceiling is the new dashboard** The most important shift is not the detection of vape aerosols. It is the transformation of the school building into a real-time partner in student safety. For decades, supervision depended on line of sight. Today, it depends on environmental awareness. The ceiling is becoming a dashboard. The air is becoming data. The building is becoming responsive. And in that transformation lies the future of K–12 campus safety — not as surveillance, but as intelligent, privacy-conscious care that allows schools to intervene earlier, support students faster, and design environments where harmful behaviors are harder to hide and easier to address. **[WFLA News Channel 8 ](https://www.youtube.com/@WflaNewsChannel8)– [Vaping detectors are being installed in Hillsborough County High Schools](https://www.youtube.com/watch?v=CKkaqM6juA8)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety **Tags:** Headline --- ### [School Board Procurement Oversight in 2026](https://edcircuit.com/school-board-procurement-oversight-in-2026/) **Published:** April 2, 2026 **Author:** EdCircuit Staff **Excerpt:** School board procurement oversight is becoming a central governance issue in 2026. Here’s what boards must ask about contracts, renewals, and risk. **Content:** School board procurement oversight in 2026 is no longer a procedural formality — it is a core governance responsibility. For years, procurement sat quietly inside district operations. Contracts were approved. Renewals were processed. Vendor relationships continued with minimal public scrutiny. That era is over. [District technology ecosystems have expanded.](https://www.kidsburgh.org/innovative-school-districts-are-balancing-the-best-of-digital-learning-with-powerful-face-to-face-experiences/) Subscription models dominate. Cybersecurity incidents make headlines. Parents ask sharper questions about data use. Budgets are tighter. Federal relief funds have expired. And long-term contractual commitments now shape financial flexibility. Boards do not need to negotiate contracts. But they do need to understand the structural risk embedded within them. Here is what boards should be asking — and why it matters. ## **1. What Is Our Total Contract Exposure — Not Just This Year’s Budget?** Most board packets show annual expenditures. They rarely show total contractual liability. Multi-year agreements, renewal escalators, and automatic extensions create forward obligations that may not be visible in a single fiscal year presentation. Boards should ask: - *What is our total multi-year contract exposure?* - *How much of next year’s operating budget is already committed through renewals?* - *What percentage of instructional technology spending is locked in beyond 24 months?* Without this visibility, boards are approving incremental decisions without understanding cumulative obligation. Financial flexibility does not disappear suddenly. It erodes quietly through recurring commitments. ## **2. How Dependent Are We on a Small Number of Vendors?** Vendor consolidation can increase efficiency. It can also increase systemic risk. If a district relies heavily on a small group of vendors for: - *Student information systems* - *Learning management platforms* - *Assessment tools* - *Communications infrastructure* then operational disruption in one company can ripple quickly across the district. Boards should understand: - *Concentration ratios across major vendors* - *Contingency plans for vendor failure or acquisition* - *Exit timelines and data portability provisions* Dependency is not inherently bad. Unexamined dependency is. ## **3. Where Are Renewal Escalators Embedded?** Renewal escalators often appear modest in isolation. Three percent. Five percent. Sometimes tied to inflation indices. But layered across dozens of contracts, compounded annually, the effect becomes structural. Boards should request: - *A three-year renewal growth projection* - *Identification of contracts with automatic price increases* - *Modeling of cumulative escalation impact* If renewal growth outpaces revenue growth, the imbalance eventually constrains program flexibility. Escalators are not line items. They are trajectory setters. ## **4. Are We Evaluating Vendor Performance Before Renewal — Or After?** In many districts, renewal decisions are driven by timing rather than evaluation. If implementation cycles are midstream or school years are underway, the appetite for disruption is low. Renewals proceed by default. Boards should ask: - *Is there a formal vendor performance review process?* - *Are usage metrics reviewed before continuation?* - *Are renewals ever paused or renegotiated based on performance data?* Procurement oversight is not about questioning every tool. It is about ensuring continuation is intentional. Default renewal is not a strategy. ## **5. What Is Our True Cybersecurity Exposure?** Every vendor contract expands the district’s digital footprint. Each integration point increases potential vulnerability. Boards should understand: - *How third-party vendors are vetted for cybersecurity compliance* - *Whether contracts require breach notification within defined timeframes* - *How often are vendor risk assessments conducted* - *Whether cyber insurance coverage reflects current exposure levels* Cybersecurity risk is cumulative. It scales with vendor expansion. Oversight must scale with it. ## **6. What Student Data Is Leaving the District — And Under What Terms?** Data privacy concerns are no longer abstract. Parents are aware. Legislators are active. Media attention is immediate. Boards should ask: - *What categories of student data are shared externally?* - *Are vendors contractually prohibited from secondary data use?* - *How is compliance monitored beyond initial contract signing?* - *What data deletion rights exist upon contract termination?* Data governance is a board-level accountability issue, even if operational management resides elsewhere. ## **7. How Centralized Is Procurement Governance?** Decentralized purchasing increases innovation. It also increases risk. When departments independently adopt tools, districts may experience: - *Redundant platforms* - *Overlapping functionality* - *Fragmented oversight* - *Subscription creep* Boards should understand the governance model: - *Is there a district-wide subscription inventory?* - *Who holds authority over multi-year commitments?* Governance clarity reduces risk before it accumulates. ## **8. Are We Modeling the Long-Term Structural Impact?** The most mature boards move beyond current-year approval. They ask forward-looking questions: - *What does our technology cost structure look like in five years?* - *If enrollment declines, how do contract commitments adjust?* - *How would a revenue downturn affect subscription-heavy budgets?* Procurement decisions shape structural cost models. Boards that only evaluate present-year affordability miss future constraints. ## **The Governance Shift** Procurement is no longer a paperwork checkpoint. It shapes: - *Financial sustainability* - *Cybersecurity resilience* - *Data governance* - *Vendor dependency* - *Operational flexibility* In 2026, the districts that demonstrate governance strength will not necessarily spend less. They will better understand their exposure. The most effective boards will not overwhelm administrators with micromanagement. They will ask disciplined, forward-looking questions that sharpen operational clarity. Procurement oversight is no longer optional background work. It is a public trust issue. And the boards that recognize that shift early will lead with confidence rather than react under pressure. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Industry **Tags:** Headline --- ### [Addressing Chronic Absenteeism: Six Key Elements Every School Leader Should Include in Their Plans](https://edcircuit.com/addressing-chronic-absenteeism-six-key-elements-every-school-leader-should-include-in-their-plans/) **Published:** March 3, 2026 **Author:** EdCircuit Staff **Excerpt:** Returning students to school requires strategic leadership, systemic coordination, and a commitment to building human connections. **Content:** Chronic absenteeism is, in my opinion, one of the most urgent challenges facing K-12 education in America today. Defined by the U.S. Department of Education as missing 10% or more of school days, chronic absenteeism emerged as a serious challenge during the COVID-19 pandemic. According to the American Enterprise Institute’s [Return 2 Learn Tracker](https://www.returntolearntracker.net/), chronic absenteeism surged nationwide from 15% before COVID-19 to 28% in 2022 and remains elevated at 24% in 2024. As a former teacher, school administrator, and school superintendent, I have seen school districts try various strategies and approaches to fight chronic absenteeism. But to effectively address this urgent issue, school leaders need to look beyond just attendance policies and automated outreach technology. Rather, returning students to school, reengaging them in learning, and reconnecting them to opportunity requires strategic leadership, a coordination of school and community systems, and a commitment to building human connections with the chronically absent. During my career in K-12 education, I’ve seen what works and what does not in the fight to bring disengaged students back to school, and here are the six key elements I believe must be integrated into any school system’s effort to combat chronic absenteeism. 1\. Set a Clear Vision and Systemwide Alignment.** Chronic absenteeism is not an operational concern. It is a human-centered issue that requires a human-centered solution. As such, school leaders should seek to frame attendance not in terms of data, but in terms of equity and student success. This requires setting clear goals aligned to strategic plans, communicating the urgency of the issue to stakeholders, and outlining clear expectations at every level of the school system. Then, district administrators, school principals, and community partners should align around shared goals and responsibilities for success and measurable outcomes. Once this occurs, addressing the issue of chronic absenteeism becomes a collective responsibility of the community, and the district is positioned to maximize its response to the issue. **2. Use Data to Target Resources Strategically.** All too frequently, I’ve seen school systems analyze attendance reports in a silo. It is important that a student’s attendance data be analyzed alongside their academic record, their grade level progression, behavioral record, and district demographic trends. This will help district leaders pinpoint where chronic absenteeism is undermining learning, and reveal attendance patterns and places of acute need. This type of careful data review helps ensure targeted, equitable interventions that maximize resources and resources. **3. Adopt a Human-Centered Intervention Model.** In my experience, **chronic absenteeism is very rarely a question of motivation or truancy alone. I believe it is a symptom of a broken relationship between schools and families, combined with a set of complicated social, emotional, and environmental barriers that make daily attendance difficult. These human-centered challenges require human-centered solutions.** A powerful tool in repairing the broken relationships between families, students, and schools that is often at the root of chronic absenteeism is a home visit conducted by trained, culturally responsive community members. These visits can reset the family-school relationship, flipping it from one focused on enforcement to one predicated on partnership. When trusted members of the community meet families where they are, communicate in a family’s preferred language, and honor the cultural norms of the communities schools serve, productive partnerships can be built. **4. Leverage Community-Based Capacity.** Home visits often uncover a web of interconnected issues such as housing instability, chronic health issues, transportation barriers, and unmet socio-emotional needs that prevent a student’s regular school attendance. School leaders should bring together relevant district departments with community providers of student services, transportation, healthcare, and housing to strategize ways of better supporting chronically absent students. By aligning their efforts, school systems and community organizations are better positioned to address the underlying issues preventing a student’s regular school attendance. **5. Ensure Accountability and Continuous Improvement.** An important but often overlooked part of any systemic effort to address chronic absenteeism is monitoring and continuous improvement. It is important that school districts create systems for real-time reporting and outcome tracking. This will help identify patterns and trends as they emerge, which will in turn enable the district to pivot resources as appropriate. It is also important to create a system to elevate the insights gleaned through your district’s personal outreach. Data will often not capture the nuance of these insights, yet they may provide information that will inform district policy, communications strategies, and services. Leadership teams that integrate quantitative and qualitative data create smart feedback loops that translate the insights from individual interventions into systemwide learnings that can improve decision making. **6. Plan for Sustainability.** To ensure the work to fight chronic absenteeism is sustainable, districts should align their efforts with allowable funding streams and larger district priorities. Federal, state, and local funding streams such as Title I, community school funds, and student support allocations can often be applied to efforts to support engagement, wraparound services, and family outreach when initiatives are framed as student success priorities. In addition, embedding attendance strategies within district improvement initiatives and long-term strategic plans help ensure efforts to reengage students in learning are not damaged by shifting priorities or short-term funding cycles. Better data collection or a compliance-based approach alone will not solve the urgent issue of chronic absenteeism. Only through purpose-built strategies that prioritize human connections, strengthen relationships, align community resources, and remove barriers to student attendance will school districts be able to successfully address what is in my opinion the biggest issue facing K-12 education and our nation today. The work is complex and challenging, but at this time, I can think of no other more important mission. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Traci Davis, a woman with straight black hair, wearing a black blazer and necklace, smiles slightly in front of a neutral gray background.](https://edcircuit.com/wp-content/uploads/2026/03/davis-333x500-1.jpg) ](https://edcircuit.com/author/traci-davis/) [Traci Davis](https://edcircuit.com/author/traci-davis/ "Traci Davis"): Author Traci Davis, Former Washoe School District (NV) Superintendent and Senior Advisor, [Concentric Educational Solutions](https://concentriced.org/) [ View all posts ](https://edcircuit.com/author/traci-davis/ "View all posts") [ ](https://concentriced.org/) **Categories:** edLeaders, Educators, Hot Topics - controversial, K-12 Teachers **Tags:** Headline --- ### [Master Schedule Safety: Time Is the Hidden Risk](https://edcircuit.com/master-schedule-safety-time-is-the-hidden-risk/) **Published:** March 2, 2026 **Author:** EdCircuit Staff **Excerpt:** Master schedule safety shapes supervision, movement, and cleanup time in STEM and CTE spaces—making time one of the most powerful and overlooked risk controls. **Content:** Master schedule safety is one of the most powerful—and least recognized—risk controls in a school. Long before a lab activity begins, before PPE is distributed, before equipment is turned on, the bell schedule has already determined whether safe procedures will happen consistently or be forced into rushed workarounds. Time controls movement. Time controls supervision. Time controls whether a space resets properly or carries the residue of the previous class into the next. That is the central message of the newest episode of the **Safer Ed Podcast**, [*Scheduling Is a Safety System: How Time, Transitions, and Movement Shape Risk*](https://open.spotify.com/episode/1kdNUDB5bzZmwtXJxLjBgj?si=tXpeNB3iRdeJyjSMGIqJmg)—and it reframes the master schedule as a daily safety document. ## **The Most Dangerous Minutes in the School Day** Ask most educators when safety risk is highest and they will point to complex lab activities, power equipment, or chemical handling. But in real schools, many near misses occur somewhere else entirely: - during passing periods - during shared-room transitions - during rushed cleanup - during early entry into spaces that are not reset These are the moments when: - supervision is divided - expectations are unclear - pathways are congested - materials are still out - time pressure drives behavior Nothing dramatic happens—until it does. Because the system is operating with no margin for error. ## **Time Is Not Neutral** Schools traditionally treat the master schedule as an academic and logistical structure: - minutes of instruction - staffing - transportation - lunch periods - course sequencing Safety is expected to fit inside that structure. But in STEM labs, CTE programs, and active learning environments, time is not just a container—it is a control. If a schedule allows five minutes for a safe shutdown, it becomes routine. If a schedule allows two minutes, safety becomes dependent on speed, improvisation, and personal decision-making. That is not a classroom issue. That is a system design issue. ## **When Efficiency Reduces Resilience** Compressed transitions often appear efficient on paper. More classes fit into the day. More rooms are used continuously. Instructional minutes increase. But efficiency without reset time creates strain: - cleanup is rushed - equipment is stored wherever there is space - emergency access narrows - teachers supervise two groups at once - students enter active work zones Every day the system operates this way, the margin for error shrinks. And when a system loses its margin, a single disruption can shut down instruction far longer than the minutes that were saved. This is the paradox of time and safety: Short-term efficiency can produce long-term instructional loss. ## **The Supervision Gap Leaders Don’t See** On a schedule, classes start and end at clear times. In reality: - students arrive early - others leave late - hallways surge - rooms overlap That creates a predictable condition where one adult is responsible for: - monitoring existing students - preparing the next lesson - preventing early entry - resetting equipment and materials At that moment, supervision is diluted. Not because the teacher is unprepared—but because the schedule requires simultaneous responsibilities that cannot be done safely at once. ## **Shared Spaces and the Accumulation Effect** Multi-use STEM and CTE rooms are a hallmark of modern schools. Lab one period. Makerspace is the next. General instructions after that. Flexibility increases access—but without a scheduled reset time, transformation never fully occurs. Instead, materials accumulate: - carts parked in temporary locations - tools left at stations - storage pushed higher - power sources multiplied The room remains “in use,” but it is no longer operating as designed. ## **Scheduling Is an Equity Issue** Not all programs receive the same time structures. Some have: - longer blocks - protected transition time - consistent room assignments Others run in: - compressed periods - shared spaces - back-to-back high-risk sequences That means safety conditions vary—not because of staff commitment, but because of how time is allocated. Master schedule safety is also about providing **equitable operating conditions** for every program and every student. ## **What Changes When Leaders See Time as a Safety Control** When time is treated as part of the safety system: - near misses are mapped to transition windows - high-risk activities are sequenced intentionally - reset time is protected - adult presence is aligned with movement patterns - shared spaces function as designed Most importantly, teachers are no longer forced to choose between: instructional pacing and safe shutdown. Safe behavior becomes the natural outcome of the schedule—not an act of constant enforcement. ## **A Practical Starting Point for Districts** As schedules tighten and room use increases, understanding how many students can safely operate in a space becomes critical. The [**Science Safety Occupancy Load Calculator**](https://sciencesafety.com/free-occupancy-load-calculator-tool/) provides a clear, immediate way to evaluate how: - class size - layout - program flow - storage density intersect with supervision and emergency response. It turns time, space, and movement into measurable planning data: ## **The Master Schedule Is a Safety Document** The safest schools are not the ones that react fastest. They are the ones who design their daily rhythm so that safety procedures have time to take place without conflict. Because every bell, every transition, and every reset window is shaping behavior—whether leaders intend it to or not. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Safer Ed **Tags:** Headline --- ### [School Ventilation Safety: Labs, CTE & Classrooms](https://edcircuit.com/school-ventilation-safety-labs-cte-classrooms/) **Published:** March 31, 2026 **Author:** EdCircuit Staff **Excerpt:** School ventilation safety in labs, CTE, art rooms, and classrooms reduces exposure, supports Duty of Care, and protects student learning. **Content:** School [ventilation safety is a critical foundation](https://www.epa.gov/iaq-schools/reference-guide-indoor-air-quality-schools#IAQRG_Section1) for protecting students, educators, and staff in science laboratories, woodshops, art rooms, and general classrooms, where air quality directly affects health, instructional performance, and a district’s Duty of Care. Clean air in schools is often discussed in terms of comfort, but in instructional environments it is fundamentally a **safety system**. In science laboratories, students and teachers work with chemicals that can release vapors and aerosols; in CTE spaces, airborne dust and fumes are routine; and in art rooms, solvents, sprays, and kilns can introduce contaminants into the breathing zone. Effective ventilation controls these exposures, supports cognitive function, and helps districts meet legal safety standards. For lab managers, superintendents, science department heads, facilities teams, teachers, students, parents, and district administrators, understanding ventilation as part of a comprehensive safety program—not just a building operation—changes how decisions are made about maintenance, capital planning, scheduling, and instructional practice. ## **Ventilation as an Exposure Control** In school science labs, students and educators work with chemicals that can release vapors, aerosols, and particulates. In CTE spaces such as woodshops and fabrication labs, airborne dust and fumes are routine byproducts of instruction. In art rooms, solvents, adhesives, spray processes, and kilns can introduce volatile organic compounds and combustion byproducts into the air. [Ventilation](https://sciencesafety.com/product/ventilation-strategies/) reduces risk by: - Removing contaminants at the source - Diluting airborne concentrations - Filtering particulates from recirculated air - Maintaining directional airflow that keeps pollutants away from occupants This aligns directly with the[ **Hierarchy of Controls**](https://www.osha.gov/sites/default/files/Hierarchy_of_Controls_02.01.23_form_508_2.pdf), where engineering controls—such as local exhaust ventilation and fume hoods—are more effective and reliable than relying solely on personal protective equipment. ## **Why This Matters for Teaching and Learning** [Air quality](https://www.lung.org/blog/schools-indoor-air-quality-faqs) is not only a health issue; it is a learning issue. Research and field experience consistently show that: - Elevated carbon dioxide levels correlate with reduced concentration and decision-making performance - Poor airflow contributes to thermal discomfort and fatigue - Airborne irritants can trigger headaches, respiratory symptoms, and increased absenteeism For students, this affects attention, lab performance, and test outcomes. For teachers, it affects instructional endurance and classroom management. For district leaders, it affects attendance, liability, and community trust. ## **Different Spaces, Different Ventilation Needs** ### **Science Laboratories** Science labs require [ventilation designed for hazardous material](https://sciencesafety.com/product/ventilation-and-chemistry-labs-safety/) use—not comfort cooling. Key elements include: - Functioning chemical fume hoods for vapor-producing activities - Properly ventilated [chemical storage](https://sciencesafety.com/product/chemical-storage/) rooms - Adequate air changes per hour - Verified airflow direction - Emergency exhaust capability where required Without these, routine demonstrations and investigations can create unnecessary exposure. ### **Woodshops and CTE Labs** [Wood dust](https://sciencesafety.com/product/wood-dust-safety/) is both a respiratory hazard and a combustible material. Effective dust-collection systems must: - Capture contaminants at the source - Be properly sized for the equipment - Be inspected and maintained on a scheduled basis Ventilation in these spaces is directly tied to fire prevention, equipment longevity, and instructor safety. ### **Art Rooms** Art programs increasingly use materials that release airborne contaminants during normal instruction. Proper ventilation is essential for: - Kiln operation - Printmaking processes - Spray applications - [Solvent use](https://sciencesafety.com/product/painting-and-solvents-use-and-safety/) General room ventilation alone is not sufficient for these activities; local exhaust is often required. ### **Classrooms** While classrooms may not contain chemical processes, they are high-occupancy environments. Ventilation in these spaces: - Controls carbon dioxide buildup - Supports cognitive performance - Improves thermal comfort - Reduces the spread of airborne irritants ## **The Challenge of Older School Buildings** Many existing school facilities were designed for different instructional models and lower occupant densities. Systems may: - Recirculate more air than the current best practice recommends - Lack modern filtration capacity - Provide uneven airflow between rooms - Have inoperable exhaust systems This does not mean they are unsafe—but it does mean they must be **assessed, balanced, and maintained intentionally**. Districts are increasingly using tools such as carbon dioxide monitoring, airflow measurements, and ventilation walkthroughs to identify priority upgrades and operational adjustments. ## **Maintenance Is a Safety Function** [Ventilation performance](https://www.osha.gov/otm/section-3-health-hazards/chapter-3) is not determined at installation—it is determined through **inspection, testing, and maintenance**. A strong program includes: - Scheduled filter replacement - Verification of exhaust fan operation - Fume hood performance checks - Documentation of airflow assessments - Coordination between facilities and instructional leadership When these processes are aligned with the Chemical Hygiene Plan and district safety program, ventilation becomes a measurable and defensible part of compliance. ## **Leadership and Communication** Transparent communication about ventilation builds trust and supports a culture of safety. Effective districts: - Share assessment results with staff and families - Conduct facility walkthroughs with stakeholders - Explain ventilation strategies in clear, accessible language - Connect facilities planning to instructional safety goals This shifts ventilation from an invisible mechanical system to a visible commitment to student and staff well-being. ## **Duty of Care and Risk Management** Ventilation is directly tied to a district’s [Duty of Care](https://sciencesafety.com/product/duty-of-care/). When airflow systems that control exposure are not functioning as designed, the risk is not theoretical—it is operational. For superintendents and district administrators, this makes ventilation: - A safety priority - A compliance issue - A risk-management strategy - A long-term capital-planning consideration For teachers and lab managers, it provides the conditions necessary to conduct instruction safely and confidently. ## **A System That Supports Safer Learning** The most effective school safety programs recognize that clean air is not a luxury—it is infrastructure. When ventilation is treated as an engineering control that supports science, CTE, and classroom instruction, districts move beyond minimum compliance toward environments where: - Students can focus and perform - Teachers can teach without unnecessary exposure concerns - Facilities planning aligns with instructional needs - Communities see visible evidence of safety leadership In modern education, ventilation is not just about moving air. It is about protecting people, supporting learning, and sustaining the programs that prepare students for the future. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety **Tags:** Headline --- ### [School District Layoffs Surge Nationwide](https://edcircuit.com/school-district-layoffs-surge-nationwide/) **Published:** February 26, 2026 **Author:** EdCircuit Staff **Excerpt:** School district layoffs are rising nationwide as deficits grow, affecting class size, programs, and student support services. **Content:** School district layoffs are accelerating across the country as districts confront deepening budget deficits, declining enrollment and the expiration of pandemic-era federal funding. In the past several weeks alone, districts in California, Colorado, Alaska and Florida have approved or proposed significant staff reductions. The scale varies, but the pattern is consistent: rising costs and shrinking revenues are forcing school boards into decisions that will shape the 2026–27 school year. ### **A National Pattern, Local Consequences** In Manhattan Beach, California, [board members are considering 31 layoffs](https://easyreadernews.com/manhattan-beach-school-board-will-consider-31-layoffs-at-wednesdays-meeting/) to address a projected deficit. In Antioch Unified, leaders have[ warned of nearly 300 layoffs tied to a $30 million shortfall](https://localnewsmatters.org/2026/02/20/antioch-unified-school-board-nearly-300-layoffs-30m-deficit/). Los Angeles Unified has approved up to [657 layoffs](https://www.k12dive.com/news/los-angeles-schools-to-issue-657-rif-notices-to-staff/812750/), with [Superintendent Alberto Carvalho describing the district’s budget as reaching a breaking point](https://www.latimes.com/california/story/2026-02-17/lausd-board-approves-up-to-657-layoffs-budget-at-breaking-point-supt-carvalho-says). Fresno Unified has[ proposed roughly 200 layoffs to stabilize its finances](https://fresnoland.org/2026/02/24/fresno-unified-layoffs-3/). San Francisco Unified, just days after concluding [a teachers’ strike](https://www.sfchronicle.com/sf/article/sfusd-layoffs-teachers-strike-21367703.php), has indicated it[ may cut more than 40 positions](https://sfstandard.com/2026/02/21/sfusd-may-lay-42-staffers-just-week-teachers-strike-ended/). Oakland Unified continues to [wrestle with structural deficits](https://www.nbcbayarea.com/news/local/oakland-unified-budget-cuts-layoffs/4042765/) that have prompted campus-level reductions and program adjustments. Beyond California, the situation is similar. The Anchorage School District has adopted a severe budget that includes [hundreds of staff layoffs and the closure of three schools](https://alaskapublic.org/news/education/2026-02-24/anchorage-school-board-approves-severe-budget-with-hundreds-of-staff-layoffs-and-3-school-closures). In Colorado, the Poudre School District has approved [potential teacher layoffs](https://www.coloradoan.com/story/news/education/2026/02/25/potential-teacher-layoffs-approved-by-poudre-school-board/88855169007/) as it navigates funding challenges. Broward County Public Schools in Florida has [detailed job cuts](https://www.sun-sentinel.com/2026/02/24/broward-schools-provide-new-details-about-layoffs-and-job-cuts/) tied to districtwide cost reductions. Even smaller districts, including [Plumas Unified](https://www.sierradailynews.com/local/plumas-unified-school-district-approves-major-staff-layoffs-to-address-9-5-million-dollar-budget-deficit/) and Live Oak, are [reducing staff](https://lookout.co/live-oak-superintendent-resigns-school-board-approves-cutting-6-teachers-mental-health-clinician-more-staff/story) to address multimillion-dollar gaps. The numbers differ, but the story is increasingly familiar. ### **What Is Driving the Cuts?** No single factor explains the current wave of school district layoffs. Instead, several pressures are converging at once. **Enrollment declines** are a central issue. In many states, school funding is based largely on average daily attendance. When student counts drop, revenue follows. Urban districts in particular have experienced steady enrollment declines due to lower birth rates, changing migration patterns, and competition from charter schools and homeschooling options. Even modest declines can mean millions in lost funding. **The expiration of federal relief funds** is another key driver. During the pandemic, districts received substantial one-time federal aid. Many used those funds to expand tutoring, mental health services, technology programs, and staffing. In some cases, districts added ongoing positions with temporary dollars. Now that those funds have largely expired, districts are left covering recurring costs with shrinking budgets. **Rising operational costs** are compounding the problem. Salary increases negotiated during more stable financial periods, growing pension obligations, health care premiums, and inflationary pressures on utilities and transportation have all increased expenditures. Special education services, which are federally mandated but often underfunded, continue to consume a growing share of district budgets. In several districts, leaders have also acknowledged long-standing structural deficits. Years of spending that outpaced revenue growth left little cushion once enrollment dipped and relief funds ended. ### **What This Means for Students** For students, the impact of school district layoffs will depend on how districts implement reductions, but certain outcomes are likely. **Larger class sizes** are among the most immediate effects when teaching positions are eliminated. Remaining teachers absorb additional students, which can limit individualized attention, particularly in early grades or high-needs classrooms. **Program reductions** may follow. Districts often prioritize core academic subjects, leaving electives, arts, music, and some career technical education pathways vulnerable. Intervention programs, after-school offerings, and enrichment initiatives funded during the pandemic may be scaled back or consolidated. In Anchorage, for example, the approved budget includes school closures, requiring students to transition campuses. Such changes can disrupt routines, alter peer groups, and lengthen families’ commute times. **Mental health and counseling services** are another area of concern. Many districts expanded student support roles using federal relief funds. If those positions are eliminated, access to counseling and social-emotional services may decrease. District leaders frequently state that they aim to [protect classrooms first](https://www.k12dive.com/news/uncertainty-is-the-new-normal-in-education-heres-how-leaders-can-protect/810855/). In some cases, cuts target vacant roles, central office positions, or administrative restructuring. Still, when reductions reach into the hundreds, ripple effects often reach students in visible ways. ### **The Impact on Teachers Who Remain** For educators who are not laid off, the year ahead may bring increased workloads and uncertainty. Higher student-to-teacher ratios mean more grading, planning, and parent communication. Teachers may be reassigned to different grade levels or subject areas depending on district needs and seniority rules. In districts where layoffs are preliminary notices required by state law, uncertainty can persist for months before final staffing decisions are made. Morale can also suffer. In San Francisco, [potential layoffs surfaced just days after a teachers’ strike concluded](https://abc7news.com/post/san-francisco-unified-school-district-students-return-class-first-time-teachers-strike/18616885/), adding to tension in an already strained environment. In larger districts such as Los Angeles Unified, the scale of reductions can create anxiety even among staff whose positions are not immediately affected. At the same time, some administrators argue that early corrective action may prevent deeper instability later. Addressing deficits now, they contend, can help districts avoid state intervention or more severe cuts in future years. ### **Administrative Tradeoffs and Public Trust** School boards are navigating difficult tradeoffs. Drawing down reserves can provide short-term relief but may threaten long-term financial health. Consolidating schools can reduce overhead, but it often faces community resistance. Seeking new taxes or bonds requires voter approval and may not be feasible in every region. Public meetings in multiple districts have drawn parents and educators urging leaders to reconsider reductions. Transparency about enrollment projections, budget assumptions, and long-term planning is becoming central to maintaining public trust. Operationally, staffing reductions can affect front office services, custodial staffing, transportation routes, and food services. Even when cuts focus on areas outside the classroom, the daily rhythm of schools can change. ### **Equity and Access** Equity remains a central concern as districts implement layoffs. Schools serving higher percentages of low-income students, English learners, or students with disabilities often rely more heavily on supplemental staff and targeted programs. Reductions in those areas can disproportionately affect students who already face barriers to academic success. Federal and state laws protect certain services, particularly in special education, but staffing reductions can still strain service delivery. How districts distribute cuts across campuses will likely remain a focal point for families and advocacy groups. ### **A Structural Reset** What makes this moment distinct is its breadth. From large urban systems to small rural districts, leaders are confronting similar fiscal realities. Demographic trends suggest that enrollment declines may continue in many regions. Without new, sustained funding streams, districts may need to permanently align staffing levels with lower student counts. That could mean leaner central offices, consolidated campuses, and narrower program offerings compared with the pandemic-era peak. For families, budget season this spring will clarify what next year looks like in their local schools. Some preliminary layoff notices may ultimately be rescinded if revenues improve or if retirements reduce staffing needs. Others will take effect. The broader challenge is maintaining educational quality while adjusting to a smaller financial footprint. School district layoffs are not simply a one-year response to temporary pressures. In many communities, they represent a structural recalibration after years of extraordinary funding and expansion. How districts manage that transition will shape not only the coming school year, but the stability and scope of public education in the years ahead. **[ABC7 News Bay Area](https://www.youtube.com/@abc7news) – [Layoffs loom days after SF school district agrees to $183 million deal to end teachers’ strike](https://www.youtube.com/watch?v=feyT6SRhOiA)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Administrators, Educators, Hot Topics - controversial **Tags:** Headline --- ### [AI Certification for Educators: What Counts in 2026](https://edcircuit.com/ai-certification-for-educators-what-counts-in-2026/) **Published:** March 26, 2026 **Author:** EdCircuit Staff **Excerpt:** AI certification for educators is becoming a career differentiator, signaling the capacity to lead innovation and guide districtwide AI implementation. **Content:** **AI certification for educators is quickly moving from a résumé enhancer to a career differentiator.** In a field where professional learning has traditionally been measured in seat hours and workshop attendance, artificial intelligence is forcing a fundamental shift toward demonstrated, visible, and strategically aligned expertise. Districts are no longer asking whether their teachers have been introduced to AI. They are asking who can lead implementation, who understands the ethical and instructional implications, and who has the verified capacity to help others navigate a rapidly changing learning environment. That distinction—between exposure and expertise—is where certification enters the conversation. For the first time since the rise of instructional technology integration, educators are facing a professional learning movement that is not tied to a single tool, platform, or pedagogical model. AI touches assessment design, feedback cycles, differentiation, accessibility, data privacy, academic integrity, curriculum development, and workforce readiness.[ A credential in this space](https://blog.tcea.org/10-free-generative-ai-courses-google/) does not simply signal that an educator has learned something new. It signals that they are prepared to operate in a different school model. And that has real career implications. ## **From Professional Development to Professional Positioning** For decades, educators accumulated professional learning in ways that were largely invisible outside their own districts. Certificates were filed. Hours were logged. Knowledge stayed local. [AI credentials are changing that dynamic](https://www.rand.org/pubs/research_reports/RRA956-31.html) because they exist in a connected, digital, and highly networked professional ecosystem. When an educator earns a recognized AI certification and makes it visible, it becomes a form of professional positioning. It communicates readiness for emerging roles that did not exist five years ago, such as AI integration specialist, innovation coach, digital learning leader, curriculum redesign facilitator, and data ethics team member. These roles are already appearing in forward-thinking systems, and they are being filled by educators who can demonstrate—not just describe—their capacity. This is why the question “*Should I get an AI certification?”* is no longer about personal interest. It is about a professional trajectory. ## **The Hiring Table Has Already Changed** In district hiring rooms across the country, a new kind of conversation is beginning to take shape. Two candidates sit at the table for an instructional innovation role. One brings years of strong teaching, deep relationships, and a transcript filled with professional development hours. The other brings slightly less experience but has led an AI pilot in their building, earned a recognized AI educator certification, and designed professional learning for colleagues on AI-supported feedback and assessment redesign. The discussion shifts. It is no longer about who has attended more workshops. It becomes a question of who can help the system move forward. In that moment, the credential is not a badge. It is evidence of capacity. Principals are looking for staff who can guide their buildings through change. Curriculum directors are looking for educators who understand how AI reshapes assessment and feedback. Superintendents are looking for internal leaders who can scale implementation without relying entirely on outside consultants. Hiring is no longer just about past performance. It is about future readiness. ## **Why Districts Are Moving from Curiosity to Urgency** Most districts are currently in one of three phases: exploration, early implementation, or system integration. Devices are in place. Access exists. Guidance documents are being written. Pilot groups are experimenting. But when superintendents sit in cabinet meetings and ask a simple question—“How many people in our system can evaluate an AI tool for instructional alignment, bias, and data privacy?”—the answer often reveals a critical gap. The challenge is not access to technology. The challenge is human capacity. Without a trained and credentialed cohort of educators: Implementation remains isolated in pockets. Early adopters become overextended. Equity gaps between classrooms widen. Innovation slows under the weight of uncertainty. This is why AI certification is moving from optional to strategic. It provides a structured way to build internal expertise at scale. It creates a shared language across buildings. It allows districts to move from experimentation to coherent implementation. Districts that fail to define what AI readiness looks like for their workforce will not remain neutral. They will fall behind the systems that are deliberately being built. ## **Tool Training Is Not System Readiness** One of the most important distinctions in this conversation is the difference between learning a tool and earning a credential. **Tool training answers the question:** How do I use this? **Certification answers the question:** How does this change teaching, learning, assessment, leadership, and student agency? That shift is why this movement is gaining traction as states release AI guidance and national organizations publish frameworks. The need is no longer for isolated workshops. The need is for educators who can interpret, implement, and lead. ## **A New Leadership Pathway for Educators** For years, one of the most persistent challenges in education has been the limited number of growth pathways that allow exceptional educators to remain connected to instruction while expanding their influence. AI credentials are beginning to create exactly that. An educator who develops recognized expertise in this space becomes the person colleagues turn to for redesigning learning experiences, for rethinking assessment practices, and for navigating responsible use with students. They are asked to lead professional learning. They are invited into district planning conversations. They present at conferences. They move into hybrid roles that did not previously exist. Not because they left the classroom behind—but because they developed a capacity the system urgently needs. In a time when retention is a national concern, this matters. It creates a future inside the profession for educators who want to grow without stepping away from impact. ## **The Reputation Economy of School Systems** Communities, potential hires, and partner organizations are paying close attention to how districts respond to artificial intelligence. Systems with AI-literate educators will attract different kinds of talent. Schools that can demonstrate that they have trained staff will build greater trust with families. Leadership teams that can point to credentialed cohorts will move faster and communicate with greater confidence. This is not about branding. It is about credibility. Just as districts once became known for 1:1 implementation or STEM pathways, they are now becoming known for whether their educators are prepared for an AI-integrated world. ## **What This Means for the Future of Professional Learning** AI certification is part of a broader shift away from time-based professional development toward competency-based growth. For years, education has asked students to demonstrate their learning through performance, application, and visible evidence. That same model is now being applied to educators. This is the modernization of professional learning. It is no longer enough to attend. The expectation is to apply, to lead, and to make expertise visible. ## **The Strategic Decision Facing Every Educator** For individual educators, pursuing an AI credential is a decision about relevance, influence, and longevity in a rapidly evolving profession. It is about gaining access to emerging leadership opportunities, participating in system-level transformation, and ensuring that their instructional practice reflects the realities students are already living in. Those who move early will not simply hold a certificate. They will help define what responsible, powerful, and human-centered AI use looks like in their schools. ## **The Real Question for Districts** The most forward-thinking districts are no longer asking whether they should offer AI professional learning. They are asking: What does it mean for an educator in our system to be AI-ready? How do we recognize that? How do we scale it across every building? Because in the end, artificial intelligence is not a technology initiative. It is a human capacity strategy. ## **The Closing Reality** AI will not replace educators. But educators who can **demonstrate** AI fluency—through visible, trusted, and applied credentials—will shape hiring conversations, lead instructional redesign, influence policy, and guide their districts through one of the most significant shifts in modern education. Certification is not the end goal. It is the visible evidence of readiness. And in a profession where the future is arriving faster than the structures designed to support it, that visibility may be one of the most valuable professional assets an educator can have. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Social Media Education in High School Today](https://edcircuit.com/social-media-education-in-high-school-today/) **Published:** February 27, 2026 **Author:** EdCircuit Staff **Excerpt:** Social media education in high school helps districts address cyberbullying, deepfakes, phone bans, and long-term digital reputations. **Content:** Social media education in high school has become a critical priority as districts confront cyberbullying, AI-generated deepfakes, and the reality that every post can follow students for life. In high schools nationwide, social media[ no longer stays outside the building](https://www.aft.org/press-release/new-report-calls-out-social-media-platforms-undermining-schools-increasing-costs). Even in districts that restrict or ban phones during the school day, administrators acknowledge that devices resurface instantly when something goes wrong—a hallway argument, a disciplinary encounter, a prank that spirals. Videos are posted before adults intervene. Screenshots circulate before investigations begin. [Online narratives form while facts are still emerging](https://edcircuit.com/deepfakes-in-schools-the-new-cyberbullying-crisis/). That reality is driving a shift in district strategy. Schools are moving away from treating social media solely as a disciplinary concern and toward teaching it as a form of literacy—one connected to ethics, law, reputation, and civic participation. ## **When Digital Decisions Become Permanent** High school students use social platforms to explore identity, organize social lives, advocate for causes, and showcase accomplishments for college or careers. Yet many still assume posts disappear. District programs increasingly challenge that assumption through classroom scenarios and advisory discussions: deleted posts that resurface years later, forwarded “private” messages, and altered clips shared without consent. Educators emphasize four consistent truths: - Digital footprints accumulate. - Reposting is participation. - Context evaporates quickly. - Intent does not erase impact. For many students, these conversations reframe social media from casual expression into something closer to a public record. ## **Cyberbullying in a 24/7 Environment** [Cyberbullying](https://sciencesafety.com/product/cyberbullying/) remains one of the most persistent threats to student well-being. Unlike conflicts that fade when the bell rings, online harassment can escalate overnight and spread across platforms. Instruction now expands students’ understanding of what bullying can look like digitally, from anonymous rumor pages and group-chat exclusion to coordinated comment attacks and humiliating videos. District leaders report that some of the most effective approaches focus on bystanders. Students practice documenting incidents responsibly, avoiding amplification, and seeking adult help early. Several systems have also adopted peer-led models, training students to facilitate conversations about digital behavior. Administrators note that these efforts resonate because they reflect real-world pressure rather than abstract warnings. ## **Deepfakes, AI, and the Erosion of Trust** Artificial intelligence has introduced new ethical dilemmas for adolescents. With little technical skill, students can now fabricate realistic audio, images, or videos of classmates or teachers. Sometimes these creations begin as jokes. Other times, they become weapons. High school curricula increasingly include lessons on how manipulated media is created, why consent matters, the emotional harm caused to victims, legal risks tied to harassment, and ways to verify authenticity. Teachers connect these discussions to civics and media studies, emphasizing credibility and accountability in public spaces. In a world where “seeing is believing” no longer applies, students must learn to pause before sharing. ## **Phone Restrictions and Instant Publishing** Across the country, districts are tightening phone policies. While restrictions often improve classroom focus, leaders admit policies cannot eliminate impulsive posting during moments of conflict. Students still record altercations. Partial clips circulate without context. Algorithms reward speed over accuracy. As a result, districts are teaching privacy and recording rules, how filming that violates policy can distort events, and the difference between reporting for safety and broadcasting for attention. The emphasis is judgment—helping students slow down when emotions run high and think before tapping “share.” ## **Embedding Social Media Education Across the Curriculum** Rather than relying on one-time assemblies, districts are weaving instruction into daily learning through advisory programs, health classes, English analysis of digital narratives, civics lessons on misinformation, and technology electives exploring AI. This approach reinforces that online behavior is not separate from academic life—it is part of community participation. ## **Preparing Graduates for Life Beyond Campus** Ultimately, social media education in high school is about readiness. Graduates carry digital histories into workplaces, universities, and civic spaces shaped by virality and algorithms. When schools teach students to verify information, communicate responsibly, and consider impact, they prepare them for adulthood in a connected world. In a permanent digital environment, preparation is protection. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Digital Citizenship, Hot Topics - controversial **Tags:** Headline --- ### [Chemical Hygiene Officer: Why Every District Needs One](https://edcircuit.com/chemical-hygiene-officer-why-every-district-needs-one/) **Published:** March 24, 2026 **Author:** EdCircuit Staff **Excerpt:** Every district and building needs a full-time Chemical Hygiene Officer (CHO). Without one, lab safety gaps put teachers, students, and administrators at risk. **Content:** A[ Chemical Hygiene Officer](https://sciencesafety.com/blog/schools-in-states-governed-by-osha-are-required-to-have-a-chemical-hygiene-officer/) can mean the difference between a safe science lab and a district-wide crisis. A high school science teacher prepared materials before the first period. The lab tables were wiped down. Goggles were set out. Students gathered, curious and restless. The class began as it always did. Midway through the experiment, something went wrong. A chemical reaction accelerated faster than expected. A container cracked. Fumes spread across the room. Students coughed. One complained of dizziness. The fire alarm was pulled. The classroom was evacuated. By the end of the day, the building was cleared. Parents were notified. An investigation began. And that’s when the real problem surfaced. **There was no full-time Chemical Hygiene Officer (CHO) in the district.** So who was accountable? - The teacher who followed the lesson plan? - The principal who oversees the building? - The district office that approved chemical purchases? - Is the facilities team responsible for ventilation? In this case, responsibility blurred. The teacher had conducted the experiment. The principal oversaw the building. But no one had district-wide oversight of chemical inventory, storage conditions, ventilation assessments, disposal schedules, or regulatory compliance. The district had chemicals. But it did not have ownership. And that [is why every district needs a full-time Chemical Hygiene Officer](https://www.nsta.org/resources/scope-safety-yes-you-need-chemical-hygiene-officer). ## **What a Chemical Hygiene Officer Actually Does** A Chemical Hygiene Officer is not just a compliance role. It is a safety leadership position. Under OSHA’s Laboratory Standard, schools handling [hazardous chemicals](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450) are required to have a [Chemical Hygiene Plan](https://www.osha.gov/sites/default/files/publications/OSHAfactsheet-laboratory-safety-chemical-hygiene-plan.pdf). The CHO is the person responsible for developing, implementing, and enforcing that plan. But in many districts, this responsibility is assigned “in addition to” someone’s existing job. Often it falls to: - A science department chair - A facilities director - A curriculum coordinator - Or worse, no one formally When the role is part-time or symbolic, safety becomes reactive instead of proactive. A full-time CHO would: - Maintain a district-wide chemical inventory - Audit storage conditions regularly - Oversee proper labeling and Safety Data Sheets - Ensure compliant disposal practices - Coordinate ventilation testing in labs - Standardize purchasing protocols - Train staff annually - Review incident reports and correct systemic gaps This is not clerical work. It requires expertise, time, and authority. ## **The Illusion of “We’ve Always Done It This Way”** In many schools, chemicals have been sitting in cabinets for decades. Some are inherited from former teachers. Some are no longer used but never discarded. Others have degraded into more dangerous forms. Ask yourself: - When was the last full [chemical inventory](https://sciencesafety.com/product/chemical-inventory-management-and-chemical-inventory-safety/) conducted? - Who verifies expiration dates? - Who checks that incompatible chemicals are stored separately? - Who ensures ventilation systems function properly during labs? - Who confirms staff understand new OSHA updates? If the answer is “probably the teacher,” that is a structural failure. Teachers are educators. They are not regulatory compliance officers. Principals manage buildings, budgets, and personnel. They are not chemical risk specialists. Yet when an incident occurs, accountability often falls on them because no one else was assigned the role. ## **The Legal and Financial Risk** A chemical incident does not end when the fumes clear. There are medical evaluations. Parent complaints. Potential OSHA investigations. Insurance claims. Media coverage. Lawsuits. The cost of a single serious exposure event can exceed the annual salary of a full-time CHO many times over. District leaders must ask: - Are we confident we meet OSHA’s Laboratory Standard? - Are we compliant with state environmental disposal regulations? - Do we have documentation to prove it? Without documentation and oversight, districts are exposed legally. A CHO provides defensible systems. They create documented processes. They reduce liability. That is not optional in today’s regulatory environment. ## **The Hidden Chemical Problem in Schools** Many administrators underestimate the extent of chemical contamination in their buildings. Science labs are obvious. But chemicals also exist in: - Art rooms - Career and technical education labs - Custodial closets - Maintenance shops - Agricultural programs - Pool facilities - Nurse offices Across a district, the chemical footprint multiplies quickly. And here’s the uncomfortable question: Does anyone have a consolidated list of everything stored across all buildings? In many districts, the honest answer is no. A CHO centralizes this information. They create transparency. Without that visibility, leaders are making decisions in the dark. ## **Accountability Should Be Clear, Not Shared** When responsibility is shared, it is often diluted. - If a teacher orders chemicals independently, who verifies storage capacity? - If facilities upgrade ventilation, who confirms it meets lab safety standards? - If chemicals are disposed of improperly, who signs off? When no single role owns chemical hygiene, investigations turn into finger-pointing exercises. A CHO changes that. They serve as the designated authority. Not to blame, but to coordinate. Clear accountability protects teachers and principals. It ensures that when something happens, the district can demonstrate that it took reasonable, professional precautions. ## **The Human Side of Chemical Safety** This conversation is not just about compliance. It is about people. Students trust that adults have created a safe learning environment. Teachers trust that the materials provided are appropriate and safe to use. Imagine being the teacher in that opening story. You followed curriculum guidelines. You used approved materials. But afterward, you discover the chemical had degraded in storage. Or ventilation hadn’t been tested in years. You are suddenly at the center of scrutiny. That weight should not fall on classroom teachers. A CHO ensures teachers are supported, not exposed. ## **Culture Shift: From Reactive to Proactive** Districts often act after something happens. A minor chemical spill prompts a review. A near-miss triggers a training session. But a proactive safety culture looks different. A full-time CHO conducts regular walkthroughs. They notice small issues before they escalate. They build relationships with staff. They update procedures annually. Safety becomes embedded in operations, not activated by crisis. And over time, that culture shift matters. ## **Budget Concerns and the False Economy** Some districts hesitate because of cost. A full-time role requires salary, benefits, and training investment. But compare that to: - One regulatory fine - One emergency remediation - One lawsuit - One extended school closure The financial argument often collapses under scrutiny. Moreover, a CHO can streamline purchasing, reduce waste, and eliminate redundant chemical stock. Over time, better inventory control saves money. It is not just a cost center. It is risk management. ## **Questions Every District Leader Should Ask** If you are a superintendent, principal, or board member, consider these questions: - Who is our designated [Chemical Hygiene Officer](https://sciencesafety.com/chemical-hygiene-officer-certification-training/)? - Is this role full-time with authority? - When was our last comprehensive inventory? - Do we have written, updated procedures? - Have all staff been trained this year? - Are disposal records documented? If any of these answers are unclear, that uncertainty is your risk. And uncertainty is preventable. ## **The Bottom Line** Schools exist to educate and protect students. Chemical education is essential. Hands-on science inspires future engineers, doctors, and researchers. But inspiration should not come at the expense of safety. The story at the beginning is not rare. It is quiet. It is common. And in many districts, it is waiting to happen. Without a [Chemical Hygiene Officer](https://sciencesafety.com/chemical-hygiene-officer-certification-training/), accountability is scattered. Oversight is inconsistent. Risk accumulates silently. With a CHO, districts gain clarity. They gain structure. They gain documented compliance. Most importantly, they gain peace of mind. The real question isn’t whether districts can afford a full-time Chemical Hygiene Officer. It’s whether they can afford the consequences of not having one. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety **Tags:** Headline --- ### [Social Media Education in Middle School](https://edcircuit.com/social-media-education-in-middle-school/) **Published:** February 24, 2026 **Author:** EdCircuit Staff **Excerpt:** Social media education in middle school builds empathy, verification skills, and responsible sharing before online conflicts escalate. **Content:** Social media education in middle school is emerging as a cornerstone of student well-being, teaching adolescents how to prevent cyberbullying, question viral content, and think before sharing, before online behavior becomes entrenched. Middle school is often the moment when students receive their first personal devices, create early social media accounts, and begin navigating online communities with far less adult supervision than in elementary school. At the same time, developmental changes accelerate—peer relationships intensify, impulsivity rises, and the desire for social validation becomes a powerful force in decision-making. For district leaders, this convergence presents both urgency and opportunity. Rather than waiting until harmful patterns appear in high school, many systems are introducing structured instruction in [digital citizenship](https://sciencesafety.com/product/cybersecurity-digital-citizenship-pathway-for-middle-school-students/) earlier, framing social media literacy not as a one-time safety talk but as an ongoing developmental process that evolves across grades. ## **Why Middle School Is the Critical Starting Point** Educators frequently describe middle school as the “practice field” for online behavior. Students experiment with humor, sarcasm, identity, and social positioning—often without fully understanding how tone, permanence, or public visibility change the meaning of what they share. District curricula increasingly emphasize that this stage is not about perfection, but about habit formation. Students are taught to slow down before posting, to think about audience and intent, and to recognize that online interactions are extensions of in-person relationships rather than separate worlds. Administrators say these early lessons can prevent escalation later. When students enter high school already familiar with concepts such as consent, verification, and bystander responsibility, schools spend less time reacting to viral incidents and more time reinforcing established norms. ## **Defining Cyberbullying in Digital Spaces** Middle school students often [recognize overt cruelty](https://sciencesafety.com/product/cyberbullying/)—direct insults, threats, or public humiliation—but struggle to identify subtler behaviors that still cause harm. Reposting embarrassing clips, piling onto comment threads, creating parody accounts, or excluding classmates from group chats may feel playful or inconsequential in the moment. Instruction at this level focuses on helping students unpack these gray areas. Teachers guide conversations about intent versus impact, explaining how jokes can land differently when broadcast to wide audiences and how repetition transforms teasing into targeting. District programs frequently incorporate: - Guided scenario analysis drawn from realistic school situations. - Role-playing exercises that allow students to step into different perspectives. - Discussions about emotional well-being and reporting systems. - Clear explanations of school policies and available supports. Rather than centering punishment, these approaches emphasize responsibility and empathy. Students learn that choosing not to forward a post, refusing to comment on humiliating content, or alerting an adult can interrupt harm just as powerfully as confronting a bully directly. ## **Introducing Media Manipulation and Deepfakes Early** Although middle schoolers may not yet be creating sophisticated AI-generated videos, they encounter manipulated images, voice filters, memes, and misleading clips daily through gaming platforms, video feeds, and messaging apps. Without instruction, many assume viral content is authentic simply because it appears popular. District leaders are responding by embedding early lessons on media literacy and verification. Students learn how photos can be altered, how audio can be fabricated, and how algorithms reward sensationalism over accuracy. Teachers often frame these discussions through inquiry rather than fear: **Who created this?** **Why might someone want it shared?** **What evidence supports the claim?** **What information is missing?** The objective is not technical mastery but skepticism and pause—habits that become increasingly important as tools grow more sophisticated in later grades. ## **Recording, Sharing, and the Question of Consent** Phones and tablets make recording effortless, and for many middle schoolers, capturing moments in hallways or cafeterias feels routine rather than intrusive. Yet educators note that students rarely consider how quickly videos can travel beyond their intended audience—or how it feels to be filmed without permission. Curricula now devote significant attention to consent and boundaries. Students discuss when it is appropriate to record, how to ask permission respectfully, and why private moments should remain private. Teachers also address scenarios in which filming could escalate a conflict rather than resolve it. These conversations extend beyond technology use into social-emotional learning. Students explore empathy, perspective-taking, and the responsibilities that come with access to powerful tools. Administrators report that when these topics are addressed early, students become more thoughtful about reaching for their devices during emotionally charged moments and more likely to seek adult help rather than broadcasting incidents online. ## **Modeling Positive Digital Participation in Classrooms** Some districts are moving beyond warnings about misuse and introducing carefully structured opportunities for students to practice responsible digital engagement. In moderated environments—such as classroom discussion boards, district-approved platforms, or teacher-managed accounts—students learn how online spaces can support collaboration rather than conflict. Teachers model how to give constructive feedback, cite sources, respond respectfully to disagreement, and manage tone when communicating publicly. These lessons connect directly to writing instruction, research skills, and civic discourse. When paired with reflection and explicit expectations, these experiences demystify social platforms and show students that technology can amplify learning as easily as it can spread harm. ## **Creating a Developmental Continuum** District leaders increasingly describe middle school instruction as the first stage in a multi-year approach to digital citizenship. At this level, the emphasis is on: - Empathy and perspective-taking. - Consent and boundaries. - Verification and questioning sources. - Responsible sharing. - Knowing when and how to ask for help. - Understanding consequences in age-appropriate terms. These foundations prepare students for the more complex conversations that await them in high school—about legal accountability, reputational risk, AI ethics, and civic participation in online spaces. ## **Partnering With Families for Consistency** Administrators consistently stress that middle school initiatives are most effective when families are involved. Students receive mixed messages when schools promote caution while home environments treat social media as entirely private or consequence-free. To bridge that gap, districts are expanding outreach efforts through family workshops, digital guides, newsletters, and parent-teacher conversations. Many provide discussion prompts for home, explain reporting systems, and outline expectations around device use. By aligning language across school and home, leaders say they reduce confusion and reinforce that digital citizenship is a shared responsibility rather than solely a school-based mandate. ## **From Reaction to Preparation** For years, many systems addressed social media only after incidents occurred—viral videos, online harassment, or community controversies. Increasingly, districts are working to shift from reaction to preparation. When students learn early to pause before posting, verify what they encounter, and consider how their actions affect others, those habits carry over into later grades and adulthood. In a world where publishing is effortless and audiences are unlimited, those skills are not optional. They are foundational. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Digital Citizenship, Hot Topics - controversial **Tags:** Headline --- ### [The Subscription Creep Problem in K–12](https://edcircuit.com/the-subscription-creep-problem-in-k-12/) **Published:** March 25, 2026 **Author:** EdCircuit Staff **Excerpt:** The subscription creep problem in K–12 is growing. Districts are managing more recurring contracts than ever, often without full visibility **Content:** The subscription creep problem in K–12 is quietly reshaping district budgets, renewal cycles, and procurement oversight. Over the past decade, districts have shifted from one-time purchases to recurring software contracts. Learning platforms. Assessment systems. Communication tools. Security layers. Data dashboards. Individually, these subscriptions make sense. Collectively, they are changing the financial structure of district operations. The challenge is not the existence of subscriptions. It’s the accumulation. ## **How Subscription Creep Happens** [Subscription creep](https://www.cnet.com/personal-finance/subscription-creep-is-real-consumers-are-paying-over-1000-each-year-cnet-survey-finds/) rarely begins with poor intent. A department pilots a literacy tool. A principal adds a communication platform. IT implements a new security layer. Federal funding opens temporary budget flexibility. A short-term grant supports a new initiative. Each decision is defensible. But over time: - Renewals stack across fiscal quarters - License counts expand without review - Auto-renewal clauses trigger quietly - Overlapping tools serve similar functions - Department-level purchases fragment visibility What began as targeted innovation becomes a long-term financial commitment. The creep is gradual. That’s why it’s dangerous. ## **The Budget Impact Districts Underestimate** Subscription models shift spending from capital to operational budgets. Ten years ago, a district might purchase textbooks on a multi-year cycle. The expense was visible, concentrated, and time-bound. Today, software contracts renew annually, often with escalation clauses. When multiple platforms renew in the same budget window, business offices face concentrated pressure. Decisions become reactive. In some districts, software renewals are now among the fastest-growing segments of operational spending. The issue is not overspending on one tool. It is the cumulative effect of dozens. ## **License Inflation and Underutilization** One of the most common symptoms of subscription creep is license inflation. Districtwide licenses are purchased for simplicity. But adoption varies. By renewal season, usage data often reveals: - Schools with minimal engagement - Departments using only core features - Users licensed but inactive Yet contracts renew at full volume because reducing licenses mid-cycle feels disruptive. Over time, this creates structural waste. The challenge is not just financial. It’s cultural. No one wants to be the department that “lost” a tool. ## **Shadow IT and Decentralized Buying** Another driver of subscription creep is decentralized purchasing. When departments or schools initiate purchases independently, visibility into purchases is fragmented. A curriculum team may adopt a tool unaware that IT already licenses a similar platform. A school may renew a subscription without business office review. This is not necessarily a policy violation. It is operational fragmentation. Without centralized oversight or consolidated reporting, districts struggle to see the full extent of vendor exposure until invoices accumulate. By then, most renewals are already committed. ## **The Renewal Trap** Renewals are often treated as administrative tasks rather than strategic checkpoints. Auto-renewal clauses activate unless notice is provided within a specific window. Those windows are easy to miss in busy districts. Once a renewal invoice arrives close to implementation timelines, the practical question becomes: Can we afford disruption right now? Often, the answer is no. That dynamic gives subscriptions inertia. ## **Why This Problem Is Growing Now** Several trends are accelerating subscription creep: - Expansion of EdTech ecosystems - Multi-year implementation models - Usage-based pricing structures - AI-enabled add-on services - Increased cybersecurity layering Vendors are structuring offerings around recurring revenue. That model aligns with innovation cycles. But district governance has not always evolved at the same pace. The complexity of managing dozens of recurring agreements requires stronger operational discipline than many districts currently have. ## **What District Leaders Should Be Doing** Subscription creep is manageable. It requires structure. ### **Conduct an Annual Subscription Audit** Inventory all recurring software contracts. Document: - Renewal dates - Escalation clauses - License counts - Actual usage metrics - Funding sources Visibility is the first control mechanism. ### **Align Renewals to Strategic Goals** Each renewal should answer a simple question: Does this tool directly support a defined district priority? If alignment is unclear, renewal should trigger review. ### **Consolidate Where Possible** Overlap is common. Districts should evaluate: - Redundant communication platforms - Assessment tools serving similar purposes - Analytics systems duplicating reporting functions Consolidation improves leverage and reduces noise. ### **Enforce Centralized Oversight** Even if departments initiate pilots, renewals should route through a centralized review process. Procurement and finance need visibility before commitments extend another year. ### **Leverage Data, Not Anecdote** Usage dashboards, license activation rates, and support ticket patterns provide objective indicators. Renewal decisions should not rely solely on anecdotal enthusiasm. ## **The Strategic Reality** Subscription models are not going away. They support continuous updates, security improvements, and scalable services. The question is not whether districts should use subscription software. The question is whether they are managing it intentionally. Unchecked subscription growth reduces budget flexibility, complicates forecasting, and limits strategic agility. Disciplined subscription governance restores leverage. The districts that build renewal oversight into their procurement culture will maintain financial control. Those that do not may discover, too late, that small recurring decisions have created long-term structural constraints. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Industry **Tags:** Headline --- ### [AI in K-12 Procurement: The Vendor Shift Ahead](https://edcircuit.com/ai-in-k-12-procurement-the-vendor-shift-ahead/) **Published:** March 23, 2026 **Author:** EdCircuit Staff **Excerpt:** AI in K-12 procurement is changing how vendors respond to RFPs, price solutions, and engage districts. Here’s what sales leaders must understand now. **Content:** AI in K-12 procurement is not replacing sales teams, but it is changing how vendors compete, respond, and win in district markets. As procurement has become more structured and compliance-driven, vendors have had to adapt. Artificial intelligence is accelerating that shift. For VP-level sales leaders, CROs, revenue teams, and EdTech executives, the question is no longer whether AI will impact district sales. It already has. The real question is how to use it without undermining trust or long-term relationships. Here’s where AI is reshaping vendor strategy. ## **AI Is Changing the RFP Game** K–12 [Request for Proposal (RFP)](https://greatergoodconsultantsct.com/2024/05/02/what-you-need-to-know-about-rfps-a-guide-for-k-12-education-vendors/) requirements are more detailed and compliance-driven than they were even five years ago. Scoring rubrics are specific. Legal review is deliberate. Documentation must align precisely with district requirements. AI is now being used to: - *Draft structured first-pass responses* - *Mirror rubric language automatically* - *Pull from prior proposal libraries* - *Flag missing compliance elements* That reduces turnaround time dramatically. But faster does not mean better. District reviewers are already seeing proposals that look polished at first glance but lack depth when pressed. The structure is strong. The language is clean. Yet when follow-up questions surface around implementation, integration, or measurable outcomes, the response weakens. That’s where credibility erodes. AI can organize information and accelerate drafting. It cannot demonstrate a lived understanding of a district’s instructional priorities, board dynamics, or operational constraints. The vendors who win will use AI to remove friction in preparation, then invest real time in tailoring their response. Efficiency gets you to submission. Relevance gets you shortlisted. Specificity gets you awarded. ## **Predictive Targeting Is Getting Smarter** AI is also reshaping how vendors identify and prioritize districts. Instead of relying solely on territory assignments or informal signals, vendors can now analyze: - *Budget trends* - *Public board minutes* - *Technology adoption patterns* - *Staffing changes* - *Funding announcements* AI tools can surface districts entering purchasing cycles or expanding strategic initiatives. That shifts sales from reactive to proactive. But predictive insight only works if paired with disciplined relationship development. A data signal may tell you where to look. It does not build trust for you. ## **Pricing Strategy Is Becoming Data-Driven** AI models are increasingly being used to evaluate: - *Historical win-loss outcomes* - *Competitive pricing patterns* - *Regional budget norms* - *Renewal retention rates* This allows vendors to simulate pricing strategies before submitting proposals. In subscription-heavy K–12 markets, that matters. AI can reveal whether aggressive first-year discounts correlate with renewal churn. It can highlight pricing structures that support multi-year retention. But districts are also becoming more sophisticated buyers. Transparent pricing and predictable renewal terms are often valued more than short-term incentives. AI should clarify, not complicate, the pricing strategy. ## **Contract Review and Risk Screening** Legal review is now one of the most time-intensive stages of K–12 procurement. AI-assisted contract tools help vendors: - *Flag data privacy conflicts* - *Identify insurance compliance gaps* - *Compare district terms to standard language* - *Predict negotiation friction points* Used well, this shortens cycles and prevents late-stage surprises. But sensitive negotiations still require human judgment. District legal teams expect accountability, not automation. AI can surface issues quickly. It cannot assume responsibility for resolving them. ## **The Hidden Risk: Proposal Saturation** As AI lowers the effort required to respond to RFPs, districts may see an increase in submissions. More proposals do not automatically mean stronger competition. If responses begin to sound templated or overly polished without clear local alignment, procurement teams will adjust. Evaluation criteria may shift toward demonstrated implementation credibility, reference strength, and operational proof. Automation does not lower the bar. It often raises it. Vendors who rely entirely on AI-generated narratives risk blending into a field of well-written but indistinguishable competitors. ## **What Sales Leaders Should Be Doing Now** The opportunity is not to replace teams. It is to strengthen them. ### **Use AI for Preparation, Not Performance** Let AI accelerate drafting and organization. Let humans refine strategy and alignment. District buyers can quickly identify when a response lacks an authentic connection to their goals. ### **Build AI Literacy Across Revenue Teams** Sales, proposal, and legal teams should understand: - *Where AI creates efficiency* - *Where human oversight is essential* - *How to preserve voice and clarity* Disciplined adoption creates leverage. Unstructured adoption creates exposure. ### **Protect Brand Authenticity** In K–12 markets, long-term contracts depend on trust. If AI use leads to vague claims, inconsistent messaging, or inflated outcomes, relationships suffer. AI should strengthen clarity, not dilute credibility. ### **Anticipate Procurement Response** As vendors adopt AI, districts will respond with tighter expectations, deeper follow-up questioning, and greater scrutiny of implementation claims. Vendors should expect that sophistication on one side drives sophistication on the other. ## **The Strategic Shift** AI in K–12 procurement is compressing timelines and increasing analytical capacity across the vendor landscape. But efficiency alone does not win in education. Districts still evaluate alignment with instructional priorities, long-term partnership value, renewal stability, and implementation support. AI can sharpen preparation. It can strengthen internal strategy. It can improve precision. It cannot replace understanding how districts actually operate. The vendors who succeed in the next phase of K–12 procurement will not be those who automate the most. They will be those who automate intelligently, then engage intentionally. And districts will notice the difference. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial, Industry **Tags:** Headline --- ### [K–12 Procurement Trends Over the Last 10 Years](https://edcircuit.com/k-12-procurement-trends-over-the-last-10-years/) **Published:** March 16, 2026 **Author:** EdCircuit Staff **Excerpt:** K–12 procurement trends have shifted fast. Here’s what changed in 10 years and what districts and vendors must adjust now to stay competitive and compliant. **Content:** K–12 procurement trends over the last 10 years have quietly reshaped how districts spend, how vendors sell, and how leaders manage risk. A decade ago, procurement was largely operational. It processed paperwork after decisions were made. Today, it shapes the decisions. For superintendents, curriculum directors, business offices, and school boards, purchasing choices now affect cybersecurity exposure, subscription costs, public transparency, and long-term instructional alignment. For vendors, the relationship-driven sales process that once worked is no longer enough. The process is structured. It’s cross-functional. And it’s documented at every step. Here’s what actually changed. ## **K–12 Procurement Is Fully Digital Now** Ten years ago, many districts were still managing bids through email chains and shared drives. Approval routing was manual. Vendor files were stored in cabinets or on disconnected systems. Now, most districts operate inside e-procurement platforms tied directly to their finance systems. That shift didn’t just make things faster. It changed behavior. Every approval is timestamped. Every submission is logged. Every deviation from the process leaves a trail. Informal purchasing is harder to justify. Side deals are easier to spot. And once something is in the system, it stays there. For district leaders, this improves control. For vendors, it means the old shortcut of “just send me a quote” rarely works anymore. ## **Compliance Isn’t New — But Scrutiny Is** [Procurement](https://www.sap.com/sea/products/spend-management/what-is-procurement.html) rules themselves haven’t radically changed. What’s changed is the visibility. Public records requests are more common. Board members ask sharper questions. Media scrutiny is quicker. Federal reporting requirements, especially during the COVID-era funding, forced districts to tighten documentation practices. Many business offices had to build new internal controls almost overnight. Procurement now carries reputational weight. A loosely justified sole-source decision or vague contract language can escalate fast. Ten years ago, a documentation gap might sit quietly in a file. Today, it shows up in an audit, a board meeting, or online. That reality has changed how districts approach risk. ## **The Subscription Shift Changed Everything** The biggest structural shift in K–12 procurement over the last decade isn’t digital bidding. It’s subscriptions. Districts used to buy textbooks, hardware, and furniture. Large purchases were visible and finite. Now they manage portfolios of recurring software contracts. Learning platforms. Assessment systems. Security tools. Data dashboards. Communication apps. Instead of a one-time purchase, districts now manage renewals year after year. And here’s the challenge. At renewal time, many districts discover that a districtwide tool is used in only a handful of schools. Licenses auto-renew. Usage data isn’t reviewed. Contracts roll forward because no one wants disruption midyear. That’s not a compliance problem. It’s a governance problem. Procurement has shifted from buying products to managing ecosystems. That requires a different mindset. ## **Cooperative Purchasing Became a Strategy** Cooperative contracts used to be a convenience. Today, they’re part of the playbook. Districts rely on cooperatives to move faster, especially when timelines are tight or internal capacity is stretched. It reduces administrative lift. It accelerates large purchases. It helps maintain compliance. But it isn’t a substitute for due diligence. Smart districts still validate pricing, confirm alignment with local policy, and review performance expectations. The cooperative contract opens the door. It doesn’t close the deal. ## **Vendor Strategy in Modern K–12 Procurement** The K–12 procurement environment demands a different sales approach than it did 10 years ago. ### **Decision-Making Is Broader** Purchases now involve curriculum leaders, IT, business offices, legal counsel, superintendents, and often boards. Vendors who rely on a single champion often stall late in the process. What feels like a done deal can unravel when legal review begins or when a board member asks about data privacy. Successful vendors map influence early. They anticipate who will ask which questions. They treat procurement as a stakeholder, not an obstacle. ### **Procurement Literacy Matters** Sales teams need to understand fiscal calendars, bid thresholds, RFP scoring criteria, and board approval cycles. Ignoring those details doesn’t just slow deals. It signals inexperience. The vendors who understand how districts actually operate build trust faster. ### **Compliance Is Part of the Product** Clear data privacy language. Insurance documentation. Security certifications. Transparent renewal terms. These aren’t attachments. They are part of the offering. Vendors who anticipate IT and legal concerns reduce friction. Vendors who wait to address them create it. ### **Long-Term Value Beats Short-Term Price** District leaders are increasingly wary of aggressive first-year discounts paired with unpredictable renewals. They want implementation support. Integration clarity. Renewal stability. A lower sticker price means little if the long-term cost structure is unclear. ## **District Operations Have Shifted Internally** Many districts have centralized purchasing in response to audit pressure and technology sprawl. Decentralized buying led to duplicate tools, inconsistent pricing, and security gaps. Centralization improves visibility. It strengthens negotiating power. It reduces risk. But it also creates tension. Curriculum wants speed. IT wants a security review. Business offices want compliance. Superintendents want results. Boards want transparency. Procurement leadership now sits in the middle of that tension. Managing it well is a leadership function, not just an administrative one. ## **What Districts Should Be Doing Now** The next phase of K–12 procurement isn’t about adding more rules. It’s about [using the existing structure more strategically](https://www.govtech.com/education/k-12/how-ai-is-changing-procurement-for-k-12-education). ### **Tie Purchasing to Measurable Goals** Every major contract should connect to a district priority. Literacy gains. Math recovery. Career pathways. Operational efficiency. If a tool can’t clearly connect to a goal, renewal should trigger discussion. ### **Review Vendors Annually** Renewals shouldn’t run on autopilot. Districts should examine usage data, adoption levels, support responsiveness, and alignment with outcomes before approving continuation. Too often, renewals are treated as administrative events. They should be strategic checkpoints. ### **Strengthen Data Governance** With expanded EdTech adoption, districts must maintain tight oversight of student data access and third-party integrations. Cybersecurity is no longer an IT issue alone. It’s a governance issue that boards are increasingly aware of. ### **Train School-Level Leaders** Many compliance breakdowns start with good intentions at the school level. Principals and department heads need clarity on purchasing thresholds, contract authority, and renewal processes. Operational literacy reduces friction later. ## **The Real Shift** The most important change in K–12 procurement over the last 10 years isn’t digital systems or cooperative contracts. It’s a mindset. Procurement is no longer a back-office checkpoint. It influences financial sustainability, vendor partnerships, data security, and instructional direction. Districts that treat it strategically move with more control and less waste. Vendors who adapt to this environment build durable partnerships. The structure is tighter. The scrutiny is higher. The expectations are clearer. And that shift isn’t going away. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Industry **Tags:** Headline --- ### [School Equipment Safety Decisions Start Before Purchase](https://edcircuit.com/school-equipment-safety-decisions-start-before-purchase/) **Published:** February 23, 2026 **Author:** EdCircuit Staff **Excerpt:** School equipment safety decisions begin at purchase—shaping storage, supervision, movement, and response time in STEM and CTE spaces. **Content:** School equipment safety decisions are made long before a device is unboxed, a lab is stocked, or a CTE pathway launches. They are made in budget meetings. In vendor selections. In conversations about what a room *should* be able to handle rather than what it was designed to support. And by the time new equipment arrives in a classroom, the safety outcome is already built into the system. That’s the central message of the newest episode of the [**Safer Ed Podcast**](https://edcircuit.com/safer-ed-school-safety/), [*Equipment Decisions Are Safety Decisions: How Purchasing and Storage Shape Risk*](https://open.spotify.com/episode/2P0vMre7pGCPO9cGbjOYQj)—and it is a message district leaders, principals, facilities teams, and instructional directors cannot afford to overlook. Because what looks like a purchasing decision on paper becomes, in practice, a supervision model, a movement pattern, a response-time variable, and an equity issue. ## **The Hidden Safety System Inside Every Purchase** In most schools, equipment is evaluated through three lenses: - Cost - Instructional alignment - Durability Safety is assumed to be built in. But safety is not a product feature—it is a **system outcome** shaped by: - Where the equipment lives - How often it moves - How quickly it can be accessed - Whether it blocks sightlines - How it changes student flow A cart placed in the wrong location can block an emergency shutoff. A storage cabinet mounted too high changes lifting behavior. A shared tool station can create congestion, altering supervision. None of these are discipline issues. None of these is a teacher failure. They are design outcomes. ## **Underused Equipment Is a Safety Signal** One of the most common leadership questions in modern STEM and CTE programs is: > “Why aren’t we using the new equipment more often?” The answer is rarely instructional. Equipment goes unused when: - setup is not operationally safe - retrieval takes too long - storage requires lifting or moving other materials - supervision becomes difficult What appears to be an engagement issue is actually an infrastructure misalignment. When districts begin to recognize underuse as a safety indicator—not a performance problem—they unlock a completely different level of planning. ## **Storage Design Is Behavior Design** The most overlooked safety question in education is: > **Where does this live when it’s not in use?** Storage determines: - daily movement - cleanup speed - lifting patterns - access to emergency equipment - student clustering Inconsistent storage from room to room increases cognitive load for staff, slows emergency response, and makes training less effective. Standardized, intentional storage: - builds familiarity - reduces decision-making under stress - improves supervision - protects instructional time In other words, storage is not about organization—it is about response capability. ## **The Equity Dimension Most Districts Miss** The same purchasing decision does not produce the same safety outcome in every room. Large, purpose-built spaces can absorb misalignment. Smaller or shared spaces cannot. That means procurement decisions can unintentionally create: - unequal safety conditions - unequal instructional access - unequal program sustainability When purchasing is aligned with real spatial capacity, districts protect both **people and programs**. ## **Why Finance Leaders Should Be in the Safety Conversation** When viewed through a systems lens, safety becomes a fiscal strategy. Aligned equipment decisions: - extend the usable life of existing facilities - reduce renovation pressure - protect instructional minutes - increase program efficiency Every workaround costs time. Over the course of a school year, those lost minutes become lost days of learning. The safest room is also the most efficient room. ## **The Walkthrough That Changes Everything** On a spreadsheet, everything fits. In the physical room, you see: - reach ranges - cabinet swing - supervision sightlines - pathway congestion - emergency access points That’s why the most effective districts bring: - procurement - facilities - curriculum - safety leadership into the space **before a purchase is finalized**. Because the most important question is not: > **“Is this approved?”** It is: > **“How will this live in the room?”** ## **Planning for Programs That Don’t Exist Yet** STEM and CTE programs evolve faster than buildings. If equipment is selected only for current use, rooms reach capacity quickly, and safety margins shrink. But when districts plan five to ten years ahead: - The same space supports multiple generations of learning - Safety becomes structural instead of reactive - Program growth becomes sustainable This is the difference between innovation that lasts and innovation that outgrows its environment. ## **A Practical Starting Point for Districts** As equipment, materials, and student enrollment increase, understanding how many learners can safely operate in a space becomes essential. That’s where tools like the [**free Science Safety Occupancy Load Calculator**](https://sciencesafety.com/free-occupancy-load-calculator-tool/) provide immediate, actionable insight. It helps leaders evaluate how: - class size - layout - storage - program expansion intersect with supervision and emergency response—before near misses occur. ## **From Purchasing to Protection** The most powerful shift a district can make is this: Stop treating procurement as a transaction. Start treating it as part of the learning environment. Because the moment a purchase is approved, it begins shaping: - movement - visibility - behavior - response time - instructional efficiency Safety is not added later. It is designed at the beginning. ## **Continue the Conversation** This article is based on the latest episode of the [**Safer Ed Podcast**](https://edcircuit.com/safer-ed-school-safety/): [**Equipment Decisions Are Safety Decisions: How Purchasing and Storage Shape Risk**](https://open.spotify.com/episode/2P0vMre7pGCPO9cGbjOYQj) In the full conversation, we explore: - real-world operational friction - leadership blind spots - system alignment strategies - how to turn purchasing into long-term protection ## **A Message Worth Sharing** If you are a: - Superintendent - Principal - CTE director - STEM coordinator - Facilities leader - Safety officer This is a conversation to bring to your next planning meeting. Because the safest schools are not the ones that react fastest. They are the ones who design their systems early. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Safer Ed **Tags:** Headline --- ### [Homeschooling Growth Fueled by Education Technology](https://edcircuit.com/homeschooling-growth-fueled-by-education-technology/) **Published:** March 17, 2026 **Author:** EdCircuit Staff **Excerpt:** Homeschooling growth continues post-pandemic, with edtech and learning management systems (LMS) making it more accessible and sustainable. **Content:** **Homeschooling growth** is no longer a temporary pandemic story. [National survey estimates](https://www.educationnext.org/new-u-s-census-bureau-data-confirm-growth-in-homeschooling-amid-pandemic/) suggest roughly 6% of U.S. school-aged children are homeschooled, a sustained increase over pre-2019 levels. What began as an emergency response has, for many families, become a permanent shift. The reasons vary. Some parents cite academic dissatisfaction. Others point to school safety, flexibility, special learning needs, or values alignment. But beneath those motivations lies a structural change that rarely gets enough attention: the infrastructure for homeschooling is radically different than it was even 10 to 15 years ago. Technology did not invent homeschooling. But it has lowered the barrier to entry in ways that have made it viable for more families. ## **Before and After: What Changed** To understand the rise, it helps to look backward. [Fifteen years ago](https://www.alumacare.com/blog/homeschooling-statistics-1edfc), homeschooling often meant purchasing boxed curriculum, teaching directly from printed manuals, managing lesson plans on paper, and manually assembling portfolios to document progress. Parents carried nearly the entire instructional load. If a student struggled with Algebra II or chemistry, the parent either mastered the material or hired a local tutor. Rural families had limited access to enrichment or advanced coursework. Documentation for state compliance could be time-consuming and inconsistent. Today, families can build what looks remarkably like a digital school system at home. Modern homeschooling frequently includes: - Standards-aligned online curriculum platforms - Adaptive practice tools that adjust difficulty automatically - Video-based direct instruction in advanced subjects - Auto-graded assessments with performance dashboards - Digital portfolios and transcript generators - Live online classes and virtual enrichment Learning management systems, once primarily used by districts and universities, now sit at the center of many homeschool environments. An [LMS allows parents](https://www.powerschool.com/blog/learning-management-system/) to organize assignments, track pacing, monitor mastery, and generate progress reports in a structured way. The administrative burden that once deterred many families has been significantly reduced. In short, homeschooling moved from analog and parent-dependent to digitally supported and systemized. That shift matters. ## **Did Technology “Open Doors”?** It is difficult to establish a direct causal link between edtech growth and homeschooling expansion. Families choose homeschooling for personal, cultural, or educational reasons. Policy changes in some states, including education savings accounts and expanded school choice programs, also play a role. However, several realities suggest technology has meaningfully expanded feasibility. First, participation in homeschooling has remained elevated even after schools reopened fully. If growth were driven purely by temporary health concerns, we would expect a sharp reversion to pre-2019 norms. Instead, estimates have stabilized at higher levels. Second, more states report record or[ near-record homeschool registrations in recent years](https://education.jhu.edu/edpolicy/policy-research-initiatives/homeschool-hub/homeschool-growth-2024-2025/). That persistence suggests infrastructure, not emergency reaction, is sustaining participation. Third, the cost-benefit calculation for parents has shifted. Technology has opened doors in four specific ways: **1. Academic Access** Parents no longer need subject-matter expertise in every discipline. High-quality video instruction, interactive simulations, and adaptive math platforms reduce dependence on parent-led lecture. **2. Geographic Equity** A rural student can take an advanced coding class or join an online live writing seminar. The zip code barrier has weakened. **3. Administrative Simplicity** Progress tracking, attendance logs, and portfolio documentation can now be generated automatically through digital systems. **4. Flexible Work Integration** Working parents can assign structured, self-paced modules while maintaining oversight through dashboards and scheduled check-ins. This does not mean homeschooling is easy. It requires time, structure, and intentionality. But technology has reduced friction. And reducing friction expands participation. That said, accessibility is not universal. Reliable internet, devices, and parent availability remain prerequisites. In that sense, edtech may expand opportunity most for families who already possess certain resources. The digital divide still matters. ## **The Unbundling of School** One of the most significant shifts enabled by technology is the unbundling of school itself. In traditional public education, academics, extracurriculars, socialization, counseling, and services are bundled into a single enrollment structure. Digital infrastructure now allows families to separate those components. A student might: - Complete core academics at home through online curriculum - Participate in a homeschool co-op for labs - Hire a remote tutor for upper-level math - Join a community athletic league - Request access to public school extracurriculars Technology makes coordination possible. Calendars sync. Assignments upload. Communication centralizes. For districts, this unbundling creates a new reality: students who want to belong without fully enrolling. ## **What This Means for School Districts** As homeschooling grows, districts increasingly face requests from homeschool families to participate in athletics, the arts, clubs, or even part-time coursework. Whether homeschool students may participate depends on state law, district policy, and activity association rules. Many states have adopted what are commonly called [“Tebow laws,”](https://magnoliatribune.com/2025/01/24/after-a-decade-of-trying-tim-tebow-act-has-its-best-chance-yet-of-passing-in-mississippi/) named after former NFL quarterback Tim Tebow, who was homeschooled and played high school football through a public school. These laws generally allow[ homeschool students to participate](https://thsc.org/uil-equal-access-works/) in interscholastic extracurricular activities under certain conditions. However, implementation varies widely. Some states require participation only at the zoned public school. Others impose academic eligibility documentation, periodic grade checks, or standardized test benchmarks. Athletic associations may impose additional compliance rules. Even where the law permits access, districts wrestle with practical concerns: - How do we verify academic eligibility? - Who monitors attendance equivalency? - How are disciplinary codes enforced? - Are roster spots guaranteed or competitive? - How do participation fees and insurance apply? Consider a simple scenario. A homeschooled sophomore wants to join the varsity soccer team. The[ district requires](https://education.ohio.gov/topics/ohio-education-options/home-schooling) proof of residency, documentation demonstrating academic progress comparable to enrolled students, and a signed agreement to the student code of conduct. The student must try out; placement is not guaranteed. If selected, they must follow all team rules and meet all eligibility checkpoints. This model attempts to balance access and fairness. Districts that respond reactively often encounter friction. Districts that publish transparent policies reduce confusion. Clear timelines, documentation requirements, and enforcement standards protect both enrolled and homeschooled students. ## **Special Services and Part-Time Access** Beyond extracurriculars, districts also navigate requests related to evaluations, part-time enrollment, and special education services. Legal obligations vary by state and federal interpretation. In many cases, homeschooled students do not automatically receive the full suite of services provided to enrolled students, but districts may have obligations related to evaluation or proportionate-share services. This legal complexity underscores an important point: the growth of homeschooling is not just an instructional shift. It is a governance challenge. ## **A Structural Shift, Not a Trend** The sustained growth of homeschooling suggests this is not a short-lived reaction but part of a broader restructuring of education delivery. Technology has not replaced schools. It has expanded the ecosystem. Parents today can assemble an education using interoperable parts: - Digital curriculum platforms - Learning management systems - Remote instruction - Community-based enrichment - Public-school extracurricular participation That flexibility changes expectations. For some families, homeschooling is about autonomy. For others, it is about customization. For districts, it represents both competitive pressure and an opportunity for collaboration. The deeper question may not be whether homeschooling will continue to grow. It may be whether public education systems adapt to a world in which enrollment is no longer the only way students engage with schools. Technology did not create homeschooling. But it has undeniably lowered the structural barriers that once limited who could attempt it. And when barriers fall, participation tends to rise. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [District Recognition Elevates Educator Excellence](https://edcircuit.com/district-recognition-elevates-educator-excellence/) **Published:** March 12, 2026 **Author:** EdCircuit Staff **Excerpt:** District recognition programs, such as Teacher of the Year awards, boost morale, improve retention, and celebrate educator excellence across schools. **Content:** District recognition programs, such as Teacher of the Year awards, strengthen educator morale, improve retention, and spotlight instructional excellence across the entire school community. Picture this. A teacher stays late to help a student who is on the verge of giving up. A colleague notices the extra effort. A principal sees the steady gains in student growth. Parents talk about how their child feels safe and challenged in that classroom. Now imagine that educator being recognized by their peers. Their story shared districtwide. Their impact named out loud. That moment does more than celebrate one person. It shapes culture. ### **Recognition builds identity** A plaque is not the point. Identity is. When a district publicly honors its top instructors, it sends a clear message about what excellence looks like. It tells early-career teachers what is possible. It reminds veteran educators that their experience still matters. It shows instructional leaders that innovation and dedication are seen. Recognition programs help districts: - Reinforce instructional priorities - Elevate teacher leadership - Strengthen professional pride - Create aspirational examples within schools Culture is built by what we celebrate. When recognition becomes part of a district’s rhythm, appreciation becomes part of its identity. ### **Recognition supports retention** Across the country, districts are working hard to recruit talented educators. Keeping them is just as important. Compensation, resources, and support systems all matter. But feeling valued is a powerful factor in whether educators stay. When teachers know their work is seen beyond their classroom walls, it changes how they experience their profession. Public recognition communicates trust. It communicates respect. It communicates that their effort has meaning. Districts that actively celebrate their educators often see stronger morale and deeper engagement across campuses. Recognition is not a small gesture. It is a strategic investment in people. ### **Recognition builds community trust** Families want to know their schools are strong. School boards want tangible evidence of excellence. Students want role models. Recognition programs provide all three. When a district highlights its Teacher of the Year or honors exceptional staff, it tells a positive, authentic story about what is happening inside classrooms. It shows the community that excellence is not accidental. It is cultivated. Celebrating educators publicly strengthens the district’s confidence and reinforces pride among students and families. ### **From district honor to national impact** District recognition can also open doors beyond local boundaries. Programs such as the [National Teacher of the Year (NTOY)](https://ntoyapplication.smapply.io/) initiative allow districts to elevate outstanding educators to the state and national level. The application process encourages deep reflection on instructional practice, leadership, and student impact. For educators, it is an opportunity to grow as advocates and ambassadors. For districts, it is a chance to showcase the quality of teaching happening within their schools. Participating in national recognition programs signals that a district believes its educators are among the best and is willing to stand behind them. ### **Recognition is gratitude made visible** Every superintendent, principal, and school board member has said “thank you” to staff. Those words matter. But highlighting an educator’s work among their peers is one of the strongest ways to express appreciation. It says: We see the late nights. We see the creativity. We see the commitment. And when students watch their teachers honored, they absorb an important lesson. Dedication matters. Leadership matters. Service matters. Recognition shapes not just staff culture, but student mindset. ### **A call to lead with celebration** If your district does not yet have a structured recognition program, this is the moment to create one. If you already honor a Teacher of the Year, consider how to elevate it. Share nominee stories widely. Involve students in the celebration. Highlight finalists, not just winners. Connect your local honoree to state and national opportunities. District leaders have many responsibilities competing for attention. Recognition may seem small compared to budgets and policy decisions. It is not small. It is one of the clearest signals a district can send about what it values. When you honor your top instructors, you strengthen retention, inspire excellence, and build trust across your community. Most importantly, you remind educators that their work changes lives. And that is always worth celebrating. **[WMBB News 13](https://www.youtube.com/@WMBBTV) – [Bay District Schools’ honors top educators for their outstanding work](https://www.youtube.com/watch?v=3RNM6a_476c)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [Why AI in Education Supports, Not Replaces Teachers](https://edcircuit.com/why-ai-in-education-supports-not-replaces-teachers/) **Published:** February 20, 2026 **Author:** EdCircuit Staff **Excerpt:** AI in education helps teachers reduce cognitive overload, personalize learning, and protect student relationships without replacing human expertise. **Content:** AI in education is not replacing teachers. It is strengthening their ability to teach well. Across districts, educators are quietly integrating AI into their daily workflows. Not to cut corners. Not to avoid effort. But to manage the growing cognitive load that defines modern teaching. Because the real issue in schools is not a lack of dedication. It is overload. ## **The Real Problem: Cognitive Overload** Teachers make hundreds of decisions every day. They adjust pacing mid-lesson. They redirect behavior while continuing instruction. They differentiate in real time. They analyze assessment data. They document interventions. Then, long after dismissal, they draft parent emails, format slides, build rubrics, and retype the same feedback comment for the tenth time. Much of teaching is deeply human work. But a surprising amount of it is administrative repetition. AI in education reduces that repetition. It does not remove judgment. It does not remove expertise. It removes the blank page and the formatting burden. When teachers do not have to draft every lesson outline or manually score every objective quiz, they preserve mental energy for what actually requires human discernment. This is not about working less. It is about protecting instructional focus. ## **A Classroom Snapshot** A middle school social studies teacher recently described her Sunday routine before adopting AI tools for teachers. Three hours at the kitchen table. Standards open in one tab. Curriculum map in another. Slide deck half-built. Differentiated reading materials still unfinished. Now she generates a standards-aligned draft lesson outline in minutes. She asks for three versions of a civic engagement article at different reading levels. She requests discussion questions and a rubric template. None of it is final. She edits heavily. She adjusts tone. She removes what does not fit her classroom. But instead of starting from zero, she starts from a structure. What once took three hours now takes under one. The time saved does not disappear. She uses it to conference with two students who have been reluctant to participate. She redesigns a discussion protocol to increase accountability. She actually leaves school with energy left. That is artificial intelligence in schools functioning as instructional support. ## **Lesson Planning Without the Drain** Starting from scratch is exhausting. Every teacher knows the feeling of staring at a blank document late at night. AI in K–12 education eliminates that starting friction. Teachers can quickly prompt structured lesson drafts, exit tickets, enrichment extensions, and scaffolded activities. They remain the instructional decision-makers. They verify accuracy. They ensure alignment with district standards. They refine language to match their voice. Curriculum directors are beginning to notice another benefit. When teachers use AI strategically, alignment becomes easier. Departments can generate comparable lesson drafts and refine collaboratively, improving vertical coherence across grade levels. AI does not design the curriculum. It accelerates the drafting process, allowing educators to focus on substance. ## **Feedback That Moves at the Speed of Learning** Delayed feedback weakens learning. Immediate feedback strengthens it. AI in education allows teachers to shorten that loop. Objective assessments can be scored instantly. Writing drafts can receive preliminary rubric-based analysis before teacher review. Patterns of misunderstanding across a class can be summarized in seconds. A high school English teacher recently used AI to identify a pattern in thesis statements across 120 essays. Instead of writing “clarify your claim” dozens of times, she addressed the issue in a targeted mini-lesson the next day. Her written comments then focused on deeper analysis and voice. Students received clearer direction. She avoided repetitive strain. Instruction improved. AI suggested. She decided. That distinction matters. ## **Personalization Without Unsustainable Hours** District leaders have long prioritized personalized learning. Teachers have long carried the burden of implementing it. AI in education makes differentiation more realistic. An elementary math teacher can generate three variations of a fractions practice set within minutes: one with visual scaffolds, one standard, and one with challenge extensions. A science teacher can produce simplified lab instructions for multilingual learners without rewriting the entire document. Previously, these adaptations required significant after-hours work. Now they require professional review and refinement. This does not lower expectations. It expands access. For administrators concerned about equity gaps, artificial intelligence in schools offers a practical tool for responsive instruction without accelerating burnout. ## **Administrative Relief That Protects Relationships** Some of the most draining tasks happen outside instructional hours. AI tools for teachers can draft parent communication based on bullet points, summarize student performance data for intervention meetings, organize observation notes into formal reports, and generate substitute plans from weekly outlines. These are the invisible hours. The 9:30 p.m. documentation sessions. The Sunday afternoon formatting. The small administrative tasks that chip away at energy. When teachers reclaim even part of that time, something shifts. They show up more patient. More present. Less reactive. Parents sometimes worry that AI in education will distance teachers from students. In practice, thoughtful implementation does the opposite. Automating paperwork protects relational capacity. Teaching is relational work. Energy matters. ## **Data That Informs Instead of Overwhelms** Schools are rich in data and poor in time. AI can summarize assessment trends, highlight standards with low mastery, and suggest areas for reteaching. A principal reviewing walkthrough notes can quickly identify patterns across grade levels. A curriculum director can analyze common gaps without manually sorting spreadsheets. The expertise remains human. The interpretation remains professional. AI simply reduces friction between information and action. ## **Governance, Transparency, and Trust** Avoiding the conversation will not make it go away. Many teachers are already experimenting with AI tools. The strategic question for superintendents and principals is whether districts will intentionally guide implementation. Clear policies around data privacy. Approved platforms. Professional development focused on critical review rather than blind trust. Transparent communication with families about how AI in education supports, rather than replaces, teacher judgment. Leadership determines whether AI becomes a stabilizing support or a fragmented workaround. Trust grows when guardrails are visible. ## **What AI Cannot Replace** It is important to be direct. Artificial intelligence in schools cannot build trust with a hesitant student. It cannot sense the mood shift in a room during a sensitive discussion. It cannot advocate for a child navigating challenges outside of school. It cannot replace professional instinct, empathy, or experience. AI in education is infrastructure. Teachers remain the core. When districts frame it this way, fear decreases. Educators feel supported rather than threatened. Parents see reinforcement, not substitution. ## **A Strategic Moment for School Systems** This is not a future conversation. It is a present one. The choice facing district leaders is not whether AI in education exists in classrooms. It does. The choice is whether to adopt reactively or strategically. Handled thoughtfully, AI can reduce cognitive overload, accelerate feedback, strengthen personalization, and protect relational time. It can improve teacher retention by reducing the silent administrative weight that pushes many toward burnout. Handled carelessly, it will create confusion and mistrust. The path forward requires clarity, training, and honest dialogue. The goal is not fewer teachers. It is better-supported teachers who have the mental space to do what only humans can do. And that is a future worth leading toward. **[UNESCO](https://www.youtube.com/@UNESCO) – [Teacher to Teacher: Is AI reshaping education for the better?](https://www.youtube.com/watch?v=EEbGYRW7feM)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Safety Training That Sticks in Real Classrooms](https://edcircuit.com/safety-training-that-sticks-in-real-classrooms/) **Published:** February 16, 2026 **Author:** EdCircuit Staff **Excerpt:** Safety training must move beyond compliance to real-world practice—this Safer Ed companion explores how drills and PD shape response, confidence, and outcomes. **Content:** **Safety training determines what happens in the first ten seconds** Safety training is often measured by attendance, completion certificates, and documented compliance. Yet when a real moment unfolds in a lab, makerspace, or CTE classroom, those records do not determine the outcome. What determines the outcome is whether the adults in the room have physically practiced the response in the same environment, under the same conditions, with the same constraints they face every day. The difference between knowing and doing is where safety lives. This is the central focus of the latest episode of the **Safer Ed Podcast**, [*Training That Sticks: Why Drills and Professional Development Determine Safety Outcomes*](https://open.spotify.com/episode/5Vi8d25L8SnqBrbowtM6hN?si=l7Uy-w6KTQ6aZcM4KRsVxg). The conversation challenges a long-standing assumption in K–12 education: that providing information is the same as building readiness. It isn’t. ## **Completion is not competence** Schools have never provided more safety training. Online modules, annual refreshers, policy reviews, and sign-in sheets create the appearance of a complete system. But near-miss data tells a different story. In real classrooms, educators still hesitate, improvise, or rely on the most experienced person in the room to take the first action. That pattern does not reflect a lack of professionalism—it reflects a mismatch between how training is delivered and how people actually perform under pressure. In calm environments, adults can describe procedures perfectly. They can identify emergency equipment on a slide. They can pass an assessment. But in a live instructional setting, they are managing behavior, materials, supervision, and time simultaneously. When something unexpected happens, there is no extra space for analysis. The response must be automatic. ## **Why spatial fluency matters** Training that changes outcomes always includes a physical component. Educators must stand where they will stand. Walk the actual exit route. Reach the real shutoff. Navigate the same pathways students use. These are not small details—they are the sensory experiences the brain retrieves during a high-stress moment. A safety plan reviewed in an auditorium does not prepare a teacher to act in a crowded lab. A five-minute walkthrough in the actual room does. That physical familiarity builds confidence, reduces hesitation, and creates coordinated movement. It also reveals obstacles—blocked access points, congested transitions, equipment staged in the wrong location—that written plans cannot capture. ## **Drills must reflect real conditions** Many drills occur under ideal circumstances: announced in advance, conducted in quiet spaces, and executed without the complexity of active instruction. But incidents do not occur under ideal conditions. They happen: - during cleanup - during transitions - when multiple activities overlap - when supervision is divided Training that takes place in calm environments prepares people for calm environments. Training in real conditions prepares people for real-world situations. This shift does not require more time. High-functioning schools embed micro-practice into existing routines: the first two minutes of a lab become a shutdown rehearsal; a staff meeting includes a five-minute scenario tied to a real near miss. Over time, those repetitions create an automatic response. ## **Role clarity and distributed leadership** One of the most consistent friction points in emergency response is hesitation about who initiates the first action. Safety plans often assume that everyone will move simultaneously and correctly. In practice, adults look to one another for confirmation. That brief pause changes outcomes. Training that sticks rehearses leadership as a behavior, not a position. Different staff members initiate responses during drills. Support staff are included. Substitutes receive rapid physical orientation to the room. This creates distributed competence—a system in which the first critical step can occur immediately, regardless of who is present. ## **Measuring performance, not participation** Most schools measure training by completion. Effective systems measure execution. - How long does it take to begin the first action? - Where does movement slow down? - Is communication clear and consistent? - Can safety equipment be accessed without obstruction? These are performance indicators. And they are best observed during drills. When someone watches the process solely to identify friction points, training becomes a diagnostic tool for the entire safety system. A blocked shutoff is not a training failure—it is a layout issue revealed through training. Congestion at an exit is not a behavioral problem—it is a scheduling and space issue. This is how professional development connects directly to facilities, purchasing, and instructional planning. ## **The power of the post-drill debrief** The most important learning often happens after the drill ends. What slowed us down? What was confusing? What assumptions didn’t match reality? When those reflections are documented and revisited, they become institutional memory. As staff, schedules, and spaces change, the organization continues to improve instead of starting over. Just as importantly, this process builds psychological safety. When educators see that raising concerns leads to system improvements, reporting increases. Silence disappears. ## **Training builds trust—and trust changes outcomes** In schools where drills are practiced in context and debriefed openly, something shifts. Adults trust each other’s actions because they have seen them before. They trust the system because they have tested it. Students respond more quickly because expectations are consistent across rooms. Trust reduces hesitation. Reduced hesitation keeps small incidents from becoming larger ones. ## **A practical tool for evaluating readiness** One of the most common variables in safety performance is overcrowding. Class size, furniture layout, and equipment storage all affect movement, supervision, and access to emergency systems. To help schools evaluate that intersection, [**Science Safety provides a free Occupancy Load Calculator** ](https://sciencesafety.com/free-occupancy-load-calculator-tool/)that allows educators and leaders to assess how many people a space can safely accommodate under real-world conditions. Used alongside drills and walkthrough observations, it turns intuition into evidence and supports informed decisions about scheduling, layout, and program expansion. You can access the tool here: ## **From compliance to capability** Safety outcomes are not determined by the existence of a plan. They are determined by what people can do without hesitation. Repeated, contextual, and physically practiced training turns written procedures into coordinated action. It transforms near misses into rehearsed responses. And it allows innovation in STEM and CTE spaces to grow without quietly accumulating risk. In the end, the goal is not more training. The goal is training that works. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Safer Ed **Tags:** Headline --- ### [College Decision Next Steps After Acceptance](https://edcircuit.com/college-decision-next-steps-after-acceptance/) **Published:** February 13, 2026 **Author:** EdCircuit Staff **Excerpt:** College decision next steps can feel overwhelming—FAFSA, scholarships, housing, travel costs, and admitted-student days all shape the final choice. **Content:** **College decision next steps** become urgent each February as acceptance letters turn anticipation into action. Financial aid portals fill inboxes, campus visits stack up on calendars, and students face one of the first truly high-stakes choices of their lives. For parents, teachers, guidance counselors, and both K–12 and higher-education administrators, this is the moment when confidence matters as much as credentials. This stage is less about rankings and more about readiness. Families are weighing affordability, academic programs, distance from home, and campus culture—while admissions teams and college leaders focus on transparency, yield, and ensuring students understand what enrollment truly entails. The right support now can determine not just where a student enrolls, but how smoothly they transition into college life. ## **1. Confirm FAFSA Submission and Financial Aid Status** Every family should verify that the [FAFSA](https://studentaid.gov/h/apply-for-aid/fafsa) has been received and processed by each institution under consideration. Even small missing documents can delay award letters or reduce eligibility. Important steps include: - Checking each college’s aid portal regularly - Responding quickly to verification requests - Confirming household income data - Reviewing dependency status - Comparing grants, loans, and work-study offers Guidance counselors and educators play a critical role in helping students interpret award letters, which often look similar on the surface but mask significant differences in net cost. ## **2. Evaluate Scholarships—and Search for Additional Funding** By late winter, many students have received merit awards, departmental scholarships, or honors-college invitations. Others are still awaiting competitive full-tuition opportunities. Families should: - Track acceptance deadlines - Confirm renewal requirements - Understand GPA or credit thresholds - Determine whether awards stack with institutional aid If gaps remain, now is also the time to pursue: - Local foundation scholarships - Employer-sponsored awards - Civic-organization grants - Career-aligned professional groups Financial aid offices can often point students toward internal awards that are not widely advertised—especially for first-generation students navigating complex systems for the first time. ## **3. Budget for Travel and Other Hidden College Costs** Tuition alone rarely reflects the full price of attendance. When families compare college decision next steps, they should include secondary costs that can vary dramatically: - **Travel:** Flights, holiday trips home, ride-share services - **Housing deposits:** Often due weeks before final enrollment - **Orientation programs:** Some require overnight stays - **Books and lab fees** - **Technology purchases** - **Health-insurance adjustments** Students considering schools far from home should model yearly transportation expenses—especially if frequent travel is likely. ## **4. Attend Admitted-Student and Scholarship Events** Campus visits after acceptance often provide the clearest signal of fit. These programs allow students to meet peers, speak with faculty, and envision daily life. Students should notice: - Classroom culture and workload - Access to professors - Advising and tutoring systems - Residence halls and dining options - Wellness resources Scholarship finalist weekends may include interviews, group activities, or presentations. Educators can help students prepare by practicing introductions, refining goals, and crafting thoughtful questions. ## **5. Complete Housing Applications Early** Housing assignments often follow rolling timelines. Delaying can limit choices. Students should: - Submit housing forms promptly - Rank residence preferences carefully - Complete roommate profiles honestly - Monitor housing portals and email Families should also confirm which deposits are refundable before committing. ## **6. Speak Directly With Financial Aid Representatives** Personal conversations with aid officers often resolve confusion and, in some cases, uncover options. Helpful questions include: - Are appeal processes available for changed circumstances? - What payment plans exist? - How does work-study operate? - When are aid decisions finalized? For admissions teams and administrators, proactive outreach during this period can make a meaningful difference in student confidence and enrollment decisions. ## **7. Connect With Professors in the Intended Major** Academic fit should anchor every final choice. Speaking with faculty can clarify what life in a major actually looks like. Topics to explore: - Course sequencing - Research opportunities - Internship pipelines - Study-abroad programs - Graduate-school placement - Career outcomes These conversations often shape decisions more than marketing materials. ## **8. Compare Schools Holistically** Instead of relying solely on rankings, families should assemble comprehensive comparison charts: - Net cost - Distance from home - Graduation rates - Internship access - Class size - Support services - Alumni networks Guidance counselors are essential partners here, helping students balance emotion with evidence. ## **9. Prepare for the Final Enrollment Decision** As deadlines approach, students should be ready to: - Submit deposits - Decline other offers courteously - Register for orientation - Set up campus accounts - Complete placement exams - Begin advising surveys Schools can reinforce this momentum through clear communication and celebratory decision-day events. ## **A Shared Responsibility in a High-Stakes Moment** The college decision process extends far beyond a single student. Parents manage finances, educators decode systems, counselors provide perspective, and higher-education leaders influence outcomes through transparency and outreach. February is the pivot point—from applications to action. With careful planning, honest budgeting, and thoughtful engagement, families can approach the next steps in the college decision with clarity rather than stress. The goal is not simply choosing a school. It is choosing a place where a student can thrive academically, grow personally, and step forward with financial confidence. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Higher Education, Hot Topics - controversial **Tags:** Headline --- ### [AI and Achievement Gaps in Education](https://edcircuit.com/ai-and-achievement-gaps-in-education/) **Published:** March 18, 2026 **Author:** EdCircuit Staff **Excerpt:** AI and achievement gaps in education are reshaping how schools identify disparities, personalize learning, and confront equity challenges. **Content:** AI and achievement gaps in education are becoming central to conversations about how artificial intelligence will shape the future of schooling. As districts adopt AI-driven assessment tools, adaptive learning platforms, and predictive analytics, a critical question emerges: will these technologies narrow long-standing disparities, or risk reinforcing them? The answer depends less on the technology itself and more on how schools implement it. For educators, administrators, equity advocates, and school board members, the moment demands both optimism and caution. ## The Promise: Earlier, More Precise Identification One of the strongest arguments for AI as an equity accelerator lies in its ability to detect patterns that traditional systems may miss. Historically, achievement gaps have been identified after students fall significantly behind. Standardized test cycles, semester report cards, and delayed referrals often meant that support arrived late. By then, academic gaps were wider, and confidence had eroded. AI-enhanced systems shift that timeline. [Modern adaptive assessment platforms](https://schoolai.com/blog/ai-solutions-bridging-achievement-gaps-unique-learners) can analyze: - Skill-level weaknesses in reading and math - Response inconsistencies that suggest executive function challenges - Language acquisition patterns among English learners - Growth trends across demographic subgroups Instead of waiting for a student to fail a high-stakes exam, AI tools can flag subtle warning signs in real time. For example, an elementary literacy screener might detect that a student is decoding accurately but struggling with vocabulary-based comprehension. Without AI-level pattern recognition, that nuance may not be visible until much later. In this way, AI can function as an early alert system—identifying disparities before they solidify. ## **The Risk: Bias Embedded in Algorithms** However, technology is not neutral. AI systems are trained on data. If that data reflects historical inequities, the outputs can replicate or amplify them. Consider predictive models that identify students “at risk” of academic failure. If training data is disproportionately influenced by socioeconomic variables, attendance patterns, or disciplinary history, the system may inadvertently flag students from certain communities more frequently—even when individual growth patterns suggest resilience. Similarly, language processing algorithms may misinterpret dialectal variation or emerging bilingual proficiency as an academic weakness. For school leaders, this raises important questions: - Who designed the algorithm? - What data was used to train it? - How often is bias testing conducted? - Are educators trained to question outputs rather than accept them automatically? AI and achievement gaps in education intersect most critically at this point: automation without oversight can entrench inequity. ## **The Human Layer: Professional Judgment Still Matters** The strongest [AI implementations treat data as insight—not verdict](https://www.clinicaltrialsarena.com/features/ai-takes-charge-of-data-but-challenges-linger/). A dashboard might highlight that a student’s performance fluctuates across testing sessions. The AI may interpret that as inconsistency or disengagement. A teacher, however, might recognize housing instability, caregiving responsibilities, or emotional stressors. AI surfaces patterns. Humans interpret context. For special education coordinators and intervention teams, this distinction is vital. Decisions about tiered intervention, RTI placement, or IEP evaluation must never be outsourced to algorithms. Instead, AI should support earlier and more informed discussions—not replace professional expertise. When educators are empowered to interrogate AI outputs, equity is strengthened. ## **Digital Access and Infrastructure Gaps** Equity challenges are not limited to algorithm design. AI-driven platforms depend on reliable devices, connectivity, and consistent usage. Districts with uneven technology access may experience distorted data patterns. If a student has limited internet access at home, adaptive practice tools may interpret reduced engagement as academic weakness. If devices are shared among siblings, usage patterns may not accurately reflect performance. For administrators and board members, closing achievement gaps through AI requires infrastructure equity as well: - Device access - Broadband reliability - Technical support - Family digital literacy Without these foundational elements, AI systems can generate misleading conclusions. ## **English Learners and Cultural Context** One of the most delicate intersections of AI and achievement gaps in education involves English learners. Adaptive systems may struggle to distinguish between language acquisition challenges and conceptual misunderstandings. A student solving math problems incorrectly due to language interpretation may be flagged for math intervention rather than language support. Culturally responsive implementation requires: - Assessments validated across diverse linguistic groups - Professional development for teachers interpreting AI data - Ongoing monitoring for subgroup performance disparities When properly calibrated, AI can actually enhance support for multilingual learners by identifying growth trajectories more precisely. But calibration matters. ## **The Opportunity: Precision Over Generalization** Despite legitimate concerns, AI also offers something traditional systems rarely provide—precision. Achievement gaps have historically been discussed in broad demographic terms. AI systems can analyze within-group variation, ensuring that students are not reduced to averages. Rather than labeling entire subgroups as underperforming, AI can identify individual skill patterns within those groups. This level of precision enables: - Targeted small-group instruction - Adaptive skill reinforcement - Early micro-interventions - Continuous progress monitoring Instead of waiting for broad gap reports, educators can respond in weeks rather than years. That responsiveness is where AI holds genuine equity potential. ## **Transparency and Governance: The Role of Leadership** [District leaders must treat AI adoption as a governance decision](https://k12intel.substack.com/p/ai-governance-is-moving-above-the), not merely a procurement decision. Questions boards should be asking include: - What student data is being stored? - How long is it retained? - Who has access? - Are parents informed about AI usage? - Is there an audit process for bias review? Transparency builds trust. Parents deserve clarity about how AI tools influence instructional decisions. Educators deserve professional development that equips them to interpret outputs responsibly. When governance structures are intentional, AI becomes a tool for equity rather than a source of risk. ## **Reframing the Goal** The ultimate question is not whether AI can eliminate achievement gaps entirely. No technology alone can overcome systemic inequities tied to funding, housing stability, healthcare access, or community resources. The real opportunity lies in reducing delay. If AI helps identify reading gaps in first grade rather than fourth, that is meaningful progress. If it helps distinguish between language acquisition and conceptual misunderstanding, that matters. If it empowers teachers with earlier insight rather than year-end surprises, that strengthens instruction. AI and achievement gaps in education are intertwined because the stakes are high. The tools have power. So do the implementation decisions. ## **Moving Forward with Intention** The future of equity in education will not be determined by algorithms alone. It will be shaped by the leaders who choose how those algorithms are used. When districts commit to: - Rigorous bias review - Ongoing professional development - Infrastructure equity - Transparent communication - Human-centered decision-making AI can become part of a broader strategy to narrow opportunity gaps. When implementation is rushed or oversight is weak, disparities can widen. The technology itself is neither savior nor villain. It is an amplifier. The challenge—and the opportunity—for educators, administrators, advocates, and school board members is to ensure that AI amplifies opportunity, not inequity. If schools approach AI with clarity, intentionality, and accountability, it may not solve achievement gaps alone—but it can help ensure that fewer students slip through the cracks before support arrives. And that is a powerful place to begin. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Driving K–12 Innovation in 2026: What Leaders Must Know](https://edcircuit.com/driving-k-12-innovation-in-2026-what-leaders-must-know/) **Published:** February 16, 2026 **Author:** EdCircuit Staff **Excerpt:** K–12 innovation is shifting fast. A new report spotlights the hurdles, accelerators, and tech enablers shaping district strategy in 2026. **Content:** K–12 innovation is entering a defining moment as district technology leaders juggle competing priorities: piloting artificial intelligence tools, defending cybersecurity budgets, struggling to fill IT vacancies, and rethinking how students demonstrate learning. To bring clarity to that complexity, the [Consortium for School Networking](https://www.cosn.org/) (CoSN) released its annual report, [***Driving K–12 Innovation 2026: Hurdles • Accelerators • Tech Enablers***](https://www.cosn.org/wp-content/uploads/2026/02/2026_CoSN-Driving-K12-Innovation-Report-V19.pdf), drawing on global perspectives from education and technology leaders to identify what will most shape schools in the year ahead. The 2026 findings point to a central truth: progress will hinge less on acquiring new tools and more on strengthening culture, leadership, and trust. District leaders can also explore the[ full report and dive deeper](https://www.cosn.org/the-2026-driving-k-12-innovation-report-a-roadmap-for-whats-next/) through the accompanying [webinar](https://www.youtube.com/watch?v=S4x5N2uwDZk&t=45s) conversation and recorded [podcast](https://open.spotify.com/episode/2LA1pUC5HgvtzOvotwRsof) episode. ## **Three Lenses for Leading Change** The report organizes transformation through a practical framework: - **Hurdles** — barriers districts must overcome - **Accelerators** — forces pushing instructional and operational change forward - **Tech Enablers** — tools that make new approaches possible Together, these lenses serve as a strategic diagnostic for superintendents, CTOs, curriculum leaders, and cabinet teams deciding where to focus funding, staffing, and professional learning. ## **The Biggest Hurdles Facing Districts** ### **Attracting and Retaining Educators and IT Professionals** Staffing shortages remain one of the most stubborn obstacles to K–12 innovation. Districts are competing with private-sector salaries while educators confront burnout, heavy workloads, and declining morale. The report stresses that retention is not merely an HR issue — it is foundational to cybersecurity readiness, instructional continuity, and long-term transformation. Districts investing in culture, growth pathways, and leadership pipelines are better positioned to sustain innovation over time. ### **Ensuring Cybersecurity and Safety Online** Cybersecurity has moved from a background IT concern to a front-line operational responsibility. From ransomware and phishing to student-data protection, districts are being asked to safeguard every device, application, and network — often without dedicated funding streams. Leaders cited in the report emphasize that durable protection depends on district-wide culture, training, governance, and policy alignment, not just technical controls. ### **Critical Media Literacy** New to the Hurdles list in 2026, critical media literacy reflects rising concern about misinformation, deepfakes, and AI-generated content. The report frames these skills as essential to civic participation and workforce readiness, urging districts to embed evaluation of sources, ethical reasoning, and digital discernment across grade levels rather than treating media literacy as a one-off unit or elective course. ## **What’s Accelerating K–12 Innovation** Despite persistent challenges, several forces are pushing districts forward. ### **Building the Human Capacity of Leaders** Leadership development emerges as a cornerstone of progress. The report highlights coaching models, ethical AI literacy, and continuous professional learning as critical to building resilient systems that can adapt to rapid technological change. When leaders focus on people first, districts create the conditions for experimentation, collaboration, and responsible innovation. ### **Changing How Students Demonstrate Learning** Traditional testing models are under renewed scrutiny. Across systems, educators are experimenting with portfolios, multimedia presentations, design challenges, and community-based projects that allow students to show deeper understanding and creativity. The report argues that this shift toward authentic assessment aligns closely with career readiness and learner agency — but requires cultural change, thoughtful policy updates, and sustained leadership support. ### **Learner Agency** Learner agency continues to gain momentum as schools rethink students’ roles in classrooms. Students are increasingly positioned as designers and problem-solvers, while educators are granted flexibility to explore inquiry-based practices and emerging technologies. The report links this dual agency — for teachers and learners — to stronger engagement and more durable instructional change. ## **The Tech Enablers to Watch in 2026** Three technology categories stand out for their growing influence. ### **Generative Artificial Intelligence** Artificial intelligence is already reshaping instruction and district operations, but the report avoids hype. Instead, it stresses responsible adoption, equitable access, and governance frameworks that keep human relationships at the center of learning. Leaders are encouraged to treat AI as a teaching partner — not a shortcut — and to ensure professional development keeps pace with adoption. ### **Data and Information Visualization** New to the Tech Enablers list are data-visualization tools, which reflect districts’ growing need to translate raw information into insights. Dashboards and analytics platforms can expose equity gaps and support earlier intervention, but the report cautions that tools alone are insufficient. Without a strong data culture and sustained staff training, even sophisticated systems fail to drive instructional improvement. ### **Tools for Privacy and Safety Online** Returning to the list after several years, privacy and safety technologies underscore escalating cyber risk. From application-vetting platforms to network-monitoring tools, districts are investing in safeguards that protect students while keeping digital learning environments accessible and functional. ## **Three Themes That Tie It All Together** Running beneath the Top Topics are three unifying ideas: - **Ethics and trust are non-negotiable** - **Equity and access must guide innovation** - **Culture matters more than hardware** Together, these themes reinforce the report’s central message: sustainable K–12 innovation depends on people first and technology second. ## **What District Leaders Should Take Away** For superintendents, CTOs, and instructional leaders preparing for 2026, the report points to several priorities: - Invest in leadership development and staff retention - Build cybersecurity cultures, not just technical defenses - Embed media literacy across curricula - Rethink assessment systems - Establish AI strategies grounded in ethics and equity - Strengthen district-wide data literacy Innovation in the coming year will not be defined by isolated pilots or one-time purchases. It will be shaped by sustained collaboration, thoughtful governance, and shared vision. District leaders seeking deeper insight can explore the full report and continue the conversation below through the summit webinar and on-demand podcast. [CoSNweb](https://www.youtube.com/@CoSNweb) – [CoSN Driving K-12 Innovation Summit 2026](https://www.youtube.com/watch?v=S4x5N2uwDZk&t=45s) [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** CoSN - The Podcast, edLeaders, Educators, Hot Topics - controversial, Innovation **Tags:** Headline --- ### [Making Confident, Joyful Math Classrooms Come to Life](https://edcircuit.com/making-confident-joyful-math-classrooms-come-to-life/) **Published:** February 10, 2026 **Author:** EdCircuit Staff **Excerpt:** By shifting PD toward understanding student thinking, educators at Mont Vernon Village School built more confident, engaged math learners; drove student gains. **Content:** When our students started saying, “Math is my favorite subject,” we knew something big had changed. Just a year earlier, many saw math as intimidating. But after implementing the **[Ongoing Assessment Project](https://bwwalch.com/) (OGAP)** professional learning program, both teaching and learning took on a new energy—one grounded in research, reflection, and real-time evidence of student thinking. At [Mont Vernon Village School](https://sau39mvvs.ss20.sharpschool.com/), we were proud of our hardworking students and dedicated teachers. But even with strong instruction, our math results weren’t where we wanted them to be. Too often, students could recall steps without understanding what those steps meant. We wanted classrooms where students reasoned through problems, made connections, and explained their thinking. That shift required more than a new curriculum—it required a new way of teaching and learning. Before our professional learning program, math instruction was largely procedural. Teachers followed pacing guides and hoped that enough practice would lead to mastery. Students could compute accurately, but they struggled to explain why an answer was correct or apply a concept in a new context. It wasn’t for lack of effort—we just lacked tools to see beneath the surface and understand misconceptions. The professional learning changed that. Through four days of intensive training and a full year of coaching and PLC support, we learned to view student work as a window into reasoning. Sessions built our understanding of learning progressions in key strands—additive reasoning, multiplicative reasoning, fractions, and proportionality—and helped us see how each concept builds on the next. Instead of teaching math as isolated skills, we began teaching it as a coherent journey. For teachers, that transformation was energizing. We no longer saw mistakes as failures—they became evidence of student thinking. PLC conversations shifted from “Did they get it right?” to “What does their response tell us about understanding?” That subtle change transformed how we planned lessons and interventions. We started asking better questions—of ourselves and our students—and the answers deepened our instruction. As coaches and teachers collaborated, the work became contagious. The professional learning gave us a shared language that unified how we talked about math across grade levels. Teachers brought examples of student work to meetings, analyzed misconceptions together, and strategized ways to move learning forward. The consistency built confidence—not just in teachers, but in students, who began recognizing that math made sense. We also began seeing small but powerful shifts in student behavior. Students took more risks in problem-solving and became more willing to share their thinking. They challenged each other respectfully, using phrases like “I disagree because…” or “I solved it another way.” Our classrooms became spaces for exploration and dialogue rather than silent worksheets and right answers. That shift didn’t happen by accident—it happened because teachers were learning, too. As educators, we rediscovered the joy of teaching math when we could see students reasoning and growing in real time. Our professional learning helped to make us diagnosticians of learning rather than deliverers of lessons. It gave us a process for identifying where a student is, determining why, and knowing what to do next. The results speak for themselves. SAS summative results confirm what we see daily. Student math performance shows a clear upward trajectory, with more than half meeting or exceeding state growth targets for the first time in three years. Benchmark assessments mirror that trend, highlighting measurable improvement in conceptual understanding and problem-solving. Teachers report stronger student engagement, higher confidence, and greater perseverance. For us, those numbers aren’t just statistics—they represent real children learning to think differently about math. We see students approaching problems with curiosity rather than anxiety. They explain their reasoning and find joy in tackling complex questions. When fifth-graders start saying math is their favorite subject—and they truly mean it—it’s the most meaningful kind of progress. The success of our professional learning isn’t limited to one classroom. Because it’s a professional learning program rather than a curriculum, its impact multiplies over time. Each new teacher who participates joins a growing community of practice that sustains improvement. As our district expands this approach, we’re building a stronger, more coherent approach to math instruction for every student. OGAP’s research base gives us confidence that this work is worth continuing. The program is grounded in mathematics education research funded by the National Science Foundation and validated nationally with an ESSA Tier I: Strong Evidence rating—the highest federal standard for demonstrating measurable impact. Knowing our local results align with national evidence reinforces what we’ve seen firsthand: when teachers learn differently, students think differently. For district and school leaders seeking to improve math outcomes, our experience offers a clear takeaway: invest in your teachers. Give them time, training, and trust to study how students learn math. Provide a research-grounded framework and watch both teaching and learning transform. Professional learning that helps teachers see into student reasoning creates ripple effects far beyond one classroom or one year. It builds a system where every student has a chance to succeed—and even fall in love with math. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Charline Brown, with straight, shoulder-length light brown hair and glasses, smiles at the camera. She is wearing a black top, with green foliage softly blurred in the background.](https://edcircuit.com/wp-content/uploads/2026/02/charlline-brown-.jpeg) ](https://edcircuit.com/author/charline-brown/) [Charline Brown](https://edcircuit.com/author/charline-brown/ "Charline Brown"): Author Charline Brown serves as a Math Coach at Mont Vernon Village School – SAU 39 in New Hampshire. [ ](https://www.linkedin.com/in/charline-brown-115b9135) [ View all posts ](https://edcircuit.com/author/charline-brown/ "View all posts") [ ](https://charlinebrown.weebly.com/) - [ ![Sara Millas, a woman with blonde hair in a black sleeveless top and a necklace, smiles outdoors with greenery in the background.](https://edcircuit.com/wp-content/uploads/2026/02/Sara-Millas-headshot.jpeg) ](https://edcircuit.com/author/sara-millas/) [Sara Millas](https://edcircuit.com/author/sara-millas/ "Sara Millas"): Author Sara Millas is a Fifth-Grade Teacher at [Mont Vernon Village School](https://sau39mvvs.ss20.sharpschool.com/) – SAU 39 in New Hampshire. [ View all posts ](https://edcircuit.com/author/sara-millas/ "View all posts") [ ](https://sau39mvvs.ss20.sharpschool.com/academic_programs/fifth_grade) **Categories:** Educators, Hot Topics - controversial, K-12 Teachers, Professional Development **Tags:** Headline --- ### [K–12 Device Repair Models That Scale and Support Students](https://edcircuit.com/k-12-device-repair-models-that-scale-and-support-students/) **Published:** March 9, 2026 **Author:** EdCircuit Staff **Excerpt:** K–12 device repair policies must scale without overloading staff or families while protecting student access and long-term program sustainability. **Content:** **K–12 device repair and management** starts long before a screen goes dark. It begins the moment a student receives a device and the expectations that come with it. ## **Part One: Setting the Foundation for Device Use and Care** Picture a familiar moment: a student approaches her teacher, holding a Chromebook that will not turn on. She has already tried powering it off and back on. Nothing happens. Her worry is immediate. Will she fall behind on assignments? Will her family be charged for repairs they cannot afford? Does this mean weeks without a device? Most districts have seen some version of this moment. And it highlights an important reality: device repair is not just a technical issue. It is an access issue, an equity issue, and a sustainability issue. ### **Devices Are Instructional Tools, Not Extras** In a 1:1 environment, devices are no longer optional learning tools. They are how students access instruction, communicate with teachers, complete assessments, and use accessibility supports. When a device fails, learning stops unless the district has a plan in place. That is why the first phase of any scalable repair model starts with **clear expectations**. Districts that manage this well usually define three things upfront: - How devices should be used and cared for - What counts as accidental damage versus misuse - What support students can expect when something goes wrong Student and family agreements often outline these responsibilities in straightforward language. Many districts emphasize basic care: keeping food and liquids away, transporting devices safely, reporting issues early, and not attempting repairs at home. These expectations are not about discipline. They are about shared responsibility. ### **Clarity Up Front Prevents Conflict Later** When expectations are unclear, device repairs quickly become emotional. Families feel surprised by fees. Teachers are unsure how to respond. IT teams are left making judgment calls that should already be covered by policy. Clear onboarding materials help prevent that. Districts with strong programs revisit device care expectations each year, provide materials in multiple languages, and reinforce policies throughout the school year. When expectations are established early, repair conversations tend to be calmer and more consistent. ### **Equity Must Be Built Into the Policy** One clear lesson from district policies and national reporting is that [**repair models that rely heavily on family payments create inequity**](). Not all damage is carelessness. Devices are used on buses, at kitchen tables, and in shared spaces. Students do not all have the same learning environments or storage options at home. Repair fees that seem reasonable on paper can still create real barriers. Many districts address this by: - Offering optional or included protection plans - Capping repair costs per year - Waiving fees for accidental damage or financial hardship - Providing loaner devices immediately These approaches protect instructional access while still encouraging responsible device use. ## **Part Two: When Devices Fail, and Learning Is on the Line** No matter how clear the expectations are, devices will break. Screens fail. Batteries wear down. Keyboards stop responding. The real test of a district’s device program is how it responds when that happens. ### **The Hidden Cost of Poor Repair Models** [Without a scalable repair structure](https://blog.tcea.org/why-your-school-district-cant-afford-a-weak-technology-plan/), districts often overload their internal teams. Technicians are pulled away from long-term planning to respond to urgent issues. Teachers become intermediaries. Administrators spend time resolving repair disputes instead of focusing on instruction. As device programs grow, repair volume grows with them. A sustainable model plans for that reality instead of reacting to it. ### **Tiered Repair Support Reduces Downtime** Districts that handle repairs well usually rely on tiered support systems: 1. **Classroom-level triage** Teachers identify issues and submit tickets quickly, without being expected to troubleshoot hardware. 2. **School-based support** Trained staff or student tech teams handle simple fixes, such as charger or keyboard issues, or login issues. 3. **Centralized or vendor-supported repair** More complex repairs are handled through district repair centers or certified partners. This structure keeps devices moving through the system and prevents IT bottlenecks. ### **Defining Responsibility Without Assigning Blame** One of the most difficult questions districts face is who pays for repairs. Clear policies separate: - Normal wear and tear - Accidental damage - Repeated or intentional misuse Many districts absorb the cost of routine failures, recognizing that devices are part of the instructional infrastructure. Others use progressive accountability, in which repeated harm leads to conversations and support rather than immediate penalties. [Federal guidance around assistive technology](https://at.mo.gov/school-responsibility-for-maintenance-of-assistive-technology-under-idea/#:~:text=The%20Individuals%20with%20Disabilities%20Education%20Act%20(IDEA),*%20Own%20a%20duplicate%20or%20comparable%20device) also reinforces that students with disabilities must not lose access due to repair delays or costs. That makes loaner availability and fast turnaround essential. ### **Repair Time Matters as Much as Cost** From a student’s perspective, repair time matters more than almost anything else. A device gone for weeks might as well be gone for the rest of the term. Districts that prioritize access focus on: - Same-day or next-day loaners - Clear repair timelines - Simple communication with families This approach reduces anxiety and keeps students learning even when devices fail. ### **Why Scalable Repair Models Support Long-Term Programs** A well-designed repair program does more than fix broken devices. It: - Reduces staff burnout - Makes budgeting more predictable - Protects instructional time - Builds trust with families - Extends the life of district devices When repair is treated as an afterthought, costs increase, and frustration builds. When it is planned, documented, and supported, 1:1 programs are more likely to last. ## **Bringing It All Together** Device management and repair in K–12 education is not about avoiding failure. It is about planning for it. The student standing in front of her teacher with a blank screen should not have to worry about falling behind or creating a financial burden for her family. With clear expectations, equitable policies, and scalable repair systems, districts can turn moments of disruption into routine processes. Devices will break. The question is whether the system around them is strong enough to support students when they do. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [African Americans Who Shaped Safety in Science Education](https://edcircuit.com/african-americans-who-shaped-safety-in-science-education/) **Published:** February 12, 2026 **Author:** EdCircuit Staff **Excerpt:** This Black History Month, we honor African Americans whose leadership and science reshaped lab safety and strengthened science education. **Content:** This Black History Month, we celebrate African Americans who shaped safety in science education, shaping safer laboratories, stronger standards, and more responsible scientific learning. Science education has always depended on trust. Trust that experiments will be conducted responsibly. Trust that students will be protected while learning complex and sometimes dangerous concepts. Trust that educators are prepared to guide discovery without unnecessary risk. Many of the lab safety standards we rely on today were shaped by African American scientists and educators who understood that learning cannot thrive without care, preparation, and accountability. At a time when safety protocols were inconsistent or nonexistent, these pioneers emphasized discipline, structure, and ethical responsibility in science instruction. Their influence is still felt in chemistry labs, biology classrooms, and teacher preparation programs across the country. ## **St. Elmo Brady** [St. Elmo Brady](https://www.acs.org/education/whatischemistry/landmarks/st-elmo-brady.html) is widely recognized as one of the most influential figures in American chemistry education. Beyond his groundbreaking work as a chemist, Brady was deeply committed to improving how science was taught, especially in laboratory settings. Brady believed that students deserved access to well-organized labs with clear procedures and safety expectations. At historically Black colleges and universities, he helped establish chemistry programs that emphasized proper chemical handling, lab discipline, and structured experimentation. These practices were not universal at the time, particularly in underfunded institutions. By [professionalizing laboratory instruction](https://www.sciencehistory.org/education/scientific-biographies/st-elmo-brady/), Brady helped set early standards for safety-focused science education. His work laid the foundation for modern lab manuals, safety briefings, and instructional consistency that protect students today. ## **Marie Maynard Daly** [Marie Maynard Daly](https://www.acs.org/education/whatischemistry/landmarks/daly.html) broke barriers as the first African American woman to earn a PhD in chemistry. Her research into cholesterol, heart disease, and human health reshaped biomedical science and influenced laboratory practices across chemistry and biology. Daly’s work required careful control of chemical substances, biological samples, and experimental variables. In educational settings, her research reinforced[ the importance of safety protocols](https://www.sciencehistory.org/education/scientific-biographies/marie-maynard-daly/) related to chemical exposure, contamination prevention, and accurate measurement. Her legacy in science education extends beyond content. Daly modeled precision, preparation, and ethical responsibility, qualities that are central to safe lab environments. Many modern biology and chemistry lab standards reflect the principles her work embodied. ## **Alice Ball** [Alice Ball](https://www.womenshistory.org/education-resources/biographies/alice-ball) was a brilliant chemist whose work led to the[ first effective treatment for leprosy](https://www.lshtm.ac.uk/aboutus/introducing/history/behind-frieze/alice-augusta-ball). Working in the early 20th century, Ball handled complex and potentially hazardous chemical compounds at a time when lab safety infrastructure was minimal. Her research required innovative chemical processing techniques and careful handling to ensure both effectiveness and safety. While her contributions were overlooked for decades, Ball’s work is now frequently [included in science education as an example of responsible experimentation and chemical control](https://pubs.acs.org/doi/10.1021/acs.jchemed.4c00611). In classrooms today, her story is often used to teach not only chemistry concepts but also the importance of safe procedures, documentation, and ethical recognition in scientific work. ## **Percy Lavon Julian** [Percy Lavon Julian](https://www.acs.org/education/whatischemistry/landmarks/julian.html) was one of the most accomplished organic chemists of the 20th century. His work led to the large-scale synthesis of medicinal compounds used to treat arthritis, inflammation, and hormonal disorders. Julian worked with volatile chemicals and complex reactions that demanded strict laboratory discipline. Long before modern occupational safety standards, he developed processes that[ minimized risk and improved consistency in chemical synthesis](https://www.sciencehistory.org/education/scientific-biographies/percy-lavon-julian/). In science education, Julian’s work highlights the connection between innovation and safety. His methods influenced how chemistry labs approach synthesis, storage, and procedural rigor, reinforcing that breakthrough science depends on controlled and safe environments. ## **Lloyd Noel Ferguson** [Lloyd Noel Ferguson](https://www.thehistorymakers.org/biography/lloyd-n-ferguson-41) dedicated his career to strengthening science education through teacher preparation and laboratory instruction. He believed that safety awareness should be embedded into how science is taught, not treated as an afterthought. Ferguson emphasized lab design, proper use of equipment, and instructor readiness. Through his mentorship and leadership, he helped[ normalize safety instruction as a core responsibility of science educators](https://www.calstatela.edu/dept/chem/about-lloyd-n-ferguson). His influence is reflected in teacher training programs where lab safety, classroom management, and ethical experimentation are standard components of science education. ## **Henry Cecil McBay** [Henry Cecil McBay](https://nobcche.org/person/dr-henry-c-mcbay/) was a chemist and educator who focused on strengthening science instruction and laboratory preparedness. He worked to improve lab conditions, curriculum quality, and professional development for science teachers. McBay believed that students could not fully engage with science if labs were unsafe or poorly equipped. His advocacy helped elevate safety awareness in academic environments and [reinforced the link between strong instruction and responsible lab practices.](https://physicstoday.aip.org/news/henry-cecil-mcbay) His contributions helped shape a culture of safety that benefits students and educators alike. ## **Lab Safety as an Equity Issue in Education** Lab safety is not just a technical concern. It is an equity issue. Unsafe or poorly managed labs disproportionately affect students in under-resourced schools, limiting hands-on learning opportunities and discouraging engagement with science. The African Americans highlighted here understood that safety enables access. Their work helped: - Protect students during hands-on experimentation - Improve consistency in science instruction - Support ethical research practices - Expand access to quality STEM education By prioritizing safety, they helped ensure that science education could be both rigorous and inclusive. ## **Why Their Legacy Still Matters Today** Modern science classrooms rely on safety protocols that are often taken for granted. Eye protection, chemical labeling, ventilation standards, emergency procedures, and teacher training all trace their roots to decades of scientific leadership and educational advocacy. Honoring African Americans who changed safety in science education reminds us that progress is built on preparation and care. Their work protects millions of students every year, even if their names are not always visible. ## **Celebrating Black History Month Through Safer Learning** [Black History Month](https://www.history.com/articles/black-history-month) gives us an opportunity to recognize contributions that operate behind the scenes but shape everyday learning. Safe science labs are one of those contributions. By honoring these pioneers, we celebrate a legacy of responsibility, excellence, and commitment to student well-being. Their influence continues every time a student enters a lab designed not just for discovery but for protection and possibility. The future of science education depends on both innovation and safety. Thanks to these leaders, classrooms across the country are stronger, safer, and better prepared for the next generation of scientists. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** edLeaders, Hot Topics - controversial **Tags:** Headline --- ### [Flexible and Future-Ready School Design for 2026](https://edcircuit.com/flexible-and-future-ready-school-design-for-2026/) **Published:** March 5, 2026 **Author:** EdCircuit Staff **Excerpt:** Discover how flexible, future-ready school design in 2026 creates adaptable learning environments that support collaboration, technology, and career pathways. **Content:** [Flexible and future-ready school design](https://widseth.com/future-ready-schools-four-educational-design-trends-to-watch/) is taking center stage in 2026 as districts rethink how learning environments support modern instruction. Walk into a newly built or recently renovated school, and the difference is immediate. Instead of long hallways lined with identical classrooms, students gather on learning stairs, work in open collaboration areas, and move between flexible spaces designed for active, technology-driven learning. As school buildings undergo new construction or major renovations, architecture is no longer just about housing classrooms. It is increasingly viewed as a strategic tool that shapes how students engage, how teachers instruct, and how schools adapt over time. District leaders are recognizing that the physical environment must evolve alongside instructional models. Across the country, this has led to a move away from rigid, single-purpose rooms and toward adaptable spaces built for collaboration, career readiness, and long-term flexibility. ## **Why School Design Is Shifting** Traditional school buildings were designed for predictable schedules, quiet individual work, and teacher-centered instruction. While that model still has value, it no longer reflects how many students learn today. Project-based learning, interdisciplinary instruction, career pathways, and expanded technology use require spaces that support movement, teamwork, and hands-on work. At the same time, districts are planning for longevity, knowing that buildings must remain functional for decades despite rapid changes in education and workforce demands. Future-ready school design is less about following trends and [more about creating environments](https://www.schooloutfitters.com/blog/future-ready-learning-classroom-design?srsltid=AfmBOoo3kyxvat-a1sCDiNwTbdvLoWnFZGSduBXL4mC-oRu5EQr06IAZ) that can adapt as instructional needs evolve. ## **Learning Stairs as Everyday Collaboration Spaces** One of the most visible elements of modern school architecture is the rise of [learning stairs](https://spaces4learning.com/articles/2017/11/01/learning-stairs.aspx). These open, tiered seating areas are often located in central parts of a building and are designed for daily use rather than occasional assemblies. Learning stairs support: - Group discussions and presentations - Informal collaboration and study - Community gatherings and school events - Flexible instruction outside traditional classrooms Unlike auditoriums, learning stairs are intentionally informal and accessible. They encourage interaction, visibility, and shared ownership of space. For students, they feel less institutional. For educators, they provide new options for engaging larger groups without relying on fixed seating. ## **Specialized Labs for High-Demand Career Pathways** As career readiness becomes a core focus, flexible, future-ready school design increasingly includes specialized labs aligned with high-demand trades and industries. These spaces often support: - Advanced manufacturing and robotics - Health sciences and medical pathways - Construction, welding, and skilled trades - Media production and digital design Rather than resembling traditional classrooms, these labs are designed to mirror real-world work environments. Equipment, layouts, and safety features reflect industry standards, helping students build practical skills while still in school. For districts, these labs also strengthen partnerships with local employers, community colleges, and workforce organizations, positioning schools as active contributors to regional economic development. ## **The Evolution of the Media Center** The role of the media center has[ changed dramatically in modern school design](https://www.elevatus.com/transforming-education-the-rise-of-collaborative-technology-rich-media-centers/). While books remain part of the space, flexible and future-ready school design prioritizes: - Technology access and device support - Collaborative work zones - Small-group project spaces - Multimedia creation and presentation areas Quiet, individual study is no longer the sole purpose. Instead, media centers function as learning commons where students research, create, collaborate, and problem-solve together. This shift reflects how students access information today and how learning increasingly happens through shared inquiry. ## **Flexibility as a Core Design Principle** Adaptability is one of the defining features of future-ready schools. Movable walls, modular furniture, and multi-use spaces allow rooms to change function throughout the day. A space used for direct instruction in the morning may support project teams in the afternoon and host community events in the evening. This flexibility helps districts: - Adjust to changing instructional models - Respond to enrollment fluctuations - Launch new programs without major renovations For school boards and superintendents, flexible design represents a long-term investment that reduces the need for costly updates as priorities shift. ## **What This Means for Educators and Students** For teachers and principals, [flexible spaces](https://www.nextgenlearning.org/articles/versatile-learning-spaces-support-every-student) can support more dynamic instruction when paired with clear expectations and professional development. Districts that succeed with modern design involve educators early in the planning process to ensure spaces enhance teaching rather than complicate it. For students, these environments feel more connected to the real world. Learning takes place in spaces that resemble workplaces, studios, and collaborative hubs instead of rows of desks. That sense of relevance can increase engagement and ownership of learning. ## **Designing Schools for the Future** Flexible and future-ready school design reflects a broader shift in education toward adaptability, relevance, and student-centered learning. As districts plan for 2026 and beyond, the focus is no longer on whether school buildings should change, but on how intentionally they are designed to support evolving learning experiences. When architecture aligns with instructional goals, school buildings become more than facilities. They become active participants in how students learn, collaborate, and prepare for life beyond graduation. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [Why Music Education Matters More Than Ever in Our Schools](https://edcircuit.com/why-music-education-matters-more-than-ever-in-our-schools-2/) **Published:** March 2, 2026 **Author:** EdCircuit Staff **Excerpt:** March celebrates the power of music education and the lasting impact school music programs have on students, educators, and communities. **Content:** Music education changes lives, and March is the perfect time to celebrate how school music programs inspire creativity, confidence, and connection for students everywhere. Every March, schools across the country turn up the volume on something truly special: music education. From elementary classrooms buzzing with recorders to high school band rooms alive with rehearsals, this season shines a light on the essential role music plays in student growth and school culture. Across the nation, this time of year aligns with[ *Music In Our Schools Month®*](https://nafme.org/advocacy/music-in-our-schools-month/), a national observance led by the[ National Association for Music Education](https://nafme.org/) that highlights the value of music education in schools. For educators and students alike, March offers a meaningful moment to reflect on why music belongs at the heart of learning. ## **Why Music Belongs at the Heart of Education** Music education does far more than teach students how to read notes or play instruments. It helps shape how students think, collaborate, and express themselves. Students who participate in music programs often develop: - Discipline and perseverance - Strong listening and teamwork skills - Confidence in performance and communication - Creative problem-solving abilities For many students, the music room is where they feel most at home. It’s where they learn how to practice patience, work through challenges, and experience the reward of steady improvement. Music also supports academic growth. Research continues to show connections between music education and improved outcomes in literacy, math, and social-emotional learning. But beyond the data, music teaches students something just as important: how to contribute to something bigger than themselves. ## **Why March Is a Meaningful Moment for Music Programs** March gives schools a reason to highlight the everyday work happening in music classrooms throughout the year. During this time, schools often: - Share student performances and rehearsal moments - Highlight the journeys of young musicians - Celebrate music educators and program leaders - Encourage conversations about the value of arts education A single concert represents weeks or months of practice, collaboration, and growth. March reminds families and communities that these performances don’t happen by accident. They happen because schools choose to support music education. ## **Recognizing the Educators Behind the Music** Music teachers are some of the most dedicated educators in any school building. They arrive early to set up instruments. They stay late for rehearsals and performances. They support students through auditions, competitions, and pre-concert nerves. Most importantly, they create environments where students feel safe to try, make mistakes, and grow. For many students, a music teacher is the adult who first encourages them to take a risk or believe in their abilities. The lessons learned in music class often extend far beyond graduation, shaping how students approach challenges throughout their lives. March is a perfect time to recognize the commitment, creativity, and care music educators bring to their schools every day. ## **Simple Ways Schools Can Celebrate Music in March** Celebrating music education doesn’t require elaborate events or big budgets. The most meaningful moments are often the simplest. Schools can celebrate by: **Highlighting Student Musicians Share short performances, photos, or stories on school websites or social media. **Opening Rehearsal Doors Invite families, staff, or younger students to observe rehearsals or participate in interactive music experiences. **Connecting Music Across Subjects Show how music ties into history, science, math, and language arts. **Encouraging Appreciation Invite students and families to write thank-you notes or share stories about how music has impacted them. Every program matters, whether it’s general music, band, choir, orchestra, or modern music courses. March is about celebrating all of it. ## **Music’s Impact Beyond the Classroom** School music programs don’t just benefit students. They strengthen entire communities. Concerts bring families together. Performances become shared memories. Music programs help build school pride and create traditions that last for generations. In many communities, school concerts are among the most well-attended events of the year. They remind us that music is a universal language and a powerful connector. When schools invest in music education, they invest in culture, creativity, and community connection. ## **Looking Ahead: Supporting the Future of Music Education** Celebration is important, but so is continued support. Music programs thrive when schools, families, and communities advocate for them through enrollment, funding, and awareness. As education continues to evolve, music education must remain a priority. March offers momentum. It’s a chance to celebrate what exists today and to commit to protecting music education for future students. Because every child deserves the chance to discover music. Every school deserves a creative heartbeat. And every community benefits when the arts are valued. [Music In Our Schools Month®](https://nafme.org/) is a registered trademark of the[ National Association for Music Education (NAfME)](https://nafme.org/). This article is for informational purposes only and is not affiliated with or endorsed by NAfME. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [Duty of Care Beyond the Classroom](https://edcircuit.com/duty-of-care-beyond-the-classroom/) **Published:** March 3, 2026 **Author:** EdCircuit Staff **Excerpt:** Duty of care goes beyond the classroom and lab, covering student safety in hallways, activities, travel, and school-sponsored events on and off campus. **Content:** **Duty of care** is often discussed in the context of [classrooms](https://edcircuit.com/the-impact-of-overcrowding-on-classroom-safety-a-teachers-duty-of-care/) and science labs. That focus makes sense. These are controlled environments where safety rules, supervision, and procedures are clearly defined. But duty of care does not end when a student leaves a lab bench or walks out of a classroom door. It follows students throughout the school day, across the campus, and in many cases, well beyond the school building and school hours. A student’s school experience is not limited to academic instruction. It includes counseling services, extracurricular activities, athletics, performances, travel, and time spent on campus before and after the official school day. Duty of care applies across all of these settings, and understanding that broader responsibility is essential for protecting students and supporting staff. At its most basic level, duty of care means that schools and school personnel have a [responsibility to take reasonable steps to protect students from foreseeable harm](https://education-expert.com/2025/03/understanding-school-agency-negligence-child-injury/). That responsibility exists wherever the school has authority, supervision, or awareness of student presence. When schools think narrowly about duty of care, gaps form. Those gaps are often where problems occur. ### **Duty of care throughout the school building** Inside the school building, duty of care extends far beyond instructional spaces. Hallways, cafeterias, libraries, and common areas are all places where students interact, move quickly, and sometimes test boundaries. These spaces require appropriate supervision and clear expectations, especially during transitions when incidents are more likely to occur. Student support services are another critical area. Guidance counselors, for example, have a significant duty of care. Helping students select appropriate courses, manage academic workloads, and plan for graduation has real consequences. Poor scheduling decisions or missed warning signs can increase stress, limit opportunities, or place students at risk academically and emotionally. Mental health support further highlights this responsibility. When counselors, social workers, or administrators become aware of student anxiety, depression, or other concerns, duty of care requires thoughtful follow-up and appropriate action. Ignoring or minimizing known issues can lead to foreseeable harm. School nurses and health offices also operate squarely within duty of care. Managing injuries, administering medication, responding to illness, and knowing when to involve parents or emergency services are all part of that responsibility. Clear protocols and proper training matter because the consequences of mistakes in these settings can be serious. Athletic facilities, including training rooms and gyms, deserve equal attention. Coaches and athletic staff are responsible for ensuring equipment is safe, students are properly supervised, injuries are addressed promptly, and return-to-play decisions are made carefully. Even though athletics are extracurricular, schools still organize, promote, and oversee these programs. That makes the duty of care unavoidable. ### **After-school activities and extended supervision** For many students, the school day does not end with the final bell. Theater rehearsals, robotics meetings, tutoring sessions, club activities, and athletic practices often keep students on campus well into the afternoon or evening. When these activities are school-sponsored or supervised by staff, the duty of care remains in effect. This includes more than just being present. Schools must consider supervision ratios, access to secure spaces, emergency procedures, and transportation plans. If students are working late in a classroom or rehearsal space, someone needs to know they are there. Buildings should be appropriately secured, and students should not be left to navigate unsafe situations alone. Even informal patterns matter. If a school knows students regularly arrive early or stay late due to bus schedules, practices, or academic needs, it may still have a responsibility to provide reasonable supervision. Duty of care often hinges on what is foreseeable, not just what is officially scheduled. ### **Off-campus activities and travel** Duty of care becomes more complex when students leave campus, but it does not disappear. Field trips, competitions, performances, and conferences all fall under the school’s responsibility when they are school-sponsored. Consider a marching band traveling to a regional competition. Planning must include safe transportation, supervision during travel, appropriate lodging, clear behavior expectations, and emergency response plans. The same is true for a robotics team traveling out of state for a national event. Supervision does not stop when the day’s competition ends. It extends to meals, downtime, hotel stays, and transit between locations. Athletic travel presents similar concerns. Coaches and staff are responsible not only for competition safety but also for student conduct, health needs, and supervision throughout the trip. Fatigue, unfamiliar environments, and medical issues are all foreseeable risks that require planning. When schools rely on external providers, such as transportation companies or event venues, the duty of care includes making reasonable efforts to ensure those providers meet safety standards. While schools cannot control every variable off campus, they are expected to take steps that a reasonable organization would take under similar circumstances. ### **Before and after hours on school grounds** Duty of care does not always align neatly with the official school schedule. Students may arrive early for practices, rehearsals, or study sessions. Others may remain on campus waiting for transportation or participating in school-sponsored programs. If a school is aware that students are present, it cannot simply look the other way. Reasonable supervision, clear policies, and staff awareness are essential during these times. Many incidents occur during less-structured periods, when expectations are unclear, or supervision is inconsistent. Clear communication helps. Staff should know when students are expected to be on campus, which areas are open, and who is responsible for supervision. Students should know where they are allowed to be and what to do if they need help. ### **Preventing foreseeable harm beyond campus** One of the most challenging areas of duty of care involves situations that occur off campus but directly affect the school environment. Bullying, harassment, or threats may take place online or outside school hours, yet still create safety concerns during the school day or at school-sponsored events. When schools are aware of credible risks, the duty of care requires reasonable action. This does not mean schools control students at all times. It does mean they cannot ignore known issues that could reasonably lead to harm. Addressing concerns early, documenting actions taken, and communicating with families can reduce risk and support student safety. ### **Why this broader view matters** Students do not experience school as a series of disconnected locations or time blocks. Their safety and well-being depend on consistent care across classrooms, activities, travel, and support services. A narrow view of duty of care leaves gaps that can undermine that safety. A broader understanding encourages proactive planning rather than reactive responses. It supports staff by clarifying expectations and helps schools create environments where students can learn, participate, and grow safely. ### **Final thoughts** Duty of care is not confined to classrooms or science labs. It follows students through hallways, counseling offices, athletic fields, buses, auditoriums, and hotel corridors during school-sponsored travel. Recognizing this reality helps schools better protect students and staff and fulfill their responsibilities wherever learning and school life take place. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety **Tags:** Headline --- ### [African American Ed Tech Pioneers Who Changed Learning](https://edcircuit.com/african-american-ed-tech-pioneers-who-changed-learning/) **Published:** February 6, 2026 **Author:** EdCircuit Staff **Excerpt:** This Black History Month, we celebrate African American ed tech pioneers whose innovation, leadership, and vision reshaped education and expanded opportunity. **Content:** This Black History Month, we honor **African American ed tech pioneers** whose work transformed education, broadened access, and reshaped how technology supports learning. [Black History Month](https://www.blackhistorymonth.gov/) is both a celebration and a reminder. It is a time to honor achievement while recognizing the barriers that made those achievements harder to reach. In education technology, African American innovators have consistently pushed learning forward, often without recognition, resources, or support. Their ideas changed classrooms, influenced how students collaborate, and opened doors for learners who were once left out of the conversation. Ed tech is not just about tools. It is about access, equity, and the belief that knowledge should be available to everyone. The pioneers below embodied that belief long before “digital equity” became a common phrase. Their work continues to shape how students learn, how teachers teach, and how communities imagine the future of education. ### **Roy Clay Sr.** [Roy Clay Sr.](https://paloaltomuseum.org/moments-in-history-roy-clay-sr/) is widely regarded as one of the earliest architects of the modern tech industry. As a computer scientist and executive at Hewlett-Packard, he helped develop systems that **improved data accuracy and reliability** when computers were still new and misunderstood. Beyond his technical contributions, Clay played a critical role as a mentor and advocate. He believed that access to computing knowledge could change lives, especially for communities that had been historically excluded from technology careers. By creating pathways for Black engineers and technologists, he quietly influenced the diversity of today’s tech and education workforce. In the context of ed tech, Clay’s legacy lives on in every effort to make technical education more inclusive and more human-centered. ### **Katherine Johnson** [Katherine Johnson’s](https://www.nasa.gov/centers-and-facilities/langley/katherine-johnson-biography/) name is synonymous with brilliance, precision, and perseverance. Her mathematical calculations were essential to NASA’s most historic space missions, including the first U.S. human spaceflights. But Johnson’s influence extends far beyond aerospace. [Her story has become a cornerstone of STEM education](https://katherinejohnson.net/), inspiring students to see mathematics as both powerful and personal. Educators across the country use her work to show that excellence in math is not defined by background, gender, or race. In ed tech spaces, Johnson’s legacy reminds us that technology is only as strong as the thinking behind it. Her life continues to motivate curriculum designers, teachers, and students to aim higher and trust their intellect. ### **Clarence Ellis** [Clarence Ellis ](https://siebelschool.illinois.edu/about/awards/alumni-awards/alumni-awards-past-recipients/clarence-ellis)was a visionary who saw the future of collaboration before most people understood what that meant. As the first African American to earn a PhD in computer science, Ellis went on to help invent groupware, technology that allows people to work together digitally. Today, collaborative tools are central to education. Shared documents, online discussions, virtual classrooms, and project-based learning environments all trace their roots back to [ideas Ellis helped develop](https://www.cybersecureria.com/2023/02/16/african-american-innovators-in-tech-dr-clarence-skip-ellis/). His work transformed learning from a solitary experience into a shared one. In doing so, he helped redefine education as a collective process where ideas grow stronger through connection. ### **Mark Dean** [Mark Dean](https://www.ibm.com/history/mark-dean) helped bring computers out of isolated labs and into everyday life. As an engineer at IBM, [he played a key role in developing the personal computer,](https://www.invent.org/inductees/mark-dean) including the systems that allow devices to connect with printers, keyboards, and other hardware. For education, this shift was monumental. Personal computers made it possible for schools to integrate technology directly into classrooms, lesson plans, and student projects. Learning became more interactive, creative, and adaptable. Dean’s work reminds us that accessibility matters. When technology becomes easier to use and more affordable, education becomes more inclusive by design. ### **Kimberly Bryant** [Kimberly Bryant](https://www.linkedin.com/in/kimberlybryant/) represents a new generation of ed tech leadership rooted in community and purpose. After noticing the lack of diversity in tech spaces, she founded [Black Girls Code](https://www.wearebgc.org/) to introduce young girls of color to programming, robotics, and digital creation. What makes Bryant’s work especially powerful is its focus on confidence as much as skill. Black Girls Code creates learning environments where students feel seen, supported, and capable. That emotional foundation is often missing from traditional tech education. Through her leadership, Bryant reshaped how educators think about access, representation, and long-term impact in ed tech. ### **Frederick McKinley Jones** [Frederick McKinley Jones](https://www.biography.com/inventors/frederick-jones) was a prolific inventor whose work saved lives and transformed industries. While best known for inventing refrigeration systems, [Jones held more than 60 patents](https://www.invent.org/inductees/frederick-mckinley-jones) and was largely self-taught. His story is frequently used in STEM education to highlight curiosity, resilience, and problem-solving. Jones demonstrated that learning does not always follow a traditional path and that innovation often begins with real-world challenges. In ed tech, his legacy reinforces the value of hands-on learning and applied knowledge, both essential to preparing students for the future. ## **The Broader Impact on Education Technology** These pioneers did more than invent tools or write code. They changed how education evolves. Their work supports online learning platforms, collaborative classrooms, data-driven instruction, and inclusive STEM initiatives. Just as importantly, their stories challenge narrow narratives about who belongs in technology. Representation shapes aspiration. When students see innovators who look like them, learning becomes personal, and possibility feels closer. For educators, ed tech leaders, and institutions, honoring these pioneers is also a call to action. Equity in education technology requires intentional design, sustained investment, and leadership that reflects the diversity of learners themselves. ## **Celebrating Black History Month With Purpose** Black History Month is not only about reflection. It is about momentum. The innovators highlighted here laid foundations that today’s educators and technologists continue to build upon. As we celebrate African American ed tech pioneers, we also celebrate the students they continue to inspire. Their stories remind us that progress in education comes from courage, creativity, and an unwavering belief in the power of learning. The future of ed tech is still being written. Thanks to these pioneers, it is already richer, more inclusive, and full of promise. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** edLeaders, Hot Topics - controversial **Tags:** Headline --- ### [AI Financial Literacy in Schools: Smarter Money Education](https://edcircuit.com/ai-financial-literacy-in-schools-smarter-money-education/) **Published:** February 25, 2026 **Author:** EdCircuit Staff **Excerpt:** AI financial literacy in schools is reshaping how students learn budgeting, credit, and careers through simulations, coaching tools, and data-driven lessons. **Content:** AI financial literacy in schools has become a[ central conversation for educators](https://districtadministration.com/opinion/why-ai-and-financial-literacy-belong-in-every-high-school/) seeking to prepare students for an economy shaped by automation, digital banking, gig work, and rapidly changing career paths. Over the last decade, states have expanded graduation requirements around personal finance, while districts have introduced stand-alone courses or embedded money lessons into math, economics, and career-technical education. Yet teachers continue to face a familiar challenge: financial literacy concepts—interest rates, credit scores, taxes, investing—often feel abstract to students who have not yet earned a paycheck or paid a bill. Artificial intelligence is beginning to change that equation. By turning static worksheets into personalized coaching systems, interactive simulations, and real-time decision models, AI tools are helping schools connect financial theory to everyday life. For students, that means experimenting with budgets, exploring career earnings, and seeing the long-term consequences of money choices before those decisions carry real-world stakes. For educators, it means [new ways to differentiate instruction](https://edcircuit.com/the-future-of-financial-literacy-in-schools/), analyze student understanding, and make personal finance relevant to every learner. ## **Why Financial Literacy Still Demands Urgency** Rising college costs, fluctuating housing markets, student-loan debt, and the growth of buy-now-pay-later platforms have made financial decision-making more complex than ever. Young adults are expected to evaluate credit offers, manage digital wallets, compare insurance plans, and plan for retirement decades earlier than previous generations. Schools are responding, but implementation remains uneven. Some districts offer semester-long personal finance courses, while others squeeze money lessons into algebra units or economics electives. Teachers report limited instructional time, outdated curricula, and difficulty making scenarios resonate with students whose family experiences vary widely. That is where AI shows particular promise. Instead of relying solely on one-size-fits-all examples, adaptive systems can tailor lessons to a student’s age, career interests, and current understanding. A ninth grader can explore part-time wages and savings goals, while a senior can simulate apartment hunting, student-loan repayment, or employer retirement plans. The same platform can support remedial instruction for one learner and advanced investing strategies for another—without requiring separate lesson plans. ## **Turning Theory Into Practice With AI** One of the most compelling uses of AI in financial education is its ability to connect classroom concepts to daily life. Students can use AI-powered budgeting tools to track hypothetical spending, allocate savings, and respond to unexpected expenses such as medical bills or car repairs. Systems analyze choices in real time, explain trade-offs, and prompt reflection: What happens if rent increases? How does paying only the minimum balance on a credit card affect total interest over five years? Some [platforms function as virtual “credit score coaches.”](https://www.creditcoachingsystem.com/) They break down the factors that influence credit history—payment timing, utilization ratios, credit history length, and account diversity—and allow students to experiment safely. A missed payment or maxed-out card becomes a teachable moment rather than a lifelong financial setback. Career readiness is another emerging application. AI can link financial literacy lessons to projected earnings across industries, showing how education level, location, and job growth influence long-term income. Students compare offers, calculate benefits packages, model taxes, and calculate take-home pay. For career-technical programs, these tools help learners understand how apprenticeships, certifications, or union membership shape financial outcomes. ## **Simulations, Games, and Safe-to-Fail Environments** Interactive simulations may be the area where AI has the most immediate impact in the classroom. Stock-market models allow students to manage virtual portfolios linked to real-world data, helping them learn about diversification, risk tolerance, compound growth, and market volatility. When inflation spikes or interest rates shift, the system automatically updates scenarios—turning current events into live instructional material. Budgeting games aimed at middle school or early high school students introduce income, rent, utilities, transportation, and food costs through narrative-driven challenges. Learners earn virtual paychecks, face surprise expenses, and decide whether to save, invest, or splurge. AI systems adjust difficulty levels, offer hints, and analyze patterns in student decision-making. Gamification layers—badges, levels, progress dashboards—can increase engagement and persistence, particularly for students who struggle with traditional lectures. Some platforms reward consistent participation, reflection prompts, or mastery of concepts such as interest calculations or debt management. For teachers, these simulations provide a rare instructional advantage: data. Dashboards reveal where students overspend, misunderstand credit utilization, or consistently fail to save. That insight supports targeted mini-lessons, small-group interventions, or class-wide discussions about common pitfalls. ## **Personalization and Differentiation at Scale** Financial literacy classrooms include students with widely varying backgrounds—some already helping family members manage bills, others encountering banking terminology for the first time. AI systems can personalize pathways in ways paper curricula cannot. Adaptive engines adjust pacing, vocabulary, and scenario complexity. English-language learners may receive simplified explanations or multilingual support. Advanced students can explore investing strategies, entrepreneurship, or tax optimization. Learners with disabilities can access audio narration, visual scaffolds, or step-by-step guidance. AI tutoring systems also allow students to ask private, low-stakes questions: How does interest actually work? What is a Roth IRA? Why do lenders care about my payment history? Removing embarrassment from the learning process encourages curiosity and experimentation. ## **Supporting Teachers and Curriculum Leaders** For educators, AI does not replace instruction—it reshapes it. Lesson-planning tools can align simulations with state standards, graduation requirements, or district pacing guides. Teachers can preview scenarios, customize variables, and embed reflective writing prompts or class discussions. Automated assessments analyze not only correct answers but reasoning patterns, highlighting misconceptions that traditional quizzes might miss. District leaders exploring AI-powered financial literacy platforms are increasingly focused on interoperability and privacy. Integrations with learning-management systems streamline rostering and gradebook syncs, while transparent data policies help schools comply with student-privacy regulations. Professional development remains critical to ensure teachers understand both the pedagogical possibilities and the ethical considerations of AI-driven instruction. ## **Equity, Ethics, and Responsible Implementation** As AI expands in classrooms, equity and transparency must remain front and center. Financial education tools should avoid reinforcing stereotypes about income, neighborhoods, or career prospects. Scenario libraries need diverse family structures, housing options, and employment paths so students can see themselves reflected in the material. Algorithms should be auditable and designed to explain—not obscure—how recommendations are generated. Schools must also communicate clearly with families about what data is collected, how it is used, and how long it is stored. Opt-out policies, consent forms, and cybersecurity safeguards are becoming standard components of responsible adoption. When implemented thoughtfully, AI can help close opportunity gaps rather than widen them by offering high-quality, personalized financial education to students who might otherwise receive only minimal exposure. ## **Preparing Students for a Complex Financial Future** Financial literacy has always been about more than balancing a checkbook. Today, it includes navigating digital payments, evaluating subscription services, understanding student-loan repayment options, planning for retirement, and making informed career choices in an AI-driven economy. Artificial intelligence gives schools a powerful new lever: the ability to make lessons experiential, personalized, and directly tied to students’ futures. Through simulations, coaching tools, and career-linked modeling, AI helps learners practice decisions they will soon face—long before the consequences become real. For districts revisiting personal finance curricula, the question is no longer whether technology belongs in these courses, but how intentionally it is deployed. When paired with skilled educators, strong privacy protections, and equity-focused design, AI may become one of the most effective tools schools have for preparing students to thrive financially in adulthood. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [The 2026 District Communications Playbook: 7 Moves Every K–12 Leader Should Make to Strengthen Family Connections](https://edcircuit.com/the-2026-district-communications-playbook-7-moves-every-k-12-leader-should-make-to-strengthen-family-connections/) **Published:** February 5, 2026 **Author:** EdCircuit Staff **Excerpt:** District communications now focus on trust, clarity, and engagement as leaders streamline tools and rethink how schools connect with families. **Content:** [District communications](https://www.classdojo.com/districts/?utm_source=bylinedarticle&utm_medium=pr&utm_content=commsplaybook&utm_format=bylined-article) has entered a new era. Simply sending information is no longer enough to meet the moment. Families are juggling work, activities, and a constant stream of notifications—and school messages are competing for attention in an already crowded landscape. Decades of research reinforce why this matters. National research consistently finds that students with engaged families are more likely to earn higher grades, attend school regularly, demonstrate stronger social-emotional skills, and graduate on time. Studies have also shown that effective family engagement can double the likelihood of students achieving academic success compared to peers whose families are less engaged. Families who feel informed and connected report higher levels of trust in their schools and greater confidence in school leadership; an especially critical factor during times of change, budget uncertainty, or crisis. Across the country, district and communications leaders are rethinking how they connect with families and communities. The goal is no longer volume. It’s trust, clarity, and engagement. Based on conversations with district leaders nationwide, here are **seven practical moves to consider** as you strengthen connections with families and communities. ### **1. Shift from broadcasting to building trust** Family engagement research makes one point clear: trust is foundational. When families trust their school system, they are more likely to engage, respond to outreach, and support student learning at home. In an age of misinformation and social media noise, families need to know exactly where to go for accurate, timely information. Trust is built when districts communicate consistently and clearly, and when families believe the information they receive is reliable. Ask yourself: If a parent has a question or concern, do they know exactly where to turn first? ### **2. Streamline tools to reduce family fatigue** Family engagement surveys consistently show that parents are more likely to disengage when communication feels overwhelming or repetitive. Over the past decade, districts have adopted more communication tools than ever. While well-intentioned, this can lead to fragmented experiences for families—emails, texts, robocalls, apps, and websites all competing for attention. Streamlining tools and clarifying their purpose reduces fatigue and increases the likelihood that messages are read and acted on. ### **3. Create a clear communication structure** One effective way to organize communication is by thinking in tiers: district-level communication, school-level communication, and classroom-level communication. This structure minimizes duplication and helps ensure families receive the right information at the right level. ### **4. Establish predictable communication rhythms** Families are more likely to engage when they know when to expect information. Predictability reduces stress, builds confidence, and reassures families that nothing important will be missed. ### **5. Personalize messages as much as possible** The closer communication gets to the classroom, the more personal it should be. Personalized, relevant messages, especially at the classroom level, are far more likely to be read, understood, and acted on than broad announcements. ### **6. Balance visibility with engagement** Visibility alone doesn’t guarantee connection. Families may receive a message without truly absorbing it. High-impact communication *invites families in* rather than simply pushing information out. As a guiding principle: it’s not about how many messages you send, it’s about whether families feel included and invited to engage. ### **7. Make strategic choices in a tighter budget environment** With budgets under pressure, districts are being forced to make difficult decisions about which tools and practices to keep. This moment calls for strategic abandonment, letting go of what no longer delivers value and investing in approaches that deliver a clear return on education by strengthening family engagement and supporting student success. Some districts are finding that consolidating communication efforts into fewer, more effective systems, such as ClassDojo for Districts, can support both engagement goals and financial realities. ### **Looking ahead: Communication as a leadership strategy** For superintendents and communications leaders, district communication is no longer an operational task; it’s a leadership strategy. The strongest districts treat communication as a shared responsibility between district leadership and communications teams, aligning vision with execution. When districts streamline tools, establish predictable communication structures, and prioritize engagement over volume, they don’t just inform families, they invite them into partnership. The districts that will lead in 2026 and beyond are those that recognize communication as a core driver of trust, community confidence, and student success, and invest in it with the same intentionality as any other strategic priority. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Smiling middle-aged man with short gray hair and beard, wearing a gray button-up shirt, poses against a plain white background—introducing Dr. Chad A. Stevens.](https://edcircuit.com/wp-content/uploads/2026/02/Chad-Stevens.jpeg) ](https://edcircuit.com/author/chad-stevens/) [Dr. Chad Stevens](https://edcircuit.com/author/chad-stevens/ "Dr. Chad Stevens"): Author Dr. Chad A. Stevens serves as Head of Growth and Partnership at [ClassDojo for Districts.](https://www.classdojo.com/districts/?utm_source=bylinedarticle&utm_medium=pr&utm_content=commsplaybook&utm_format=bylined-article) [ ](https://www.linkedin.com/in/k12cto) [ View all posts ](https://edcircuit.com/author/chad-stevens/ "View all posts") [ ](https://www.classdojo.com/districts/?utm_source=bylinedarticle&utm_medium=pr&utm_content=commsplaybook&utm_format=bylined-article) **Categories:** edLeaders, Educators, Hot Topics **Tags:** Headline --- ### [Phishing Incident Response: A District Playbook](https://edcircuit.com/phishing-incident-response-a-district-playbook/) **Published:** February 18, 2026 **Author:** EdCircuit Staff **Excerpt:** Phishing incident response in K–12: what districts do in the first hour, day, and week—containment, communication, recovery, and lessons from 2025. **Content:** Phishing incident response is the moment a school district moves from professional-development slides to real-world pressure. A staff member clicks a link that looks like it came from payroll. The sender is someone they know—because the attacker already compromised that colleague’s account. Credentials are entered. Within minutes, inbox rules appear. Emails forward externally. MFA prompts spike. Suddenly the technology department is fielding calls from principals, the superintendent wants a briefing, and families are asking whether student data is safe. These moments define a district’s cybersecurity maturity far more than any annual training module. What follows is a practical, leadership-level playbook for how districts typically respond once phishing is confirmed—how incidents are flagged, how damage is contained, how communications unfold, and how organizations recover when compromise becomes something larger. Along the way, we reflect on the [PowerSchool SIS incident](https://www.powerschool.com/security/sis-incident/) disclosed in early 2025, which forced many districts nationwide to activate vendor coordination, board briefings, and family communications almost overnight. ## **1. The first signal: When someone raises their hand** Most phishing events aren’t discovered by an automated alert—they start with a person. A teacher calls the help desk: “I think I messed up.” A principal reports strange sent messages. Payroll flags a sudden direct-deposit change. An SIS administrator notices logins at 3:00 a.m. from another country. That first report is everything. Districts that cultivate a **no-shame reporting culture** contain incidents faster. Staff who fear blame often wait—sometimes hours—giving attackers time to spread internally. And one myth must die quickly: **[Knowing the sender](https://frsecure.com/blog/is-that-sender-for-real-three-ways-to-verify-the-identity-of-an-email/) does not make an email safe.** In K–12, attackers routinely compromise one real account and use it to reach others. The familiarity is the weapon. ## **2. Declare the incident—and start the clock** Strong districts avoid debating terminology. If credentials were entered into a suspicious site or an unknown app was authorized, **declare an incident and activate the response plan.** Start a secure incident log and capture: - Time and method of discovery - The original email or message - The link destination - Screenshots - Accounts involved - Every action taken, with timestamps This running record becomes essential later for leadership briefings, legal counsel, insurance carriers, and vendor coordination. ## **3. Triage: What kind of phishing is this?** Not every phishing attempt creates the same risk. Quick classification helps teams prioritize. ### **Credential-harvesting** The most common scenario: username and password entered into a fake login page. ### **OAuth or app-consent abuse** The user clicked “Allow” on a permissions screen, granting mailbox or file access without sharing credentials. ### **Business email compromise** Focused on money—rerouting vendor payments, payroll changes, gift-card scams. Financial fraud triggers a parallel process: banks, payroll processors, and law enforcement are notified immediately. ## **4. Containment: The first 30–60 minutes** This is where outcomes are decided. For compromised accounts, teams usually: - Disable sign-in temporarily - Revoke active sessions and tokens - Reset passwords - Re-register MFA if needed - Remove inbox rules and forwarding - Delete malicious OAuth apps - Purge the phishing email from other mailboxes If malware might be involved, devices are isolated and preserved for forensic review. The goal isn’t elegance—it’s **stopping spread**. ## **5. Investigation: How far did it go?** Once the bleeding slows, districts pivot to scope. Within the first day, leadership teams want answers: - Which accounts were accessed? - Were any admin roles touched? - What systems were reached—email, SIS, HR, payroll, LMS? - Were files viewed or exported? - Are additional accounts behaving oddly? This is when districts loop in: - Managed security providers or SOC teams - Cyber-insurance breach counsel - Legal and privacy leadership - Key vendors - Communications staff Vendor coordination becomes especially critical if the incident intersects with a platform like an SIS—something many districts experienced during the PowerSchool disclosures in 2025. Even when a vendor leads a technical investigation, districts still own communications with families and boards. ## **6. How districts “raise the hand” next time** Phishing isn’t solved by retraining alone. Incidents usually accelerate technical hardening: - [Enforcing MFA](https://learn.microsoft.com/en-us/entra/identity/authentication/howto-mfa-userstates) everywhere, especially for admins - Blocking external auto-forwarding - Tightening conditional access rules - Restricting app permissions - Strengthening domain spoofing detection - Reducing standing admin privileges - Improving phishing-report buttons and automation After real incidents, many districts discover policies that existed on paper but weren’t consistently enforced. Crisis turns theory into action. ## **7. Communications: the trust test** Technology matters—but communication defines public perception. The rule for K–12 is simple: **Say what you know, what you’re doing, and what people should do right now.** Avoid speculation. Avoid blaming employees. Be calm, factual, and steady. ### **Principals and staff** - What happened in plain language - What to watch for - How to report suspicious messages - What temporary controls are in place ### **Families** If services or data may be impacted: - Which system is involved - What information could be affected - What protections are offered - How families can safeguard accounts ### **Board and cabinet** - Timeline - Risk framing - Financial implications - Legal posture - Decisions required During large vendor-linked events like PowerSchool, districts often found themselves issuing rolling updates as investigations evolved—balancing transparency with incomplete information. ## **8. When phishing becomes a breach** An[ incident becomes a breach](https://iapp.org/news/a/is-it-an-incident-or-a-breach-how-to-tell-and-why-it-matters) when unauthorized access to sensitive data is confirmed or reasonably suspected. That shift introduces: - Legal notification timelines - Regulatory considerations - Contractual obligations - Evidence preservation - Credit-monitoring discussions - Public-relations planning Even when third-party vendors are involved, districts remain the front line for community trust. ## **9. Recovery: systems—and confidence** Recovery isn’t just technical. **Operational steps include:** - Credential rotations - Account audits - Service-account reviews - Monitoring for re-compromise - Vendor follow-ups - Policy updates **Human recovery matters too:** - Short refresher guidance for staff - Re-emphasizing reporting culture - Explaining new login steps - Reassuring families Attackers often try again after a successful phishing. Heightened monitoring in the following weeks is standard. ## **10. The after-action review that makes districts stronger** Once the dust settles, mature organizations conduct a formal post-incident review. Effective reviews produce: - A concise timeline - What worked - What slowed the response - Control gaps - Cost summaries - Board-level briefings - Revised playbooks This is where districts quietly level up. And in most systems, it isn’t theoretical—there has already been a next time. ## **What this means for every role** **CTOs and CIOs:** Incident response is an operational muscle—exercise it through tabletop drills and real-world simulations. **Superintendents and boards:** Ask whether the district can function *during* an incident, not just prevent one. **Principals:** You are the amplifier of calm and clarity. **Teachers and staff:** Speed matters—report first, explain later. **Families:** Transparency and steady communication are part of safety. ## **Final takeaway** [Phishing will remain the most common doorway into school systems](https://www.edsurge.com/news/2025-09-04-under-siege-how-schools-are-fighting-back-against-rising-cyber-threats)—not because educators are careless, but because attackers design campaigns around trust, urgency, and human routine. Districts that respond well share three traits: 1. **They act fast.** 2. **They communicate clearly.** 3. **They learn aggressively afterward.** That combination—not any single tool—is what turns a frightening email click into a manageable, teachable moment rather than a community-shaking crisis. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Cybersecurity, Hot Topics - controversial **Tags:** Headline --- ### [School Counselor Appreciation Week 2026](https://edcircuit.com/school-counselor-appreciation-week-2026/) **Published:** February 4, 2026 **Author:** EdCircuit Staff **Excerpt:** School Counselor Appreciation Week 2026 celebrates how counselors amplify student success through academic support, mental health care, and future planning. **Content:** [School Counselor Appreciation Week 2026](https://www.schoolcounselor.org/) recognizes the essential role school counselors play in amplifying student success—academically, socially, and emotionally—and offers a timely opportunity to thank professionals whose influence often goes unseen. Observed February 2–6 with the theme [*“School Counselors Amplify Student Success,”*](https://www.schoolcounselor.org/Events-Professional-Development/Events/National-School-Counseling-Week) the week shines a spotlight on how counselors across every grade level champion equity, expand access to opportunity, and support students academically, emotionally, and in planning for the future. While their work is often quiet and behind the scenes, its impact echoes through classrooms, graduation ceremonies, college acceptance letters, and moments when students realize someone at school truly understands them. ## **What School Counselors Do Every Day** ### **Academic Guidance & Planning** School counselors help students build individualized academic plans, select courses aligned with their strengths, and set achievable goals toward graduation and postsecondary success. They analyze academic data, coordinate targeted interventions, and collaborate closely with teachers and families to identify learning barriers early. This proactive support keeps students on track and strengthens their confidence in meeting academic expectations. ### **Supporting Mental Health & Emotional Well-Being** For many students, a school counselor is the first trusted adult they turn to when stress, anxiety, grief, or social pressures feel overwhelming. Counselors provide safe, confidential spaces for students to process emotions and learn coping strategies, conflict resolution skills, and self-advocacy. Whether helping a grieving middle schooler regain focus or guiding a teen through peer conflict, they foster resilience that lasts far beyond graduation. ### **College & Career Readiness** From exploring career interests to navigating college applications, counselors help students envision life after high school with clarity and purpose. They organize financial aid workshops, scholarship searches, resume reviews, internship opportunities, and testing preparation. For first-generation college applicants especially, counselors often serve as translators of a complex system—demystifying forms, deadlines, and pathways that can otherwise feel intimidating. ### **Crisis Response & Prevention** When crises arise—whether personal emergencies or schoolwide incidents—counselors step in with calm, trained support. They coordinate with families, administrators, and community partners and connect students to external mental health resources as needed. Their presence during difficult moments reinforces safety, trust, and stability across the entire school community. ### **Advocating for Equity & Access** School counselors are powerful advocates for removing barriers that limit student opportunity. They work to ensure equitable access to advanced coursework, extracurricular programs, and postsecondary planning, particularly for students historically underserved by school systems. By promoting inclusive practices and culturally responsive supports, counselors help ensure that every student is seen, valued, and empowered. ## **Why School Counselors Deserve Appreciation** School counselors are among education’s most consistent champions. Their impact is measurable—fewer disciplinary referrals, improved attendance, higher graduation rates—and immeasurable in the restored hope, renewed confidence, and futures they help shape. Yet much of this work happens quietly: the lunch-period check-ins, the emergency schedule changes, the tearful conversations in small offices, the late afternoons spent calling families or writing recommendation letters. School Counselor Appreciation Week exists to make that invisible labor visible. ## **How Schools and Communities Can Celebrate** Recognition doesn’t have to be elaborate to be meaningful. Schools can: - Highlight counselors in announcements, newsletters, and social posts. - Invite students to share testimonials about counselor impact. - Encourage principals and district leaders to offer public thanks. - Acknowledge counselor-teacher collaboration during staff meetings. - Partner with community organizations for small gestures of appreciation. The goal isn’t simply celebration—it’s awareness. When communities understand the scope of counselor responsibilities, they’re better equipped to support these professionals year-round. ## **A Week of Thanks, A Year of Recognition** School counselors do far more than manage schedules or testing logistics. They are listeners, planners, mental-health supporters, advocates for equity, and steady guides through some of a student’s most vulnerable moments. School Counselor Appreciation Week 2026 reminds us to pause and say thank you—not only in February, but every day. Their work amplifies student success in ways that ripple through families, schools, and entire communities. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [Media Literacy in Schools and the Evolving Librarian Role](https://edcircuit.com/media-literacy-in-schools-and-the-evolving-librarian-role/) **Published:** February 3, 2026 **Author:** EdCircuit Staff **Excerpt:** Media literacy in schools shapes the modern middle and high school librarian’s role, helping students question sources and think critically every day. **Content:** Media literacy in schools is no longer an occasional lesson or an optional unit tucked into a research project. For middle and high school students, it is a daily necessity. Students encounter information constantly. News alerts, videos, memes, influencer content, and headlines appear side by side on their screens. The speed and volume make it difficult to pause, question, or verify what they see. For many students, credibility is judged by popularity or familiarity rather than evidence. This shift has pushed school librarians into a central instructional role. They are no longer simply supporting literacy. They are [teaching students how to survive in an information-saturated world](https://liferarian.substack.com/p/the-evolving-role-of-todays-librarians). ## **A Moment That Plays Out in Libraries Everywhere** In a middle school library, a group of students gathers around a table during a research period. One student confidently shares a video they found online, insisting it proves their point. Another student isn’t convinced but can’t explain why. The librarian doesn’t correct them. Instead, they ask a few questions: *Who made the video?* *Where did the information come from?* *What might be missing?* The conversation slows. Students start to notice details they had ignored. By the end of the period, they aren’t just finishing an assignment. They’re thinking differently about information itself. This kind of moment now defines the modern school library. ## **The Librarian’s Role Has Expanded Beyond Recognition** For years, librarians were viewed primarily as keepers of books and managers of quiet spaces. That perception [no longer reflects reality](https://bookriot.com/the-library-is-not-a-quiet-place-anymore-and-thats-a-good-thing/), especially at the secondary level. Today’s middle and high school librarians: - Teach students how to evaluate sources - Guide research and inquiry - Address misinformation and bias - Support ethical use of media - Integrate digital literacy into the curriculum Their work sits at the intersection of reading, research, technology, and critical thinking. As information formats expanded, so did the librarian’s responsibilities. This evolution didn’t happen overnight. It grew out of necessity. ## **Why Middle and High School Is the Critical Window** Middle and high school students are forming habits that will follow them into adulthood. At this stage, students: - Develop independent opinions - Encounter political and social narratives - Engage deeply with social media - Complete more complex research tasks Without guidance, many rely on surface-level signals to judge credibility. Media literacy instruction gives them tools to go deeper. Librarians teach students to ask: - Who created this and for what purpose? - What evidence supports the claim? - What voices are missing? - How might algorithms influence what I see? These questions become habits, not checklists. ## **Librarians as Instructional Partners, Not Support Staff** One of the most significant changes in the librarian’s role is the increased emphasis on collaboration. In effective schools, librarians are embedded in instruction. They co-plan with teachers, align lessons with curriculum goals, and reinforce media literacy across subjects. This work often includes: - Partnering with English teachers on research skills - Supporting social studies discussions around sources - Helping science classes evaluate data and claims - Working with technology teachers on digital citizenship When librarians are included early in planning, media literacy becomes part of learning rather than an add-on. ## **Teaching Media Literacy Without Telling Students What to Think** [Media literacy instruction](https://www.socialstudies.org/position-statements/media-literacy) takes place in a complex environment. Librarians often navigate: - Politically charged topics - Community concerns about bias - Rapidly shifting platforms - Pressure to remain neutral The most effective approach focuses on process rather than conclusions. Librarians emphasize evaluating information, not which opinions students should hold. This distinction matters. It builds trust and keeps the focus on critical thinking rather than ideology. ## **Technology Fluency Is Now Essential** To teach media literacy effectively, librarians must be comfortable with technology. Modern librarians work with: - Digital databases and archives - News aggregators - Media creation tools - Learning management systems - Emerging technologies like AI-driven search They also help students understand how technology shapes information. Algorithms, personalization, and monetization influence what students see. Librarians make those systems visible and understandable. This technical knowledge is now part of the job description. ## **What It Takes to Be a Librarian Today** The skill set required to be a school librarian has expanded significantly. Today’s librarians need: - Instructional expertise - Deep understanding of information literacy - Comfort with digital tools - Strong communication skills - Flexibility and continuous learning Professional standards from organizations like the [**American Association of School Librarians**](https://www.ala.org/aasl) reflect this shift, emphasizing inquiry, inclusion, and critical engagement with information. Librarians are often informal leaders within their schools, advocating for access, equity, and thoughtful use of information. ## **Libraries as Active Learning Spaces** The physical and virtual library has evolved as well. Middle and high school libraries now function as: - Collaboration hubs - Research centers - Media creation spaces - Safe environments for inquiry Quiet still exists, but engagement defines the space. Students come to research, create, question, and explore. Librarians design these environments intentionally to support learning. ## **Why This Work Matters More Than Ever** The consequences of weak media literacy are visible everywhere. Misinformation spreads quickly. Polarization deepens. Students graduate into a world where information is abundant, but trust is fragile. Schools cannot address this challenge without librarians. When librarians are supported and integrated into instruction, students leave school better prepared to navigate information responsibly. When they are overlooked, a critical opportunity is lost. ## **Looking Ahead** Media literacy in schools will continue to grow in importance, especially as technology evolves. For middle and high school librarians, the role will continue to expand. Their work shapes how students engage with information long after graduation. [The modern librarian is no longer just a resource manager.](https://www.librariancertification.com/beyond-the-books-the-evolving-role-of-the-modern-librarian/) They are a guide, an educator, and a steady voice in a noisy information landscape. That role has never been more essential. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [Ohio Senate Bill 1 Is Reshaping Higher Education](https://edcircuit.com/ohio-senate-bill-1-is-reshaping-higher-education/) **Published:** February 3, 2026 **Author:** EdCircuit Staff **Excerpt:** Ohio Senate Bill 1 is forcing colleges to cut low-producing programs and dismantle DEI efforts, reshaping higher education statewide. **Content:** [Ohio Senate Bill 1](https://www.legislature.ohio.gov/legislation/136/sb1) is no longer an abstract policy debate. It is now actively reshaping how public colleges and universities in Ohio operate, what they teach, and which programs are allowed to exist. Ohio Senate Bill 1, signed into law on March 28, 2025, imposes [new restrictions on academic programs and diversity initiatives](https://www.cleveland.com/open/2026/01/dei-offices-shuttered-degrees-cut-discussions-tiptoed-what-senate-bill-1-changed-in-higher-ed.html) at public institutions. The law applies to all [14 public universities and 22 community colleges](https://www.cleveland.com/open/2026/01/senate-bill-1-is-reshaping-ohio-public-universities-5-major-changes.html) in the state, affecting every one of Ohio’s 36 public higher education institutions. Supporters describe the legislation as a long-overdue correction, aimed at cutting costs and curbing what they see as ideological excess on campus. Critics argue it represents one of the most sweeping state interventions into higher education governance in decades. What is undeniable is that Ohio colleges are already being forced to make concrete, and in some cases irreversible, decisions. ### **Why Ohio Senate Bill 1 Was Introduced** Lawmakers behind Ohio Senate Bill 1 have consistently framed the bill around accountability and neutrality. On the academic side, they argue that programs graduating only a handful of students year after year represent poor use of taxpayer dollars, particularly as statewide enrollment declines. Setting a minimum graduation threshold, they say, ensures institutions prioritize degrees with clear demand and measurable outcomes. On the cultural side, sponsors contend that DEI programs promote political viewpoints rather than equal treatment, describing them as forms of institutional discrimination. The law defines certain concepts as “controversial beliefs” and restricts how public colleges can promote or require them. Together, these arguments position SB 1 as both a financial reform and an ideological reset. Critics counter that the bill’s definitions are broad, its metrics are blunt, and its assumptions about how universities function are deeply flawed. ### **What the Law Requires Colleges to Do** Ohio Senate Bill 1 introduces two mandates that are driving immediate change. First, undergraduate academic programs that average fewer than five graduates annually over three years must be eliminated. Institutions can apply to the Ohio Department of Education for waivers to retain programs they believe are essential, but final authority rests with the state. Second, colleges must dismantle or significantly revise DEI offices, programming, and mandatory training. Student support services can continue only if they are reframed to comply with the law’s restrictions. The legislation also affects the curriculum. Public institutions are reviewing required courses in American government and U.S. history to ensure compliance with the bill’s standards. ### **What Is Happening Now on Campuses** The impact of Ohio Senate Bill 1 is already visible. At [**Ohio University**](https://www.ohio.edu/aohea-compliance), administrators have suspended multiple undergraduate programs that did not meet the graduation threshold. Other departments are undergoing internal reviews as faculty wait to learn whether their degrees will survive. At [**Ohio State University**](https://compliance.osu.edu/focus-areas/sb1), leaders have taken a different approach. Rather than immediately eliminating programs, the university has requested waivers for roughly a dozen low-producing undergraduate offerings. Administrators argue these programs serve critical academic, cultural, or workforce roles that cannot be measured solely by enrollment counts. Community colleges face similar pressures, often with fewer resources and smaller student populations. Degrees that serve niche industries or regional needs are among the most vulnerable, even when they align with local workforce demands. Meanwhile, DEI offices across the state have been closed, restructured, or renamed. Faculty and staff describe uncertainty about what language is permissible and how student support can continue under the new framework. ### **Why the Waiver Process Matters** The waiver provision may become the most consequential element of Ohio Senate Bill 1. While waivers offer flexibility in theory, they also shift authority from campuses to state officials. Programs that once survived based on academic judgment must now be defended using criteria defined outside the institution. Departments do not know whether waivers will be routinely approved or selectively granted. That uncertainty affects long-term planning, faculty recruitment, and student advising. Even programs that receive temporary approval remain under pressure, knowing that future data reviews could lead to elimination. Critics argue the waiver system effectively places academic priorities under political review. Supporters respond that public institutions should be accountable to the state that funds them. ### **What This Means for Students and Faculty** For students, Ohio Senate Bill 1 narrows choice. Small, interdisciplinary, and emerging fields are often the first to fall below graduation thresholds, even when they provide pathways to graduate study or public service careers. Students currently enrolled in affected programs may face teach-out plans or be forced to change majors midstream. Faculty face heightened insecurity. Program eliminations can lead to reduced course offerings, departmental contraction, or job losses. Restrictions on DEI initiatives also affect research agendas, classroom discussions, and campus climate. The law’s vague language around controversial beliefs has raised concerns about self-censorship, with some faculty avoiding certain topics to reduce risk. ### **Is Ohio Acting Alone?** Ohio is not an outlier, but it is moving further than most. States such as [Florida](https://www.fldoe.org/newsroom/latest-news/state-board-of-education-passes-rule-to-permanently-prohibit-dei-in-the-florida-college-system.stml) and [Texas](https://gov.texas.gov/news/post/governor-abbott-directs-state-agencies-to-ban-dei-policies) have enacted laws restricting DEI offices and diversity training at public colleges. [Kentucky](https://kentuckylantern.com/2025/03/05/kentucky-house-passes-bill-to-eliminate-dei-in-states-public-universities-colleges/) lawmakers have advanced proposals that reduce tenure protections and expand legislative oversight of universities. What sets Ohio Senate Bill 1 apart is its scope. Few states have combined DEI restrictions with a statutory mandate to eliminate academic programs based on a fixed graduation metric. By embedding those requirements directly in law, Ohio shifts academic decision-making away from campuses and into the state’s hands. Higher education leaders nationwide are watching closely. If Ohio’s approach proceeds without legal or operational fallout, it may become a model. If it leads to instability, enrollment declines, or faculty departures, it may serve as a warning. ### **What Comes Next** The full impact of Ohio Senate Bill 1 will take years to measure. Key questions remain unresolved: How often will waivers be approved? Which programs will disappear permanently? How will students respond as choices narrow and campus climates change? For now, Ohio’s public colleges are operating in a period of accelerated adjustment. Academic offerings are being evaluated through a narrow numerical lens. DEI work is being dismantled or redefined. Faculty and administrators are navigating a new balance of authority between campuses and the state. Ohio Senate Bill 1 is more than a budgetary or cultural reform. It is a signal that the relationship between public universities and state government is shifting, and that higher education’s future may be shaped as much by legislation as by scholarship. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Higher Education, Hot Topics - controversial **Tags:** Headline --- ### [Safety Audits That Matter in Active Classrooms](https://edcircuit.com/safety-audits-that-matter-in-active-classrooms/) **Published:** February 2, 2026 **Author:** EdCircuit Staff **Excerpt:** Safety Audits must examine real classroom conditions, not empty rooms—this Safer Ed episode explains how schools uncover risk before incidents occur. **Content:** **Safety Audits** often reassure districts that buildings meet code requirements—but those same spaces can struggle once students, equipment, and time pressure enter the room. Modern STEM classrooms are busy by design. Robotics kits spread across tables. Power strips appear for new devices. Students cluster around shared workstations. Cleanup routines compress into minutes before the bell. Teachers juggle supervision, materials, and movement simultaneously. Most days, nothing goes wrong. Those quiet moments—when a student hesitates in a crowded aisle, when backpacks narrow exits, when a cart drifts in front of a sink—are near misses. And they reveal what traditional audits frequently overlook: how rooms function under real instructional conditions. That gap between compliance and lived experience is the focus of the latest episode of the [**Safer Ed Podcast**](https://edcircuit.com/safer-ed-school-safety/), *[Safety Audits That Matter: Looking Beyond the Checklist](https://open.spotify.com/episode/6HCP8yXbUuAIYzagofMZNS).* ## **Why Compliance Alone Isn’t Enough** Regulatory inspections and safety checklists exist for good reason. Fire extinguishers, ventilation systems, eyewash stations, chemical storage protocols, and emergency shutoffs are essential. Documentation protects districts and creates consistency. But compliance captures a moment in time. Operational risk unfolds dynamically. It emerges during transitions. It accumulates across class periods. It shows up when the new curriculum arrives faster than infrastructure changes. A room can pass inspection at 7:30 a.m. and struggle by the third period. Effective safety programs recognize that compliance is the floor—not the ceiling. ## **Paper Safety vs. Operational Safety** One way safety leaders frame this tension is by distinguishing between two realities. Paper safety lives in reports, binders, and databases. Operational safety lives in movement—students queuing for sinks, carts parked temporarily near exits, equipment staged for the next class, electrical loads stretched to support new technology. Near misses almost always belong to that second category. Blocked pathways during cleanup. Crowded prep rooms. Temporary solutions that quietly become permanent. These conditions rarely violate policy on paper, but they erode safety margins over time. Audits that focus only on static conditions miss where real strain accumulates. ## **Why Walkthrough Timing Changes Everything** Many safety walkthroughs occur before school, after dismissal, or during vacant periods. Those moments matter, but they are not when risk is highest. To understand how spaces actually perform, leaders need to observe rooms in use: - during lab setup - mid-lesson - while students transition between activities - during cleanup - in the minutes between classes These are the stress tests. Congestion patterns appear. Supervision challenges surface. Storage limitations become visible. The mismatch between room design and instructional needs is becoming harder to ignore. ## **The Power of Interdisciplinary Audit Teams** Strong Safety Audits rarely rely on a single lens. Facilities staff understand electrical loads, ventilation, and square footage. Instructional leaders face challenges with lesson flow and supervision. Safety officers evaluate code and documentation. When those perspectives operate separately, blind spots persist. When they walk through rooms together, conversations change. Congestion becomes both a scheduling issue and a layout issue. Device purchases spark infrastructure discussions. Hybrid spaces raise questions about PPE expectations and supervision ratios. Instead of debating whose job a problem belongs to, teams start examining how systems interact. That shift—from siloed oversight to shared analysis—is where prevention accelerates. ## **Letting Near-Miss Data Guide Where to Look** The most effective audit programs do not rely solely on calendars. They follow patterns. Repeated teacher comments about one doorway. Custodial notes about carts blocking exits. Multiple classes rerouted near the same sink. Temporary power solutions reappearing week after week. These are early structural warnings. High-functioning districts log near misses, review them regularly, and let those trends guide where walkthrough teams focus next. Over time, what once felt anecdotal becomes unmistakably systemic. ## **The Spaces Schools Most Often Overlook** Even experienced teams miss certain environments. Prep rooms quietly accumulate decades of equipment. Storage closets become overflow warehouses. Hybrid rooms shift identities multiple times a day—lab one period, makerspace the next, testing site after lunch. Transition zones deserve special scrutiny. Many incidents occur not during calm instruction but when movement spikes and attention divides. Audits that never witness those moments capture only part of the risk picture. ## **From Findings to Action** Audit programs stall when observations stop at the report stage. Strong systems connect findings to: - named owners - response timelines - funding channels - communication back to staff That feedback loop is cultural as much as operational. When teachers see layouts adjusted or schedules modified because concerns were raised, reporting increases. When nothing changes, silence spreads. Safety culture grows when people believe speaking up leads to improvement. ## **When Audit Data Reaches the Boardroom** Near-miss trends and walkthrough findings become most powerful when they shape planning conversations. Instead of vague concerns, leaders present evidence: - frequency of congestion events - repeated electrical overloads - supervision gaps during cleanup - storage shortfalls across multiple rooms Those patterns justify renovations, electrical upgrades, storage redesigns, and staffing adjustments as preventive investments rather than reactive expenses. They also protect innovation. When infrastructure evolves alongside curriculum, districts can expand STEM programming without quietly accumulating risk. ## **A Practical Tool for Evaluating Space** One common thread across many audit findings is simple overcrowding. Class size, furniture placement, equipment storage, and room layout all intersect with safety. To help schools evaluate that intersection, **Science Safety offers a free Occupancy Load Calculator** that allows educators and administrators to assess how many people a space can safely support. The tool is available here: Used alongside walkthrough observations, it can help districts move from intuition to evidence-based decisions about scheduling and space use. ### **Listen to the Full Episode** This topic is explored in depth in the Safer Ed Podcast episode [**Safety Audits That Matter: Looking Beyond the Checklist**](https://open.spotify.com/episode/6HCP8yXbUuAIYzagofMZNS), available now on edCircuit and major podcast platforms. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Safer Ed **Tags:** Headline --- ### [Chronic Absenteeism Is Undermining Student Success](https://edcircuit.com/chronic-absenteeism-is-undermining-student-success/) **Published:** February 19, 2026 **Author:** EdCircuit Staff **Excerpt:** Chronic absenteeism is quietly reshaping student outcomes nationwide. Here’s why it’s happening, what it costs schools, and how districts are responding. **Content:** [**Chronic absenteeism** ](https://www.aft.org/childrens-health-safety-and-well-being/childrens-access-care/chronic-absenteeism)is no longer a fringe concern or a temporary aftershock of the pandemic. It is one of the clearest indicators that students are facing barriers that schools have not fully addressed. When a [student misses 10 percent or more of the school year](https://www.ed.gov/teaching-and-administration/supporting-students/chronic-absenteeism) for any reason, the impact is immediate and cumulative, affecting academic progress, relationships, and long-term opportunity. Across the country, [attendance data tells a consistent story](https://hechingerreport.org/proof-points-7-insights-chronic-absenteeism/). Rates of chronic absenteeism surged during the pandemic and have remained elevated even as schools returned to in-person learning. For educators, this shows up in uneven learning, disengaged students, and classrooms where instructional momentum is hard to sustain. For districts, it complicates nearly every improvement effort, from literacy initiatives to graduation targets. At its core, chronic absenteeism is not about rule-breaking. It is about access, engagement, and whether students feel school is worth showing up for. ### **Understanding the Root Causes of Chronic Absenteeism** Students rarely miss school consistently without a reason. Chronic absenteeism almost always reflects obstacles that make attendance difficult, inconsistent, or feel unnecessary. **Health Issues** Chronic conditions such as asthma, migraines, or diabetes account for many missed school days. Mental health challenges have also increased significantly. A student experiencing anxiety may miss several days each month simply to avoid overwhelming environments. For families with limited access to healthcare, minor issues can quickly turn into prolonged absences. **Environmental Barriers** Transportation challenges remain a major contributor. Missed bus routes, unsafe walking conditions, or temporary housing instability can derail attendance for days at a time. Students experiencing homelessness or frequent moves often face attendance disruptions that schools may not immediately see. **Disengagement** When students feel disconnected from school, attendance declines. A middle school student who has fallen behind academically or a high school student who feels anonymous in large classrooms may stop seeing school as a place where they belong. Over time, staying home feels easier than catching up. **Cultural Shifts Around Attendance** The pandemic changed how many families view attendance. Virtual learning normalized being “present” without being physically present. For some families, particularly those balancing work schedules or caregiving responsibilities, this shift reduced the perceived urgency of daily, in-person attendance. **Family and School System Challenges** Bullying, limited academic or behavioral supports, language barriers, and inconsistent communication can all push students away from school. Families who feel unheard or unsupported are less likely to engage when attendance concerns arise. These factors rarely exist in isolation. One student may experience health issues, transportation challenges, and disengagement simultaneously. Effective responses begin by acknowledging this complexity. ### **Why Chronic Absenteeism Demands Immediate Attention** The consequences of chronic absenteeism extend well beyond individual students. Research consistently shows that [students who are chronically absent in early grades are less likely to read proficiently by third grade](https://buildthefoundation.shorthandstories.com/actionable-strategies-for-increasing-attendance-and-reducing-chronic-absenteeism/). By middle and high school, chronic absenteeism is one of the strongest predictors of course failure and dropping out. For schools, high absenteeism strains already limited resources. Teachers spend significant time reteaching missed content. Intervention efforts become reactive rather than strategic. In states where attendance influences funding, districts may also face financial consequences. Perhaps most importantly, chronic absenteeism signals a breakdown in connection. When students are frequently absent, it raises an urgent question about whether schools are meeting their academic, social, and emotional needs. ### **Five Ways Districts Are Combating Chronic Absenteeism** Despite the scale of the challenge,[ districts are implementing strategies](https://www.nea.org/nea-today/all-news-articles/how-schools-are-tackling-chronic-absenteeism) that treat attendance as a systems issue rather than a disciplinary one. **1. Acting Early Through Attendance Data** Districts are shifting from end-of-year attendance reviews to real-time monitoring. When patterns emerge after just a few absences, schools intervene quickly. Attendance teams analyze trends by grade level and student group, enabling targeted outreach rather than generic reminders. **2. Rebuilding Trust Through Family Engagement** Effective districts prioritize relationships over enforcement. Home visits, multilingual communication, and family liaisons help schools understand barriers families face. Attendance conversations are framed around partnership and shared goals, not compliance. **3. Expanding Health and Mental Health Supports** Schools are increasingly serving as access points for health services. On-site nurses, school counselors, and partnerships with community providers address medical and mental health needs before absences escalate. Trauma-informed practices further reduce anxiety-driven absences. **4. Strengthening School Climate and Student Connection** Students attend more consistently when they feel known and valued. Districts are investing in mentoring programs, culturally responsive teaching, extracurricular activities, and opportunities for student voice. A strong sense of belonging is one of the most reliable predictors of regular attendance. **5. Rethinking Attendance Policies Through an Equity Lens** Rather than relying solely on punitive measures, districts are revising attendance policies to balance accountability with support. Flexible scheduling, transportation assistance, and credit recovery options help remove barriers. Staff training emphasizes problem-solving conversations instead of discipline-first responses. Across these approaches, one theme is consistent: attendance improves when schools focus on understanding why students are absent. ### **What Effective Attendance Strategies Have in Common** Districts making progress intervene early, center relationships, and coordinate across departments rather than isolating attendance as a single office’s responsibility. They recognize that improving attendance is ongoing work, not a one-time initiative. Progress comes from consistency, reflection, and a willingness to adapt strategies as student needs change. ### **Reframing Attendance as Opportunity** Chronic absenteeism is often described as a crisis, but it can also serve as an early signal. Attendance data offers schools insight into student well-being long before academic failure becomes inevitable. When districts respond with empathy, flexibility, and collaboration, attendance becomes a lever for broader school improvement. Showing up matters. It matters for learning, for relationships, and for long-term opportunity. Addressing chronic absenteeism is not about filling seats. It is about ensuring every student has consistent access to learning, support, and the chance to succeed. *Example of a district successfully reducing chronic absenteeism through early intervention, family engagement, and student-centered supports.* [82% Drop in Chronic Absenteeism: How This Ohio School Did It With MTSS | Success Story](https://www.youtube.com/watch?v=ii1HaCTf8Tw) [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [Career and Technical Education Through a Student’s Eyes](https://edcircuit.com/career-and-technical-education-through-a-students-eyes/) **Published:** February 23, 2026 **Author:** EdCircuit Staff **Excerpt:** Career and Technical Education opens new doors when students turn personal interests—like gaming—into real career pathways through CTE programs. **Content:** Career and Technical Education often helps students discover their future in unexpected ways. For Jamal, that future didn’t start in a textbook or a traditional classroom. It started with a keyboard, a headset, and countless hours spent gaming—building virtual cities, competing online, and connecting with people around the world. Gaming wasn’t just a hobby. It was where Jamal felt confident, challenged, and engaged. It was where problem-solving came naturally, where strategy mattered, and where persistence paid off. School, on the other hand, often felt disconnected from his interests. His grades were average, and while he showed up, he rarely felt inspired. That changed when Career and Technical Education helped Jamal see that the skills he was developing outside of school had real value inside it. ## **Finding Strengths Outside the Traditional Classroom** Throughout most of high school, Jamal didn’t see himself reflected in his coursework. He wasn’t struggling academically, but he wasn’t thriving either. What energized him happened after school—online worlds where collaboration, competition, and creativity came together. He spent hours troubleshooting game mods, learning how systems worked, spotting patterns, and adapting strategies when something didn’t go as planned. He didn’t realize it at the time, but those same skills are foundational in one of today’s fastest-growing career fields: [**cybersecurity**](https://www.keycybersolutions.com/single-post/2020/06/12/why-gamers-make-excellent-cybersecurity-personnel). As Jamal entered his junior year, the pressure to choose a future path became real. College felt uncertain. Traditional careers didn’t spark interest. But one relationship made all the difference. ## **The Teacher Who Helped Make the Connection** Jamal’s turning point came through a growing relationship with his school’s computer science teacher. Over time, the teacher noticed Jamal’s curiosity about systems, networks, and problem-solving. Instead of focusing on what Jamal *wasn’t* doing well, the teacher focused on what he *was* already doing naturally. The suggestion was simple but powerful: > *If you love gaming and computers, have you ever considered a career in cybersecurity?* For the first time, Jamal saw a direct connection between his interests and a real career pathway. Through his school’s **Career and Technical Education (CTE)** program, he began [exploring cybersecurity](https://cybur.org/education-path/)—not as an abstract concept, but as a hands-on, skill-driven profession. ## **Why Gamers Excel in Cybersecurity** As Jamal learned more about cybersecurity, something clicked. The field felt familiar. The skills felt transferable. And the challenges felt motivating. [Gamers often make strong cybersecurity professionals](https://www.helpnetsecurity.com/2025/09/03/gaming-experience-cybersecurity/) because they naturally develop traits that are essential in the field: ### **Analytical Problem-Solving** Gamers constantly analyze systems, identify weaknesses, and experiment with solutions. In cybersecurity, those same skills are used to detect vulnerabilities and secure systems. ### **Adaptability and Strategy** Games require players to pivot quickly when conditions change. Cybersecurity professionals do the same when responding to evolving threats. ### **Persistence and Focus** Gamers are driven to solve problems that don’t have easy answers. That persistence translates well to cybersecurity, where challenges are complex and ongoing. ### **High-Intensity Engagement** Many gamers are comfortable working in focused, high-pressure environments—an asset during security incidents and breach responses. For Jamal, cybersecurity didn’t feel intimidating. It felt like a new version of something he already loved. ## **Exploring a Cybersecurity Career Pathway** Through his CTE program, Jamal began learning the foundations of cybersecurity, including: - network fundamentals - threat detection and prevention - system vulnerabilities - ethical hacking concepts - digital responsibility and ethics The program emphasized hands-on learning—labs, simulations, and real-world scenarios—rather than just theory. This approach played to Jamal’s strengths. Learning by doing made the material stick. CTE cybersecurity programs are often [**competency-based**,](https://cte.ed.gov/initiatives/cybersecurity) meaning students progress by demonstrating skills rather than just completing coursework. This structure helped Jamal see tangible progress and build confidence. ## **Credentials That Turn Skills Into Opportunity** One of the most motivating aspects of Jamal’s program was its connection to industry-recognized credentials. CTE cybersecurity pathways often prepare students for certifications such as: - IT fundamentals certifications - networking credentials - entry-level cybersecurity certifications These credentials signal readiness to employers and create pathways into roles like: - [**Ethical Hacker / Penetration Tester**](https://cybersecurityguide.org/careers/penetration-tester/) - [**Incident Response Analyst**](https://www.cynet.com/incident-response/incident-response-analyst-roles-skills-and-certifications/) - [**Security Operations Center (SOC) Analyst**](https://www.paloaltonetworks.com/cyberpedia/soc-roles-and-responsibilities) - [**Game Security Analyst**](https://techland.net/job-offers/security-analyst), helping protect gaming platforms from cheating, hacking, and data theft For Jamal, earning credentials made the pathway feel real. He wasn’t just “learning about” cybersecurity—he was preparing to enter the field. ## **Confidence Grows Along With Skills** As Jamal progressed through his program, changes showed up beyond the classroom. He spoke more confidently about his future. He understood how his skills applied to real jobs. He began to see himself as someone with a place in a growing industry. The sense of belonging he once found only in online gaming communities now extended into his education. Cybersecurity gave him a professional identity—one rooted in problem-solving, teamwork, and responsibility. ## **Halfway Through—and a New World Ahead** Today, Jamal is halfway through his cybersecurity CTE program. He’s no longer unsure about what comes next. He sees options: further education, certifications, internships, and entry-level roles in a field that values what he does well. An entirely new world has opened for him—one where his passion isn’t dismissed, but recognized as a strength. Career and Technical Education didn’t ask Jamal to abandon who he was. It helped him build a future from it. ## **Why Student Stories Like Jamal’s Matter** Jamal’s journey highlights what CTE does best: it meets students where they are and helps them move forward with purpose. Not every student connects with traditional instruction, but every student has strengths worth developing. Cybersecurity is just one example. Across CTE pathways—from healthcare to skilled trades to technology—students are discovering that what they love can lead somewhere meaningful. ## **Celebrating CTE Month Through the Student Lens** During Career and Technical Education Month, stories like Jamal’s remind us that CTE is not about limiting options. It’s about expanding them. It’s about: - helping students see value in their interests - connecting learning to real careers - building confidence through skill mastery - preparing students for a rapidly changing workforce For Jamal, CTE didn’t just change his academic direction. It changed how he saw himself. ## **Looking Ahead With Purpose** Career and Technical Education helps students turn curiosity into capability. For Jamal, a love of gaming became the foundation for a future in cybersecurity—one built on skills, credentials, and confidence. As [CTE Month](https://edcircuit.com/career-and-technical-education-celebrating-cte-month/) is celebrated, student voices like his show what’s possible when education recognizes passion as potential. That’s not just preparation for work. That’s preparation for life. **[Syracuse City School District](https://www.youtube.com/@syracusecityschooldistrict9487) – [(CTE – Cybersecurity) Learn about the Cybersecurity program offered at PSLA at Fowler.](https://www.youtube.com/watch?v=Y2YBq-7Ql8w)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** CTE, Hot Topics - controversial **Tags:** Headline --- ### [Career and Technical Education Through a Parent’s Eyes](https://edcircuit.com/career-and-technical-education-through-a-parents-eyes/) **Published:** February 17, 2026 **Author:** EdCircuit Staff **Excerpt:** Career and Technical Education gives families clarity and pride when students discover purpose, direction, and a real future through CTE pathways. **Content:** Career and Technical Education often changes the future not just for students, but for the families who support them. For Julia, a single mother raising her son Patrick, the question of “what comes next” after high school had always lingered quietly in the background. Like many parents, she wanted stability for her child. She wanted him to feel confident about his future, not overwhelmed by it. And she wanted an education pathway that felt realistic, meaningful, and achievable. What she didn’t expect was how profoundly [**Career and Technical Education (CTE)**](https://edcircuit.com/career-and-technical-education-celebrating-cte-month/) would reshape that conversation — and how much pride it would bring into their home. ## **When Learning Finally Clicks** Patrick was never unmotivated. He was curious, thoughtful, and steady — but traditional classroom learning didn’t always hold his attention. He learned best by doing, by seeing how things worked, and by understanding why his work mattered. When Patrick was introduced to a healthcare-focused CTE pathway, something changed. Through coursework connected to **patient care and allied health**, he began exploring careers that blended science, technology, and service. One pathway stood out immediately: **X-ray technology**. For the first time, school wasn’t just about completing assignments. It was about preparing for a role in the real world — one where Patrick could help people, work with advanced technology, and build a future with purpose. ## **A Career Pathway With Direction** X-ray technology falls within the **Patient Care/Allied Health pathway, a growing area of Career and Technical Education aligned with** workforce demand. CTE programs in this field are typically **competency-based**, designed to prepare students over one to two years through a blend of classroom instruction and supervised clinical experience. Patrick’s program reflects that structure. His coursework includes: - anatomy and imaging principles - patient positioning and care - radiation safety and protection - equipment operation and exposure techniques In addition to classroom learning, students gain experience in clinical healthcare settings, where professionalism and responsibility are not optional — they are expected. For Julia, seeing her son take this responsibility seriously has been one of the most powerful shifts. ## **Confidence That Carries Beyond the Classroom** At home, the change is noticeable. Patrick talks about what he’s learning with clarity and confidence. He understands the expectations of his field and the steps required to move forward. His CTE pathway prepares him for[ **state certification exams**,](https://www.arrt.org/pages/about-the-profession/state-licensing/state-licensing-exam) including limited-scope permits, and ultimately for licensure through the [American Registry of Radiologic Technologists (ARRT)](https://www.arrt.org/). These are not abstract goals — they are concrete milestones connected to real credentials and real careers. For families, that clarity matters. Instead of uncertainty, there is a roadmap. Instead of vague plans, there is progress. ## **Learning Outcomes That Reflect Real-World Expectations** High-quality CTE programs are designed around outcomes that align with industry and professional standards. In radiologic science and X-ray technology programs, students are expected to graduate with skills that extend far beyond technical knowledge. Program learning outcomes typically include the ability to: - demonstrate clinical competence in patient positioning, exposure selection, and radiation protection - apply critical thinking by adapting procedures and evaluating image quality - communicate effectively and respectfully in diverse healthcare environments - model professionalism as part of an interdisciplinary medical team These outcomes shape not only employability, but character. They teach students how to show up prepared, ethical, and accountable — traits that families value just as much as credentials. ## **Why CTE Matters to Families** For families like Julia and Patrick’s, Career and Technical Education represents more than an academic option. It represents **possibility**. CTE offers: - earlier exposure to meaningful careers - a clearer return on educational investment - opportunities to earn credentials while still in school - confidence for students who thrive through hands-on learning It also challenges long-standing assumptions about what success looks like. CTE pathways demonstrate that college and career preparation are not opposites — they are often intertwined. ## **Pride Looks Different, But It’s Powerful** Parental pride doesn’t always come from report cards or acceptance letters. Sometimes it comes from quieter moments — a student studying for a certification exam, talking about patient safety, or describing a clinical experience with care and maturity. For Julia, pride shows up in watching Patrick commit to something he believes in. It’s in seeing him take ownership of his future. It’s in knowing that his education is preparing him for work that matters. Career and Technical Education made that possible. ## **Celebrating CTE Month Through a Family Lens** Career and Technical Education Month is often marked by program showcases, student projects, and workforce partnerships. But behind every CTE pathway is a family watching closely — hoping, supporting, and celebrating milestones along the way. From a parent’s perspective, CTE Month is a reminder that: - learning doesn’t follow one path - hands-on education has dignity and value - students succeed when education aligns with their strengths These programs don’t just prepare students for jobs. They help families envision a future with confidence. ## **Changing the Narrative Around Opportunity** For years, CTE was misunderstood as a lesser option. Today’s programs tell a different story. They are rigorous, aligned to industry standards, and responsive to workforce needs. They open doors to healthcare, technology, engineering, and skilled professions that communities depend on. Patrick’s journey into X-ray technology reflects that shift. His pathway is not a fallback. It is a deliberate, respected choice — one that combines education, skill, and service. ## **Looking Ahead With Confidence** [Career and Technical Education gives students](https://spacesedu.com/en/blog/career-technical-education-cte/) something invaluable: **direction**. And for families, direction brings relief, pride, and hope. As Career and Technical Education Month is celebrated, stories like Julia and Patrick’s highlight why these programs matter. They show how CTE supports students who learn by doing, prepares them for meaningful careers, and strengthens families along the way. That impact reaches far beyond the classroom — and it’s worth celebrating. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** CTE, Hot Topics - controversial **Tags:** Headline --- ### [Digital Equity and Snow Days: Rethinking Online Learning](https://edcircuit.com/digital-equity-and-snow-days-rethinking-online-learning/) **Published:** January 29, 2026 **Author:** EdCircuit Staff **Excerpt:** Digital equity in education is tested on snow days, when shifting learning online can unintentionally widen access gaps for students and families. **Content:** Digital equity in education is tested the moment **a snow day becomes an online school day.** When districts announce weather-related closures, the decision is often framed as a choice between losing instructional time or pivoting quickly to online learning. On the surface, moving classes to Zoom or a learning management system may seem like a practical solution. After all, schools proved during the pandemic that remote learning is possible. But snow days introduce a very different reality—one that exposes persistent gaps in access, infrastructure, and preparation. As schools continue to navigate post-pandemic expectations, it’s time to ask a harder question: **[Is online learning during snow days equitable](https://nypost.com/2026/01/26/us-news/nyc-students-struggle-to-sign-in-for-virtual-class-after-mamdani-says-no-to-snow-day/)—or does it unintentionally leave some students behind?** ## **Snow Days Are Not the Same as Planned Remote Learning** During the COVID-19 pandemic,[ districts transitioned to online learning with at least some degree of planning](https://pmc.ncbi.nlm.nih.gov/articles/PMC8572807/). Devices were distributed. Hotspot programs were expanded. Families were notified well in advance that learning would take place at home. While the transition was far from perfect, there was an understanding that remote learning was the primary mode of instruction. Snow days, however, are reactive by nature. Weather forecasts change. Decisions are often made late at night or early in the morning. Families may find out just hours before the school day begins that students are expected to log in from home. That lack of lead time matters. Students may have left school-issued devices in their lockers. Laptops may need charging. Passwords may be forgotten. Tech support offices may be closed. And even when devices are available, **access does not end with hardware**. ## **The Connectivity Gap Is Still Real** Digital equity in education goes far beyond owning a device. According to the [National Center for Education Statistics](https://nces.ed.gov/forum/digitalequity_chapter1.asp), digital equity encompasses access to devices, reliable internet connectivity, digital literacy, and the ability to use technology effectively and safely. When any one of those elements is missing, equity breaks down. Snow days amplify these gaps. Not all students have reliable home internet. Rural families may rely on unstable connections. Urban families may share limited bandwidth among multiple siblings. Some households depend on a parent’s mobile phone hotspot, which can quickly trigger data overage charges. In other cases, families may conserve data because it is expensive and not unlimited. Expecting students to attend live online classes under these conditions places the burden of access squarely on families—many of whom are already navigating weather-related challenges such as childcare, work disruptions, or power outages. ## **When “Just Log On” Isn’t a Fair Expectation** Live, synchronous online learning assumes a level of readiness that is not universal. It assumes: - Students brought devices home - Internet access is stable and sufficient for video - Adults are available to help troubleshoot - Homes are safe, warm, and powered - Students can be online at a specific time For some families, those assumptions hold true. For others, they do not. And when attendance, participation, or grades are tied to live online sessions on snow days, inequity becomes institutionalized. Students who cannot log in are not disengaged—they are disconnected. ## **The Financial Impact on Families Is Often Overlooked** One of the least discussed aspects of snow-day online learning is **cost shifting**. When districts pivot to remote instruction without providing connectivity solutions, families absorb the financial burden. Parents may: - Use personal data plans for hotspots - Upgrade internet plans temporarily - Exceed data caps - Miss work to supervise learning These costs are rarely acknowledged in policy decisions, yet they disproportionately affect low-income families. Digital equity in education requires recognizing not only access barriers, but also who pays when systems assume access. ## **Why Pandemic Comparisons Fall Short** It’s tempting to say, **“We did this during COVID—we can do it again.”** But that comparison misses key differences. Pandemic remote learning was: - System-wide - Planned weeks or months in advance - Supported by emergency funding - Designed as the primary mode of instruction Snow-day remote learning is: - Short-notice - Inconsistent - Often unsupported - Layered on top of in-person expectations What worked as an emergency response does not automatically translate into an equitable short-term solution. ## Digital Equity Requires Predictability Equity thrives on predictability. Families can plan when expectations are clear and consistent. Snow days, by contrast, are unpredictable by nature—which means **district planning must compensate for that uncertainty**. If districts expect learning to continue during weather closures, they must take a different approach—one rooted in equity rather than convenience. This includes: - Clear, advanced communication about expectations - Consistent district-wide policies - Flexibility in how learning occurs - Explicit acknowledgment of access challenges Without these guardrails, [snow-day online learning risks widening the very gaps](https://edtechmagazine.com/k12/article/2021/01/pros-cons-and-lessons-learned-schools-do-virtual-snow-days-perfcon) schools are working to close. ## **Rethinking What “Counts” on a Snow Day** Digital equity in education does not require that every snow day be treated as a full instructional day. In fact, forcing that model may be counterproductive. More equitable alternatives include: ### **Asynchronous Learning** Instead of live Zoom sessions, districts can offer optional asynchronous activities that students can complete when access is available. This reduces pressure on families and avoids penalizing connectivity issues. ### **Enrichment Over Attendance** Snow-day learning can focus on enrichment rather than new content. Reading, project-based activities, or offline assignments ensure learning continues without requiring constant connectivity. ### **Advance “Weather Learning Plans”** Districts can communicate at the start of the year how snow days will be handled. Clear expectations—shared with families early—build trust and reduce confusion. ### **No-Penalty Policies** When online participation is optional, students should not be penalized for lack of access. Equity means removing consequences tied to circumstances beyond a student’s control. ## **Leadership Matters in Equity Decisions** Decisions about snow-day learning are not just operational—they are ethical. District leaders must weigh instructional time against access realities. Choosing equity may mean accepting occasional instructional loss in favor of fairness. That is not a failure. It is leadership. Digital equity in education requires leaders to ask: - Who benefits from this decision? - Who is burdened by it? - Who might be excluded? Only by asking those questions can districts design responses that truly serve all students. ## **Moving Forward: Equity Before Efficiency** Technology is a powerful tool. Online learning has an important place in modern education. But **technology is not neutral**, and access is not universal. Snow days offer a revealing lens into digital equity. They show us where systems are fragile and where assumptions fall apart. They remind us that learning does not happen in a vacuum—it happens in homes, communities, and real-world conditions that schools must consider. As districts refine their policies, the goal should not be to eliminate snow days or replace them with screens. The goal should be to make decisions that honor students’ realities. Because when it comes to digital equity in education, **how** we respond matters just as much as **whether** we do. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [Career and Technical Education: Celebrating CTE Month](https://edcircuit.com/career-and-technical-education-celebrating-cte-month/) **Published:** February 2, 2026 **Author:** EdCircuit Staff **Excerpt:** Celebrating CTE Month: Career and Technical Education empowers students with hands-on learning, workforce readiness, and real-world pathways for success. **Content:** Each February, schools, districts, and communities across the country shine a spotlight on Career and Technical Education (CTE) during [**Career & Technical Education Month®**](https://www.acteonline.org/cte-month/). This annual celebration honors the power of CTE programs to transform student learning, deepen engagement, and connect education to real-world careers. From agriculture and health sciences to engineering, cybersecurity, and the skilled trades, CTE empowers students with hands-on experience and career readiness skills that prepare them for success after graduation. Over the past decade, CTE has evolved far beyond its historical roots in vocational training. Today’s CTE blends academic knowledge with technical skills, offering pathways that support college goals, career entry, certifications, and lifelong learning. [Students want to *do* as well as *think*](https://teamengine.io/blog/cte-career-and-technical-education-programs), and CTE gives them meaningful opportunities to solve problems, build things, explore careers, and gain practical experience long before entering the workforce. ## **What Is CTE and Why It Matters More Than Ever** **Career and technical education** equips learners with the skills, knowledge, and hands-on experience needed to succeed in a wide range of career paths. Instead of focusing solely on traditional classroom instruction, CTE engages students through real-world tasks, industry tools, and work-based learning. National recognition of CTE Month underscores how these programs connect classroom learning to workforce needs and community growth. CTE programs help students: - Apply academic concepts to real practical scenarios - Explore careers through direct experience and industry certifications - Build critical employability skills like teamwork, communication, and problem-solving - Prepare for college, apprenticeships, or direct entry into careers This [blend of academic and technical instruction makes learning more relevant, motivating, and applicable](https://www.acteonline.org/tech-essential-skills) — particularly for students who thrive on doing as much as studying. ## **Why CTE Is on the Rise: Students Want Hands-On Learning** Today’s students increasingly seek educational experiences that are interactive, engaging, and connected to real life. Many learners report that traditional classroom settings — while important — can feel abstract or disconnected from future goals. Hands-on CTE courses — from automotive repair to health sciences, from construction trades to digital design — help bridge that gap. Research and workforce data also show that: - Hands-on experiences engage students who might otherwise feel disengaged. - Employers value technical skills and workplace readiness. - CTE students often graduate with higher satisfaction and clearer post-high-school plans than peers who only follow traditional academic paths. This isn’t “old-school vocational training.” CTE today offers industry-aligned learning where students work with equipment, tools, software, and real tasks like professionals. That appeals to students who learn best by doing, and it prepares them for careers that are in demand and personally rewarding. ## **CTE Month: A Time to Celebrate and Advocate** Every February, the **Association for Career and Technical Education (ACTE)** leads the nation in celebrating CTE Month®. This awareness campaign highlights the role CTE plays in readying learners for college and career success, recognizes student and program achievements, and encourages communities to engage with CTE stakeholders. ACTE provides year-round resources, planning guides, and tools to help schools celebrate: - Event ideas for students and families - Messaging frameworks for outreach and advocacy - Highlights of student success stories - Strategies for engaging employers and policymakers During CTE Month, schools often host open houses, showcases, career fairs, and skills competitions to demonstrate how hands-on learning works and why it matters. ## **State Resources: Growing Pathways Across the Country** CTE programs look different in every state, and many offer *state-specific resources, pathways, and support materials* that help students plan for college and careers. State resources typically include: - Career pathways and cluster descriptions - Industry-recognized credentials - Apprenticeship opportunities - Work-based learning and internship listings These state tools help students explore options early and intentionally — whether they’re interested in engineering, health care, business, technology, or the arts. You can link to each state’s CTE pathways so students, families, and educators can find targeted resources that match local opportunities. - [Alaska Career & Technical Education Program](https://education.alaska.gov/CTE) - [Arizona Career and Technical Education Program](https://www.azed.gov/cte/programs/) - [Arkansas Career and Technical Education Program](https://dcte.ade.arkansas.gov/) - [California Career and Technical Education Program](https://www.cde.ca.gov/ci/ct/) - [Colorado Career and Technical Education Program](https://cteincolorado.org/) - [Connecticut Career and Technical Education Program](https://portal.ct.gov/SDE/Services/K-12-Education/Academics/Career-and-Technical-Education) - [DC Career and Technical Education Program](https://dcps.dc.gov/cte) - [Delaware Career and Technical Education Program](https://education.delaware.gov/educators/academic-support/career_and_technical_education/cte_educator_resources/) - [Florida Career and Technical Education Program](http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/) - [Georgia Career and Technical Education Program](https://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/default.aspx) - [Idaho Career and Technical Education Program](https://cte.idaho.gov/) - [Illinois Career and Technical Education Program](https://www.isbe.net/Pages/Teachers.aspx) - [Indiana Career and Technical Education Program](https://www.in.gov/gwc/2437.htm) - [Kansas Career and Technical Education Program](https://www.ksde.org/Agency/Division-of-Learning-Services/Career-Standards-and-Assessment-Services/CSAS-Home/Career-Technical-Education-CTE) - [Kentucky Career and Technical Education Program](https://education.ky.gov/CTE/Pages/default.aspx) - [Louisiana Career and Technical Education Program](https://www.louisianabelieves.com/courses/all-things-jump-start) - [Maine Career and Technical Education Program](https://www.maine.gov/doe/learning/cte) - [Maryland Career and Technical Education Program](http://www.marylandpublicschools.org/programs/Pages/CTE/CTEprograms.aspx) - [Massachusetts Career and Technical Education Program](https://www.doe.mass.edu/ccte/pathways/cte/default.html) - [Michigan Career and Technical Education Program](https://www.michigan.gov/mde/0,4615,7-140-2629---,00.html) - [Minnesota Career and Technical Education Program](https://education.mn.gov/MDE/dse/cte/) - [Mississippi Career and Technical Education Program](https://www.mdek12.org/CTE) - [Missouri Career and Technical Education Program](https://dese.mo.gov/college-career-readiness/career-education) - [Montana Career and Technical Education Program](http://opi.mt.gov/Educators/Teaching-Learning/Career-Technical-Education-CTE) - [Nebraska Career and Technical Education Program](https://www.education.ne.gov/nce/) - [New Hampshire Career and Technical Education Program](http://nh-cte.org/) - [New Jersey Career and Technical Education Program](https://www.nj.gov/education/cte/) - [New Mexico Career and Technical Education Program](https://www.acteonline.org/new-mexico-association-for-career-and-technical-education/) - [New York Career and Technical Education Program](http://www.p12.nysed.gov/cte/) - [North Carolina Career and Technical Education Program](https://www.dpi.nc.gov/districts-schools/classroom-resources/career-and-technical-education) - [North Dakota Career and Technical Education Program](https://www.cte.nd.gov/) - [Ohio Career and Technical Education Program](http://education.ohio.gov/Topics/Career-Tech) - [Oklahoma Career and Technical Education Program](https://www.okcareertech.org/) - [Oregon Career and Technical Education Program](https://www.oregon.gov/ode/learning-options/CTE/Pages/default.aspx) - [Pennsylvania Career and Technical Education Program](https://www.education.pa.gov/K-12/Career%20and%20Technical%20Education/Pages/default.aspx) - [Rhode Island Career and Technical Education Program](https://www.ride.ri.gov/StudentsFamilies/EducationPrograms/CareerTechnicalEducation.aspx) - [South Carolina Career and Technical Education Program](https://ed.sc.gov/instruction/career-and-technical-education/) - [South Dakota Career and Technical Education Program](https://doe.sd.gov/CTE/) - [Utah Career and Technical Education Program](https://www.schools.utah.gov/cte) - [Vermont Career and Technical Education Program](https://education.vermont.gov/student-learning/flexible-pathways/career-technical-education) - [Virginia Career and Technical Education Program](http://www.doe.virginia.gov/instruction/career_technical/index.shtml) - [Washington Career and Technical Education Program](https://www.k12.wa.us/student-success/career-technical-education-cte) - [West Virginia Career and Technical Education Program](https://wvde.us/technical-education/) - [Wisconsin Career and Technical Education Program](https://dpi.wi.gov/cte) ## **Elevating Safety & Certification Through Online CTE Options** As CTE grows, so does the need for strong safety practices and professional development. Programs like those offered by [**Science Safety** provide CTE students and teachers with online safety certification courses](https://sciencesafety.com/cte-safety-certification-courses/) that complement hands-on learning. From lab safety to equipment protocol, these courses ensure that students work confidently and responsibly in technical settings. Online CTE safety certifications help: - Prepare students before they enter labs, shops, or field work - Support teachers with updated safety protocols - Align classroom learning with industry expectations This type of blended instruction — with both practical application and online preparation — reflects the future of CTE: relevant, rigorous, and rooted in real workplace standards. ## **How CTE Helps Students Succeed: Outcomes and Benefits** High-quality CTE programs have been linked to positive student outcomes, including: - [Higher graduation rates](https://www.connectionsacademy.com/support/resources/article/college-bound-not-students-gain-valuable-job-skills-technical-education-courses) compared with national averages. - More clarity about [career goals and post-secondary options](https://www.schoolinks.com/resource/cte-month-a-spotlight-on-career-and-technical-education-programs). - Strong [employability skills](https://www.acteonline.org/tech-essential-skills/) that are transferable across industries. Whether a student plans to enter the workforce immediately, pursue further education, or blend both pathways, CTE supports multiple outcomes. Students who complete CTE coursework often earn certifications, college credits, or apprenticeship placements before graduation — giving them a competitive edge. ## **Tackling Misconceptions: CTE Is for Every Student** It used to be that “vocational education” was seen as a pathway only for students who weren’t college-bound. But modern CTE is different. It serves students heading to: - **College** — by offering dual credit and transferable skills - **Workforce entry** — by building job-ready experience - **Apprenticeships** — by partnering with employers and trade programs - **Entrepreneurship** — by developing real business skills CTE builds bridges — not barriers — by giving students options and helping them chart their own futures. ## **How Schools and Communities Can Celebrate** Here are ideas for celebrating CTE Month that build excitement and deepen impact: - Host a CTE showcase where students present projects or demonstrate skills - Partner with local employers for career panels or internships - Invite families to explore CTE classrooms and ask questions - Share student success stories on social media and newsletters - Recognize CTE teachers and mentors who make hands-on learning possible Celebrating CTE Month builds pride in programs and highlights the meaningful connection between education and the real world. ## **Looking Ahead: CTE as a Lifelong Advantage** CTE is more than a set of courses — it’s a mindset that values real experience, skill development, critical thinking, and purpose. As technological change accelerates and the workforce evolves, students who have both strong academic skills and practical technical competencies will be better positioned for success. From construction trades to healthcare, computer science to culinary arts, **Career and Technical Education is preparing the next generation of innovators, builders, and leaders.** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** CTE, Hot Topics - controversial, Innovation **Tags:** Headline --- ### [Real-World Learning in High School Classrooms](https://edcircuit.com/real-world-learning-in-high-school-classrooms/) **Published:** February 12, 2026 **Author:** EdCircuit Staff **Excerpt:** Discover how real-world learning in high school classrooms uses project-based experiences to build practical skills, career readiness, and student engagement. **Content:** Real-world learning often starts with a moment that feels unfamiliar to students used to traditional classrooms. A group of high school seniors stands at the front of the room, presenting a business proposal to local professionals. They are nervous, prepared, and aware that the feedback they receive will shape their final revisions. This is not a simulation for a test. It is learning built around real expectations. Across the country, high schools are shifting away from instruction that focuses only on memorization and toward experiences that reflect real jobs, real problems, and real responsibilities. This change is reshaping how students learn and how educators define success. ## Why High Schools Are Rethinking Instruction For years, high school achievement was measured by grades, credits, and standardized assessments. While academic knowledge remains important, educators are increasingly recognizing a disconnect between what students know and what they can do. Many graduates leave school with content knowledge but limited experience applying it. Employers and colleges report that students struggle with communication, collaboration, problem-solving, and adaptability. These gaps have pushed schools to reconsider what it truly means to be prepared. [Real-world learning](https://crossroadsschoolskc.org/what-is-real-world-learning-and-why-does-it-matter/) addresses this challenge by connecting academic content to practical use, helping students understand not just the “what,” but the “why” behind their learning. ## What Real-World Learning Looks Like in Practice In classrooms built around real-world learning, students are active participants. Lessons are designed around problems, projects, and scenarios rather than isolated skills. Students might: - Design a business plan that requires budgeting, research, and presentation - Analyze environmental data to propose sustainability solutions - Write professional emails, reports, and proposals in English classes - Develop marketing campaigns using real audience feedback - Build and test prototypes in engineering and technical courses These tasks demand more than correct answers. Students must plan, revise, collaborate, and defend their thinking, just as they would in a workplace. One student described it simply: “It feels more stressful than a test, but it also feels more real. You actually care if it works.” ## Project-Based Learning as the Core Approach [Project-based learning has become the foundation](https://plurisacademy.com/about/pluris-blog/how-project-based-learning-develops-real-world-skills) of many real-world learning models. Instead of short assignments, students engage in extended projects that unfold over weeks or months. Teachers guide the process, but students make key decisions. They manage timelines, divide responsibilities, and adjust their approach when problems arise. Assessment focuses on both the final product and the skills demonstrated along the way. Many schools now replace traditional exams with presentations, portfolios, or exhibitions of learning. These assessments better reflect how students will be evaluated beyond high school. ## Career Pathways and Applied Coursework High schools are also [connecting real-world learning to career pathways](https://www.edutopia.org/article/career-connected-learning-high-school/). These pathways align academic coursework with industries such as healthcare, technology, business, construction, and the arts. Students may participate in: - Internships and apprenticeships - Job shadowing experiences - Industry mentorships - Certification programs alongside graduation requirements Academic classes support these experiences. Math becomes budgeting and data analysis. Writing focuses on resumes, documentation, and professional communication. Science connects to lab safety, research methods, and real applications. When students see how learning connects to future opportunities, engagement increases. ## Learning Through Real-Life Scenarios Scenario-based learning places students in realistic situations with constraints and consequences. These scenarios mirror the uncertainty and complexity of real work. Examples include: - Responding to a simulated public health issue - Planning emergency response logistics - Resolving workplace conflicts through role-play - Managing limited resources within a project budget These experiences teach students that real problems rarely have one correct answer. Instead, they learn to weigh options, make decisions, and adapt when conditions change. Students often say this type of learning feels challenging but meaningful. “You can’t just guess,” one student noted. “You have to explain your thinking.” ## The Evolving Role of Teachers As instruction shifts, the role of teachers changes as well. Educators become designers of learning experiences, facilitators of discussion, and coaches for skill development. This approach requires careful planning and flexibility. Teachers collaborate across subject areas, develop new assessments, and often work with community partners. While the workload can be significant, many educators report higher student engagement and deeper learning. Professional development now focuses on project design, assessment of skills, and managing collaborative classrooms. ## Measuring Success Differently Traditional grading systems do not always capture the full impact of real-world learning. As a result, many schools are adopting alternative measures of success. These include: - Portfolios of student work - Performance-based assessments - Skill-based rubrics - Reflection and self-assessment Administrators and policymakers are increasingly looking at long-term outcomes such as graduation rates, postsecondary success, and workforce readiness. ## Benefits Beyond the Classroom The benefits of real-world learning extend beyond academics. Students gain confidence, independence, and a clearer understanding of their strengths and interests. They develop communication and collaboration skills that carry into adulthood. Communities benefit as well. Partnerships with local businesses and organizations allow students to contribute meaningful work while gaining valuable experience. Parents often notice a change, too. Students involved in applied learning tend to be more motivated and more invested in their education. ## Challenges to Address Despite its promise, real-world learning requires careful implementation. Teachers need time to plan. Schools need strong partnerships and resources. Equity must remain a priority so all students have access to high-quality experiences. It is also important to maintain strong academic foundations. Real-world learning is most effective when it builds on solid instruction rather than replacing it. ## Looking Forward High schools are redefining what preparation looks like. Education is no longer only about delivering content. It is about helping students apply knowledge, adapt to change, and navigate complex systems. Real-world learning reflects the realities students will face after graduation. As more schools adopt project-based, applied, and career-connected approaches, high school education continues to move closer to the world students are preparing to enter. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Project-based learning **Tags:** Headline --- ### [AI in K-5 Learning: Reading, Math & Problem Solving](https://edcircuit.com/ai-in-k-5-learning-reading-math-problem-solving/) **Published:** February 11, 2026 **Author:** EdCircuit Staff **Excerpt:** How AI in K-5 classrooms can help students improve reading, math, and problem-solving while supporting teachers and preserving human connection. **Content:** **AI in K-5 classrooms is becoming part of everyday learning**, and you can see it when you walk into almost any elementary classroom today. Students might be gathered on the rug for a read-aloud, working in small groups on math, or exploring a lesson on tablets or laptops. Increasingly, those digital tools are quietly shaping how young students learn while supporting teachers behind the scenes. For K-5 students, AI isn’t about replacing teachers or speeding kids through content. It’s about support. It helps meet students where they are, gives teachers better insight into learning progress, and keeps students engaged — especially in reading, math, and problem solving. When used thoughtfully, [AI gives teachers more time](https://www.cta.org/educator/posts/why-ai-doesnt-worry-me-in-the-classroom-and-why-it-does) to do what matters most: build relationships and help kids grow. ## **Personalized Reading Support for Young Learners** Learning to read is deeply personal. Some students take off quickly, while others need repeated practice, encouragement, and reassurance. AI-powered reading tools can help by listening as students read aloud, identifying where they struggle, and offering immediate, gentle feedback. In a real classroom, this might look like a second-grade teacher reviewing reading data before the school day starts. She notices three students are having trouble with the same phonics pattern. Instead of reteaching the lesson to the entire class, she pulls those students into a small group later that morning while the rest continue practicing independently with adaptive tools. No one feels singled out. Everyone keeps moving forward. AI doesn’t teach kids to love reading — teachers do that. But it can make sure students get practice at the right level, at the right time, without waiting days or weeks for help. ## **Making Math More Approachable and Less Intimidating** Math anxiety can start early. For many students, one confusing lesson can snowball into frustration and self-doubt. AI-driven math platforms help break that cycle by adjusting in real time. If a student struggles with subtraction, the system slows down, offers visuals, or revisits prerequisite skills. If another student masters a concept quickly, it introduces new challenges instead of holding them back. This kind of flexibility is hard to manage in a class of 20 or more students — especially without a teaching assistant. AI tools can also help students think through math problems rather than guess. Step-by-step hints and guided reasoning encourage persistence and show students that mistakes are part of learning, not something to fear. ## **Problem Solving as a Skill, Not Just an Outcome** Problem solving goes beyond getting the “right answer.” In K-5 classrooms, it’s about learning how to think, test ideas, and try again. AI-supported tools often prompt students to explain their thinking, explore different approaches, or reflect on what worked and what didn’t. This is especially powerful for students who might be hesitant to speak up in class. With AI, they can practice privately, build confidence, and then bring their ideas into group discussions. Teachers can see patterns in student thinking and adjust instruction to address misconceptions early. Over time, students begin to see challenges as puzzles instead of roadblocks. That mindset shift matters. ## **Gamification: Why Engagement Comes First** At the elementary level, engagement isn’t optional — it’s foundational. If students aren’t interested, learning stalls. This is where gamification and game-based learning make a real difference. Platforms like[ Minecraft Education](https://education.minecraft.net/en-us) show how structured play can support academic goals. In these environments, students build worlds, solve challenges, collaborate with classmates, and apply reading, math, and logic skills without always realizing they’re “doing school.” For example, students might: - design structures using measurement and geometry - read and follow multi-step instructions - work together to solve in-game problems - explain their thinking to peers Games naturally encourage experimentation and persistence. When students fail, they try again. That’s exactly the behavior educators want to foster in learning. When AI and gamification work together, students stay engaged longer, practice more willingly, and approach challenges with curiosity instead of resistance. ## **Supporting Teachers When Help Is Limited** Many K-5 classrooms operate without a co-teacher or full-time instructional aide. Teachers juggle lesson planning, grading, behavior management, and individual student needs — often all at once. AI can help lighten that load. AI tools assist teachers by: - tracking student progress automatically - identifying learning gaps early - suggesting differentiated activities - reducing time spent on routine tasks Instead of spending hours sorting through data, teachers get clear, actionable insights. That time savings often goes right back to students — through small-group instruction, one-on-one check-ins, or simply being more present in the room. AI doesn’t replace teacher judgment. It supports it. ## **Why the Human Element Still Matters Most** No matter how advanced technology becomes, it cannot replace trust, empathy, and connection. Young children learn best when they feel safe, understood, and encouraged. Teachers notice when a student is tired, frustrated, or proud of their progress — things AI cannot truly interpret. Adults also help students make sense of technology. Teachers guide discussions, ask follow-up questions, and help students understand *why* an answer works. They model curiosity, kindness, and resilience in ways no tool can replicate. [AI works best when it gives teachers more space to do that human work](https://www.weforum.org/stories/2025/12/ai-is-transforming-education-by-allowing-us-to-be-more-human/) — not less. ## **Finding the Right Balance** The most successful classrooms don’t use AI for everything. They use it intentionally. When balanced well: - AI personalizes practice - gamification increases engagement - teachers gain insight and time - students build confidence and skills Families also play a role. When parents understand how AI is being used — and why — it becomes a shared tool rather than a mystery. Transparency builds trust. ## **A Future Built on Partnership** AI is not a silver bullet for education. But in K-5 classrooms, it can be a powerful partner. It helps students practice reading, math, and problem-solving in ways that feel supportive and engaging. It helps teachers manage complexity and focus on relationships. And when paired with thoughtful instruction, it helps classrooms feel more responsive, not more robotic. At the end of the day, children don’t learn from tools alone. They learn from people who care. AI simply helps those people do their jobs a little better — and that’s where its real value lies. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [School Choice Opens Doors for Today’s Students](https://edcircuit.com/school-choice-opens-doors-for-todays-students/) **Published:** January 30, 2026 **Author:** EdCircuit Staff **Excerpt:** School choice offers families multiple K–12 education options, and School Choice Week helps highlight how those choices can open doors for students. **Content:** School choice is rooted in a simple but important idea: students benefit when families can choose learning environments that fit their individual needs. Children learn in different ways, progress at different paces, and thrive in different settings. Recognizing those differences is at the heart of school choice, and it is why the topic continues to draw attention nationwide. Each year, [**National School Choice Week**](https://schoolchoiceweek.com/) provides a moment to pause and look more closely at what school choice actually means. Observed January 25–31, the week does not promote one type of school over another. Instead, it highlights the full range of K–12 education options and encourages families to better understand how those options can support their children. ## **Understanding School Choice Beyond the Headlines** School choice is often discussed in broad terms, but in practice, it is about everyday decisions families make regarding education. Today’s K–12 landscape includes traditional public schools, public charter schools, magnet schools, private schools, online programs, homeschooling, and blended models that combine in-person and virtual learning. These options exist because students and families are not all the same. A learning environment that works well for one child may not work for another. School choice acknowledges that reality by allowing families to seek out schools and programs that align with their children’s academic needs, learning styles, interests, and personal circumstances. School Choice Week helps bring clarity to this landscape. Many families are surprised to learn how many options are already available in their own communities. ## **Why Choice Matters in Education** At its core, [school choice is about fit](https://myschoolchoice.com/types-of-schools). When students feel supported, understood, and engaged, they are more likely to participate actively in learning. Choice gives families the ability to look beyond proximity alone and consider factors such as school culture, instructional approach, class size, and program focus. For example: - A student with a strong interest in science or engineering may benefit from a magnet or charter school with a STEM emphasis. - A child who struggles in a traditional classroom setting may succeed in a smaller school or an online program with flexible pacing. - Families seeking a values-based education may explore private or faith-based schools. - Students in rural or underserved areas may rely on virtual learning to access advanced or specialized courses. School choice does not guarantee outcomes, but it can help align students with environments where they are more likely to succeed. ## **The Role of Families in Educational Decisions** One of the most important aspects of school choice is[ parental involvement](https://myschoolchoice.com/). When families have access to clear information about their options, they are better prepared to make thoughtful decisions and advocate for their children’s needs. School Choice Week emphasizes awareness. Schools often host open houses, information sessions, and virtual tours during the week, giving families opportunities to ask questions and explore programs they may not have previously considered. For many families, this process confirms that their current school is the right fit. For others, it opens the door to future possibilities. In both cases, knowledge plays a key role in helping families feel confident in their choices. ## **Opening Doors Through Opportunity** School choice can also expand opportunity by offering multiple pathways to learning. Over time, communities across the country have seen growth in charter schools, online education, and specialized public programs. These options can help address access gaps, particularly for families whose needs are not fully met by traditional models. Opportunity looks different for every student. For some, it means access to advanced coursework or career and technical education. For others, it means flexible scheduling that accommodates health needs or family responsibilities. School choice highlights how education can adapt to real-life circumstances rather than forcing students into a single mold. School Choice Week often features stories from families who found programs that helped their children re-engage with learning or pursue interests that were previously out of reach. These examples help illustrate how choice can make a practical difference in students’ lives. ## **Innovation and Responsiveness in Schools** Another benefit often associated with school choice is innovation. When schools operate in environments where families have options, there is often a greater focus on responsiveness and improvement. Innovation does not always involve new technology. It can include project-based learning, community partnerships, mentoring programs, alternative schedules, or different approaches to assessment. School Choice Week provides a platform for schools to share these practices and learn from one another. This exchange of ideas benefits both educators and students. By highlighting different models and approaches, the week encourages conversations about what is working and how schools can continue to evolve. ## **Keeping the Conversation Grounded** While school choice is a national topic, education remains deeply local. Policies, resources, and available options vary widely by state and community. What works in one area may not work in another, and school choice reflects that diversity. School Choice Week respects this local context. Participation looks different from place to place, shaped by community needs and priorities. Some areas focus on rural access, others on urban innovation or specialized public programs. The common thread is an emphasis on understanding options rather than prescribing solutions. This grounded approach helps keep the conversation focused on students and families rather than abstract debates. ## **Awareness Without Advocacy** A key strength of School Choice Week is its neutral approach. The week does not tell families which choice to make. Instead, it encourages them to learn about the choices that exist and consider how those options align with their children’s needs. This distinction matters. Education decisions are personal, and no single model is right for every student. By framing school choice as an opportunity for awareness rather than persuasion, the week supports informed decision-making while respecting family preferences. ## **Looking Ahead** As School Choice Week concludes, its impact extends beyond a single week on the calendar. The conversations it sparks often continue as families explore options, ask new questions, and think more intentionally about education. School choice is not about replacing one system with another. It is about recognizing that students are individuals and that education works best when it reflects that reality. By highlighting the range of K–12 options available today, School Choice Week helps families better understand how different learning paths can open doors. In the end, the value of school choice lies in the possibility. When families are informed and supported, they are better positioned to help their children find environments where they can grow, learn, and move forward with confidence. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [Supporting and Empowering Emerging Tech Leaders Through CoSN](https://edcircuit.com/supporting-and-empowering-emerging-tech-leaders-through-cosn/) **Published:** February 10, 2026 **Author:** EdCircuit Staff **Excerpt:** CoSN helps emerging tech leaders grow through advocacy, frameworks, community, and professional learning that advance equity, security, and innovation. **Content:** In today’s rapidly evolving educational landscape, technology is no longer a support function—it’s a strategic driver of learning, equity, and innovation. As schools and districts embrace digital transformation, a new wave of emerging technology leaders is rising to meet the challenge: tech teacher leads, technology coaches, instructional coaches, and IT leadership. These professionals are uniquely positioned to shape the future of education, but they need the right tools, networks, and guidance to thrive. Enter CoSN—the Consortium for School Networking. For over three decades, CoSN has been the premier professional association for K–12 EdTech leaders, offering resources, advocacy, and community to support the strategic use of technology in education. Yet, many emerging leaders are unaware of the depth and breadth of what CoSN offers. Thinking about my time as a technology lead, I didn’t even know that my state chapter of CoSN existed, let alone that CoSN as an organization existed. It was never mentioned in meetings or conversations about professional development. When I went to my leadership, they also did not know that CoSN existed. I was familiar with some local technology organizations and networking opportunities, but did not know about this expansive, national network. If I had known earlier about CoSN, I would have absolutely been involved, and this is a sentiment I hear across the board from emerging technology leaders, given that these roles can form a powerful coalition for change. CoSN helps bridge the gap between pedagogy and technology, making digital learning meaningful, secure, and equitable. Through advocacy, trusted frameworks, professional learning, research, and peer communities, CoSN helps school leaders innovate responsibly, align technology with teaching, and create secure, future-ready learning environments that improve outcomes for every student across diverse districts and learning contexts. If you’re interested in bringing CoSN to emerging leaders, begin with its mission: empowering educational leaders to leverage technology for learning. CoSN isn’t just about devices and networks—it’s about leadership, vision, and transformation. From there, here are some steps that I’ve found to be helpful. ### **Step 1: Highlight CoSN’s Impact** Framing CoSN as a leadership organization—not just a tech or IT group—helps emerging tech leaders see themselves as part of a broader movement. From advocacy for federal and state policies that support EdTech funding, to research and frameworks that help guide strategic planning, to professional development that helps build leadership capacity across roles, CoSN is much more than just an organization for people who are tech-minded. I’ve found that by highlighting the impact that CoSN has on both a state and federal level, emerging tech leaders see themselves as part of a community that advocates for change, versus just being part of a group. ### **Step 2: Showcase CoSN’s Signature Resources** In education, we are often what I refer to as “resource-strapped,” meaning that at times we lack quality resources to share with our colleagues. CoSN offers a treasure trove of resources that are especially valuable to those new to edtech leadership; there is an entire section on their website for [education and events](https://www.cosn.org/education-events/). Here are a few standout offerings that I’ve shared with emerging technology leaders: - K-12 Technology Leadership Framework: Even if someone isn’t a CIO or a CTO, this framework provides a roadmap for developing strategic, operational, and leadership competencies. It’s a great tool for self-assessment and growth, and if someone is interested in becoming a CIO or CTO, it’s a wonderful resource. - Digital Equity Dashboard: Emerging leaders often work directly with underserved communities. CoSN’s digital equity dashboard helps districts measure and address gaps in access, connectivity, and digital learning. - Cybersecurity for the K–12 Community: With rising threats, IT leaders and coaches alike need to understand best practices. CoSN’s cybersecurity resources include toolkits, webinars, and policy templates. - EdTech Leadership Surveys and Reports: These provide insights into national trends, challenges, and innovations—perfect for grounding local, district, and organizational decisions in a broader context. ### **Step 3: Connection to the Community** One of CoSN’s greatest strengths is its vibrant, supportive community. CoSN strengthens the community for emerging technology leaders by connecting them with mentors, peers, and thought leaders. Through cohorts, events, and collaborative learning, members share challenges, build confidence, exchange practical strategies, and gain a supportive professional network that accelerates growth, leadership skills, and meaningful impact in schools and districts nationwide. Emerging leaders often feel isolated, especially if they’re the only tech coach or IT manager in their building, district, or organization. CoSN offers connections through avenues such as their member forums, their state chapters, and their annual conference (which happened last year in Seattle, WA, and will be in [Chicago, IL, on April 13-15, 2026](https://www.cosn.org/cosn2026/)). Encourage emerging leaders to attend a chapter meeting or join a forum. Once they experience the camaraderie and expertise, they’ll be hooked! For more information, check out [an article that I’ve written](https://www.cosn.org/cosn2026/) about how CoSN provides an inclusive community in education. ### **Step 4: Promote Professional Learning Opportunities** CoSN’s professional development isn’t just for seasoned CTOs. It’s designed to grow leaders at every stage. Encourage emerging tech leaders to explore these offerings as part of their career development plans. Options include: - Certified Education Technology Leader (CETL®) Program: This is a rigorous certification that validates strategic leadership skills in educational technology. Even if someone is not quite ready to pursue it, learning about CETL® sets a powerful goal for being a certified technology leader. - Courses and Workshops: CoSN’s online facilitated courses and workshops are designed to provide a rich, interactive learning experience for K-12 edTech leaders nationwide. Covering topics like data privacy, AI in education, and digital transformation, CoSN offers webinars and professional development for its community. - Resource Library: If you happen to miss an opportunity, never fear–CoSN offers an extensive [resource library](https://www.cosn.org/tools-resources/resource-library/) that showcases various materials for emerging technology leaders, such as panels and webinars. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![A person wearing red glasses and a navy blue polka-dot top smiles in front of a bright orange wall.](https://edcircuit.com/wp-content/uploads/2026/01/Victoria-Thompson.jpg) ](https://edcircuit.com/author/victoria-thompson-m-s/) [Victoria Thompson](https://edcircuit.com/author/victoria-thompson-m-s/ "Victoria Thompson"): Author *Victoria Thompson, M.S. is an education strategist and educational technologist. With experience as a former K-12 educator, instructional coach, and member of school district leadership in South Carolina and Washington State, she works alongside school leadership and technology professionals to bring viable strategy and business solutions to the forefront. In 2023 she won the title of one of the* [*Top 10 Most Visionary Leaders in Education*](https://ciolook.com/victoria-thompson-orchestrating-success-with-a-learn-it-all-mindset/) *by CIO Look Magazine. Additionally, she was recently awarded the title of* [*one of the top 30 K-12 IT influencers*](https://edtechmagazine.com/k12/article/2021/05/30-k-12-it-influencers-follow-2021) *in 2021 by EdTech Magazine and one of the* [*ISTE Top 20 to Watch*](https://www.iste.org/explore/press-releases/iste-honors-revolutionary-educators-transforming-learning-experiences-across) *in 2023. She is also the author of* [*Elevate Equity in EdTech*](https://www.amazon.com/Elevate-Equity-Edtech-Expanding-Leadership/dp/B0BX3YL5RK)*, an instructional book about bringing equitable solutions to K-12 environments via technology.* [ View all posts ](https://edcircuit.com/author/victoria-thompson-m-s/ "View all posts") **Categories:** COSN, edLeaders, Hot Topics - controversial **Tags:** Headline --- ### [AI and Accessibility in K-12 Education: A Turning Point](https://edcircuit.com/ai-and-accessibility-in-k-12-education-a-turning-point/) **Published:** February 5, 2026 **Author:** EdCircuit Staff **Excerpt:** AI and accessibility in K-12 education are converging fast. District leaders must act now to ensure generative AI expands access—not inequity. **Content:** AI and accessibility in K-12 education are no longer future-facing ideas or pilot projects confined to innovation teams. They are shaping classrooms, procurement decisions, and compliance timelines right now. As generative AI tools move rapidly into schools, district leaders face a defining question: Will these technologies meaningfully improve access for students with disabilities, or will they unintentionally deepen existing gaps? According to the*[ 2024 Blaschke Report,](https://www.cosn.org/wp-content/uploads/2024/09/Blaschke_Report_2024_lfp.pdf)* the answer depends far less on the tools themselves and far more on how intentionally districts design, govern, and deploy them. For superintendents, principals, CTOs, and special education leaders, this is no longer a theoretical discussion. Decisions about AI and accessibility are happening amid budget pressures, staffing shortages, and looming compliance deadlines. The margin for error is shrinking. ### **Why This Moment Matters** Generative AI represents a significant shift from earlier educational technologies. Unlike predictive tools that analyze or automate narrow tasks, generative AI can create text, images, audio, and instructional materials on demand. That capability has fueled rapid adoption across K-12 systems. The growth has been striking. AI-related patents increased by more than 60 percent between 2021 and 2022, and by mid-2023, more than 60 percent of teachers reported experimenting with generative AI tools. What once felt optional now feels inevitable. For accessibility, this matters deeply. Generative AI can quickly adjust reading levels, summarize dense content, translate materials, generate visual supports, and produce alternative formats. Tasks that once required hours of specialized work—or were never completed at all—can now happen in seconds. But the *Blaschke Report* is clear: personalization is only as effective as the assumptions behind it. Without accessibility-first design grounded in Universal Design for Learning, AI can just as easily scale exclusion as inclusion. ### **Accessibility Is More Than Devices** Too often, digital equity conversations stop at device distribution. The report challenges that framing. The digital access divide goes far beyond hardware. It includes assistive technology availability, educator training, accessible platform design, reliable connectivity, and inclusive learning environments. Common failures persist across districts: inaccessible PDFs, missing alt text, videos without captions, and learning platforms that do not work with screen readers. When AI tools are layered on top of inaccessible systems, inequity compounds. An AI-powered tutoring platform cannot help a student who cannot navigate the interface. A content generator cannot fix materials that were never accessible to begin with. Accessibility must be proactive, not reactive. Waiting to address barriers after implementation is no longer sufficient. ### **Where AI Is Expanding Access Today** The promise of AI becomes tangible when districts focus on targeted, human-led use cases rather than broad mandates. In Oregon, assistive technology consultant Bruce Alter supports a student with cerebral palsy whose speech is understood by only a few people. Using an AI-enhanced augmentative and alternative communication system, the tool learns her speech patterns and converts them into clear audio. The result is not just academic participation, but meaningful social connection. Alter has also developed a language-model-powered worksheet generator. Teachers enter a student’s grade level, math operation, and personal interests. The system produces customized materials and an answer key, significantly reducing preparation time while preserving instructional relevance. In Kansas, assistive technology facilitator Tara Bachmann uses AI image-generation tools with autistic students. Students type-written prompts and instantly receive visual representations. For learners who need concrete visual structure, this immediate feedback can make abstract concepts accessible. The teacher remains central. AI handles the time-intensive work. Another example comes from [NWEA’s accessible math initiative](https://www.nwea.org/accommodations-accessibility/). Traditional screen readers present equations line by line, overwhelming working memory for blind students. Their prototype uses a process-driven math model that allows students to explore equations in segments. This reduces cognitive load and supports strategic problem-solving. It is accessibility by design, not accommodation after the fact. ### **Supporting Educators Without Replacing Them** Special education teachers face some of the most demanding workloads in K-12 education. IEP development, documentation, the creation of adapted materials, and coordination with families and specialists consume enormous amounts of time. AI can help relieve that pressure. Tools can rewrite text at lower reading levels, summarize evaluation notes, generate visual supports, and organize documentation. For educators, this means fewer hours spent on clerical work and more time devoted to instruction and student relationships. The report is explicit, however: AI cannot replace professional judgment. The “I” in IEP stands for individualized. AI may support the process, but it cannot set goals, make placement decisions, or fully understand the complexity of a child’s needs. Used responsibly, AI strengthens human-led special education. Used carelessly, it undermines it. ### **Risks Leaders Cannot Ignore** The risks of AI are not abstract or hypothetical. Algorithmic bias remains a serious concern. AI systems trained on non-inclusive datasets may misinterpret dyslexic writing, penalize non-standard grammar, or misunderstand students with speech differences. These errors can influence grading, placement, and long-term opportunity. Data privacy presents an equally urgent challenge. Some AI tools store prompts indefinitely or use them for model training. Usage patterns can allow systems to infer disability status, raising concerns about student reidentification. Districts must treat AI governance as an extension of their existing privacy, cybersecurity, and civil rights responsibilities. Ignoring these risks does not make them disappear. It shifts the burden to students. ### **Choosing the Right AI Path** The report highlights a practical framework from education strategist Adam Garry that helps districts align AI adoption with capacity and risk tolerance. At the first level are general large language models from vendors such as Google and Microsoft. These tools typically include strong privacy protections and are well-suited for summarization and content generation. The second level involves small language models customized for district-specific tasks, such as assistive technology workflows or IEP support activities. These offer greater control while maintaining vendor safeguards. The third level is open-source AI, which provides maximum customization and data control but requires significant technical expertise and infrastructure. Districts are not expected to climb all three levels. The goal is alignment with instructional needs, staffing capacity, and risk tolerance. ### **Policy, Compliance, and the Clock** [Updated ADA Title II](https://www.ada.gov/resources/web-rule-first-steps/) regulations will require fully accessible digital resources by 2026 for large districts and 2027 for smaller ones. This includes learning management systems, classroom applications, assessments, and district communication tools. Leaders should act now. Essential steps include conducting a full inventory of digital tools, requiring Accessibility Conformance Reports from vendors, aligning procurement with [WCAG 2.1 standards](https://www.w3.org/TR/WCAG21/), strengthening contract language, and conducting annual accessibility reviews. Federal guidance and executive action on AI reinforce these obligations, emphasizing non-discrimination, fairness, and protections for vulnerable populations. ### **A Roadmap for Responsible Implementation** In the short term, districts should focus on leadership training, accessibility audits, and clear AI use guidelines. In the medium term, they should pilot tools with staff before students, integrate AI into assistive technology supports, and expand professional learning across roles. Long-term success depends on universal access, transparent governance, and ongoing community communication. One district model highlighted in the report is Hinsdale Township High School District 86, where AI tools are vetted for privacy and accessibility before classroom pilots. Teachers collect evidence of student impact, and tools that do not demonstrate value are not scaled. ### **The Opportunity Ahead** AI’s potential to expand access for students with disabilities is extraordinary. When paired with strong policy, inclusive design, and educator expertise, it can remove barriers that have persisted for decades. But AI is not neutral. Without intentional leadership, it can reinforce bias and erode trust. For K-12 leaders, the message is clear: accessibility must be the foundation, not the afterthought. The decisions made now will shape learning opportunities for years, and districts will not get a second chance to do this right. To explore the full findings and implementation guidance, districts can review the [2024 *Blaschke Report,* ](https://www.cosn.org/wp-content/uploads/2024/09/Blaschke_Report_2024_lfp.pdf)developed in collaboration with the [Consortium for School Networking](https://www.cosn.org/) and [CAST](https://www.cast.org/) . This article draws from a recent **Consortium for School Networking** podcast episode exploring AI and accessibility in K–12 education. The discussion features real-world examples, leadership perspectives, and practical considerations for districts navigating responsible AI adoption. [**Listen to the full episode**](https://open.spotify.com/episode/5xLHExOjF8hvjnb4AfbSZO) to hear how these ideas are playing out in schools right now. --- **Sources** Pérez Perez, F. (2024). *[AI and Accessibility in Education](https://www.cosn.org/wp-content/uploads/2024/09/Blaschke_Report_2024_lfp.pdf)*. Consortium for School Networking & CAST. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [School Duty of Care: A District-Wide Responsibility](https://edcircuit.com/school-duty-of-care-a-district-wide-responsibility/) **Published:** February 9, 2026 **Author:** EdCircuit Staff **Excerpt:** School duty of care is a district-wide responsibility that begins before students arrive and continues through classrooms, athletics, and after-school programs. **Content:** School duty of care is rarely questioned when things are running smoothly. It becomes visible only after an incident, when someone asks who was responsible, who was supervising, and what should have been done differently. Those questions almost always reveal the same problem:[ duty of care](https://abeytanelson.com/safe-schools-start-with-duty-of-care/) was treated as limited, temporary, or someone else’s job. In reality, school duty of care is continuous. It begins before students step onto campus and extends through every space, transition, and activity they encounter throughout the day. When schools view duty of care as fragmented, students are left vulnerable in the moments that receive the least attention. Understanding duty of care across the entire building and district is not just about compliance. It is about recognizing how students actually move through a school day and ensuring safety follows them at every step. ## **Before the school day officially begins** For many students, school starts on the bus or in a drop-off lane. These early moments are busy, loud, and fast-paced, yet they are often assumed to manage themselves. Duty of care begins here. Transportation supervision includes more than getting students from one place to another. It involves safe loading and unloading procedures, monitoring student behavior, and clear communication between drivers, schools, and families. Once students arrive, responsibility does not simply hand off without intention. Parking lots, sidewalks, and entry points are active spaces where accidents are most likely to occur. Without visible adult supervision and clear routines, these areas quickly become blind spots. Duty of care requires schools to think about where students are before the first bell and who is accountable during those moments. ## **Inside the building, responsibility follows movement** Once inside the building, [duty of care](https://sciencesafety.com/product/duty-of-care/) does not stay in one room. It moves with students. Hallways during passing periods are often treated as neutral space, but they are anything but. Crowded corridors, rushing students, and limited time create conditions where injuries, conflicts, and unsafe behavior can happen quickly if adults are not present. Lunchrooms present another layer of responsibility. Beyond behavior management, duty of care includes food safety, allergy awareness, supervision during large gatherings, and the ability to respond quickly when something goes wrong. These spaces combine high volume with limited time, making proactive oversight essential. Classrooms, regardless of subject, also carry duty-of-care expectations. While some areas involve obvious physical risks, all learning spaces require thoughtful organization, clear procedures, and consistent supervision. Safety is not tied solely to subject matter; it is tied to how learning environments are managed. ## **Technology-rich spaces demand intentional planning** As schools expand access to technology, duty of care becomes more complex. Computer labs, [makerspaces](https://sciencesafety.com/product/science-stem-makerspaces/), and innovation rooms introduce risks tied to equipment use, electrical safety, and digital responsibility. Tools such as [3D printers](https://sciencesafety.com/marketplace/) and [robotics](https://sciencesafety.com/marketplace/) kits require training, supervision, and clearly defined procedures. Students working independently or after hours must still be monitored. Duty of care in these spaces is proactive, built into planning and access, not left to chance. Ignoring these considerations does not promote innovation. It undermines it. ## **Athletics and physical activity extend beyond playtime** Physical education and athletics are often where duty of care is most visible, yet they are also where responsibility is most often misunderstood. Duty of care begins before physical activity with preparation, equipment checks, and student readiness. It continues through instruction, monitoring, and injury prevention. It does not end when a game or practice is over. Locker rooms, cooldown periods, post-event travel, and recovery time are all part of the obligation. Athletic trainers and coaches have a responsibility to protect student athletes before and after competition, not just during play. Unsupervised moments after events are frequently where injuries, misconduct, or emergencies occur. These are not peripheral concerns. They are central to student safety. ## **After-school time is still school time** One of the most common gaps in duty of care occurs after the final bell. Students remain on campus for sports, music, clubs, tutoring, and independent academic work, often with fewer adults present and less structure. A student practicing violin alone in a music room, a team using a locker room, or a student completing a project on specialized equipment are all still under school responsibility. Assuming students are “on their own” once classes end creates risk. Duty of care after school requires clear expectations about supervision, access to spaces, and adult responsibility. Schools must decide who is monitoring students, which areas are open, and how long students may remain on campus. These decisions should be intentional, not assumed. ## **Duty of care belongs to the district, not a department** Perhaps the most damaging misconception is the belief that duty of care belongs only to certain roles. Science teachers, physical education staff, or administrators are often seen as carrying the responsibility, while others assume they are exempt. [Duty of care is a district-wide issue](https://sciencesafety.com/product/duty-of-care/). It requires coordination across teachers, administrators, support staff, coaches, transportation teams, and leadership. Policies must align. Training must be consistent. Supervision must be planned. When duty of care is shared and understood, gaps close. When it is siloed, students are left exposed. ## **Why this understanding matters** Failure to fully understand duty of care leads to preventable harm, legal exposure, and loss of trust. More importantly, it undermines the learning environment itself. Students learn best when they feel safe. Families trust schools to protect their children throughout the entire day, not just during instruction. Educators deserve clarity about their responsibilities so safety does not become an afterthought. School duty of care is not a checklist. It is a mindset that recognizes every space, every transition, and every adult matters. When schools adopt this mindset, they move from reacting to incidents to preventing them. That shift changes everything. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety **Tags:** Headline --- ### [From Risk to Readiness: Why We Must Lead on AI Use in the Classroom](https://edcircuit.com/from-risk-to-readiness-why-we-must-lead-on-ai-use-in-the-classroom/) **Published:** January 28, 2026 **Author:** Keith Krueger **Excerpt:** AI is already in students’ lives, and banning it doesn’t reduce risk—district leadership, readiness, and intentional implementation do. **Content:** A new[ report](https://www.brookings.edu/articles/a-new-direction-for-students-in-an-ai-world-prosper-prepare-protect/) from the Brookings Institution offers a thoughtful premortem on the promise and pitfalls of artificial intelligence (AI) in education. The report leads with an important and necessary premise: without intentional implementation, AI poses real risks to students. Given how rapidly this technology is entering classrooms and communities, the report creates an opportunity to focus not only on what could go wrong, but on what must be done now to mitigate risks while maximizing AI’s potential to support learning. AI is not going away, and no school ban will stop the risks already emerging. The work ahead is to ensure school systems and educators have the tools and support necessary to integrate AI in smart, safe ways that strengthen learning and improve student preparedness to enter the workforce. ### **AI Bans Do Not Reduce Harm, They Push It Beyond School Safeguards** Districts are increasingly realizing that so-called AI bans do not take into account student access through AI via their personal devices. This tells us something important: opting out of AI does not stop its use. It simply removes adult guidance, instructional intent, and school policies and safeguards from the equation. Schools are uniquely positioned to do what no ban can: work collaboratively with families, model responsible AI use; provide guardrails; and teach students not to depend on AI, but to question it, evaluate its responses and use it thoughtfully as part of a broader learning process. The risks described in the Brookings report are not an argument against school involvement. They are an argument for it. ### **Reporting Highlights the Need for AI Readiness, Not Rejection** At its core, the Brookings report calls for AI literacy, educator preparation, ethical design and human-centered learning. These recommendations align directly with the work CoSN already has underway to help school districts navigate AI’s opportunities and challenges. For instance, CoSN has developed a[ K-12 Generative AI (Gen AI) Readiness Checklist Questionnaire](https://www.cosn.org/tools-and-resources/resource/k12-generative-ai-gen-ai-readiness-checklist-questionnaire/) to guide K-12 school districts in understanding key factors to consider before implementing Gen AI technologies. Building on the foundational considerations outlined in the checklist, the[ K-12 Gen AI Maturity Tool](https://www.cosn.org/wp-content/uploads/2025/04/K-12-Gen-AI-Maturity-Tool-Final-CC-V1.1.pdf) helps districts assess their level of readiness and pinpoint specific areas that require further attention and investment to ensure the safe and secure adoption of this transformative technology. The tool equips districts to plan before deploying, train educators and leaders, redesign instruction intentionally, engage with stakeholders, including parents, and address safety and governance concerns. CoSN has also launched an AI District Leaders Action Summit series to help district leadership teams to work with their communities to transition from exploring AI to implementing it with intention, providing them with a clear vision and a head start on creating a prioritized 6–12-month action plan that aligns generative AI with their district’s mission, values, and long-term goals. ### **The Future of AI In Education Depends On District Leadership** AI is already part of our students’ lives. The question is not whether schools should engage, but how. Districts can allow AI use to happen without the guidance of school leadership, or they can lead with clarity, values, and safeguards. The Brookings report makes clear that the latter is not just preferable — it is necessary. That is exactly the work CoSN exists to support. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Keith Krueger](https://edcircuit.com/wp-content/uploads/lovable-avatars/keith-krueger-412.webp) ](https://edcircuit.com/author/keith-krueger/) [Keith Krueger](https://edcircuit.com/author/keith-krueger/ "Keith Krueger"): Author For nearly three decades Keith Krueger has served a CEO of CoSN – the Consortium for School Networking, the leading nonprofit voice of K-12 school system technology leaders. He was selected by Technology & Learning as one of the “big 10” most influential people in ed tech, the Center for Digital Education identified him as a Top 30 Technologist/Transformer/Trailblazer. He serves on a range of boards and coalitions to advance learning environments, and is principle investigator of the annual Driving K-12 Innovation global series. [ View all posts ](https://edcircuit.com/author/keith-krueger/ "View all posts") [ ](mailto:keith@cosn.org) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Who Owns Safety? Turning Near Misses Into Action](https://edcircuit.com/who-owns-safety-turning-near-misses-into-action/) **Published:** January 26, 2026 **Author:** EdCircuit Staff **Excerpt:** Who Owns Safety becomes urgent when near misses expose system strain—this Safer Ed podcast episode shows how schools turn warnings into action. **Content:** Who Owns Safety is one of the most difficult questions schools face—and near misses expose why. A blocked eyewash station, power cords stretched across walkways, carts crowding exits, or equipment stacked just a little too high rarely trigger formal reports. Instruction continues. Students remain unharmed. The day moves on. Yet those moments quietly signal something deeper: systems operating at their limits. In the latest episode of the [**Safer Ed Podcast**](https://open.spotify.com/show/1TQUGN0IjBrDOBYpBzVcC1), we move beyond identifying near misses and explore what actually determines whether those warnings lead to change—or disappear into routine operations. The conversation focuses on leadership, authority, budgeting, culture, and the structures schools need to convert everyday close calls into prevention. ## **Why Near Misses Stall in Complex Systems** Schools are collaborative by design. Teachers, administrators, facilities teams, safety officers, and boards all play legitimate roles in keeping students safe. But that shared responsibility can blur ownership. A teacher mentions a concern to a department chair. Facilities resolve the immediate obstacle. Administrators never hear about the underlying pattern. The fix works for today, but the condition that created the risk remains. Near misses thrive in those gaps. When responsibility is distributed, but authority is unclear, escalation slows. Over time, workarounds become permanent operating conditions. Tape on cords lasts for months. Storage carts migrate into walkways. Congestion becomes normalized. These adaptations keep learning going—but they also mask the strain on the system. ## **The Hidden Emotional Barriers to Reporting** Ownership is not just structural. It is cultural. Educators often hesitate to elevate near misses because they worry about blame, paperwork, or being perceived as careless. In high-performing schools, the instinct to “solve problems quietly” can unintentionally suppress learning at the organizational level. When close calls stay local, leadership loses the ability to see patterns across rooms, departments, and buildings. Without pattern recognition, prevention becomes reactive rather than strategic. ## **What Effective Safety Ownership Looks Like** Schools that handle safety well do not treat reporting as punishment. They create clarity. That clarity includes: - Defined pathways for reporting concerns - Clear decision-makers for follow-up - Timelines for response - Communication back to staff about what changed These feedback loops build trust. When teachers see layouts adjusted, storage redesigned, or schedules modified in response to near-miss trends, they keep speaking up. Silence is replaced with shared vigilance. ## **Leadership Lives in Real Spaces** Some of the most important safety leadership never appears in board packets. It shows up when administrators walk through classrooms during instruction instead of relying only on floor plans. It appears when leaders watch how students move between stations, where congestion forms, and how equipment accumulates throughout the day. Asking a simple question—*What almost went wrong this week?*—often surfaces more risk than waiting for an accident report. Near misses live in flow. In transitions. In crowded prep areas. In temporary setups that quietly become permanent. ## **Turning Close Calls Into Planning Data** The most powerful shift occurs when schools treat near misses as data rather than inconveniences. This does not require complex systems. A shared log, a recurring agenda item, or a simple reporting form can quickly reveal patterns. Three similar notes about blocked walkways or overloaded outlets should trigger deeper analysis. Those trends strengthen conversations about: - Renovations - Storage systems - Electrical upgrades - Class-size adjustments - Scheduling changes Near-miss data transforms vague concerns into actionable evidence for boards and budget committees. ## **Formal Roles Matter—When They’re Empowered** Many districts formalize safety ownership through designated leaders such as chemical hygiene officers, lab safety coordinators, or district-wide safety directors. These roles succeed when they carry authority—not just compliance duties. Access to leadership teams, influence over purchasing decisions, and budgetary support turn safety positions into engines of prevention rather than box-checking exercises. Without that empowerment, systemic change remains slow. ## **What Schools Can Do Now** For districts wondering where to start, the first step is clarity: - Who receives near-miss reports? - Who decides what happens next? - Who communicates outcomes? If those answers are uncertain, that uncertainty itself is the system gap to fix. Near misses are generous warnings. They allow schools to respond before harm occurs—but only if someone is positioned to listen and act. ## **Listen to the Full Episode** This conversation is explored in depth in the Safer Ed Podcast episode [***Who Owns Safety? Turning Near Misses Into Action***](https://open.spotify.com/episode/7aimA77xfoQ4cFHi73dJK4), available now on edCircuit and major podcast platforms. ## **Take Action** If any of the scenarios described here sound familiar, visit [**ScienceSafety.com**](https://sciencesafety.com) and use the free [**Occupancy Load Calculator**](https://sciencesafety.com/free-occupancy-load-calculator-tool/). The tool helps schools understand how space, class size, and layout intersect with safety—before near misses escalate into incidents. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Safer Ed **Tags:** Headline --- ### [The Stories That Matter: edCircuit’s Weekly Roundup Issue 13](https://edcircuit.com/the-stories-that-matter-edcircuits-weekly-roundup-issue-13/) **Published:** January 24, 2026 **Author:** EdCircuit Staff **Excerpt:** Stories That Matter highlights how AI, privacy, safety, and literacy research are reshaping K–12 decision-making for educators and school leaders. **Content:** Education leaders are navigating an increasingly complex landscape—one shaped by rapid advances in artificial intelligence, heightened privacy risks, evolving literacy research, and renewed attention to safety in learning environments. This week’s *Stories That Matter* explores how these forces are colliding inside schools and what they demand from educators, administrators, and partners moving forward. Each piece below goes beyond headlines to surface deeper questions about trust, responsibility, and readiness in K–12 education. ## **Deepfakes in Schools: The New Cyberbullying Crisis** #### **Why you should read:** Deepfakes are no longer a future concern—they are already appearing in school communities, targeting students and educators alike. This article explains how AI-generated images, audio, and video are reshaping cyberbullying, creating challenges that traditional discipline policies and digital citizenship lessons were never designed to handle. #### **What discussion it brings:** This piece invites districts to rethink how they define harm, intent, and accountability in the age of generative AI. It raises urgent questions about policy gaps, response protocols, and the emotional toll on victims—while pushing leaders to consider whether their current safeguards are adequate for a world where “seeing is believing” no longer applies. **[Read Here ](https://edcircuit.com/deepfakes-in-schools-the-new-cyberbullying-crisis/)** ## **Data Privacy in Schools: Protecting Teachers and Students** #### **Why you should read:** Data privacy conversations often focus exclusively on students, but educators’ personal and professional data are increasingly exposed through digital tools, platforms, and breaches. This article broadens the lens, highlighting why teacher data protection is not just a legal issue—but a trust issue. #### **What discussion it brings:** The story challenges school leaders to consider privacy as a shared responsibility across the entire school ecosystem. It encourages discussions about vendor vetting, internal access controls, staff training, and how districts communicate privacy expectations to both employees and families. **[Read Here](https://edcircuit.com/data-privacy-in-schools-protecting-teachers-and-students/)** ## **Education Vendors: How to Talk With Educators at Conferences** #### **Why you should read:** With conferences back in full swing, this article serves as a reality check for education vendors. It outlines why traditional sales-first approaches often miss the mark—and how meaningful conversations start with understanding educators’ constraints, pressures, and priorities. #### **What discussion it brings:** This piece reframes conferences as opportunities for listening, not pitching. It invites vendors, district leaders, and educators to reflect on what productive partnerships actually look like—and how trust, relevance, and empathy drive adoption far more than flashy demos. **[Read Here](https://edcircuit.com/education-vendors-how-to-talk-with-educators-at-conferences/)** ## **Safer STEM Spaces Begin With Honest Signals** #### **Why you should read:** Near misses in STEM classrooms are often overlooked or quietly dismissed, yet they are among the strongest indicators of systemic risk. This article explains why these “almost incidents” are not failures—but early warnings that can prevent serious accidents if taken seriously. #### **What discussion it brings:** The story encourages school leaders to move beyond compliance checklists and ask harder questions about space design, supervision, scheduling, and safety culture. It reframes safety as an ongoing dialogue—one that depends on transparency, trust, and leadership follow-through. **[Read Here](https://edcircuit.com/safer-stem-spaces-begin-with-honest-signals/)** **[Listen to the podcast](https://open.spotify.com/episode/34gUKpzFNbfDG54TgIiSrQ)** ## **The Science of Reading: How Research Shapes Literacy** #### **Why you should read:** The science of reading continues to influence curriculum adoption, teacher preparation, and state policy—but misunderstandings remain. This article breaks down what the research actually supports and how it translates into classroom practice. #### **What discussion it brings:** Rather than fueling debate, this piece encourages informed conversation about evidence-based instruction, professional development, and implementation challenges. It prompts educators and leaders to reflect on how research, policy, and practice can align without oversimplifying the work of teaching literacy. **[Read Here](https://edcircuit.com/the-science-of-reading-how-research-shapes-literacy/)** ### **Why These Stories Matter** Taken together, this week’s stories highlight a shared theme: **systems are changing faster than policies, training, and culture**. Whether addressing AI misuse, protecting personal data, improving vendor relationships, strengthening safety practices, or refining literacy instruction, districts are being asked to respond with clarity, intentionality, and leadership. The conversation is no longer about *if* schools must adapt—but *how thoughtfully* they do so. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [Education Vendors: How to Talk With Educators at Conferences](https://edcircuit.com/education-vendors-how-to-talk-with-educators-at-conferences/) **Published:** January 23, 2026 **Author:** EdCircuit Staff **Excerpt:** Education Vendors can succeed at conferences by listening first, respecting school decision-making, and building trust instead of pushing sales. **Content:** Education Vendors arrive at conference season with packed calendars, booth goals, and high expectations. Events like [**FETC**](https://www.fetc.org/), [**AASA**](https://nce.aasa.org/), [**TCEA**](https://tcea.org/), [**SXSW EDU**](https://sxswedu.com/), and [**CoSN**](https://cosn2026.eventscribe.net/index.asp?launcher=1) bring together thousands of educators and vendors in a single space over a few intense days. But schools don’t buy the way most industries do. Educators aren’t browsing for quick wins. District leaders aren’t making purchasing decisions between sessions. And teachers often approach booths cautiously, shaped by years of tools that promised more than they delivered. Conference season isn’t about winning people over in a single interaction. It’s about starting conversations that feel credible enough to continue after the conference ends. ## **The First 30 Seconds Matter More Than the Demo** Many education vendors open with a product description. That’s usually where things go wrong. If the first thing an educator hears is a pitch, they immediately go into listening mode instead of conversation mode. You can see it happen. The body language changes. The eye contact fades. The interaction becomes polite but shallow. A better opening sounds more like curiosity than confidence: - ***“What role do you play in your district?”*** - ***“What made you stop by today?”*** - ***“What’s something your team is wrestling with right now?”*** These questions signal respect. They also tell educators that you understand that their context matters more than your features. If the problem they describe doesn’t align with what you offer, that’s not a failure. It’s a chance to build trust by avoiding a forced fit. ## **Decision Makers Matter, but Influencers Shape Reality** One of the fastest ways to derail a conference conversation is to focus only on titles. Education vendors often ask, **“Are you the decision maker?”** That question can feel dismissive, even if it’s well-intentioned. In reality, school and district decisions are shared. While a superintendent or CIO may approve a purchase, the path to that decision usually includes: - Teachers piloting tools in classrooms - Instructional coaches providing feedback - IT teams evaluating security and integration - Curriculum leaders assessing alignment A teacher who feels unheard can quietly stop momentum. An IT leader with unanswered concerns can stall progress for months. When someone says, **“I’m not the one who decides,”** the most productive response is curiosity: - **“Who else weighs in?”** - **“What usually matters most in that process?”** - **“What questions tend to come up?”** Respecting influence is often how access is earned. ## **Not Everyone at a Conference Is Shopping** Here’s a reality education vendors sometimes forget: many educators are browsing, not buying. They might be: - Researching ideas for the next budget cycle - Attending sessions between meetings - Exploring what’s new without intent to adopt - Looking for inspiration, not solutions Pushing for next steps in these moments can feel uncomfortable and unnecessary. Educators notice when vendors rush the conversation. A better approach is to be useful without expectation: - Share a trend you’re seeing across districts - Offer a resource or article - Suggest a question they should ask any vendor in your space When educators feel no pressure, they’re more likely to remember the interaction positively. ## **Avoid Overpromising. Schools Have Heard It Before.** Educators are experienced consumers of edtech marketing. They’ve seen tools that promised to save time, improve outcomes, and “just work.” They’ve also lived through implementations that required far more training, support, and change management than expected. Education vendors build credibility when they talk honestly about: - What implementation actually looks like - Where adoption can stall - The level of support required - Situations where their solution might not be ideal Saying “this takes work” doesn’t scare schools away. Pretending it doesn’t exist does. Honesty is one of the fastest ways to differentiate yourself in a crowded exhibit hall. ## **Speak Like a Partner, Not a Pitch Deck** Conference halls are full of buzzwords. Educators hear them all. What resonates more is language grounded in reality: - Teacher workload - Student engagement - Data privacy concerns - Budget cycles - Sustainability over time Instead of listing features, connect your solution to lived experience: - ***“Teachers tell us this saves them planning time.”*** - ***“Districts usually start with a small pilot.”*** - ***“This works best when there’s coaching support.”*** Concrete examples feel real. Abstract promises feel forgettable. ## **Follow Up Like a Person, Not a Campaign** What happens after the conference often determines whether the conversation continues. Effective follow-up is personal and patient: - Reference something specific you discussed - Acknowledge busy school schedules - Offer next steps without urgency Ineffective follow-up feels automated: - Generic emails - Immediate pricing pushes - Multiple messages in the same week A short note that says, **“It was great talking about your district’s priorities. Happy to reconnect when timing makes sense,”** respects how education operates. ## **Conference Success Is Measured in Trust** For education vendors, conference season isn’t about booth traffic or badge scans. **It’s about trust.** Vendors who listen closely, respect every role in the decision-making process, and communicate honestly stand out quickly. They’re the ones educators remember weeks later, when real conversations begin. When the interaction feels human, the relationship has room to grow. And in education, that’s where real progress starts. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Industry **Tags:** Headline --- ### [8 Characteristics of Effective Advocates](https://edcircuit.com/8-characteristics-of-effective-advocates-education/) **Published:** November 16, 2024 **Author:** Barbara R. Blackburn **Excerpt:** Advocacy is what you do when you are actively supporting a cause such as expanding the emphasis on technology in your school. **Content:** ![Black and white illustration of a man in a judge or lawyers robe standing behind a desk with papers one hand resting on the desk appearing to address a court or audience](https://edcircuit.com/wp-content/uploads/2018/07/Lawyer.png "Black and white illustration of a man in a judge or lawyers robe standing behind a desk with papers one hand resting on the desk appearing to address a court or audience | edcircuit")Everyone is an advocate, whether you recognize it or not. We advocate for our favorite teams, political candidates and, of course, we advocate for our schools and the resources and programs vital to the success of our students. For a leader, it is one of your most important roles, so its important to know the 8 Characteristics of Effective Advocates. Advocacy is what you do when you are actively supporting a cause such as expanding the emphasis on technology in your school. It is often compared to public relations. But advocacy is quite different, as we’ll discuss throughout the book. When leaders advocate for their program, they are committed to providing information to stakeholder groups that will build support for their vision of increased technology use. They recognize the importance of building networks and alliances that will support their efforts Advocacy is a way to systematically press for change. It is also the foundation of our democracy and a process that allows ordinary people to shape and influence policy at all levels. Identifying priorities, crafting a strategy, taking action, and achieving results are critical steps to finding one’s voice, making oneself heard, and shaping one’s future. ## **Characteristics of an Effective Advocate** Once you realize you are an advocate, you want to be an effective one. There are ***8 characteristics*** of an effective advocate. - ***Always listens and learns*** - ***Deliberate focus on long-term goals*** - ***Values support from others*** - ***Openness to different ways to share your message*** - ***Commitment to partner with different and like-minded individuals*** - ***Ability to look at and respond to positions and an issue*** - ***Tenacity to bounce back from negative responses*** - ***Engages the public and stakeholders*** ### **Always listens and learns** An effective advocate listens to his or her audience and learns from them. Too often, we are so focused on sharing our message that we forget to listen. Without listening, we can’t adjust as we learn about our audience’s needs. ### **Deliberate focus on long-term goals** You’ll also need a focus on your long-term goals. It’s easy to become caught up in the immediate situation, without recognition of long-term impact. In one district where we worked there was tension between the staff of two high schools about programs and resources when the district moved to a small learning communities model. Rather than grasp the importance of these communities for connecting students and teachers, the focus was on facilities, supplies, and materials. The local news media reported on the tension and it undermined the district’s efforts to improve the learning environment for students. ### **Values support from others** Third, it’s important to not limit your perspective but be open to different points-of-view. For example, your legislator does not schedule a time to meet with you. Instead, he refers you to his aide who specializes in education. Although you may feel like this is a step down, the support from a key aide can be invaluable when the legislator is seeking advice from his staff. Recognize that you need support from a variety of stakeholders and people who influence opinion. ### **Openness to different ways to share your message** Although we should always have a plan to share our message, we should be open to modifying our methods. For example, when meeting with a legislator, we may have a scheduled, 15-minute meeting, for which we prepare. But when we arrive at our scheduled time, we are told that she has a conflict, and that you may walk with her to her meeting, which will be about two minutes. You’ll need to adjust the way you share your message. ### **Commitment to partner with different and like-minded individuals** To accomplish your goals, you will need to partner with those who agree with you, and those who may not. That may sound contradictory, but if you don’t find ways to partner with those who disagree with you, you won’t accomplish your goals. ### **Ability to look at and respond to all positions in an issue** Next, you’ll need to assess the varying positions in an issue, so you can respond appropriately. It’s not enough to simply look at your own perspective, which may be limited. If you plan to accomplish your goal and gain support from your stakeholder, you’ll need to understand his or her perspective, in addition to yours. Otherwise, you can’t address his or her needs. ### **![Silhouette of a person standing with arms outstretched facing the sky at sunset by the ocean appearing joyful and free](https://edcircuit.com/wp-content/uploads/2018/07/Sunrise-Hope.jpg "Silhouette of a person standing with arms outstretched facing the sky at sunset by the ocean appearing joyful and free | edcircuit")Tenacity to bounce back from negative responses** Are you tenacious enough to cope with the negative responses you are likely to encounter? You will receive negative responses as you advocate for an issue. This doesn’t mean you will never accomplish your goals, but it does mean you will need to recover from a negative response to continue to advocate for your issues. ### **Engages the public and stakeholders** Finally, an effective advocate engages the public and stakeholders. If we are generally disengaged from others, we won’t get our message across. Engaging those around us means being involved with those around us. Whether that is by participating in clubs or other organizations, or by responding to blogs from possible audiences, engagement heightens your opportunity to be a successful advocate. Community partnerships, and the relationships that emerge from those partnerships, provide a critical avenue for advocacy. ## **Final Thoughts** Becoming an advocate is an exciting part of your job, whether you are a teacher, leader, superintendent, parent, or school board member. As an advocate, you can make a difference by creating and impacting positive change. Apply the characteristics of effective advocacy, and watch what you can accomplish. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Barbara R. Blackburn](https://edcircuit.com/wp-content/uploads/lovable-avatars/barbara-r-blackburn-358.webp) ](https://edcircuit.com/author/barbara-r-blackburn/) [Barbara R. Blackburn](https://edcircuit.com/author/barbara-r-blackburn/ "Barbara R. Blackburn"): Author Barbara R. Blackburn, Ph.D., a Top 30 Global Guru, is a best-selling [author of 30 books](https://amzn.to/3OSxFd1), including the bestseller *Rigor is NOT a Four-Letter Word*, *Rigor for Students with Special Needs, Seven Strategies for School Improvement* and the *Rigor in the Remote Classroom*. An internationally recognized expert in the areas of rigor, motivation and leadership, she regularly collaborates with schools and districts for on-site and online professional development. Barbara can be reached through her website: [www.barbarablackburnonline.com](https://www.barbarablackburnonline.com/). [ View all posts ](https://edcircuit.com/author/barbara-r-blackburn/ "View all posts") [ ](mailto:bcgroup@gmail.com) - [ ![Robert Blackburn, an older man with glasses, wearing a suit, blue shirt, and striped tie, smiles while seated on a brown leather chair.](https://edcircuit.com/wp-content/uploads/2026/01/blackburn-robert-1-683x1024-1.jpg) ](https://edcircuit.com/author/robert-r-blackburn/) [Robert Blackburn](https://edcircuit.com/author/robert-r-blackburn/ "Robert Blackburn"): Author Dr. Robert Blackburn has been a lifelong educator. After teaching in public schools and earning his doctorate, he became a professor at Louisiana College and Gardner-Webb University. Before his retirement, he was active in the area of health education, particularly in the movement for Smoke Free Schools in North Carolina and drug abuse prevention. He received the National Association of Local Boards of Health’s (NALBOH) Everett I. Hageman Award for his outstanding leadership on a local board of health, as well as commitment to and enthusiasm for local public health. [ View all posts ](https://edcircuit.com/author/robert-r-blackburn/ "View all posts") [ ](https://gardner-webb.edu/dr-robert-r-blackburn-physical-ed/) - [ ![Ronald Williamson](https://edcircuit.com/wp-content/uploads/lovable-avatars/ronald-williamson-259.webp) ](https://edcircuit.com/author/ronald-williamson/) [Ronald Williamson](https://edcircuit.com/author/ronald-williamson/ "Ronald Williamson"): Author [Dr. Ronald Williamson](https://www.barbarablackburnonline.com/) teaches courses in the principalship, school law, ethics and politics of education. He previously worked as a building level and central office school administrator in Michigan, as Executive Director of the National Middle School Association, a member of NASSP’s Middle-Level Council and President of the National Forum to Accelerate Middle Grades Reform, a coalition of all the major professional organizations serving middle schools. Dr. Williamson is the recipient of the Gruhn-Long-Melton award from NASSP in recognition of lifetime achievement in middle-level leadership, the Teaching Excellence Award from the University of North Carolina, Greensboro and the Alumni Teaching Excellence Award at Eastern Michigan University. The author of over 150 books, chapters, papers and articles in all the major professional journals serving school teachers and administrators, Dr. Williamson is recognized as one of the major advocates and researchers in the field of middle-level schools. Visit his website. [ View all posts ](https://edcircuit.com/author/ronald-williamson/ "View all posts") [ ](mailto:rwilliamson@mrmg.com) **Categories:** Advocates, Community --- ### [Data Privacy in Schools: Protecting Teachers and Students](https://edcircuit.com/data-privacy-in-schools-protecting-teachers-and-students/) **Published:** January 21, 2026 **Author:** EdCircuit Staff **Excerpt:** Discover why data privacy in schools starts with teachers and how daily classroom habits are key to protecting sensitive student and staff information. **Content:** Data Privacy in Schools is often talked about at the district office or in IT meetings, but the truth is simpler and more urgent. Teachers are the first gatekeepers of student information, and no data privacy plan works unless the people in classrooms understand how to protect the data they use every day. District policies matter. IT safeguards matter. Still, none of it prevents a breach if the people handling student information hour by hour don’t have the training, the clarity, and the support to do it well. Over the past decade, schools have adopted more digital tools, more cloud platforms, and more data-driven instruction. This growth brought real benefits, but it also opened the door to real risk. The[ PowerSchool data privacy incident](https://www.powerschool.com/security/sis-incident/) last year was a sharp reminder of how quickly student information can be exposed. Even though that event happened upstream from teachers, it sent shockwaves through classrooms because it highlighted a hard truth. A single weak point anywhere in the chain can compromise sensitive information for thousands of families. That is why every school and district, no matter its size, needs a clear and practical data privacy handbook written specifically for teachers. And teachers need to understand that they are not passive users of technology. They are the frontline defense that protects students from avoidable harm. ## **Why Teacher-Level Data Privacy Matters** Teachers work with the most sensitive information in real time. Grades, attendance, behavioral notes, health restrictions, parent communications, student documents, reading assessments, IEPs. This is not abstract data stored on a server somewhere. It is information teachers see, touch, share, and store every single day. Yet many teachers assume data privacy is “handled by IT.” They may think that if the district has strong firewalls, encryption, and vendor contracts, their own choices in the classroom matter less. But breaches rarely start with a firewall. They usually start with something small. A shared password. An unapproved app. A student list posted online. A document emailed to the wrong person. A laptop left unattended. A personal device used for school work. These moments seem harmless until they aren’t. When teachers understand that their daily habits form the foundation of the school’s entire privacy posture, their behavior shifts. They slow down. They think before clicking. They ask questions. They become a[ protective layer](https://studentprivacy.ed.gov/guidance) no software can replace. ## **The Lesson From Recent Data Incidents** The PowerSchool incident showed how one vulnerability can ripple outward and affect districts everywhere. It also showed how families hold schools accountable for any breach involving their children. Even if the issue originates with a vendor, parents turn to teachers asking what happened. Teachers then face tough questions without having any guidance for how to explain what data schools hold, how it is used, and what the school is doing to protect it. A[ teacher privacy handbook](https://www.cosn.org/edtech-topics/student-data-privacy/) fills that gap. It explains the boundaries, the responsibilities, and the protections in terms teachers can use confidently. It sets a standard long before an incident occurs. Without that foundation, teachers are left with guesswork during the worst possible moment. ## **What a Teacher Data Privacy Handbook Should Include** A strong handbook does not overwhelm teachers with legal jargon. It gives them practical steps, real examples, and clear procedures. The most effective handbooks include the following sections. **1. What counts as student data Not all teachers realize how much qualifies as protected information. A good handbook lists examples: academic records, identifiers like student ID numbers, attendance histories, IEP or 504 information, medical notes, family details, behavioral records, and even metadata generated by digital tools. **2. Approved tools and platforms** Teachers need to know which apps, websites, and services are cleared for classroom use. This prevents the common mistake of introducing a new platform without district approval, which can expose student information to unvetted vendors. **3. Password and access guidelines** Simple steps such as unique passwords, multi-factor authentication, and storing login details securely reduce risk dramatically. The handbook should outline the minimum expectations and the consequences of ignoring them. **4. Handling and sharing student information** Teachers should know exactly when they can share data, with whom, and through what channels. This includes email etiquette, parent communication protocols, and rules around sharing documents with colleagues. **5. Device and classroom management** Unattended laptops, unlocked screens, and shared classroom devices all create vulnerabilities. A good handbook outlines procedures for securing devices, especially during passing periods or after school. **6. Reporting a data concern** Teachers need a simple path for reporting suspicious activity or accidental exposure. They should never fear consequences for raising a concern early. Early reporting is how problems get contained. **7. Scenarios and examples** Story-based examples make the guidelines real. A scenario might show a teacher accidentally emailing a spreadsheet to the wrong parent or using an unapproved quiz app. The handbook then walks through best practice solutions. These examples stay with teachers longer than any policy list. ## **Training Teachers to See Themselves as Protectors** A handbook is a starting point. The real shift happens through training. Teachers benefit from sessions that show how data privacy connects to the work they already do, not separate from it. Training should feel practical, not punitive. It should treat teachers as partners, not compliance hurdles. Strong training includes live demonstrations of common mistakes, breakdowns of recent incidents, practice with secure communication tools, and time for teachers to ask questions without judgment. When teachers understand the “why” behind the rules, they follow them with purpose. Training should happen every year, not only when a breach occurs. Technology changes. Threats evolve. New staff join. Annual refreshers keep everyone aligned and confident. ## **Why This Matters For School Culture** When teachers see themselves as data stewards, the entire culture shifts toward protection. Students learn safer digital habits because their teachers model them. Staff begin to think before posting photos online. Parents feel more informed and more trusting. District leaders sleep better knowing the people closest to student data understand how to protect it. The alternative is a culture where privacy is assumed to be someone else’s job. That mindset leaves schools exposed. It creates confusion during an incident and prevents proactive improvement. A handbook and training program eliminate that confusion by defining roles clearly. ## **A Teacher-Centered Approach to Privacy** Data privacy in schools is not just a technical issue. It is a human issue built on everyday decisions. Teachers control more touchpoints with student data than any other group in a district. They are the first line of defense, and with the right guidance, they can be the strongest one. A clear, teacher-focused data privacy handbook is not optional anymore. It is essential. It protects students. It supports staff. It strengthens district systems. And it ensures that when the next data incident hits the news, teachers feel prepared instead of caught in the dark. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety **Tags:** Headline --- ### [Educator Wellness: Making Work-Life Balance Real](https://edcircuit.com/educator-wellness-making-work-life-balance-real/) **Published:** January 27, 2026 **Author:** EdCircuit Staff **Excerpt:** Educator wellness is a school-wide strategy: protect time, reduce overload, and normalize mental health support so staff can thrive at work and at home. **Content:** **Prioritizing educator wellness isn’t extra, it’s essential.** Schools rightly spend significant time focused on student wellness. Social-emotional learning, trauma-informed practices, and mental health supports are now part of everyday conversations. Yet there is a quieter truth many educators live with daily: you cannot pour from an empty cup, and you should not be expected to try. When teacher well-being is treated as a personal responsibility instead of an organizational one, burnout follows. Educators stop sleeping well. They lose energy for lessons they once loved. They begin counting down to Friday by Tuesday. Many feel guilty for struggling at all. [Educator wellness should not be a stigma](https://usafacts.org/articles/what-are-schools-doing-to-support-teacher-and-staff-mental-health/). It should be a normal, open conversation in every building, just like curriculum planning or safety procedures. Wellness is not just about surviving the school year. It’s about creating working conditions where educators can stay in the profession and still have a meaningful life outside of school. This article is meant to be both affirming and practical. If you’re a teacher, parent, or administrator, you should be able to share it in a staff meeting, PTA meeting, or leadership discussion and say: ***Let’s build a healthier normal.*** ## **What educator wellness really means (and what it’s not)** **Educator wellness is not** telling teachers to “practice self-care” while leaving expectations unchanged. **Educator wellness is** a system-level commitment to: - reasonable workloads and clear boundaries, - protected time to plan and collaborate *during* the workday, - access to mental health supports without fear or judgment, - and a culture that values educators as people, not just professionals. It also means recognizing the invisible load educators carry. Emotional labor. Secondary trauma. Constant responsiveness. Public scrutiny. And the pressure to meet every need, every day. When wellness is done well, it’s proactive. It shows up in schedules, policies, staffing decisions, communication norms, and in how leaders respond when someone says, “I’m not okay.” As one educator shared after a schedule change: > *“I didn’t realize how exhausted I was until I finally had protected planning time.”* ## **What states and organizations are doing to support educator wellness** Across the country, states and educator organizations are beginning to acknowledge that wellness must be built into systems, not left to individual endurance. ### **Ohio: Ohio Education Association Wellness Grant** In Ohio, the [**Ohio Education Association**](https://www.ohea.org/) offers a [**Wellness Grant** ](https://www.ohea.org/wellness-grant/)designed specifically to support educator well-being at the local level. The grant allows affiliates and school communities to fund wellness initiatives that reflect the real needs of their educators, rather than a one-size-fits-all approach. Funds can be used for mental health programming, stress-management workshops, wellness events, peer support initiatives, and other efforts that promote a healthier work-life balance. **Why this matters:** the Ohio Education Association Wellness Grant recognizes that educator wellness is not an individual issue—it’s a collective responsibility. By investing directly in wellness at the building level, the program helps normalize these conversations and provides tangible support, not just encouragement. ### **Colorado: free mental health supports designed for educators** Colorado has taken a systems-level approach to mental health by investing in supports that benefit both students *and* educators, especially in rural and underserved communities. One example is the [**School Mental Health Support Program (SMHSP)**](https://kempecenter.org/impact-areas/evidence-based-research-informed-approaches/trip/smhsp/), a statewide initiative created through House Bill 24-1406 and funded by the [**Colorado Behavioral Health Administration**](https://bha.colorado.gov/). The program is designed to strengthen mental wellness across school communities by helping districts build sustainable, trauma-informed mental health systems. SMHSP provides schools with training, resources, and hands-on implementation support. Rather than placing the burden on individual educators to manage stress on their own, the program focuses on building structures that reduce strain, improve access to mental health services, and create healthier working environments for staff and students alike. **Why this matters:** by treating educator wellness as part of a broader mental health ecosystem, Colorado is addressing root causes of burnout, not just symptoms. This approach acknowledges that when schools are better supported, educators are better supported—and that long-term wellness depends on strong systems, not individual resilience alone. ### **California: California Teachers Association Wellness Center** In California, the [**California Teachers Association**](https://www.cta.org/) supports educator well-being through its [**Wellness Center**](https://www.cta.org/for-educators/wellness-center), a centralized hub designed specifically for educators’ mental, emotional, and physical health. The Wellness Center offers professional learning opportunities, educator-focused mental health resources, and tools that help teachers and school staff manage stress, build resilience, and maintain a healthier work-life balance. Rather than treating wellness as a personal issue, the center frames it as a professional and organizational priority that deserves time, attention, and support. By making these resources statewide visible and accessible, the California Teachers Association helps normalize conversations about educator wellness and mental health. Districts and school leaders can also use the Wellness Center as a model when developing their own wellness initiatives, reducing the need to start from scratch. **Why this matters:** statewide wellness hubs reduce stigma, increase access to support, and send a clear message that caring for educators is essential to sustaining strong schools—not an optional extra. ### **Indiana: a practical, educator-centered wellness toolkit** Indiana has taken a practical approach to educator wellness by developing the [**Educator Wellness Toolkit**](https://www.in.gov/health/dnpa/files/Educator-Wellness-Toolkit-Final.pdf), a resource designed to help schools and districts support the mental, emotional, and physical well-being of educators in meaningful ways. Created by the [**Indiana Department of Health**](https://www.in.gov/health/), the toolkit provides research-based guidance, reflection tools, and actionable strategies that schools can implement without needing to create entirely new systems. It addresses common stressors educators face, including workload pressure, burnout, and the challenge of balancing professional responsibilities with personal well-being. Rather than placing the responsibility solely on individual educators, the toolkit emphasizes shared responsibility across school leadership, staff, and systems. It encourages schools to assess their current practices, identify barriers to wellness, and make intentional changes that support healthier work environments. **Why this matters:** Indiana’s Educator Wellness Toolkit gives schools a clear starting point. It moves wellness from a vague concept to concrete action, helping districts normalize wellness conversations and embed them into everyday practice instead of treating them as an afterthought. ## **Addressing the stigma that keeps educators silent** In many schools, educators worry that admitting stress will be seen as weakness, a lack of professionalism, or a reason they won’t be trusted with leadership roles. So they stay quiet. They work later. They answer emails at night. They convince themselves it’s temporary—even when it’s been years. Changing this culture starts with leadership. If wellness is only discussed after a crisis, staff learn that support is conditional. But when leaders openly name stressors, protect time, and model healthy boundaries, they create psychological safety. One powerful norm schools can adopt: **We don’t reward burnout.** Not with praise. Not with extra responsibilities. Not with a culture of martyrdom. ## **What districts can do right now** Improving educator wellness doesn’t require a complete overhaul. It requires intentional choices. ### **Protect time like it’s instruction** - Guarantee uninterrupted planning time. - Avoid filling prep periods with meetings. - Plan staffing structures that reduce emergency coverage when possible. ### **Set clear communication boundaries** - Establish reasonable expectations for after-hours emails. - Use shared templates and office-hour windows. - Leaders must model these norms consistently. ### **Reduce invisible workload** Audit everything educators are responsible for outside of instruction: data entry, duplicate platforms, excessive documentation, repetitive meetings. Then remove at least one task each quarter. Make it visible. Celebrate it. ### **Build wellness into the culture** Wellness shouldn’t be limited to a single event. Consider: - peer support groups, - wellness committees with real influence, - openly shared counseling resources, - and consistent messaging that mental health is health. ### **Make it safe to ask for help** Train leaders to respond well when educators share concerns. Support sounds like: - “Thank you for telling me.” - “Let’s see what we can adjust.” - “What would help most right now?” ## **How parents and communities can support educator wellness** Families want great schools, and educator wellness is part of that goal. Support looks like: - respectful communication, - reasonable expectations for response times, - advocacy for staffing and planning time, - and recognizing that sustainable educators create sustainable schools. The most meaningful message isn’t, “You’re amazing for doing all this.” **It’s, “You deserve working conditions that make this possible.”** ## **A hopeful way forward** Educator wellness is not about lowering standards. It’s about raising the standard for how schools care for the adults who make learning possible. When educators have time to plan, space to breathe, and support that’s normalized, everyone benefits. Not because teachers should carry one more responsibility, but because healthy systems create better outcomes. **If you’re an educator:** you are not weak for needing balance. **If you’re an administrator:** start by protecting time and removing one unnecessary burden. **If you’re a parent or community member:** your advocacy matters. Start the conversation. Share this article with a colleague, leadership team, or school council. Educator wellness becomes real when it’s discussed openly—and built intentionally—into how schools operate. [SXSW EDU](https://www.youtube.com/@SXSWEDU) – [How Educator Wellness Positively Impacts Student Outcomes | SXSW EDU 2025](https://www.youtube.com/watch?v=MAiTnreNlEA) [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [Safer STEM Spaces Begin With Honest Signals](https://edcircuit.com/safer-stem-spaces-begin-with-honest-signals/) **Published:** January 20, 2026 **Author:** EdCircuit Staff **Excerpt:** Safer STEM Spaces rely on aligning modern instruction with aging classrooms, and near misses offer early signals for smarter leadership decisions. **Content:** Safer STEM Spaces start with recognizing a simple truth. Instruction has changed faster than many school buildings. Robotics, makerspaces, collaborative labs, and project based learning now fill rooms that were originally designed for quiet rows of desks. The result is not immediate failure, but subtle strain. Cords stretch across walkways, equipment crowds countertops, and students navigate spaces never intended for constant movement. These moments are called near misses, and they reveal more about infrastructure than about people. The latest episode of the[ Safer Ed Podcast](https://open.spotify.com/show/1TQUGN0IjBrDOBYpBzVcC1) explores this gap between curriculum and environment. The conversation highlights how near misses are not teacher mistakes, but system messages about space, layout, scheduling, and leadership choices. When schools listen to those messages, they gain time to adjust before small issues become serious incidents. ## **Curriculum Moves Faster Than Concrete** Educational programs evolve every year. Districts invest in new devices, new standards, and new STEM pathways. Buildings, however, change slowly. A science room constructed in the 1980s might now host engineering design, chemistry demonstrations, and computer modeling in the same period. The room passes inspection, yet struggles to support the work inside it. Compliance checks confirm that a space meets code requirements, but they rarely assess whether it aligns with modern instructional practices. Compliance is static. Teaching is dynamic. Near misses often appear where that dynamic use collides with a static design. Leaders may assume safety because no rules have been broken, while day-to-day reality tells a different story. ## **Patterns Matter More Than Single Events** One tipped cart can be dismissed. A dozen near tips in the same corner cannot. Near misses cluster in predictable places, the same storage shelves, the same narrow pathways, the same transition moments between classes. These patterns show that the problem is not attention, but design. If students repeatedly cross power cords, the layout invites risk. If materials are stacked too high, storage capacity is misaligned with enrollment. Over time, these conditions feel normal, and normalized risk becomes invisible. Until one day it does not. ## **The Complicated Promise of Flexibility** Flexibility is celebrated in modern education. Schools want rooms that serve as labs, makerspaces, and collaboration hubs. Without structure, however, flexibility creates ambiguity. Students may not know which expectations apply in a mixed-use space. Is this a chemistry lab requiring protective equipment, or a design studio encouraging movement? Transitions expose this confusion. Expectations shift faster than the room can reset, and the bell schedule becomes a safety factor. Near misses often live in those minutes between activities, when the space is asked to be two things at once. ## **Near Misses Are Not Teacher Failures** It is easy to blame individuals. Yet teachers are adapting under real constraints. They supervise, instruct, manage equipment, and maintain safety simultaneously. Improvisation becomes a survival strategy, not a preference. When leaders treat near misses as personal mistakes, they miss the system causes that created them. Space carries hidden leadership decisions. Class size, scheduling, purchasing, and storage policies all shape risk. Even supervision depends on visibility and flow. Leaders who only review floor plans rarely see how rooms function during instruction. Near misses live in movement, not on paper. ## **From Inconvenience to Data** The most productive shift occurs when schools treat near misses as information. Instead of asking who is at fault, leaders ask what the space is communicating. Renovations become targeted. Schedules account for movement. Equipment placement becomes intentional. Better questions guide these choices. What was this room designed to do? What are we asking it to do now? Where are workarounds keeping us safe? Alignment does not always require new construction. Sometimes it means adjusting class size, redesigning storage, or sequencing activities differently. Early limits are easier to address than late emergencies. ## **Building a Culture That Listens** [Safer STEM Spaces](https://sciencesafety.com/science-and-lab-safety-courses/) grow from cultures that notice small signals. Near misses do not mean a school is unsafe. They mean the school is operating at the edge of its systems. Leadership appears in the decision to examine those edges rather than ignore them. [The Safer Ed Podcast](https://edcircuit.com/safer-ed-school-safety/) invites educators, administrators, and facilities teams to view space as an active partner in learning. When curriculum and infrastructure move together, classrooms become places where innovation and safety support each other. ## **Take Action** If any of the scenarios in this conversation sound familiar, visit[ ScienceSafety.com](https://sciencesafety.com) and use the **free** [Occupancy Load Calculator](https://sciencesafety.com/free-occupancy-load-calculator-tool/). The tool helps schools understand how space, class size, and layout intersect with safety, before near misses escalate. ### **Listen to the Full Episode** The full discussion, “***[Safer STEM Spaces: When Curriculum Outpaces Infrastructure,](https://open.spotify.com/episode/34gUKpzFNbfDG54TgIiSrQ)“*** is now available on the Safer Ed Podcast. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Safer Ed **Tags:** Headline --- ### [Safer Ed: Learning From Near Misses](https://edcircuit.com/safer-ed-learning-from-near-misses/) **Published:** January 12, 2026 **Author:** EdCircuit Staff **Excerpt:** Safer Ed explores how learning from near misses in schools uncovers safety gaps and helps leaders prevent incidents before injuries occur. **Content:** **Safer Ed** begins with the moments schools rarely discuss—the near misses that almost become incidents, but quietly reveal safety risks. A cart tips but doesn’t fall. A [chemical spills](https://sciencesafety.com/product/chemical-spills-and-safety/), but no one is injured. A piece of [equipment](https://sciencesafety.com/product/science-laboratory-unit-design-and-equipment/) malfunctions, but class ends before it escalates. Because these incidents stop short of harm, schools frequently move on without discussion. Yet near misses are not meaningless. They are **early warning signals**—indicators that something in the system didn’t work as intended, even if luck or timing prevented a more serious outcome. This idea sits at the heart of Season 3’s opening episode of the [**Safer Ed Podcast**](https://open.spotify.com/show/1TQUGN0IjBrDOBYpBzVcC1), *“[Learning from Near Misses: Signals in Schools.](https://open.spotify.com/episode/3DeWnADTeArfGuLwZqqMLc?si=6da4lRuqR7KCxA5rba8vBw)”* Rather than focusing only on emergencies, the episode and this article examines how schools can use near misses to strengthen safety culture before injuries occur. ## **Why Safety Is Too Often Treated as Binary** In many schools, safety is viewed in simple terms: Either something went wrong, or it didn’t. If no one was hurt, the moment is often framed as a success. But the absence of injury does not automatically mean systems worked correctly. Near misses frequently depend on chance, quick reactions, or favorable timing—not strong planning or design. When schools only ask ***“Did anyone get hurt?”***, they miss a more important question: > **What allowed this to almost happen?** ## **What Near Misses Reveal About School Systems** When schools pause and reflect, near misses tend to expose patterns rather than isolated mistakes. These moments often reveal: - [Equipment stored](https://sciencesafety.com/product/chemical-storage-and-safety/) too high or in unsafe locations - Workspaces that are crowded or poorly designed - Time pressures that encourage rushing - Procedures that rely on memory rather than structure - Mismatches between training, expectations, and reality These conditions don’t disappear just because a spill was cleaned up or a class ended. The next group of students enters the same environment, facing the same risks. ## **Why Near Misses Go Unreported** Near misses sit in an uncomfortable middle ground. They feel serious—but not serious enough to demand attention on a busy school day. There are also cultural barriers: - Fear of blame or judgment - Concern about paperwork or compliance - Worry about being labeled unsafe - Pressure to keep schedules moving When reflection feels punitive instead of productive, silence becomes the default response. ## **Safer Ed and the Leadership Moments Most People Don’t See** The decision to pause—or to move on—is a leadership decision, even when it doesn’t feel like one. Leadership isn’t only visible during emergencies. It’s visible in what schools choose to examine and what they choose to ignore. Schools that learn from near misses shift safety from reaction to prevention and from blame to shared responsibility. Instead of asking ***“Who caused this?”***, they ask: > **“What conditions made this possible?”** That single shift changes the tone of safety conversations across a building. ## **A Simple Step Schools Can Take Immediately** One practical way to begin learning from near misses in schools is to normalize the conversation. Ask regularly: > **“What almost went wrong this week?”** When educators see that reporting leads to action—not punishment—they are more likely to speak up. Even small adjustments signal that leadership is listening and that safety matters. ## **Near Misses Buy Schools Time** Near misses are easy to ignore because they don’t demand attention. But they matter because they give schools something rare: **time**. Time to learn. Time to adjust. Time to prevent harm before someone gets hurt. Safety isn’t just about what goes wrong. It’s about what *almost* does—and what leaders choose to do next. ### **Listen to the Podcast** **Safer Ed Podcast – Season 3, Episode 1** *[Learning from Near Misses: Signals in Schools](https://open.spotify.com/episode/3DeWnADTeArfGuLwZqqMLc?si=6da4lRuqR7KCxA5rba8vBw)* [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Safer Ed **Tags:** Headline --- ### [100 Days of School: A Celebration of Progress & Possibility](https://edcircuit.com/100-days-of-school-a-celebration-of-progress-possibility/) **Published:** January 9, 2026 **Author:** EdCircuit Staff **Excerpt:** 100 Days of School marks a joyful milestone for classrooms, celebrating growth, creativity, and the small wins that add up to big learning. **Content:** **100 Days of School** is more than a date on the calendar—it’s a moment of reflection, celebration, and renewed momentum for students and educators alike. For many districts, mid-January marks this milestone, landing right when winter fatigue sets in and routines could use a spark. That’s precisely why the 100th day of instruction matters so much. It’s a chance to pause, celebrate progress, and remind students that learning is built one day at a time. Traditionally celebrated in elementary classrooms, the 100th day has evolved into a powerful opportunity across grade levels. It blends joy with learning, creativity with reflection, and structure with fun. Whether you’re counting blocks in kindergarten or reflecting on growth in middle school, this milestone invites schools to celebrate how far they’ve come—and re-energize for what lies ahead. ## **Why the 100th Day Matters** In a school year that often feels rushed, [the 100th day offers a rare moment to slow down](https://lessons4littleones.com/100th-day-of-school-ideas-treats/). Students can see tangible proof of their effort. Teachers can reflect on classroom culture, routines, and growth. And schools can reinforce a powerful message: progress happens through consistency. For younger students, 100 days feels enormous—an achievement worth celebrating. For older students, it becomes a moment to look back and recognize skill development, resilience, and improvement. Academically, socially, and emotionally, the first 100 days lay the foundation for the rest of the year. This milestone also aligns perfectly with social-emotional learning. It encourages reflection, gratitude, goal-setting, and community building—skills that matter just as much as academic standards. ## **Fun and Creative Classroom Ideas for the 100th Day** ### **1. The Power of 100 (Elementary Focus)** Classic [activities](https://www.pinterest.com/ptotoday/100th-day-of-school/) still resonate for a reason. Teachers can invite students to: - Build structures using 100 blocks, cups, or LEGO pieces - Create collections of 100 (buttons, pennies, stickers, stamps) - Write sentences using exactly 100 words - Count out 100 steps, jumps, or claps as a movement break These [hands-on activities](https://saddleupfor2ndgrade.com/100th-day-celebration/) reinforce math skills while keeping [energy high and students engaged](https://thinktv.pbslearningmedia.org/collection/100-days/). ### **2. 100 Acts of Kindness** Turn the celebration outward by focusing on empathy and community. As a class or school, aim for: - 100 kind notes written to classmates or staff - 100 compliments shared aloud - 100 acts of service tracked on a bulletin board This approach reinforces character education and helps students understand the impact of small, positive actions. ### **3. Then & Now: Growth Reflections** Reflection is powerful at any age. Encourage students to compare: - What they could do on Day 1 vs. Day 100 - How their reading, writing, or math skills have grown - How they’ve changed as learners and classmates Younger students can draw pictures. Older students can write short reflections, journal entries, or create digital slides. This reinforces growth mindset and makes learning visible. ### **4. 100 Questions, One Classroom** Invite curiosity by challenging students to generate 100 questions they still have about a subject, the world, or the year ahead. This works especially well in: - Science classrooms - Inquiry-based learning environments - Project-based units The list can fuel future lessons and remind students that learning is an ongoing journey. ## **Middle and High School: Yes, the 100th Day Still Works** While the phrase “100 Days of School” is often associated with elementary grades, older students benefit just as much from [recognition and reflection](https://www.teachstarter.com/us/blog/fun-ways-to-celebrate-100-days-of-school-us/). ### **Academic Check-Ins** Teachers can use the milestone to: - Review learning goals set at the beginning of the year - Analyze progress using data notebooks or portfolios - Set new targets for the next 100 days This keeps students invested and reinforces ownership of learning. ### **Career and Future Connections** Ask students to reflect on: - 100 skills they’re developing for the future - 100 habits that contribute to success - 100 things they’ve learned that apply beyond school These conversations help students connect classroom learning to real-world outcomes. ## **School-Wide Celebrations That Build Culture** The 100th day doesn’t have to stay inside individual classrooms. Schools can create shared moments that strengthen community. Ideas include: - Dressing like you’re 100 years old (or from the future) - A school-wide “100 Wall” highlighting achievements - 100-second announcements featuring students and staff - 100 favorite books, songs, or moments shared across grades These simple activities build connection and remind everyone that learning is a collective effort. ## **A Reset Button for Teachers, Too** For educators, the 100th day is also a moment to breathe. The first stretch of the year often includes new curricula, new students, evolving technology tools, and constant adjustment. Reaching Day 100 is an accomplishment. It’s a chance to ask: - What’s working well in my classroom? - What routines or strategies need adjusting? - How can I finish the year strong—without burning out? Celebrating this milestone alongside students reinforces a shared sense of accomplishment and purpose. ## **Why This Moment Matters Right Now** In a year shaped by change, uncertainty, and evolving expectations, moments of joy and recognition matter more than ever. The 100th day of school reminds us that education isn’t defined by a single test, policy, or headline—it’s built through daily effort, relationships, and resilience. Whether it’s counting to 100, reflecting on growth, or simply taking time to celebrate, this milestone reinforces a powerful truth: learning adds up. ## **Looking Ahead to the Next 100 Days** As classrooms move beyond the midpoint of the year, the energy from the 100th day can carry forward. It sets the tone for perseverance, curiosity, and confidence—exactly what students need for the months ahead. Because in education, progress isn’t always loud or flashy. Sometimes, it looks like showing up—100 days in a row—and believing that each day matters. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [CES 2026 and the Quiet Evolution of EdTech](https://edcircuit.com/ces-2026-and-the-quiet-evolution-of-edtech/) **Published:** January 9, 2026 **Author:** EdCircuit Staff **Excerpt:** CES 2026 highlights how AI, smart play, wearables, and companion technologies are shaping the future of edtech, student support, and classroom learning. **Content:** [**CES 2026**](https://www.ces.tech/), held each January in Las Vegas, offers a glimpse into where technology is headed. While education technology was not positioned front and center, the signals for educators and education leaders were unmistakable. Rather than unveiling traditional classroom tools, CES 2026 highlighted **platforms, devices, and experiences that are likely to influence how students learn as they are adapted for educational use**. The most important education signals were embedded inside broader consumer innovations: artificial intelligence, smart play, wearables, robotics, and immersive interaction. The takeaway for education is clear: **the next wave of edtech will not arrive neatly labeled “for schools.”** ## **AI Learning Tools Move From Supplemental to Foundational** Artificial intelligence dominated CES 2026, but what stood out for education was not novelty — it was **integration**. Education-adjacent platforms demonstrated how AI is becoming contextual, conversational, and embedded into everyday workflows. Rather than focusing on drill-and-practice or test preparation, these systems emphasized: - Personalized explanations and pacing - Audio-first learning formats - Real-time summaries and reinforcement - Learner support that adapts to individual needsCES 2026 Companies such as [Think Academy](https://www.thethinkacademy.com/) showcased AI-driven learning tools that blend academic support with broader learner engagement, reinforcing a shift toward more holistic educational experiences. At the platform level, Google highlighted [Gemini-powered content](https://gemini.google/overview/video-generation/) capabilities that point toward AI-generated lesson summaries, audio learning modules, and embedded instructional support — tools designed to assist teachers rather than replace them. For classrooms, this signals a future where educators guide instruction and context, while AI supports personalization, feedback, and access. ## **Smart Play and Hands-On STEM Take a Leap Forward** One of the most compelling education-adjacent trends at CES 2026 came from the evolution of **smart physical play**. Interactive building systems demonstrated how physical materials can now respond dynamically through sensors, lights, sound, and software integration. The[ LEGO Group](https://www.lego.com/en-us/aboutus/news/2026/december/lego-smart-play-announcement), for example, showcased advancements in smart play platforms that blend tactile construction with digital feedback. For schools investing in STEAM, maker spaces, and project-based learning, these tools reinforce an important lesson: **the future of learning is not screen-only**. Physical-digital hybrids support collaboration, design thinking, and kinesthetic learning in ways traditional software cannot. ## **Wearables and Personal AI as Learning Companions** CES 2026 also featured a surge in **AI-powered wearables and personal companion devices**. While primarily consumer-focused, their implications for learning are increasingly visible. Devices such as [**Plaud NotePin**](https://www.plaud.ai/products/notepin), an AI-enabled wearable designed to capture and summarize conversations, demonstrate how personal AI tools may eventually support learning **if adapted within appropriate educational frameworks**, including: - Note-taking and lecture capture - Study organization and review - Memory reinforcement - Executive function support In education, these technologies raise important questions around privacy, equity, and appropriate use — but they also hint at future supports for learners who struggle with traditional academic structures. ## **Robotics, Interaction, and the Next Generation of STEM** Robotics remained a strong presence at CES 2026, with a noticeable shift away from novelty and toward **purposeful interaction**. Many platforms emphasized human–machine collaboration, adaptability, and real-world application. While most demonstrations targeted consumer or enterprise markets, the underlying technologies align naturally with education — particularly in advanced STEM and career-technical pathways. As robotics, automation, and AI continue to converge, schools will increasingly be tasked with preparing students not just to use technology, but to **understand, design, and ethically engage with it**. Robotics is increasingly aligned with workforce preparation goals, especially in engineering, manufacturing, and applied sciences. ## **What CES 2026 Tells Educators About the Road Ahead** While CES 2026 included notable **EdTech Innovation Awards honorees**, the show’s strongest education signals came from broader AI, wearables, and smart-play platforms that will likely flow into classrooms over time. Three signals stand out: 1. **AI is becoming invisible**, embedded into tools rather than marketed as a standalone feature. 2. **Learning is expanding beyond screens**, blending physical, digital, and experiential environments. 3. **Personalized technology is accelerating**, increasing both opportunity and responsibility for schools. For district leaders, educators, and edtech developers, CES 2026 reinforces a familiar truth: innovation will continue — but **intentional adoption, strong pedagogy, and ethical frameworks will determine its impact**. ## **Why This Matters for Schools Now** The technologies showcased in Las Vegas may not appear in classrooms tomorrow. But they will influence the platforms, devices, and expectations schools encounter over the next three to five years. CES 2026 reminds us that the future of education will be shaped not only by edtech companies, but by **broader technology ecosystems** — and schools that understand those signals early will be better positioned to lead rather than react. **[CNN](https://www.youtube.com/@CNN) – [The coolest tech at CES 2026](https://www.youtube.com/watch?v=zmuRmVAu324)** **edCircuit Note:** *Products referenced reflect CES 2026 demonstrations and early-stage platforms and should not be interpreted as classroom endorsements or procurement recommendations****.*** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [AI in the Classroom: How Teachers Can Lead Responsibly](https://edcircuit.com/ai-in-the-classroom-how-teachers-can-lead-responsibly/) **Published:** February 4, 2026 **Author:** EdCircuit Staff **Excerpt:** AI in the classroom works best when teachers lead—modeling responsible use, guiding students, and ensuring AI enhances learning without replacing educators. **Content:** AI in the classroom is no longer a future concept—it is a present reality. Students encounter AI-powered tools through search engines, writing platforms, study aids, and creative software long before schools formally introduce them. For many students, the classroom becomes their *first guided experience* with artificial intelligence. That reality places teachers in a pivotal role—not as gatekeepers or enforcers, but as mentors who shape how AI is understood, used, and trusted. AI can assist teachers in[ meaningful ways](https://www.indwes.edu/articles/2025/09/how-ai-is-revolutionizing-lesson-plan-design-for-teachers), from lesson design to differentiated support. But it cannot—and should not—replace the professional judgment, relationships, and instructional expertise that define effective teaching. When used intentionally, AI becomes a support system rather than a substitute. The difference lies in how educators frame it, model it, and integrate it into everyday learning. ## **AI as a Teaching Assistant, Not a Replacement** One of the most important messages teachers can communicate is straightforward: AI is a tool, not a teacher. It can generate ideas, rephrase explanations, or organize information—but it cannot understand context, emotion, or student growth in the way an educator can. Teachers remain responsible for interpreting student needs, making instructional decisions, evaluating learning with nuance, and building classroom culture. AI may accelerate certain tasks, but it cannot replicate professional judgment or human connection. When educators position AI alongside familiar tools—such as calculators, spell-checkers, or reference materials—students learn to see it as one input among many, not an authority or shortcut. This framing is especially important for students encountering AI for the first time, who may otherwise assume AI-generated responses are always accurate or complete. ## **How AI Can Assist Teachers Day to Day** For many educators, AI’s greatest value lies in reducing time spent on repetitive or administrative work, allowing more focus on instruction, feedback, and relationships. **Lesson Planning Support** [AI can help brainstorm](https://aidemia.co/app.php) lesson outlines, generate discussion questions, or suggest alternative explanations for challenging concepts. Teachers remain the editors, selecting what aligns with standards, students, and instructional goals. **Differentiation and Accessibility** Teachers can use AI to adjust reading levels, reword instructions, or provide multiple examples for diverse learners. This supports accessibility [without requiring educators to recreate materials from scratch](https://app.diffit.me/#topic). **Formative Assessment and Feedback** AI can assist in[ drafting rubrics](https://learning.northeastern.edu/aitips-working-to-create-a-rubric/), suggesting feedback language, or identifying trends in student responses. The teacher still evaluates learning and determines next steps. **Time Management and Communication** From organizing instructional materials to drafting family communication, AI can reduce behind-the-scenes workload that often contributes to burnout. In every case, AI supports professional expertise rather than replacing it. ## **Teachers as the First Model of Responsible AI Use** For many students, the classroom is the first place they are shown *how* to use AI responsibly. That makes teachers the most influential voice in shaping AI habits—not warning banners, filters, or detection tools. When educators model responsible AI use, they demonstrate how to write thoughtful prompts, evaluate AI-generated responses, identify errors or missing context, and treat AI output as a draft rather than a finished product. For example, a teacher might show students an AI-generated explanation and then walk through how they revised it—correcting inaccuracies, improving clarity, and aligning it to learning goals. That moment reinforces critical thinking while making AI use transparent and intentional. ## **Teaching Students to Think *With* AI, Not Around It** A productive shift in classrooms is moving from “Can students use AI?” to “How should students think alongside AI?” Teachers can guide students to ask better questions instead of copying answers, compare AI output with trusted sources, identify bias or oversimplification, and reflect on how AI influenced their thinking. These practices align naturally with instructional goals such as analysis, evaluation, and metacognition. AI becomes a tool for deeper learning—not a shortcut around it. Framing AI use as a literacy skill also helps. Just as students learn how to research, cite sources, and evaluate online information, they must learn how to interpret and contextualize AI-generated content. ## **Why Districts Still Need an AI Handbook** While classroom practice should not feel like a policy exercise, clarity matters. Teachers benefit when districts provide an AI handbook that outlines shared expectations, definitions, and guardrails. A well-designed AI handbook supports educators by clarifying acceptable classroom use, establishing consistent language across grade levels, reducing uncertainty, and reinforcing responsible use without fear-based messaging. This guidance is not about restriction—it is about alignment. When districts provide clear reference points, teachers can focus on instruction rather than interpretation. ## **Addressing Common Teacher Concerns** Concerns about originality, overreliance, or academic integrity are valid. But avoidance rarely prepares students for the reality they already face. Teachers who address AI openly can design assignments that emphasize process and reflection, ask students to explain how they used AI, require revisions that demonstrate understanding, and use discussion to unpack the strengths and limitations of AI-generated work. These approaches reinforce learning while acknowledging that AI is already part of students’ lives. ## **Keeping Humans at the Center of Learning** Teaching is inherently relational. AI cannot replace encouragement, curiosity, empathy, or mentorship. It cannot read the room, build trust, or respond to a student’s emotional needs. When teachers lead AI integration thoughtfully, they send a powerful message: technology exists to support human learning—not replace it. Students don’t just learn *with* AI in these classrooms. They learn how to use it responsibly, ethically, and reflectively—skills that extend far beyond school. ## **A Positive Path Forward** [AI in the classroom does not diminish the role of educators—it elevates it](https://www.toddleapp.com/learn/blog-post/ai-in-education-enhancing-the-role-of-teachers-not-replacing-them/). Teachers are the guides who help students navigate powerful tools with care, context, and purpose. When used intentionally, AI enhances instruction, supports teachers, and prepares students for a future where critical thinking matters more than automation. The most effective classrooms will not be driven by algorithms, but by educators who ensure that humanity, judgment, and learning always come first. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Educators, Hot Topics - controversial **Tags:** Headline --- ### [How AI Supports Student Behavior in Schools](https://edcircuit.com/how-ai-supports-student-behavior-in-schools/) **Published:** January 28, 2026 **Author:** EdCircuit Staff **Excerpt:** AI student behavior tools are helping schools improve consistency, manage meltdowns, and reinforce positive behavior—while keeping educators at the center. **Content:** AI student behavior support is reshaping how schools respond to behavioral challenges, helping educators act with greater consistency, empathy, and effectiveness. For decades, managing student behavior has relied on observation, instinct, and fragmented documentation. Teachers tracked patterns in notebooks. Counselors relied on referrals and anecdotes. Administrators reacted after problems escalated. Parents were often brought in late, with limited context. Students—especially those with emotional or behavioral needs—experienced uneven expectations and inconsistent responses. Artificial intelligence is beginning to change that dynamic—not by replacing human judgment, but by strengthening it. Today, AI-powered systems help schools identify patterns earlier, respond more consistently, reinforce positive behavior appropriately, and de-escalate situations before they become crises. When implemented thoughtfully and ethically, AI becomes a powerful support tool for teachers, counselors, families, and students alike. ## **Why Behavior Management Has Been So Difficult to Get Right** Student behavior is complex. It reflects emotional regulation, trauma, learning differences, home environment, peer relationships, and school culture. Even experienced educators struggle with: - Inconsistency across classrooms or staff - Delayed intervention due to limited visibility - Over-reliance on punitive measures - Fragmented communication among stakeholders Strong evidence-based frameworks already exist to help schools address these challenges. Guidance such as the Utah State Board of Education’s [**Evidence-Based Interventions for Student Behavior Support** ](https://schools.utah.gov/schoolsafetyandstudentservices/pdfs/EvidenceBasedInterventionsforStudentBehaviorSupport.pdf)outlines proactive strategies—including antecedent supports, positive reinforcement, and progress monitoring—that help prevent escalation and support student success. Behavior data often exists—but it lives in silos. Office referrals, classroom notes, counseling logs, and family communication rarely connect in real time. AI’s greatest contribution is not automation—**it is connection**. ## **How AI Is Improving Consistency Across Classrooms and Schools** Consistency is one of the most powerful [benefits of AI student behavior management](https://schoolai.com/blog/best-practices-using-ai-support-classroom-behavior). AI systems analyze behavior data across classrooms, grade levels, and time periods to surface patterns educators may not see in isolation. For example: - A student labeled “defiant” in one class may show anxiety-related behaviors during unstructured transitions. - Behavior incidents may spike during schedule changes or testing windows. - Certain strategies may work well for specific student profiles but not others. By surfacing these insights, AI helps schools align responses. Teachers receive guidance grounded in evidence. Counselors recommend strategies with a higher likelihood of success. Administrators ensure policies are applied equitably. Consistency does not mean rigidity—it means fairness, predictability, and trust. ## **Supporting Appropriate Rewards and Positive Reinforcement** Effective behavior management is not only about addressing challenges—it is about recognizing growth. AI-supported systems help schools move beyond generic incentives toward more meaningful positive reinforcement by: - Tracking positive behaviors across settings - Identifying which rewards motivate individual students - Ensuring recognition is equitable across demographics and needs For students with behavioral challenges, timely reinforcement matters. AI helps educators notice and celebrate progress that might otherwise go unseen, reinforcing growth rather than focusing solely on correction. ## **Helping Manage Meltdowns and Emotional Escalation** One of the most impactful uses of AI is supporting emotional regulation and de-escalation. AI does not diagnose emotions. Instead, it identifies **early warning signals** by analyzing patterns such as increased minor incidents, disengagement, or repeated visits to support spaces. **Scenario:** Consider a middle school student who experiences frequent emotional meltdowns during class transitions. Individually, these incidents appear unrelated. Over time, AI-supported analysis reveals a clear pattern: unstructured transitions are the trigger. With that insight, educators intervene earlier—adding structured transition support, scheduling a brief check-in, or adjusting expectations. Instead of reacting after a crisis, the school responds with intention and care. For students, this reduces shame and fear. For staff, it replaces reactive discipline with proactive support. ## **How Teachers Are Using AI in Daily Practice** In classrooms, AI-powered tools help teachers spend less time documenting and more time teaching. Teachers use AI to quickly log observations, receive de-escalation suggestions, and track progress toward individualized goals. These tools do not replace professional judgment; they provide timely insights that help educators respond with greater consistency and confidence. **Scenario:** In an elementary classroom, a teacher notices that a student with ADHD responds inconsistently to traditional behavior charts. AI-supported tracking shows that immediate verbal praise is far more effective than delayed rewards. The teacher adjusts her approach, reinforcing behavior in the moment. Engagement improves—and disruptions decrease. For new teachers or substitute staff, AI also supports continuity by helping maintain clear expectations even as classroom dynamics shift. ## **The Role of Counselors and Support Staff** Counselors, social workers, and psychologists often manage complex needs across many students. AI helps shift their work from reactive case management to strategic, preventative support. With longitudinal visibility, counselors can identify early warning signs, coordinate interventions across classrooms, and evaluate which strategies are producing meaningful results. This data-informed approach strengthens multidisciplinary collaboration and ensures students receive support before challenges escalate. ## **Engaging Parents and Caregivers More Effectively** AI student behavior management also improves family communication. Instead of hearing only after serious incidents, families can receive consistent updates on progress and growth, with context that explains patterns rather than isolated events. AI-supported systems help align expectations across home and school, strengthening partnerships that benefit students. ## **Empowering Students Through Self-Awareness** In age-appropriate ways, AI tools can help students build self-regulation and reflection skills by: - Tracking personal behavior goals - Identifying emotional triggers - Recognizing progress over time This supports student agency and aligns with social-emotional learning goals. When students understand their own patterns, they are better equipped to manage challenges independently. ## **Ethical Use, Privacy, and Human Oversight** Responsible implementation is essential. Federal guidance has long emphasized the importance of understanding *why* student behaviors occur before responding to them. Guidance from the **U.S. Department of Education** on using[ Functional Behavioral Assessments (FBAs)](https://sites.ed.gov/idea/idea-files/using-functional-behavioral-assessments-to-create-supportive-learning-environments/) reinforces that behavior support should be individualized, evidence-based, and focused on creating supportive learning environments rather than relying on punitive discipline. AI-supported tools can complement this work by helping educators identify patterns and trends more efficiently—while keeping assessment, interpretation, and intervention decisions firmly in human hands. Effective AI student behavior support requires strong privacy protections, transparency with families, clear limits on data use, and ongoing human oversight. AI should never label, stigmatize, or predict outcomes without context. It must support—not replace—professional judgment and relationships. ## **From Reaction to Prevention** The most significant shift AI enables is philosophical. Schools are moving from punishment to prevention, from isolated incidents to patterns, and from reactive discipline to proactive care. AI helps connect data, people, and interventions—making prevention possible at scale. ## **Looking Ahead** AI student behavior management is not a shortcut, nor a standalone solution. Its value lies in how it supports the people closest to students—teachers, counselors, administrators, and families. As schools explore these tools, success will depend on thoughtful implementation: clear policies, strong privacy protections, professional development, and a shared commitment to using data with empathy. When paired with strong relationships and a supportive school culture, AI can help schools move from reaction to prevention—creating environments where students feel understood, supported, and capable of growth. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [School Leadership Teams and the Culture They Create](https://edcircuit.com/school-leadership-teams-and-the-culture-they-create/) **Published:** January 7, 2026 **Author:** EdCircuit Staff **Excerpt:** Discover how effective school leadership teams shape positive school culture, align staff, and bridge district vision with daily classroom realities. **Content:** School leadership teams are the [heartbeat of a building](https://www.hmhco.com/blog/how-to-create-a-positive-school-culture?srsltid=AfmBOorfH_ZPkwXtyJGiXHk-xpHR9uUIUsx1b49utbmulowwBK6rS7Q2). They connect district vision with daily classroom reality, and when they are strong, the school feels steady, supported, and aligned. This is the story of how a leadership team grows, how it works, and why it shapes the culture students and staff live in every day. ## **The Principal’s First Big Move** When a new principal steps into a building, they carry more ideas than hours in the day. But one job rises to the top fast. They need the right people around them. That was the case for Principal Torres. The building she entered had capable teachers, but the energy felt scattered. Staff worked hard, but not together. District initiatives were arriving faster than anyone could keep up with. The school needed a place where voices could meet and decisions could land. So she started building the leadership team. She didn’t choose the loudest voices or only veteran teachers. Instead, she paid attention during the first weeks. Who asked thoughtful questions? Who noticed student behavior trends? Who saw how decisions affected people who weren’t in the room? Her final group included a third-year teacher who was trusted by students, a calm veteran who understood the building’s unwritten rules, the instructional coach, two grade-level leads, and the counselor who kept a finger on the emotional pulse of the school. Torres didn’t need a committee. She needed a crew. And she had one. ## **Where District Direction Meets Building Reality** Every district has a strategic plan. It might focus on literacy growth, equity work, student behavior, or instructional consistency. But a plan only becomes culture when it survives contact with real classrooms. That bridge is the leadership team’s job. In Torres’s district, a new behavior framework was rolling out. On paper it was clean and structured. Building expectations, reinforcement systems, clear tiers of support. The district held trainings and sent resources. But in her school, the day-to-day behavior challenges were tied to things the district couldn’t see from afar. Students were transitioning between specials with inconsistent expectations. Some teachers were unclear on consequences. Lunch routines were chaotic because the cafeteria schedule clashed with staffing patterns. In their first leadership meeting, Torres laid out the district’s plan and then asked the team what no district document could: “What’s going to break first if we try to roll this out as written?” The team didn’t hesitate. The counselor pointed out that students coming from recess needed a different set of routines than those coming from the library. One teacher noted that the system would fall apart if a common language wasn’t set building-wide. Another warned that if they didn’t start with hallway behavior, nothing else would stick. The district gave the “what.” The leadership team shaped the “how.” They adjusted the order of rollout, created a visual guide with kid-friendly language, set common scripts for transition reminders, and planned grade-level supports for the first month. When teachers received the plan, it felt doable because it fit *their* building, *their* students, and *their* routines. This is the quiet power of a leadership team. They make change livable. ## **The Culture Work No One Sees on Paper** Most [culture work is invisible](https://medium.com/@dr.shannonsjennings/warning-90-of-your-culture-is-invisible-and-its-running-the-show-52f0b51a7dae). But its effects are unmistakable. Strong leadership teams influence culture through dozens of quiet decisions: ### **1. They shape what is recognized** They choose to highlight growth, collaboration, kindness, and consistency, not only test scores or flashy moments. Staff follow what leaders celebrate. ### **2. They keep communication aligned** One clear message builds stability. Five different versions erode trust. Leadership teams protect clarity. ### **3. They intervene early** They notice patterns before they become problems: rising referrals, exhausted teams, confusing expectations, or shifts in student behavior. Early action protects morale. ### **4. They give teachers a real voice** Teachers who feel heard invest more deeply. Leadership teams provide that channel and ensure feedback turns into action, not just notes on a page. These actions don’t show up in a strategic plan, but they shape the tone of a school. ## **A School Without a Strong Leadership Team** Imagine a building without one. A principal tries to manage everything. District plans arrive, but no one translates them. Communication feels scattered. Staff debate expectations because nothing feels consistent. The building reacts instead of leads. Teachers feel isolated. Families sense the instability. Students experience shifting boundaries from classroom to classroom. The principal becomes the bottleneck. The culture becomes uneven. The work becomes exhausting. The difference between a strong building and a struggling one often comes down to one structure: a functioning leadership team that spreads leadership instead of hoarding it. ### **The Inner Workings of Strong School Leadership Teams** Leadership teams that thrive share a few core traits. ### **1. Roles are clear** Everyone knows their lane. Decisions move smoothly. ### **2. Debate is healthy** Members push back, question assumptions, and refine decisions. This strengthens outcomes and removes blind spots. ### **3. Follow-through is reliable** When the team commits to something, it happens. Teachers trust leaders who deliver consistently. ### **4. Ownership is collective** Once a decision is made, the team stands behind it together. Mixed messaging disappears. These traits keep a building steady even when the year gets unpredictable. ## **How School Leadership Teams Shape Staff Culture** ### **1. They reduce uncertainty** Clear expectations lower stress. Staff can focus on teaching, not decoding shifting expectations. ### **2. They make the building feel connected** Teachers know who to approach with questions. They feel supported instead of alone. ### **3. They model adult behavior students benefit from** When leaders collaborate well, teachers follow their lead. Students benefit from that aligned adult community. ### **4. They anchor morale** In tough months, a strong team shields the building from chaos and helps staff stay steady. ## **The Student Experience: The True Measure** If you walk into a school with a strong leadership team, you can feel it before anyone explains it. Students move with purpose. Transitions have a rhythm. Classrooms feel calm. Expectations match from room to room. Adults respond instead of reacting. One fourth grader once told Torres, “This year feels easier because everyone knows what to do.” She didn’t know why. She didn’t need to. Students rarely see the leadership team meetings, the planning documents, or the debates. But they feel the results every day. Culture is not for adults. It is built by adults for kids. And when leadership is distributed well, the student experience becomes smoother, safer, and more predictable. ## **A Stronger Close: The Real Impact** Leadership teams are not committees. They are the core of how a school becomes the place students deserve, and teachers thrive in. They make district initiatives workable. They steady the building. They give teachers a voice. They shape culture from the ground up. A principal can guide a school, but a leadership team lifts it. When that team is thoughtful, balanced, and committed, the school grows stronger than any single leader could make it alone. Students feel it. Families notice it. Staff lean into it. A strong leadership team doesn’t just support school culture. It **creates** it. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [Deepfakes in Schools: The New Cyberbullying Crisis](https://edcircuit.com/deepfakes-in-schools-the-new-cyberbullying-crisis/) **Published:** January 22, 2026 **Author:** EdCircuit Staff **Excerpt:** Deepfakes in schools are driving a new wave of cyberbullying, harming student mental health and forcing districts to confront urgent safety gaps. **Content:** [Deepfakes](https://www.gao.gov/assets/gao-20-379sp.pdf) in schools are no longer an abstract concern for educators. The substitute teacher has been in the classroom for less than ten minutes when she notices it. A cluster of students huddled around a Chromebook. Laughing too loudly. Phones angled toward the screen. When she walks over, the laughter stops. What she sees makes her pause. On the screen is an explicit image of a woman. The face looks familiar. Too familiar. It takes a moment to register why. It’s hers, or at least it looks like her. The body is not real. The image was generated using artificial intelligence, stitched together from a Facebook photo pulled online and shared across group chats before the day even started. By the time the front office is alerted, the image has already spread well beyond that classroom. This is no longer a hypothetical scenario. Versions of this moment are unfolding in schools across the country, and increasingly, the targets are students, teachers, and school staff alike. Deepfakes in schools have become one of the[ most disruptive and damaging forms of cyberbullying](https://coe.tcu.edu/news/2025/deepfakes-reshape-cyberbulling-sergio-alexander.php), combining artificial intelligence, sexual exploitation, and peer cruelty in ways that directly threaten student mental health, school safety, and trust in educational systems. ## **What deepfake bullying looks like in schools today** Deepfake cyberbullying differs from earlier forms of online harassment because it fabricates something that looks like proof. An image. A video. A voice recording. Content that appears real long enough to cause lasting harm. In school communities, this often includes: - AI-generated sexual images created from real student or staff photos - Face-swapped videos falsely depicting sexual behavior, drug use, or criminal acts - Synthetic audio clips imitating a student’s or educator’s voice - Rapid distribution through private group chats, backup accounts, and direct messages The barrier to entry is low. Many tools are easy to access and require little technical skill. A single yearbook photo or social media post can be enough to generate content that spreads faster than adults can intervene. ## **Deepfakes in Schools: A real case schools should be paying attention to** In late 2025, [**Associated Press** ](https://apnews.com/article/school-deepfake-nude-ai-cyberbullying-0ead324241cf390e1a7f3378853f23cb)reported on a case in Louisiana that drew national attention. A high school student learned that classmates had used an AI “nudify” app to create and circulate a fake nude image of her. Although the image was fabricated, the harm was real. When the student confronted those responsible, she was disciplined and ultimately removed from school. The students who created and shared the image faced limited consequences. The case exposed a critical gap. Many school discipline systems were not designed to address AI-generated abuse. When policies fail to account for synthetic media, responses can unintentionally punish the targeted student rather than protect them, deepening trauma and eroding trust. ## **The mental health impact is severe and distinct** Cyberbullying has long been linked to anxiety, depression, school avoidance, and increased risk of self-harm. Deepfake bullying intensifies these effects in several ways. **Identity violation** Deepfakes manipulate a person’s likeness in ways that feel invasive and deeply personal. For students, this can trigger intense shame, fear, and a sense that their identity has been taken from them. **Loss of control and permanence** Even when content is removed, students know copies can exist indefinitely. The fear that an image could resurface at any moment creates ongoing stress and hypervigilance. **Inescapable exposure** Unlike harassment that stays online, deepfake bullying follows students into classrooms, hallways, buses, and extracurricular spaces. School becomes the place where the harm is silently replayed. **Institutional betrayal** When adults minimize the incident because the content is “fake,” delay intervention, or discipline students for emotional reactions, students experience a second injury. Trust in the system breaks down. These responses align with trauma reactions, not misconduct. When schools fail to recognize this, distress is misinterpreted as defiance. ## **This is also a cybersecurity and safety issue** Deepfake incidents involve unauthorized image manipulation, mass digital distribution, and, in some cases, content that may meet legal definitions related to sexual exploitation of minors. Schools need clear procedures for: - Preserving digital evidence without further spreading harm - Coordinating platform reporting and takedown requests - Protecting student privacy - Knowing when incidents rise to the level of legal involvement Treating deepfake abuse as “student drama” rather than digital harm exposes districts to serious legal, ethical, and reputational risk. ## **Deepfakes in Schools: The scale of the problem is accelerating** The growth of AI-generated abuse is no longer anecdotal. According to the [**National Center for Missing and Exploited Children**, reports](https://www.missingkids.org/blog/2025/the-deepfake-dilemma-new-challenges-protecting-students-confidentiality) of AI-generated child sexual abuse images submitted to its CyberTipline increased from **4,700 in 2023** to **more than 440,000 in just the first six months of 2025**. That surge reflects both the rapid spread of generative AI tools and how quickly they are being misused in ways that directly affect children and adolescents. Schools are not insulated from this trend. They are often where the consequences surface first. ## **Laws are changing, but schools cannot wait** Lawmakers across the country are moving to address the misuse of generative AI. According to the [**National Conference of State Legislatures**](https://www.ncsl.org/state-legislatures-news/details/as-ai-tools-become-commonplace-so-do-concerns), by 2025, at least half of U.S. states had enacted legislation addressing the creation and distribution of AI-generated images and audio, including laws targeting simulated child sexual abuse material. Enforcement is no longer theoretical. Students have faced prosecution in states such as Florida and Pennsylvania. Schools in states including California have expelled students involved in deepfake abuse. In Texas, a fifth-grade teacher was charged after allegedly using AI tools to create child sexual abuse material involving students. The legal landscape is shifting quickly, and schools that fail to update policies and training risk being caught unprepared when incidents escalate beyond campus. ## **Why current school policies fall short** Most bullying and harassment policies were written for an earlier digital era. They focus on intent, repetition, and direct communication. Deepfake bullying often does not fit those categories. The harm can occur: - Without repeated actions by the same individual - Without direct confrontation - Before administrators are even aware content exists Without explicit policy language addressing AI-generated and manipulated media, responses become inconsistent and reactive. ## **What districts and states must do now** This issue cannot be managed classroom by classroom. System-level leadership is required. Districts and states should lead by: - Updating policies to explicitly address AI-generated images, video, and audio - Establishing response protocols that prioritize victim protection and evidence preservation - Providing trauma-informed mental health supports without disciplinary bias - Training staff on recognizing and responding to synthetic media abuse - Engaging families and community partners before crises occur ## **Deepfakes in Schools: The responsibility ahead** The rise of deepfake bullying is not simply a student behavior issue. It is a test of leadership. Artificial intelligence is already embedded in the lives of young people. Waiting for another incident, another lawsuit, or another headline is not caution. It is avoidance. The responsibility of education systems is clear: ensure schools are places of protection, accountability, and care in a rapidly changing digital world. The question facing education leaders is no longer whether deepfakes will reach your community. It is whether your system will be ready to respond when they do. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [Over 50 Years of IDEA: Impact on Educators and Families](https://edcircuit.com/over-50-years-of-idea-impact-on-educators-and-families/) **Published:** January 26, 2026 **Author:** EdCircuit Staff **Excerpt:** More than 50 years after its passage, IDEA continues to shape education for students with disabilities, their families, and the educators who serve them. **Content:** In 2025, the[ Individuals with Disabilities Education Act](https://www.ed.gov/laws-and-policy/individuals-disabilities/idea) reached its 50th anniversary, marking a defining moment in the history of American public education. As schools move through 2026, that milestone is no longer just a celebration of the past. It is a reminder that IDEA remains an active force in classrooms across the country, shaping how students are taught, how families engage with schools, and how educators approach their work. ## **A milestone that still shapes education** [Passed in 1975 as the Education for All Handicapped Children Act](https://www.ebsco.com/research-starters/education/education-all-handicapped-children-act-1975), IDEA established a clear civil right: children with disabilities are entitled to a free appropriate public education. At the time, this idea was far from universal. Millions of children were excluded from public schools altogether or placed in segregated settings with limited academic instruction. Families often had little say, and educators had few tools or expectations for serving these students. More than 50 years later, IDEA stands as[ one of the most influential education and civil rights laws in U.S. history](https://www.advocacynetwork.org/how-the-idea-act-of-1975-transformed-education-and-inclusion-in-the-united-states). Its legacy is not confined to legal language or compliance checklists. It lives in daily classroom practice, in family-school partnerships, and in the expectations society holds for students with disabilities. ## **What education looked like before IDEA** Before IDEA, access to education for students with disabilities depended largely on where a child lived and how a school district chose to operate. [Many states permitted schools to deny enrollment](https://www.gonzaga.edu/news-events/stories/2025/6/2/the-law-that-transformed-disability-educati) to children with physical, intellectual, emotional, or learning disabilities. Others placed students in separate facilities that emphasized supervision over instruction. There were no consistent standards for identifying disabilities, providing services, or measuring progress. Students were often labeled and tracked without meaningful evaluation. Families were informed of decisions after they were made, not included in the process. Educators who wanted to help often lacked guidance, training, or resources. This system left countless children without opportunities to learn, socialize, or prepare for adult life. IDEA fundamentally challenged that reality by declaring that education is a right, not a privilege. ## **How IDEA changed outcomes for students** For students with disabilities,[ IDEA opened doors](https://www.congress.gov/crs-product/R48068) that had long been closed. One of the law’s most significant contributions was the requirement that schools identify and evaluate students who may need special education services. This ensured that students were no longer overlooked or dismissed as incapable of learning. IDEA also introduced the[ Individualized Education Program](https://www.parentcenterhub.org/iep-overview/), or IEP, which shifted the focus from disability labels to individual needs and goals. The IEP changed how education worked. Instruction became intentional. Goals were measurable. Progress had to be monitored and reported. Students were no longer expected to fit into a one-size-fits-all system. Instead, schools were required to design instruction around the learner. Over time, IDEA also strengthened the principle of educating students in the least restrictive environment. This encouraged greater inclusion in general education classrooms, with appropriate supports and services. As expectations rose, outcomes improved. Many students with disabilities now earn diplomas, pursue postsecondary education, and transition into employment and independent living. These changes did not happen overnight. They are the result of decades of advocacy, professional growth, and sustained commitment to IDEA’s core principles. ## **A new role for families** IDEA transformed not only how students are educated, but also how families engage with schools. Before the law, parents were often excluded from decision-making. IDEA recognized families as essential partners by granting them clear rights and protections. Parents gained the ability to participate in meetings, review records, consent to evaluations, and challenge decisions they believed did not serve their child’s best interests. This shift gave families a stronger voice and greater confidence. Parents became collaborators in setting goals and monitoring progress. Many learned to navigate educational systems, understand instructional strategies, and advocate effectively for services and supports. The partnership between families and schools has not always been simple. Disagreements still occur, and navigating special education can be complex. Yet IDEA created a structure that values transparency, communication, and shared responsibility. For many families, that structure has made education more predictable, more accountable, and more humane. ## **How IDEA reshaped the work of educators** IDEA also brought lasting change to the profession of education. Teachers today are expected to serve a wide range of learners with diverse needs. IDEA formalized that expectation and provided a framework for meeting it. Special education teachers developed specialized expertise in assessment, individualized instruction, data collection, and compliance. General education teachers took on shared responsibility for students with disabilities, often working closely with specialists and support staff. As a result, collaboration became central to teaching. Educators learned to plan together, adjust instruction, and use data to inform decisions. Many adopted new strategies such as differentiated instruction, co-teaching, and universal design for learning. These changes raised professional expectations and increased workload, but they also strengthened teaching practice. IDEA pushed educators to be more reflective, flexible, and responsive. It challenged schools to think differently about success and to recognize that learning looks different for different students. ## **Inclusion and today’s classrooms** One of IDEA’s most visible legacies is the growth of inclusive education. Inclusion is not simply about physical placement. It is about belonging and access to meaningful instruction. IDEA encouraged schools to educate students with disabilities alongside their peers whenever appropriate, with supports rather than separation. As a result, modern classrooms are designed with flexibility in mind. Assistive technology, accommodations, and varied instructional approaches are common. Students without disabilities benefit as well, gaining exposure to diverse perspectives and learning to collaborate with peers who have different strengths and challenges. Inclusive practices reflect IDEA’s broader message: disability does not define a student’s potential. Instruction, environment, and support matter. ## **Ongoing challenges and opportunities** While IDEA has driven significant progress, challenges remain. Funding has not always kept pace with the law’s requirements. Educators often manage large caseloads and increasing documentation demands. Families still experience disparities based on race, income, language, and location. The meaning of a “free appropriate public education” continues to evolve as expectations change. At the same time, these challenges present opportunities. Advances in research, technology, and instructional practice offer new ways to support students. Greater awareness of mental health, neurodiversity, and inclusive design continues to expand IDEA’s reach. The law’s flexibility allows it to adapt, but its success depends on continued investment, professional support, and collaboration among educators, families, and policymakers. ## **Why IDEA’s legacy still matters** More than 50 years after its passage, IDEA remains a cornerstone of public education. It changed systems, but it also changed beliefs. It affirmed that students with disabilities belong in schools, communities, and conversations about the future. It recognized families as partners and educators as professionals capable of meeting complex needs. IDEA’s lasting impact is visible in classrooms where students receive individualized support, in meetings where families are heard, and in educators who approach teaching with a deeper understanding of diversity and equity. As education continues to evolve, [IDEA’s principles](https://www.askresource.org/resources/six-principles-of-idea) remain essential. Access, inclusion, and individualized support are not outdated ideals. They are the foundation of effective, humane education. Over 50 years on, IDEA is not just a law worth remembering. It is a commitment worth renewing. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** edLeaders, Hot Topics - controversial **Tags:** Headline --- ### [The Science of Reading: How Research Shapes Literacy](https://edcircuit.com/the-science-of-reading-how-research-shapes-literacy/) **Published:** January 20, 2026 **Author:** EdCircuit Staff **Excerpt:** Discover how the Science of Reading uses evidence-based research to shape effective literacy instruction and boost reading success for all students. **Content:** The [**Science of Reading**](https://www.thereadingleague.org/what-is-the-science-of-reading/) is a vast, interdisciplinary body of research that explains how children learn to read, why some struggle, and which instructional practices lead to strong literacy outcomes. Grounded in decades of evidence, it offers clear guidance for teaching reading in ways that align with how the brain processes written language. Rather than a program or trend, the Science of Reading synthesizes findings from cognitive psychology, neuroscience, linguistics, and education. These fields consistently show that reading is not a natural process. It must be taught explicitly and systematically. ## **What Is the Science of Reading?** The Science of Reading refers to scientifically based research on reading and writing, including how foundational literacy skills develop and how instruction can prevent or reduce reading difficulties. This research spans more than five decades and multiple disciplines. A key synthesis of this evidence came from the [**National Reading Panel**](https://www.nichd.nih.gov/publications/pubs/nrp/smallbook), which[ identified five essential components of skilled reading](https://www.readingrockets.org/sites/default/files/migrated/NRP-2000.pdf). Together, these components provide a research-backed framework for effective instruction and a shared language for educators and policymakers. The Science of Reading does not mandate a single curriculum. Instead, it defines the principles instruction must follow to be effective. ## **The Five Core Components of Skilled Reading** ### **Phonemic Awareness** [Phonemic awareness](https://www.readnaturally.com/research/5-components-of-reading) is the ability to hear and manipulate individual sounds in spoken words. It is purely oral and does not involve print. For example, students may practice identifying the first sound in a word or removing a sound from a spoken word. These skills prepare the brain for decoding and are among the strongest predictors of early reading success. ### **Phonics** [Phonics instruction](https://www.readnaturally.com/research/5-components-of-reading) teaches the relationship between sounds and letters. This is how students learn to decode written words. In Science of Reading–aligned classrooms, phonics is taught explicitly and in a planned sequence. Teachers model sound-spelling patterns, guide students through blending, and provide practice with words and sentences that reinforce the target skill. This approach is especially critical for students with dyslexia. ### **Fluency** [Fluency](https://www.azed.gov/sites/default/files/2017/11/5%20pillars%20infographic%20Poster.pdf#:~:text=The%20National%20Reading%20Panel%20identified%20five%20key,Phonemic%20Awareness%2C%20Phonics%2C%20Fluency%2C%20Vocabulary%2C%20and%20Comprehension.) is the ability to read accurately, at an appropriate pace, and with expression. When students read fluently, they can focus on meaning rather than word-by-word decoding. Fluency develops through guided practice and repeated reading of texts that match students’ decoding skills, often using short, decodable passages in early instruction. ### **Vocabulary** [Vocabulary](https://www.readnaturally.com/research/5-components-of-reading) refers to the words students understand and can use. Vocabulary knowledge strongly influences comprehension, particularly as texts grow more complex. Effective instruction includes explicitly teaching important words, discussing meanings in context, and revisiting vocabulary across subjects. This is especially important for multilingual learners and students with limited exposure to academic language. ### **Comprehension** [Comprehension](https://www.readnaturally.com/research/5-components-of-reading) is the goal of reading: understanding and making meaning from text. Strong comprehension depends on accurate decoding, fluency, vocabulary, background knowledge, and language skills. When foundational skills are weak, comprehension breaks down, regardless of a student’s reasoning ability. ## **Structured Literacy and the Science of Reading** [Structured literacy](https://www.improvingliteracy.org/resource/features-of-structured-literacy-instruction) is the instructional approach most closely aligned with the Science of Reading. It is explicit, systematic, cumulative, and responsive to student data. Instruction follows a logical sequence, provides regular review, and adjusts based on student progress. This approach benefits all learners and is essential for students with dyslexia, who need clear and direct instruction to build accurate word-reading skills. Structured literacy replaces practices that encourage guessing from context or pictures, which research has shown do not support strong decoding. ## **Why the Science of Reading Matters** For many years, reading instruction often emphasized meaning-making without ensuring students could decode accurately. Approaches such as cueing systems left many students without the foundational skills they needed. The Science of Reading matters because it reduces reading failure. When instruction aligns with evidence, fewer students fall behind and fewer require intensive intervention later. This is particularly important for students with dyslexia, a neurological difference that affects word reading and spelling. Explicit, systematic instruction gives these students access to reading success. ## **How Schools Are Using the Science of Reading** Schools across the United States are [shifting literacy practices](https://excelinedinaction.org/2025/01/07/the-science-of-reading-15-states-strengthen-early-literacy-policy-in-2024/) in response to research and student outcomes. Districts are adopting evidence-aligned curricula and investing in professional development focused on phonics, language structure, and assessment. Common changes include: - universal early screening for reading difficulties - increased training in structured literacy - greater use of decodable texts in early grades - data-informed small-group and intervention instruction Several states now require evidence-based reading instruction, signaling a broader commitment to research-aligned literacy education. ## **Addressing Common Misconceptions** A [common misconception](https://www.collaborativeclassroom.org/blog/four-common-misconceptions-about-the-science-of-reading/) is that the Science of Reading limits creativity or joy in reading. In reality, strong decoding skills increase confidence and independence. Another misconception is that it only applies to young children. Older students who struggle with reading also benefit from explicit, structured instruction. The Science of Reading does not replace comprehension, literature, or critical thinking. It supports them. ## **The Future of the Science of Reading** As research continues to evolve, literacy instruction is becoming more precise and more equitable. Advances in assessment and neuroscience are helping educators better understand individual learning needs. The future of reading instruction depends on sustained commitment. Teacher preparation programs, school curricula, and classroom practice must remain aligned with research rather than trends. ## **Conclusion: Moving From Research to Results** The Science of Reading provides a clear, evidence-based framework for teaching reading effectively. By addressing phonemic awareness, phonics, fluency, vocabulary, and comprehension, educators can support all students in becoming skilled readers. To fully realize its promise, schools must continue investing in teacher training, align curricula with research, and empower families with accurate information about how reading develops. When research and practice move together, reading success becomes an expectation, not an exception. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [Open Educational Resources in Today’s Classrooms](https://edcircuit.com/open-educational-resources-in-todays-classrooms/) **Published:** January 15, 2026 **Author:** EdCircuit Staff **Excerpt:** Open Educational Resources (OER) help teachers and homeschoolers share free, adaptable materials that improve access, collaboration, and instruction. **Content:** [Open Educational Resources (OER)](https://www.unesco.org/en/open-educational-resources) are no longer a niche idea in education. They have become a practical solution for teachers, schools, homeschoolers, and education leaders who are looking for flexible, affordable, and effective teaching materials. At a time when budgets are tight and classrooms are more diverse than ever, educators are turning to openly licensed resources to meet real needs. These resources include lesson plans, worksheets, textbooks, videos, assessments, and interactive activities that can be used, shared, and adapted without cost. What sets Open Educational Resources apart is not just that they are free. It is that teachers can shape them to match how students actually learn. ## **How Teachers Are Using Open Educational Resources** In many classrooms, Open Educational Resources are part of everyday lesson planning. Teachers use them to supplement district curriculum, replace outdated textbooks, or fill gaps where materials fall short. Instead of starting from scratch, educators often take an existing resource and adjust it. They might simplify language, add visuals, break content into smaller sections, or create multiple versions for different learning levels. This flexibility is especially helpful for inclusive classrooms where students have a wide range of abilities and learning needs. Teachers also use Open Educational Resources for: - Daily practice and review - Project-based learning - Intervention and remediation - Enrichment and extension activities - Test preparation and formative assessment Because these resources are editable, teachers can respond quickly when something is not working. That kind of responsiveness is difficult with traditional textbooks or locked digital platforms. ## **How Educators Search for Open Educational Resources** Finding quality Open Educational Resources takes time, but teachers are becoming more skilled and strategic in how they search. Many educators begin with specific needs, such as a standard, skill, or unit objective. Others search based on student challenges, such as reading comprehension, math fluency, or engagement. Grade level, subject area, and accessibility features often guide the search as well. Teachers frequently rely on: - OER repositories and libraries - District or state-curated collections - Professional learning communities - Recommendations from colleagues - Online educator groups and forums The internet has played a major role in making this possible. Teachers are no longer limited to the resources within their own schools. A lesson created by a teacher across the country can be adapted and used the same day. This shared access has made teaching more collaborative and less isolating. ## **Accessibility and Responsible Use** As Open Educational Resources become more common, accessibility has become a key consideration. Teachers are increasingly aware that materials must work for all learners. When[ using or adapting OER](https://oercommons.org/), educators often ask: - Is this resource [ADA compliant](https://www.ada.gov/law-and-regs/design-standards/#)? - Does it support screen readers? - Are videos captioned? - Is the font readable for students with dyslexia? Many teachers actively look for dyslexia-friendly fonts, clean layouts, and clear spacing. Others modify resources themselves to improve readability and access. These changes not only support students with disabilities but also improve learning for all students. Licensing is another important factor. Most Open Educational Resources use [Creative Commons licenses](https://creativecommons.org/share-your-work/cclicenses/), which outline how materials can be shared and modified. Understanding these licenses helps teachers use resources confidently and ethically. ## **Impact on School Budgets** One of the most significant benefits of Open Educational Resources is their effect on school budgets. Traditional textbooks and commercial programs are costly and often outdated quickly. By using OER,[ schools can reduce spending on materials and redirect funds toward](https://www.umass.edu/ideas/news/access-success-impact-open-educational-resources): - Technology and devices - Professional development - Support services and staff - Student programs and interventions For administrators and principals, this approach offers long-term value. Instead of repurchasing materials every few years, schools invest in resources that can be continuously improved by educators. ## **How Schools Support Teachers** Schools and districts are increasingly supporting teachers who use Open Educational Resources. This support often includes: - Professional development on finding and adapting OER - Shared digital libraries or resource hubs - Curriculum teams focused on open materials - Time for collaboration and resource review When schools invest in this support, teachers are more likely to use OER effectively and consistently. It also helps ensure quality and alignment across grade levels. **Teachers Helping Teachers** One of the most powerful aspects of[ Open Educational Resources is how they encourage collaboration](https://www.teacherspayteachers.com/). Teachers are not just users of content. They are contributors. Educators regularly share lessons, adaptations, and feedback. A resource improves as more teachers use it, revise it, and share what worked. This collective effort raises the quality of materials and strengthens professional relationships. Homeschoolers are part of this exchange as well. Many families share creative approaches, pacing ideas, and interdisciplinary lessons that classroom teachers find valuable. The result is a broader, more diverse pool of teaching strategies. ## **Who Benefits from Open Educational Resources** Open Educational Resources are used by: - Classroom teachers - Homeschool educators and families - Tutors and intervention specialists - School administrators - Teacher preparation programs Parents appreciate having access to materials and understanding what their children are learning. Education leaders and policymakers see OER as a way to promote equity, access, and innovation. ## **Looking Ahead** Open Educational Resources reflect a larger shift in education. Knowledge is becoming more open, more shared, and more responsive to student needs. Teachers are gaining flexibility, schools are managing budgets more effectively, and students are benefiting from materials designed with real learners in mind. As educators continue to connect, share, and support one another, Open Educational Resources will remain an important part of how teaching and learning evolve. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [Immersive Learning: AR/VR for Middle & High School Classroom](https://edcircuit.com/immersive-learning-ar-vr-for-middle-high-school-classroom/) **Published:** January 19, 2026 **Author:** EdCircuit Staff **Excerpt:** Immersive Learning with AR/VR turns science, history, and CTE into hands-on experiences—helping middle and high school students practice, explore, and create. **Content:** [Immersive Learning](https://www.digitallearninginstitute.com/blog/what-is-immersive-learning) is no longer a novelty reserved for occasional demonstrations or special events. In middle and high schools, augmented reality (AR) and virtual reality (VR) are increasingly being used to turn abstract concepts into lived experiences—allowing students to manipulate a 3D heart during anatomy, explore historical environments, or rehearse high-stakes safety procedures before ever touching real equipment. This shift matters because grades 6–12 sit at a pivotal intersection in a student’s educational journey. Students are developmentally ready for complexity, yet many are still discovering their strengths, interests, and possible career paths. Immersive learning helps bridge that gap by shortening the distance between “learning about” and “learning through,” making instruction more experiential, relevant, and durable. ## **Understanding AR and VR in K–12 learning** Although often discussed together, AR and VR serve different instructional purposes in middle and high school classrooms. [**Augmented Reality (AR)** ](https://www.ibm.com/think/topics/augmented-reality)overlays digital content onto the physical world. Students might scan a lab setup and see safety prompts appear, view animated chemical reactions layered onto equipment, or examine labeled anatomical structures over a printed diagram. [**Virtual Reality (VR)**](https://www.britannica.com/technology/virtual-reality) places students inside a fully simulated environment. They may explore ecosystems, navigate historical settings, practice technical skills, or investigate scientific systems from the inside out. The value of immersive learning is not the technology itself—it is the instructional leverage it provides. AR and VR help students visualize complex systems, practice procedures safely, and engage with content that would otherwise be inaccessible due to cost, time, safety, or geography. ## **How immersive learning is changing education inside the classroom** ### **Science becomes experiential, not abstract** Middle and high school science courses often struggle with the same challenges: abstract concepts, limited lab time, safety constraints, and uneven access to equipment. Immersive learning [addresses each of these issues in practical ways](https://www.centerforengagedlearning.org/resources/immersive-learning/). Virtual labs allow students to repeat experiments, test variables, and see outcomes without risk. Instead of watching a demonstration or following rigid lab steps, students can explore cause-and-effect relationships and learn from mistakes. AR tools, meanwhile, help students visualize invisible systems—molecular interactions, anatomical structures, or environmental processes—by placing them directly into the learning space. For subjects like biology, chemistry, physics, and environmental science, immersive tools deepen conceptual understanding while reinforcing scientific thinking and inquiry skills. ### **Social studies shifts from recall to understanding** In many middle and high school classrooms, social studies becomes overly text-heavy, emphasizing memorization over meaning. Immersive learning introduces spatial and emotional context that supports deeper understanding. Through VR, students can explore historical environments, analyze geography in real time, and better grasp how physical spaces, resources, and cultural factors shaped historical decisions. These experiences do not replace primary sources or discussion; instead, they provide a shared context that helps students interpret texts more thoughtfully and ask better questions. When students feel present in the learning, historical events stop feeling distant and begin to feel connected. ### **Career and Technical Education (CTE) becomes safer and more accessible** CTE programs stand to gain significantly from immersive learning, particularly at the high school level. Many technical and career-focused skills involve expensive equipment, safety risks, or limited access to real-world environments. [VR allows students to practice procedures](https://adanews.ada.org/ada-news/2023/june/virtual-reality-simulators-help-students-feel-their-way-from-preclinical-study-to-clinical-experience/), identify hazards, and understand workflows before stepping into a real lab, workshop, or clinical setting. Students can rehearse skills, build confidence, and demonstrate readiness—making immersive learning a powerful complement to hands-on instruction rather than a replacement for it. For districts expanding CTE pathways, immersive learning provides an equitable on-ramp to career exploration and skill development. ## **Extending learning beyond the classroom** Immersive learning also expands what is possible outside the traditional classroom environment. Not every student has access to field trips, internships, specialized labs, or travel-based learning experiences. AR and VR help narrow that experience gap by providing exposure to environments and careers students may otherwise never encounter. For rural districts, under-resourced schools, or students with mobility or scheduling constraints, immersive learning opens doors to exploration and engagement that extend well beyond school walls. ## **What immersive learning looks like in strong instruction** Effective immersive learning is not defined by devices—it is defined by lesson design. The most impactful middle and high school lessons using AR or VR tend to follow a clear instructional arc: 1. **An anchor question or problem** grounded in real-world relevance 2. **An immersive experience** that allows exploration, simulation, or practice 3. **Evidence capture**, such as observations, screenshots, measurements, or decision logs 4. **Sense-making**, through discussion, writing, modeling, or argumentation 5. **Transfer**, where students apply learning to a new scenario or assessment When immersive experiences are connected to reflection and application, they move from engaging moments to lasting learning. ## **What district leaders and administrators should plan for** For many schools, the first hurdle isn’t interest—it’s logistics. Scheduling immersive lessons, ensuring adequate bandwidth, managing devices, and carving out professional development time for teachers who are already stretched thin often determine whether AR and VR move beyond pilot programs. Districts that succeed tend to plan for these constraints early, treating immersive learning as an instructional shift rather than an add-on. Key considerations include: - **Starting with learning outcomes**, not devices - **Piloting in a small number of courses** before scaling - **Providing teacher training and instructional support**, not just hardware - **Planning for accessibility and student comfort**, including alternatives for students who cannot use VR - **Using immersive tools to support performance-based assessment**, not avoid accountability When implementation is intentional, immersive learning strengthens—not complicates—existing instructional goals. ## **A shift in how students experience learning** Immersive learning does not replace teachers, textbooks, labs, or field trips. Instead, it amplifies what effective educators already do best: spark curiosity, build understanding, and give students meaningful opportunities to apply knowledge. For middle and high school students, AR and VR can make learning feel connected to the real world—preparing them not just to pass assessments, but to think critically, solve problems, and imagine themselves in future roles. That is not a gimmick. It is a shift in how students experience learning—and how schools prepare them for what comes next. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Augmented and virtual reality, Hot Topics - controversial **Tags:** Headline --- ### [An Inspirational Message for Educators as We Welcome 2026](https://edcircuit.com/an-inspirational-message-for-educators-as-we-welcome-2026/) **Published:** January 1, 2026 **Author:** EdCircuit Staff **Excerpt:** This inspirational message for educators celebrates the impact teachers make, reminding us that showing up for students continues to change lives in 2026. **Content:** This inspirational message for educators begins with a simple truth: **what you do matters, even on the days it feels unnoticed.** As 2026 arrives, classrooms look different than they did years ago. Technology moves faster. Expectations grow heavier. The world outside school walls feels louder and more complicated. And yet, one thing remains constant. Educators show up. Every year. Every day. For their students. That consistency is powerful. It’s also easy to forget when the calendar flips, the emails pile up, and the work feels endless. So this moment, this welcome to a new year, is a chance to pause and recognize the extraordinary role educators continue to play in shaping lives. ## **Education Has Changed, But the Heart of It Hasn’t** Over the years, education has evolved in countless ways. Lesson plans have gone digital. Classrooms have expanded beyond four walls. Students are learning skills today that didn’t exist a decade ago. But beneath all that change is something steady and human. A teacher noticing when a student seems off. An educator staying late to help someone understand one more problem. A quiet word of encouragement that changes how a child sees themselves. No update or innovation has replaced the simple act of being there. And that act is still at the center of meaningful education. ## **Educators Do More Than Teach Subjects** Teaching has never been just about content. Educators teach confidence. They teach perseverance. They teach young people how to recover from mistakes and keep going. Sometimes that lesson happens during a carefully planned activity. Other times, it happens in the hallway, during a quick check-in, or in the way a teacher responds when a student struggles. These moments don’t always show up in data or reports. But they stay with students for years. Many adults can still name the teacher who believed in them when they didn’t believe in themselves. That impact doesn’t fade. ## **Being There Is the Most Powerful Lesson** If there’s one message that carries from year to year, it’s this: presence matters. Educators show students that consistency exists. That someone will listen. That someone cares enough to notice. In a world that often feels unpredictable, that presence becomes an anchor. Being there doesn’t mean having all the answers. It means creating a space where students feel safe to ask questions, try again, and grow. That alone can change the course of a life. ## **The Work Is Hard, and the Reward Is Real** Education is demanding. The workload is heavy. The emotional investment is real. There are days when progress feels invisible and energy runs low. But the rewards, while sometimes quiet, are profound. They appear when a student finally understands something they once feared. When a former student comes back to say thank you. When a child begins to see a future for themselves they hadn’t imagined before. Those moments are the result of patience, dedication, and care. They are built slowly, through daily effort. And they matter more than any statistic ever could. ## **Educators Are Changing Lives, Even When They Don’t See It** One of the hardest parts of teaching is not always seeing the outcome. Seeds are planted long before they bloom. Lessons take root in ways that aren’t immediately visible. A kind word offered during a tough year. A standard held when it would’ve been easier to lower it. A belief in a student who hadn’t earned it yet. These choices shape futures. They influence how students treat others, how they face challenges, and how they view their own potential. That influence extends far beyond the classroom. ## **Why Education Remains So Important** Education is about more than preparing students for jobs. It’s about helping them become thoughtful, capable, and compassionate people. Educators help students learn how to think, not just what to think. They encourage curiosity. They model respect. They teach responsibility and resilience through example. In every community, education creates opportunity. It opens doors. It gives young people tools to build lives with purpose. And educators are at the center of that mission. ## **A Message of Gratitude for 2026** As this new year begins, educators deserve recognition not just for what they do, but for who they are. They are listeners. They are guides. They are steady figures in moments of change. This inspirational message for educators is a **thank you for the unseen effort**, the **emotional labor**, and the **unwavering commitment to students**. It’s an acknowledgment that the work is meaningful, even when it’s hard. ## **Moving Forward With Purpose** 2026 will bring new challenges and new opportunities. There will be moments of joy and moments of frustration. Through it all, educators will continue to show up. And that is enough. Because showing up changes lives. Because believing in students shapes futures. Because education, at its best, is an act of hope. So as the year begins, take a moment to reflect on the difference you make. The lessons you teach. The lives you touch. [The impact that continues long after the school day ends](https://www.teachersoftomorrow.org/blog/insights/reasons-why-teachers-play-a-crucial-role-in-society/). Welcome to 2026. Education is better because you’re in it. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [Education in 2026: Where K–12 Schools Are Headed Next](https://edcircuit.com/education-in-2026-where-k-12-schools-are-headed-next/) **Published:** December 31, 2025 **Author:** EdCircuit Staff **Excerpt:** AI rules, cybersecurity, staffing, funding, and student well-being will shape K–12 education in 2026 as districts move from reaction to stability. **Content:** As the final days of 2025 wind down, education leaders looking toward education in 2026 are entering the new year with fewer illusions and clearer priorities. The emergency phase of the pandemic is long over, but its aftershocks remain. Pandemic-era federal relief [funding is phasing out](https://www.afterschoolalliance.org/afterschoolsnack/Reversal-of-ESSER-funding-extensions-is-impacting-local_04-15-2025.cfm), leaving districts to absorb costs once covered by temporary aid. Political pressure is persistent. Technology is advancing faster than policy. Schools are no longer reacting to crisis, but they are still rebuilding core systems while using them every day. 2026 will not be a year of recovery. It will be a year of **restructuring under pressure**. Here’s where K–12 education, with higher education close behind, is headed next. ## **2026 Will Be the Year AI Gets Governed** Artificial intelligence will continue expanding in classrooms in 2026, but the focus is shifting from access to accountability. Several states are already [drafting AI-related guidance for schools](https://www.aiforeducation.io/blog/31-states-adopt-state-ai-guidlines), and districts are moving beyond temporary rules toward formal governance frameworks. Expect clearer policies around data privacy, procurement, transparency, and student use. The questions are becoming more concrete. Who owns AI-generated instructional materials? How is student data protected across platforms? What does academic integrity mean in an AI-supported classroom? Districts that invested in staff training and clear guardrails in 2025 will be better positioned. Others will be forced to catch up quickly. ## **Cybersecurity Will Be Treated as Core School Safety** In 2026, cybersecurity will no longer be viewed as a back-office function. Following [high-profile data breaches](https://www.nightfall.ai/blog/what-happened-in-the-powerschool-data-breach) and system disruptions in 2025, including incidents tied to major student information systems, districts are reassessing their vulnerability. School leaders increasingly understand that a single cyber incident can disrupt enrollment, payroll, transportation, special education services, and family communication. Boards and superintendents are beginning to respond with: - Board-level cybersecurity oversight - Mandatory staff training beyond IT teams - Stronger vendor accountability requirements - Investment in multi-factor authentication and incident response planning Cybersecurity is becoming part of the broader school safety conversation, not separate from it. ## **Cell Phone Policies Will Enter a Refinement Phase** [Cell phone bans](https://news.ballotpedia.org/2025/08/08/twenty-two-states-enacted-k-12-cellphone-bans-so-far-in-2025/) are here to stay in 2026, but the next phase will be about sustainability. After a year of implementation, districts are adjusting enforcement, clarifying exceptions, and addressing edge cases like smartwatches and instructional use. Parents continue to push for emergency communication access, while teachers push for consistency. The debate is shifting from whether phones belong in schools to how policies can support learning without becoming a daily source of conflict. Expect more nuanced approaches, particularly in high schools. ## **Attendance Will Shape Accountability and Resources** [Chronic absenteeism](https://www.rand.org/pubs/research_reports/RRA956-34.html) will be one of the most influential data points of 2026. States are increasingly tying accountability systems, intervention decisions, and even funding considerations to attendance metrics. Districts with persistently high absenteeism rates should expect greater scrutiny. Schools are being pushed to move beyond compliance-based approaches and address root causes, including transportation gaps, mental health needs, housing instability, and family trust. Attendance is no longer just an operational concern. It is shaping policy decisions at every level. ## **Staffing Pressures Will Force Structural Change** [Teacher shortages](https://learningpolicyinstitute.org/media/4764/download?inline&file=Teacher_Shortages_Overview_2025_FACTSHEET.pdf) are unlikely to ease in 2026, and districts are adjusting expectations accordingly. Rather than waiting for pipelines to refill, many systems are redesigning how staffing works. This includes expanded use of paraprofessionals, more flexible certification pathways, hybrid instruction models, and adjusted class size policies. Retention is emerging as the critical issue. Districts that improve working conditions, planning time, and professional respect will see more stability than those relying solely on recruitment incentives. ## **Funding Conversations Will Grow More Difficult** With pandemic relief gone, [school funding debates](https://schoolstatefinance.org/hubfs/Reports/Comparison%20of%20FY%202026%20Federal%20Spending%20Proposals.pdf) will intensify in 2026. Inflation, enrollment shifts, and aging infrastructure are colliding with political resistance to increased spending. Legal challenges around equitable funding are likely to expand, but systemic reform remains uncertain. District leaders will face difficult conversations with communities about what schools can realistically provide under current funding structures. ## **Student Mental Health: From Awareness to Capacity** By 2026, awareness of [student mental health needs](https://www.kff.org/mental-health/the-landscape-of-school-based-mental-health-services/) is widespread. Capacity is the challenge. Schools are struggling to meet demand with limited staff and funding. In response, districts are expanding partnerships with community providers, exploring telehealth options, and embedding social-emotional supports into daily instruction. The focus is shifting from pilot programs to sustainable delivery models that can scale without burning out staff. ## **Higher Education Will Continue to Influence K–12** Higher education enters 2026 under financial and cultural pressure. [International student enrollment](https://www.insidehighered.com/news/global/international-students-us/2025/11/17/fewer-international-students-came-us-fall) is unlikely to rebound quickly, and competition for students remains global. At the same time, [NIL policies](https://www.ncsl.org/state-legislatures-news/details/college-athletics-faces-uncertainty-amid-nil-policy-changes) continue to reshape college athletics, recruiting, and budgets. As more states consider or expand [NIL opportunities for high school athletes](https://biz.opendorse.com/blog/nil-high-school/), K–12 systems will be pulled into new conversations about equity, compliance, and commercialization. The line between school sports and broader economic opportunity is becoming harder to define. ## **Entering 2026 With Clearer Eyes** As the calendar turns, education leaders face a narrower margin for error. Communities want stability. Educators want support. Students need consistency. Yet policy, funding, and technology remain in motion. The districts that succeed in 2026 will not be the ones chasing every new idea. They will be the ones building clear rules, strong systems, and trust with their communities. After years of disruption, that kind of steady progress may be the most ambitious goal of all. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [School Safety: SRO vs School Safety Officer Explained](https://edcircuit.com/school-safety-sro-vs-school-safety-officer-explained/) **Published:** December 30, 2025 **Author:** EdCircuit Staff **Excerpt:** School safety depends on trained SROs and SSOs. Learn the difference between the two roles and how they help protect students through connection and prevention. **Content:** School safety is more than locked doors and security cameras. It is the relationships, the presence, and the trained professionals who know how to keep a campus safe, calm, and welcoming. Parents often hear terms like “School Resource Officer” and “School Safety Officer” and assume they are the same. In reality, these are[ two very different positions with different responsibilities](https://ospi.k12.wa.us/sites/default/files/2023-08/school-safety-and-security-staff-definitions.pdf), levels of authority, and types of training. Understanding the difference matters. It helps families know who is protecting their children, clarifies expectations, and highlights how schools build safe environments without creating fear or tension. More importantly, it shows how safety personnel can uplift morale, build trust, and create a culture where students feel seen rather than policed. Schools that invest in strong safety teams understand something essential. The safest campuses are the ones where students know the adults in the hallway care about them, talk with them, and help guide them long before a problem ever begins. ## **What Is a School Resource Officer (SRO)?** According to [NASRO](https://www.nasro.org/), a School Resource Officer is a **sworn law enforcement officer** assigned to a school through an agreement with a local police or sheriff’s department. They are certified police officers with full legal authority. They can respond to emergencies, make arrests if needed, and serve as the bridge between school administration and law enforcement. But the best SROs do far more than respond to incidents. When appropriately trained, an SRO acts as a **mentor**, **teacher**, and **trusted adult**, not just a uniform in the hallway. Many participate in classroom discussions on safety, offer guidance to students, and help build a positive campus climate. ### **Key Traits of SROs** • Employed by a police or sheriff’s department • Have arrest authority • Provide emergency response, threat assessment, and safety education • Receive law enforcement training plus youth-focused training • Often serve as mentors or informal counselors • Support crisis planning and district safety protocols A trained SRO understands child development, school culture, and how to respond in ways that support students rather than escalate situations. [NASRO emphasizes](https://www.nasro.org/clientuploads/resources/91667_NASRO_Best_Practices_FINAL.pdf) that the goal is to create a safe, supportive environment that encourages learning, not fear. ## **What Is a School Safety Officer (SSO)?** A School Safety Officer is often [employed **directly by the school district**](https://definitions.uslegal.com/s/school-security-officer-sso/) or by a contracted security company. SSOs do not have law enforcement authority and cannot make arrests. Their role focuses on prevention, visibility, supervision, and positive campus relationships. They are the eyes and ears of the hallways, lunchrooms, parking lots, and student gathering areas. They interact with students daily, notice early signs of conflict, and often resolve issues long before they become bigger problems. ### **Key Traits of SSOs** • Employed by the school district or a contracted security provider • No law enforcement authority • Focus on supervision, presence, and preventive safety • Skilled in de-escalation and conflict resolution • Often seen as approachable figures, students talk to • Monitor hallways, restrooms, entrances, and general campus flow While SSOs do not carry badges or weapons, they play a critical part in keeping students safe. They build relationships that make students more likely to report concerns, ask for help, or share what they see. ## **SRO vs. SSO: Understanding the Difference** **Feature****School Resource Officer (SRO)****School Safety Officer (SSO)****Employment**Employed by law enforcementEmployed by the school district or security firm**Authority**Sworn officer with arrest authorityNo arrest authority**Primary Role**Law enforcement, emergency response, safety lessonsPrevention, supervision, de-escalation**Training**Full police academy + youth engagement trainingSchool safety, security procedures, conflict management**Daily Duties**Respond to incidents, safety planning, mentorshipMonitor hallways, restrooms, entrances, and daily campus activity This distinction matters because it shapes how each professional interacts with students day to day. One is a law enforcement representative with advanced emergency capabilities. The other is a safety presence focused on prevention and student connection. Both are valuable, but they serve different purposes. ## **More Than Security: The Human Side of School Safety** Whether an officer is an SRO or SSO, the most effective safety professionals are the ones who become part of the school community. They greet students by name in the morning. They check in on students who look stressed. They listen. They calm situations before they grow. They help students feel seen, not judged. These professionals bring morale up by showing students they matter. When kids trust the safety staff, they are more open to sharing concerns. That is often how administrators learn about conflicts early enough to prevent them. The best SROs and SSOs practice: • Patience • Positive communication • Trauma-informed approaches • Respect for student privacy • Fair and consistent interactions • Relationship-building as prevention When students feel protected, welcomed, and valued, learning becomes easier. Safety is emotional as much as it is physical. ## **Why School Safety Cannot Be Overlooked** School safety is often discussed only after something goes wrong. But the schools with the strongest safety cultures know that safety must be proactive, not reactive. Trained professionals keep watch where teachers cannot. They move through busy hallways. They manage visitor checkpoints. They help supervise parking lots, events, and transitions. They recognize small shifts in student behavior that others might miss. They know how to communicate with students in crisis and how to de-escalate without force. Parents deserve to know that school safety is not about intimidation. It is about protection, prevention, and a healthy school climate. ## **Where Some See Barriers, Students Often See Support** There is ongoing debate about police presence in schools. Some argue that law enforcement on campus can disrupt learning. But many students describe something very different, especially when the officers are trained properly. Students often say: • “They treat us like people.” • “I feel safer when they are around.” • “They help us stay out of trouble, not get into it.” The quality of training matters. The approach matters. Relationships matter. Schools that set clear expectations for SROs and SSOs see positive results. When done right, safety staff do not derail learning. They protect it. ## **Parents Deserve Clarity and Confidence** The key message for families is simple. **Both roles — SRO and SSO — support school safety, but they do it in different ways.** SROs bring law enforcement training and emergency response capability. SSOs bring daily support, prevention, and student connection. Together, they help create a balanced, student-centered safety structure that protects both the physical and emotional well-being of every child on campus. ## **Video Resource: Understanding School Resource Officers** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, School Safety **Tags:** Headline --- ### [AI in Education: From Experimentation to Impact](https://edcircuit.com/ai-in-education-from-experimentation-to-impact/) **Published:** December 19, 2025 **Author:** EdCircuit Staff **Excerpt:** AI in Education is reshaping K–12. A CoSN Podcast examines productivity, governance, and the leadership choices that move AI from trials to impact. **Content:** AI in Education has moved past the “try it and see” phase in K–12, and districts are feeling that shift in real time. In a recent [CoSN Podcast](https://creators.spotify.com/pod/profile/cosn/) episode, host [Stephen Gilfus](https://www.linkedin.com/in/stephengilfus/) brings together [Dr. Tom Ryan](https://www.linkedin.com/in/elearntom/) and [Narayan Nandigam (Nandi)](https://www.linkedin.com/in/narayan-nandigam-nandi-316616/) to explore what’s changing, what leaders should prioritize, and what responsible adoption looks like when AI is already in teachers’ hands. **[Listen Here](https://open.spotify.com/episode/5KLLLonxKIyzKXWZBHZe9T)** From the opening minutes, Gilfus makes it clear this isn’t a conversation about a single product or pilot. Instead, he frames a more pressing leadership challenge: how school systems move from scattered experimentation to meaningful, measurable impact, without losing sight of trust, equity, privacy, and the human relationships at the center of learning. ## **Who’s in the conversation, and why it matters** Gilfus brings a rare blend of education and industry experience, as a founder of Blackboard Inc. to advising organizations on AI, cybersecurity, and digital transformation. Throughout the episode, he serves not just as a moderator, but as a guide, consistently connecting classroom realities to system-level implications. Dr. Tom Ryan offers the long view. A longtime CIO, former CoSN Board Chair, and national leader in digital transformation, Ryan has lived through decades of technology cycles in schools. That experience shapes his skepticism of hype and his insistence on grounding AI adoption in instructional and organizational reality. Narayan “Nandi” Nandigam, Vice President and Global Head of Services and Education at [Infosys](https://www.infosys.com/), adds a global and cross-industry perspective. His lens connects K–12 classrooms to enterprise systems, data foundations, and large-scale transformation efforts already underway around the world. ## **Why this moment feels different** Gilfus opens with a deceptively simple question: what feels different about AI compared to earlier waves of education technology? Ryan’s answer is direct. This is not a traditional edtech rollout. “You can easily get into it on your own,” he explains, pointing to research showing that a majority of teachers are already using AI\_attach AI—often without district-provided systems, training, or guidance. They are doing it for one reason: it saves time. That reality changes the adoption equation. Districts are no longer deciding whether AI will enter their systems. It already has. The real question is whether leaders will shape its use or leave educators to navigate both opportunity and risk on their own. Nandi reinforces the urgency from another angle. Generative AI lowers the barrier to entry by using natural language as the interface. When the technology speaks the same language as its users, adoption accelerates. That accessibility creates enormous potential for personalization and productivity, but also increases the need for clear leadership and guardrails. > “When the interface becomes natural language, AI stops feeling like a system you have to learn and starts feeling like a tool you can use.” **Narayan “Nandi” Nandigam, Vice President and Global Head of Services and Education, Infosys** ## **AI as a productivity accelerator, not “another edtech tool”** One of the strongest throughlines in the conversation is the rejection of AI as just another initiative layered onto already crowded agendas. “Technology doesn’t causally impact increased academic performance,” Ryan says. “Teaching and learning do.” In his view, AI belongs in the productivity suite, not the edtech category. Its value lies in saving time, improving efficiency, and expanding access so educators can focus more deeply on instruction, relationships, and student engagement. Gilfus builds on this idea by naming a familiar tension. Leaders often look for narrow proof points to justify AI adoption, while AI’s real impact is distributed across instruction, operations, and enterprise workflows. Measuring the right things, rather than expecting AI to single-handedly raise test scores, becomes critical. ## **Two examples that make the impact tangible** When Gilfus asks for concrete, tactical examples, Ryan offers two that resonate precisely because they are ordinary. The first involves his daughter, a teacher preparing to teach 7th grade science for the first time. She was mapping out a pacing guide manually across months. Together, they used AI with state standards, the school’s instructional framework, and the district calendar to build a yearlong plan aligned to required outcomes. From there, they moved into unit plans and lesson plans that incorporated differentiation and established instructional frameworks. “It wasn’t new work,” Ryan notes. “It was work she already had to do. It just made it easier.” The second example is even more personal. A different teacher told Ryan, through tears, “I can finally be sick.” She had avoided taking time off because substitute plans in her subject area often fell apart. AI helped her create clear, usable lesson plans that a substitute could follow. The result wasn’t efficiency for efficiency’s sake. It was flexibility, resilience, and humanity in a demanding profession. ## **Leadership and values must guide adoption** As the conversation turns to ethics and responsibility, Gilfus presses both guests on what leaders should prioritize. Ryan is unequivocal. “This isn’t an IT initiative.” It is a leadership initiative rooted in values. Education, he reminds listeners, is fundamentally relational. Districts must define what they value about great teaching and learning, then ask how AI enhances or diminishes those values. “If our core value becomes making education cheaper at the expense of relationships or creativity,” Ryan warns, “we’re starting in the wrong place.” Nandi complements that perspective with a practical responsible AI framework, emphasizing transparency and explainability, equity-first design, data privacy and consent, human-in-the-loop oversight, and ongoing professional learning. AI, he stresses, is meant to augment educators and administrators, not replace them. ## **Rigor, originality, and learner agency** Gilfus raises a concern many educators share: how do schools maintain rigor and originality when AI can generate content instantly? Ryan reframes the issue with a line that lingers. “Hallucination is a feature, not a flaw.” Generative AI is designed to produce plausible language, not guaranteed truth. Treating it like a calculator is a mistake. Treating it like a thought partner can enhance creativity, reasoning, and critical thinking, as long as humans remain accountable. > “As AI takes on routine tasks, learning can shift toward reasoning, ethics, and conceptual understanding.”**— Narayan “Nandi” Nandigam, Vice President and Global Head of Services and Education, Infosys** The implication is clear. Districts must explicitly teach verification, questioning, and judgment. AI does not remove the need for thinking. It raises expectations for it. Nandi adds that this shift has the potential to move learning away from rote tasks and toward higher-order skills such as reasoning, ethics, and conceptual understanding. In that sense, AI forces education systems to clarify what they truly value and assess. ## **Infrastructure, governance, and the enterprise reality** Gilfus intentionally shifts the conversation to what sits underneath all of this: data, infrastructure, and governance. Ryan emphasizes that AI adoption must be enterprise-wide, with executive leadership rather than sole IT ownership. He points to AI maturity models as a practical way for districts to assess current state, define future goals, and build roadmaps supported by evidence and measurable indicators. Nandi expertly highlights common pitfalls: fragmented systems, poor integration, and uneven data quality. Drawing on his experience supporting large-scale transformations across industries, he notes that districts often underestimate the foundational data work required before AI can be used responsibly at scale. Without that foundation, even well-intentioned AI initiatives struggle to move beyond pilots. He outlines key building blocks districts should consider, including governance structures, data foundations, responsible AI policies, change management, and flexible technology architectures that can evolve as tools and models change. > “AI outcomes are only as strong as the data foundation underneath them. That work is often underestimated, but it’s essential.”**— Narayan “Nandi” Nandigam, Vice President and Global Head of Services and Education, Infosys** ## **Stephen Gilfus’s closing challenge: start now, but start wisely** Gilfus closes the episode with a sense of urgency grounded in history. Referencing Moore’s Law, he asks listeners to consider the magnitude of technological change from 1963 to today, then project forward. If change continues to accelerate, what happens to districts that wait? His message is not reckless adoption. It is deliberate action. Start small. Secure data early. Experiment responsibly. Learn by doing. Because standing still is no longer a neutral choice. ## **From experimentation to impact** Taken together, Gilfus, Ryan, and Nandi make a compelling case: AI in Education is no longer theoretical. It is already reshaping how educators plan, teach, and manage systems. The real question is not whether AI will be used, but whether it will be guided by clear values, strong governance, and an unwavering commitment to human-centered learning. Moving from experimentation to impact requires leadership more than technology. And that work, as this conversation makes clear, needs to begin now. ### **Helpful Resources** - [**Enterprise AI for Education: Success Stories**](https://tl.infosys.com/story/ai-for-education/page/1) Real-world examples of how AI is being implemented at scale across education systems, with a focus on impact, governance, and responsible use. *AI for Education*. For questions related to enterprise AI in education and large-scale implementation support, contact [**Mitrankurm@infosys.com**.](mailto:Mitrankurm@infosys.com) - [**K–12 Generative Artificial Intelligence (Gen AI) Readiness Checklist**](https://www.cosn.org/wp-content/uploads/2025/04/Gen-AI-Readiness-Checklist-Master-V1_2.pdf) Developed by the Council of the Great City Schools (CGCS) and the Consortium for School Networking (CoSN), this checklist helps districts assess readiness across leadership, policy, data, and implementation *This CoSN podcast episode was sponsored by Infosys.* [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, CoSN - The Podcast, Hot Topics - controversial **Tags:** Headline --- ### [Education Trends 2025: AI, Security, and Systems in Flux](https://edcircuit.com/education-trends-2025-ai-security-and-systems-in-flux/) **Published:** December 29, 2025 **Author:** EdCircuit Staff **Excerpt:** Education Trends 2025 shows how AI tools, cyberattacks, cellphone bans, and federal shifts pushed schools to rethink teaching, safety, and daily operations. **Content:** Education Trends 2025 captures a year where artificial intelligence, cybersecurity threats, classroom culture battles, and unprecedented federal restructuring reshaped the K–12 landscape. AI became a practical instructional tool rather than a novelty. A national data breach shook confidence in edtech systems. States and districts pushed sweeping cellphone bans. And the U.S. Department of Education entered an era of profound instability. For teachers, principals, superintendents, school boards, and policymakers, the year revealed something deeper: education is no longer evolving in slow cycles. It is shifting in real time. And the systems school communities rely on—technology, staffing, policy, and culture—are being rebuilt while still in motion. Below is a detailed overview of the biggest national stories that defined 2025 and the implications for 2026. ## **1. AI Became Core Infrastructure, Not an Experiment** While AI has been part of K–12 conversations for years, 2025 marked the moment when it quietly became **infrastructure** rather than “innovation.” Instead of pilot programs, districts[ began integrating AI tools](https://www.govtech.com/education/k-12/how-3-school-districts-scaled-ai-with-chatgpt-for-education) directly into LMS platforms, SIS workflows, teacher planning, and instructional resources. ### **AI’s footprint expanded across instruction** In literacy, math, and writing, AI tools supported practice, generated targeted prompts, offered instant feedback, and helped teachers differentiate instruction. Instead of replacing educators, AI increasingly handled repetitive, time-consuming tasks—drafting lesson components, generating reading passages, analyzing student writing patterns, or creating quick checks for understanding. ### **AI policy moved from optional to essential** Districts also began adopting AI governance frameworks addressing: - Transparency and explainability - Ethical use guidelines for students - Data privacy and acceptable-use parameters - Guardrails to prevent overreliance - Oversight committees connecting curriculum, IT, and legal This shift marked a transition from “What AI tools should we buy?” to “What AI capacity should our system build?”—a critical distinction heading into 2026. ### **Why the emphasis changed** The story of 2025 was not AI hype. It was **AI normalization**. Educators stopped asking whether AI belonged in classrooms and started asking [how to implement it responsibly and sustainably](https://hai.stanford.edu/news/what-parents-need-to-know-about-ai-in-the-classroom). ## **2. Cybersecurity Became a Daily Operations Crisis** No story in 2025 forced as much immediate action as the massive national[ data breach affecting PowerSchool users](https://www.powerschool.com/security/sis-incident/). Districts across the country faced questions about compromised student information, vendor accountability, and the broader fragility of edtech ecosystems. ### **The breach forced systemic reevaluation** Thousands of schools experienced: - Forced password resets - Emergency incident-response protocols - Parent-notification obligations - Legal and compliance reviews - Contract audits with third-party vendors District leaders realized that **cybersecurity is no longer an IT problem—it’s an operational, financial, and reputational one**. One breach could halt enrollment, payroll, transportation routing, special education documentation, or communication systems. ### **Boards and superintendents took a new role** 2025 saw an expansion of: - Board-level cybersecurity committees - Mandatory staff training across all departments - Districtwide privacy handbooks for teachers - Third-party vulnerability assessments - Increased investment in MFA, IAM, and encryption As districts prepare for 2026, [cybersecurity has become the cornerstone of school safety](https://www.ed.gov/teaching-and-administration/safe-learning-environments/school-safety-and-security/k-12-cybersecurity)—not secondary to physical security, but equally essential. ## **3. The National Wave of Cellphone Bans Reshaped Classroom Culture** One of the most widely discussed education stories of 2025 was the rapid acceleration of **cellphone bans in schools**. This trend crossed political lines, geographic regions, and district sizes, revealing a rare point of bipartisan consensus. ### **Why cellphone bans surged in 2025** Several factors converged: - Escalating concerns about anxiety and social comparison - Evidence linking phones to academic distraction - Increased on-campus bullying and digital harassment - TikTok-driven disruptions during class - Teacher burnout from constant enforcement - Parent frustration with social media conflicts bleeding into school States such as Florida, Indiana, and Ohio debated or enacted statewide restrictions, and hundreds of districts moved to locked-pouch systems or full “away for the day” policies. ### **What schools saw after implementing bans** Teachers and administrators reported: - Higher engagement and more academic focus - More face-to-face interaction, especially in middle school - Reduced hallway drama and office referrals - Greater consistency in behavior expectations ### **But challenges emerged** Bans also raised complex questions: - How should emergencies be handled? - When should phones be allowed for instructional use? - How do districts ensure consistent enforcement? - How does policy adapt to smartwatches and wearable tech? The cellphone debate is now shifting from “Should we ban phones?” to “How do we build sustainable, equitable, enforceable policies?” ## **4. The U.S. Department of Education Entered a Period of Radical Transition** Late 2025 brought an unprecedented policy shift as the U.S. Department of Education began [transferring significant responsibilities to other federal agencies](https://www.ed.gov/about/news/press-release/us-department-of-education-announces-six-new-agency-partnerships-break-federal-bureaucracy). This restructuring created uncertainty across the nation’s school systems. ### **Decentralization reshaped federal oversight** Programs tied to early education, career pathways, special populations, and international education began shifting into partner agencies. With this came: - Confusion about grant administration - Shifting compliance expectations - Unclear chains of accountability - Concerns about civil rights enforcement stability States suddenly found themselves managing multiple new federal touchpoints. Districts braced for funding delays, updated reporting requirements, and changes to long-standing program guidance. ### **Districts adapted with stronger internal governance** In the absence of predictable federal structure, school boards and superintendents leaned on: - Local policy development - Multi-year strategic planning - Tighter alignment with state guidance - More robust internal compliance systems Heading into 2026, districts cannot depend on federal consistency—they must build systems capable of operating in flux. ## **5. Staffing, Attendance, and Enrollment Pressures Continued to Strain Schools** Even with technological and policy upheavals dominating headlines, the everyday realities of school operations remained challenging. ### **Teacher shortages and under-certification persisted** Special education, STEM fields, multilingual education, and rural districts saw particularly acute shortages. Even where vacancies were filled, many educators were working outside their certification areas—straining instructional quality and increasing burnout. ### **Chronic absenteeism stayed alarmingly high** Many districts reported absenteeism rates that remained double pre-pandemic levels. Contributing factors included: - Illness - Anxiety and mental health barriers - Housing and transportation instability - School avoidance tied to digital peer conflict - Immigration enforcement concerns in certain communities ### **Enrollment shifts complicated planning** Declines in major urban districts forced difficult conversations about staffing, building utilization, and resource allocation. Migration patterns and local economic changes further reshaped enrollment trends. ## **What Schools Must Take From 2025 Into 2026** The year revealed a clear pattern: **innovation and instability rose together.** For education leaders, this means: ### **AI must be governed, not just adopted** Districts need clear guardrails, transparent communication, and ongoing professional development to ensure AI amplifies—not replaces—good instruction. ### **Cybersecurity must be treated as core safety infrastructure** Every adult in a district, not just IT professionals, plays a role in protecting student data. ### **Cellphone policy must balance culture, safety, and feasibility** [Expect more states to implement regulations](https://www.commonsense.org/education/articles/a-community-first-approach-to-cellphone-bans)—and more districts to experiment with enforcement models. ### **Federal uncertainty requires strong local systems** Districts must build resilient governance structures that can adapt to shifting federal landscapes. ### **People—not tools—determine outcomes** Staff capacity, student engagement, and community trust remain the most important variables in whether any innovation succeeds. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial, Innovation **Tags:** Headline --- ### [Santa’s Safety Lab: Safer STEM Lessons from the North Pole](https://edcircuit.com/santas-safety-lab-safer-stem-lessons-from-the-north-pole/) **Published:** December 24, 2025 **Author:** EdCircuit Staff **Excerpt:** Safer STEM comes alive in Santa’s Safety Lab, where elves blend creativity, invention, and smart safety habits that mirror the best STEM classrooms. **Content:** Santa’s workshop transforms into a [lively Safety Lab each season](https://edcircuit.com/the-surprising-similarities-between-santas-workshop-and-a-school-science-lab/), where safer STEM helps elves blend imagination with smart, safe design. Tools clink. Bells ring. Conveyor belts hum. Creative energy spills from every corner. But beneath the shimmer and snowflakes lies something that makes the workshop truly remarkable: **Safer STEM at full strength**. Santa’s Safety Lab isn’t just where toys are made. It’s a complete STEM ecosystem full of testing stations, design tables, coded machines, engineering tools, and a mountain of creative problem-solving. And much like the science and makerspace labs in schools, everything that happens inside this workshop is guided by curiosity, teamwork, and smart safety habits. Sure, the elves may use candy-cane soldering irons and gingerbread circuit boards, but the lessons transfer perfectly to classrooms around the world. ## **Safer STEM: Creativity With a Dash of Safety Magic** Elves are natural innovators. One team spends the morning building snowball-launching robots and the afternoon coding sled-tracking apps. Another designs gloves that stay warm using reindeer-friendly micro-heaters. Creativity never slows down here. But before an elf lifts a tool, they do something familiar to every STEM student: **They gear up.** Gloves? On. Goggles? Clear. Workspace? Clean. Tools? Checked. Safety buddy? Ready. Marshmallow-foam fire extinguisher? Always nearby. The fun never stops, but safety smooths the way. **Classroom connection:** Students setting up a lab station or makerspace bench follow the same routine. They suit up, set up, and stay alert so the experiment becomes an adventure instead of an accident. ## **Small Details, Big Difference** Santa might run the most joyful lab on Earth, but it’s also one of the most precise. A single loose bolt on a toy train wheel can cause a chain reaction on the quality-control track. A speck of glitter in a gear mechanism can stop an entire line of jingle-bots. That’s why elves pay attention to the small stuff. They inspect every hinge, check every connection, label every material, and give each prototype a good shake before testing. Safety isn’t a checklist they skip through. It’s a habit that keeps the whole operation running. **Classroom connection:** Students learn to check for cracked beakers, frayed wires on circuits, mislabeled materials, or backpacks blocking walkways. The better they get at noticing details, the smoother their STEM work becomes. ## **Teamwork Makes the Workshop Work** Santa’s Safety Lab runs on teamwork. No elf works alone, especially when testing something new. One elf holds the prototype steady. Another reads instructions aloud. A third adjusts the tools. A fourth stands by the safety switch, ready to cut power if things get too exciting. They communicate constantly: “Clear!” “Testing!” “Hot tool on the table!” “Pressure rising!” Their goal is shared knowledge and shared safety. **Classroom connection:** Group labs rely on the same rhythm. When students measure, mix, build, or code together, they depend on each other to follow instructions and keep the space safe. STEM becomes more powerful when everyone supports the team. ## **Experiment Boldly, Test Safely** Elves experiment every day. New materials. New sleigh technology. New toy prototypes. Some ideas win instantly. Some fizzle out like a sad sparkler. Some explode with glitter and applause. But even the wildest tests happen within clear boundaries. There are marked zones for messy experiments. Shields for high-energy tests. Mats for drop trials. Noise-canceling earmuffs for anything labeled “extra jingly.” Elves love trying new things, but they never forget: **freedom comes with responsibility.** **Classroom connection:** Students thrive when trial and error feels safe. They tinker with circuits, revise designs, test hypotheses, rebuild bridges, recalibrate robots, and keep learning forward. Safe boundaries make courageous thinking possible. ## **Safer STEM: Problem Solving the Elf Way** Even in Santa’s Safety Lab, things go off script. Conveyor belts jam. Wrapping drones lose track of ribbon direction. Robo-reindeer wander into the cocoa station. But elves don’t panic. They pause. First they observe. Then they identify hazards. Then they choose a safe fix. Only after that do they get hands-on. Sometimes the solution is simple, like adjusting the tension on a gear. Sometimes it means powering down the entire machine and calling in the “Elf Emergency Mechanics Squad.” Whatever the challenge, the elves follow a calm, safe process. **Classroom connection:** This mirrors exactly what STEM teachers teach. If a hot plate overheats, unplug first. If a chemical spills, alert the teacher. If code glitches, pause and debug safely rather than pushing buttons at random. Problem-solving is powerful. Safe problem-solving is unstoppable. ## **Wonder With Guardrails** Santa’s Safety Lab glows with discovery. Elves test weird materials, explore new ideas, and build prototypes that defy expectations. But this wonder is organized. Zones are color-coded: **Green** for general tinkering. **Yellow** for supervised experiments. **Red** for restricted tools or materials. The lab’s magic doesn’t erase boundaries. It highlights them. **Classroom connection:** Makerspaces, science labs, and engineering rooms use zones too. When students understand where they can explore freely and where they need guidance, confidence grows and accidents shrink. ## **A Culture Where Safety Is Part of the Joy** Santa doesn’t run a “follow the rules or else” workshop. He leads a place where safety is baked into the culture. Elves celebrate safe choices. They shout out good teamwork. They decorate the workshop with signs like: **“Stay Jolly, Stay Safe!”** **“Goggles Before Giggles!”** **“Spill? Still Magical, But Tell Someone!”** This mindset makes the lab safer, but also more fun. No one feels nervous about mistakes. They feel empowered to handle them correctly. **Classroom connection:** When teachers normalize safety as part of learning, students become more confident and independent in STEM environments. ## **Bringing North Pole Wisdom Into Classrooms** What can students learn from Santa’s Safety Lab? **A lot.** They learn that creativity doesn’t cancel safety. They learn that details matter. They learn that teamwork protects everyone. They learn that experiments feel better when the environment is safe. They learn that responsibility helps imagination shine. And most importantly, they see that safety is not boring or restrictive. **It’s the superpower that makes big ideas possible.** ## **Safer STEM: Conclusion** Santa’s Safety Lab is a bright, bustling reminder that [STEM and safety belong together](https://sciencesafety.com/stem-safety-safer-stem/). Elves explore, build, tinker, and imagine boldly because they follow routines that protect themselves, their tools, and their space. If Santa can prepare for a global overnight mission using safer STEM habits, then students can absolutely bring those same habits into their classrooms all year long. Safety doesn’t dim the magic. Safety *creates* the magic. And at the North Pole, that lesson shines almost as bright as[ Rudolph’s nose](https://www.sciencenews.org/article/rudolph-nose-christmas-reindeer-holiday). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, STEAM in Education **Tags:** Headline --- ### [How AI Is Transforming Career and Technical Education (CTE)](https://edcircuit.com/how-ai-is-transforming-career-and-technical-education-cte/) **Published:** July 3, 2025 **Author:** EdCircuit Staff **Excerpt:** With AI revolutionizing the workplace, CTE programs are evolving with advanced technology and hands-on learning to prepare students for high-demand careers. **Content:** Career and Technical Education (CTE) has always been about preparing students for real-world, high-skill, high-demand careers—but now the very definition of “real-world” is evolving. Artificial Intelligence (AI) is rapidly transforming the CTE landscape, redefining how students learn, how instructors teach, and how industries operate. From welding labs and medical tech programs to automotive bays and coding boot camps, AI isn’t just knocking on the door—it’s already inside, reshaping the future of hands-on education. ## **AI: Not Just for Coders Anymore** Once confined to computer science classrooms, AI is now central to nearly every CTE discipline. Whether it’s an [HVAC technician using predictive analytics](https://lumenalta.com/insights/how-ai-models-are-enhancing-hvac-design-and-performance) to monitor energy efficiency or a [culinary student learning through augmented reality](https://cookinggods.com/augmented-reality-guides-modern-cooking-made-easy/) meal prep simulations, AI is pushing boundaries across all sectors. ## **How High Schools Are Getting Ahead** Forward-thinking high schools are no longer treating AI as a future elective; they’re embedding it into existing CTE pathways. For example: - **AI in Advanced Manufacturing Labs**: Schools are adopting [CNC machines with AI-powered interfaces](https://industrialmachinerydigest.com/industrial-news/features/workforce-development/cnc-education-in-america/) that adapt in real time to student performance, helping them troubleshoot machining errors on the fly. - **Smart Agriculture Programs**: Rural and urban schools alike are [deploying drones and AI-powered sensors to teach students about sustainable farming, soil monitoring, and crop yield optimization](https://farmonaut.com/precision-farming/ai-powered-drones-transform-crop-monitoring-by-2030). - **AI for Career Simulation**: Virtual Reality (VR) and AI are being used in construction and medical tech programs to simulate job site conditions, surgical procedures, and hazardous environments—providing real-time feedback and safety analysis. ## **Trade Schools and Vocational Colleges Are Going All-In** AI is also accelerating innovation at post-secondary institutions. Many trade schools are revising their curricula to include: - **AI-Enhanced Diagnostics in Automotive Programs**: Mechanics-in-training now[ use AI tools to interface with vehicles](https://www.campanellas.com/blog/the-future-of-auto-repair-how-ai-is-revolutionizing-the-auto-service-industry) and predict component failure, reducing guesswork and repair time. - **Smart Welding and Robotics**: [Students are trained using robotic welding arms](https://www.thefabricator.com/thewelder/article/automationrobotics/how-to-operate-a-robotic-welder-uniting-welders-and-robots) and sensors that not only teach technique but also adapt in real time to student input for precision feedback. - **AI in Healthcare CTE Tracks**: Vocational nursing and medical assistant programs are using AI to simulate diagnostic decision-making, enabling students to gain confidence before entering clinical environments. Schools like **Wake Technical Community College in North Carolina** have [invested in AI-integrated simulation labs](https://www.bizjournals.com/triangle/news/2025/03/14/wake-tech-community-college-ai-education-careers.html), where students can interact with virtual patients, HVAC systems, or smart grids. These environments bridge the gap between classroom theory and field-ready expertise. ## **CTE Instructors: Re-Skilling to Teach AI** As the tools change, so must the teachers. One of the greatest challenges in this AI evolution is professional development. Many CTE instructors were trained on traditional machines, tools, or protocols—and now they must become fluent in data science, automation logic, and machine learning fundamentals. To meet this demand, districts and colleges are: - Partnering with edtech companies for [instructor certifications in AI platforms](https://learn.sciencesafety.com/cte-safety-certification-courses/) - Hosting summer institutes focused on AI integration in hands-on instruction - Creating shared resource hubs where teachers can access lesson plans, videos, and real-time demos on AI concepts The goal isn’t to turn every CTE instructor into a programmer—but to give them the confidence and context to teach students how AI shapes their future industries. ## **AI = Career Readiness** Why does this matter? Because nearly every trade and technical job is changing: - **Electricians** must now understand smart grid technology. - **Plumbers** are working with AI-integrated water systems. - **Logistics professionals** rely on AI for routing and inventory predictions. - **Medical assistants** increasingly use AI for scheduling and diagnostics. According to the World Economic Forum, [by 2030, over 85% of jobs will require some interaction with AI tools or data interpretation](https://technologymagazine.com/articles/wef-report-the-impact-of-ai-driving-170m-new-jobs-by-2030). CTE programs that fail to prepare students for this shift risk sending them into the workforce unprepared. ## **Where Industry and Education Meet** Some of the most exciting CTE-AI collaborations are happening through industry partnerships. Companies are donating equipment, offering apprenticeships, or co-developing curriculum. A few standout models include: - [**Siemens and Community Colleges**](https://www.siemens.com/us/en/products/energy/energy-automation-and-smart-grid/pa-news-articles/developing-the-next-generation-of-power-engineers.html): Co-developing automation engineering tracks using real-world control systems. - [**Tesla START Program**](https://www.tesla.com/careers/tesla-start): Partnering with colleges to train technicians using AI-powered diagnostics tools. - [**Intel AI for Workforce**](https://www.intel.com/content/www/us/en/corporate/artificial-intelligence/ai-for-workforce-us.html): A growing national initiative helping community colleges embed AI curriculum into existing IT and cybersecurity tracks. These partnerships ensure that what’s taught in classrooms mirrors what’s demanded in today’s—and tomorrow’s—job sites. ## **Looking Ahead: AI as a Tool, Not a Threat** The rise of AI in CTE doesn’t mean that robots are replacing skilled trades. Instead, it’s elevating them. Students still need to weld, wire, diagnose, build, and create—but now they’re learning to do those things *better*, *faster*, and *more intelligently*. Educators have a responsibility to not just teach “the work”—but to prepare students for *how* that work is evolving. ## **Final Thoughts: A Call to Action** To CTE instructors, principals, and superintendents: this is the moment to invest. [Seek out AI-enhanced tools](https://learn.sciencesafety.com/product/cte-safety-for-administrators/). Embrace professional development. Push for updated curriculum. To students and families: don’t be afraid of AI—understand it. It’s not replacing hands-on careers; it’s *redefining* them. To industry leaders: partner up. Your future workforce is sitting in a welding booth, a simulation lab, or a coding bay—and they need your insights to thrive. Career and Technical Education is no longer just about skills. It’s about *smart skills*. And AI is the new power tool. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, CTE, Hot Topics - controversial **Tags:** Headline --- ### [Teacher Burnout: 10 Proven Ways to Prevent It](https://edcircuit.com/teacher-burnout-10-proven-ways-to-prevent-it/) **Published:** December 16, 2025 **Author:** EdCircuit Staff **Excerpt:** Teacher burnout is a growing concern. These 10 strategies help educators reduce stress, find balance, and build more sustainable teaching routines. **Content:** Teacher burnout isn’t about teachers being “too sensitive” or “not tough enough.” It’s a predictable response to chronic stress, heavy workloads, and working conditions that often feel impossible. [Recent reports](https://everfi.com/blog/k-12/teacher-burnout/) point to overwhelming workload, staffing shortages, safety concerns, student behavior, and low pay as key drivers of burnout and attrition. The good news: while no single teacher can fix every systemic issue, there *are* concrete, research-informed moves educators can make—individually and collectively—to reduce burnout, reclaim joy, and spark meaningful conversations with colleagues. Below are 10 in-depth strategies designed to do more than list platitudes. Each one includes ideas you can try tomorrow, and prompts you can use to start a discussion in your hallway, Professional Learning Community (PLC), or staff meeting. ## **1. Start by Naming Teacher Burnout—and Its Real Causes** Burnout is more than “having a rough week.” It’s a state of physical, mental, and emotional exhaustion caused by prolonged stress, excessive demands, and a[ lack of control or support](https://educationwalkthrough.com/teacher-burnout/). Common drivers include: - Overwhelming workload and constant multitasking - Conflicting or unrealistic expectations from administrators and policymakers - Classroom discipline and safety issues without adequate support - Emotional load of caring for students with complex needs **Why this matters:** If burnout is framed as a personal weakness, the “solution” becomes “do more self-care.” When burnout is named as a structural and cultural problem, it opens the door to boundary-setting, workload redesign, better use of technology, and advocacy. **Discussion prompts:** - What parts of your day are draining your energy most consistently? - How often do you and your team talk honestly about burnout—not just as “stress,” but as a real occupational hazard? ## **2. Reduce Workload Before It Fuels Teacher Burnout** Studies consistently [identify unmanageable workloads](https://www.powerschool.com/blog/teacher-burnout-prevention-strategies/) as one of the strongest predictors of teacher burnout. This isn’t just about being “busy”; it’s about having more tasks than any one person can reasonably do well. **Practical moves:** - **Prioritize impact.** List your recurring tasks and ask, “What actually moves student learning and relationships?” Protect those. Delay, streamline, or drop the low-impact extras where you can. - **Shrink the grading beast.** Use rubrics, single-point rubrics, selective grading, and more formative checks to shift from “grading everything” to “sampling for understanding.” - **Timebox your work.** Instead of grading “until it’s done,” block 30–45 minutes, set a timer, and stop when it ends. This both protects your evening and makes workload visible to leaders when you say, “This took two hours and I’m only halfway through.” - **Say no to “extra-role” overload.** Research has shown that unpaid or underpaid extra duties—coaching, clubs, endless committees—can [significantly increase burnout](https://files.eric.ed.gov/fulltext/ED534527.pdf). If you’re stretched thin, it’s fair to step back from at least one extra commitment. **Discussion prompts:** - As a team, what grading or planning practices could you standardize or simplify so everyone gets time back? - What’s one “extra” you can collectively push back on or ask to be compensated fairly for? ## **3. Set Real Boundaries Around Time and Tech** Our devices make it easy for schools—and families—to have 24/7 access to teachers. Without clear boundaries, email and messaging can swallow evenings and weekends. Recent guidance for school leaders stresses the[ importance of clear policie](https://t4.education/blog/managing-teacher-workloads-preventing-burnout/)s around digital communication to prevent overload and burnout. **Practical moves:** - **Office hours for communication.** Add your “reply window” to your email signature and LMS (e.g., “I respond to messages between 7:30–4:30 on school days”). - **Batch email.** Instead of checking constantly, schedule two short windows for email (morning and end of day). Turn notifications off outside those times. - **Designate “no-school” times.** Choose at least one evening and part of the weekend where school work is off limits. Let your family and close colleagues know you’re trying this so they can support you. - **Support each other’s boundaries.** Don’t expect instant replies from colleagues at night or on weekends. Normalize, “I’ll get back to you tomorrow.” **Discussion prompts:** - What would it take for your school to adopt a shared email/communication policy that protects teacher time? - How can colleagues gently hold each other accountable for *not* working 24/7? ## **4. Build Micro-Communities of Support (and Protect Them)** Collaboration and social connection are powerful buffers against burnout. Research on teacher wellbeing highlights that supportive cultures—where [teachers share resources](https://sparkcurriculum.org/wellbeing-for-teachers-essential-strategies-for-a-balanced-life/), reflect together, and feel heard—reduce stress and isolation. **Practical moves:** - **Start a “real talk” lunch or coffee.** Once a week, meet with 2–3 colleagues with a simple rule: no toxic venting, but honest talk is welcome. End with, “What’s one small win this week?” - **Create resource-sharing routines.** Rotate who builds a quiz, project template, or parent newsletter each week and share it with the team. - **Lean into your Professional Learning Community (PLC)** as genuine support—not just compliance. Use part of your PLC time to check in on emotional load, not only to review data: “Where are we feeling stretched, and how can we help each other this week?” - **Include non-teaching staff.** Counselors, paraprofessionals, and office staff are often the emotional glue of the building; including them strengthens the web of support. **Discussion prompts:** - Where in your week do you feel most supported—and where do you feel most alone? - What would a truly supportive PLC or grade-level meeting look like? ## **5. Use AI and Technology to Take Work *Off* Your Plate** Used thoughtfully, technology—[especially AI](https://edtechmagazine.com/k12/article/2023/11/ai-for-teachers-defeating-burnout-boosting-productivity-perfcon)—can reduce workload instead of adding one more thing. Teachers are already [leveraging AI for lesson planning](https://schoolai.com/blog/ai-lighten-educator-workload-prevent-burnout), differentiating materials, drafting feedback, and simplifying communication, often reclaiming hours each week. **Practical moves:** - **Automate routine planning.** Use AI to generate first drafts of lesson plans, exit tickets, rubrics, or parent letters, then customize instead of starting from scratch. - **Streamline grading and feedback.** For objective items (quizzes, basic checks), let technology handle scoring. Use AI to draft feedback “starters” you can tweak, especially for writing. - **Differentiate with less stress.** AI tools can quickly adjust readings to multiple levels or languages, freeing you to focus on relationships and small-group instruction.[Houston Chronicle+1](https://www.houstonchronicle.com/news/houston-texas/education/article/barbers-hill-isd-ai-teaching-20885975.php?utm_source=chatgpt.com) - **Protect the human parts of the job.** The goal is not to automate *teaching*, but to offload repetitive tasks so you have more energy for real conversations, feedback, and creativity. **Discussion prompts:** - Which tasks feel most repetitive or copy-and-paste in your week? Could AI or another tool take the first draft? - What guidance or guardrails does your staff need so AI reduces burnout instead of creating new worries? ## **6. Reclaim Purpose and Professional Autonomy** Burnout spikes when teachers feel like they’re just implementing mandates rather than exercising professional judgment. [Studies link](https://digitalcommons.tacoma.uw.edu/cgi/viewcontent.cgi?article=1043&context=med_theses) autonomy, opportunities for growth, and meaningful work with higher [wellbeing](https://blog.blackbaud.com/teacher-well-being/) and retention. **Practical moves:** - **Clarify your “why.”** Write down one sentence about why you teach. Post it near your desk and intentionally align one activity a day to that purpose. - **Customize within the curriculum.** Even with strict pacing, most teachers can choose examples, texts, or projects that reflect their students’ communities and interests. - **Ask for choice in PD.** Advocate for professional learning menus where teachers can choose sessions that align with their needs and passions rather than one-size-fits-all training. - **Share your expertise.** Lead a micro-session on something you do well—classroom routines, project-based learning, AI tools, family partnerships. Being valued as an expert boosts efficacy and joy. **Discussion prompts:** - When in your week do you feel most like a professional with real expertise? - How could school leaders build in *more* teacher voice in curriculum, schedules, and PD? ## **7. Create Classroom Routines That Minimize Teacher Burnout** Classroom environment and routines have a huge impact on teacher stress. Chronic behavior issues, constant disruptions, and decision overload [contribute significantly to burnout](https://careerdevelopment.pittstate.edu/blog/2024/12/10/teacher-burnout-how-to-recognize-prevent-and-overcome-it/). **Practical moves:** - **Invest in strong routines early and often.** Spend serious time at the start (or restart) of each term practicing entry, exit, transitions, and “what to do when you’re stuck.” Strong routines save mental energy all year. - **Design for fewer decisions.** Use consistent structures (e.g., bell work, station rotations, Friday reflections) so you aren’t reinventing every day. - **Share behavior plans with colleagues.** Align expectations and consequences across your grade or department so students encounter consistent norms. - **Use restorative conversations, not just consequences.** When students feel heard, behavior improves—and your stress dips. **Discussion prompts:** - Which classroom routines are working *for* your energy—and which are working against it? - What’s one common expectation your team could unify around this month? ## **8. Advocate Together for Better Conditions** Organizations like the [NEA point out](https://www.nea.org/nea-today/all-news-articles/whats-causing-teacher-burnout) that it’s not enough to ask individual educators to “cope better”; leaders and policymakers must address the working conditions that cause burnout. **Practical moves:** - **Collect simple data.** Track how many hours you spend weekly on grading, email, and extra duties. When you bring concerns to leaders, pair stories with data. - **Speak as a group.** One voice is easier to ignore than many. Work with your union, faculty council, or informal team to bring shared concerns and proposed solutions (e.g., duty rotations, class size adjustments, schedule changes). - **Ask for structural supports.** Advocate for things[ research shows matter](https://www.colorincolorado.org/article/extinguishing-teacher-burnout-strategies-and-resources-educators): manageable class sizes, adequate staffing, mental-health supports, and realistic initiative loads. - **Celebrate leaders who get it.** When administrators protect teacher time or shift policies in healthy ways, name and praise it. Positive reinforcement works on adults, too. **Discussion prompts:** - If your staff could change *one* structural condition this year (duty schedule, meeting load, class sizes), what would it be? - How could you bring that proposal forward with solutions, not just complaints? ## **9. Prioritize Wellbeing to Avoid Teacher Burnout** Self-care is not the *only* answer—but it is still part of the answer. A growing body of work on educator wellbeing emphasizes that regular rest, movement, mental health support, and time outside of school are [protective factors against burnout](https://www.zerotothree.org/resource/preventing-burnout-in-early-childhood-professionals-practical-self-care-strategies/). **Practical moves:** - **Create a “minimum well-being” checklist.** For example: 7 hours of sleep, one real meal at school, 10 minutes of movement, and one non-school activity you enjoy. You don’t have to be perfect—aim for most days. - **Use mental-health resources if available.** Many districts offer counseling or EAP services; using them is a sign of professionalism, not weakness. - **Build micro-habits.** A five-minute breathing exercise between classes, a short walk after school, or a no-work commute playlist can lower stress more than you might expect over time. - **Protect one hobby fiercely.** Gardening, music, coaching, reading purely for fun—whatever it is, schedule it like a meeting with yourself. **Discussion prompts:** - What’s one wellbeing habit you’re willing to treat as non-negotiable this month? - How can colleagues gently remind each other to go home, take breaks, and use personal days? ## **10. Build a Personal Plan to Prevent Teacher Burnout** Instead of reacting when you’re already at the breaking point, treat burnout prevention like lesson planning: intentional and revisited regularly. **Build your plan around three questions:** 1. **What drains me most?** (Workload, behavior, tech, meetings, emotional load?) 2. **What gives me energy?** (Certain classes, specific colleagues, creative projects, family time?) 3. **What can I change this month?** (One boundary, one routine, one tech tool, one conversation with leadership?) Write your answers, then choose: - **Two strategies from this list you’ll try personally** (e.g., batching email, using AI to draft lessons, setting one no-work night). - **One strategy to tackle with colleagues** (e.g., shared resource folder, unified behavior expectations). - **One issue to raise with leadership** (e.g., duty rotations, meeting load, clear communication policy). Revisit this plan every quarter. Burnout prevention isn’t a one-time fix; it’s an ongoing practice that shifts as your role and life change. **Discussion prompts:** - What’s one change from your plan you’ll commit to this week? - Who can you share your plan with so you don’t shoulder burnout prevention alone? ### **Final Thought** Teacher burnout is real, widespread, and urgent—but it isn’t inevitable. When educators combine personal boundaries, smart use of technology, strong peer communities, and collective advocacy, they create conditions where great teaching *and* sustainable lives can coexist. This article isn’t meant to be one more thing on your to-do list. Consider using it as a conversation starter: - Bring one section to your next PLC. - Share the discussion prompts in a staff meeting. - Collaboratively build a “Burnout Prevention Playbook” tailored to your school. You deserve a career where you can care deeply about students *and* still have energy left for your own life. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [Key Resources to Foster Student Engagement in Math](https://edcircuit.com/key-resources-to-foster-student-engagement-in-math/) **Published:** December 19, 2025 **Author:** EdCircuit Staff **Excerpt:** Discover key strategies and resources to boost student engagement in math, including practical tips for activating, sustaining, and resetting attention. **Content:** I was a classroom teacher for over two decades and now I support teachers in developing quality math instruction. One of the most challenging things I see educators encounter is student engagement. Engagement can be particularly challenging in a math class where students can become overwhelmed, and your own teaching success is often contingent on the skills taught by the teachers who preceded you. The [Education Insights Report](https://www.discoveryeducation.com/education-insights/) shows that engagement is a key driver of success. In fact, over 90% of teachers, principals, and superintendents agree that student engagement is a critical metric for understanding overall achievement. Even so, the topic of engagement dominates much of my coaching conversations because many teachers I support can’t put a finger on exactly how to foster student engagement. When you think of maintaining student engagement, do you picture yourself performing a nonstop comedy routine or redesigning every lesson to be a visual masterpiece? Unfortunately, that’s a recipe for burnout. The good news? Fostering student engagement doesn’t require a circus act; instead, it’s about discovering the key that unlocks student learning. Each student has a unique lock and is waiting for the right engagement key. This really is the art of teaching: understanding the engagement’s natural cycle and adjusting accordingly. Below are some advice and keys to build classroom engagement in math instruction: ## **The Engagement Cycle** Engagement follows a rhythm as engagement naturally rises and wanes. If you recognize engagement, and disengagement, as a natural cycle, then managing it becomes another tool in your teaching toolbox. The duration of each cycle varies based on factors both within and beyond your control, so recognizing the signs to an engagement reset is essential. The key is knowing how to activate, sustain, and reset engagement. **Activate** thinking with a math challenge. Reframe a problem from the day’s lesson and have students solve it using any creative thinking process they can devise. This could include modeling, descriptions, or illustrations. **Sustain** attention by changing the lesson format. This can be done in several ways. - Reconnect students by going beyond the trusted KWL chart to incorporate a variety of instructional strategies. You can include things like multiple formats of graphic organizers, a variety discourse setups, and scaffolded collaborative tasks. I recommend the vast array of SOS strategies available on Discovery Education [Experience](https://www.discoveryeducation.com/solutions/experience/). - Reduce the length of a long worksheet and turn some of the questions into an activity or a game. A fast, low budget yet highly interactive way to do this is to cut up questions from the worksheet and put them in a grab bag. Then, students can grab- and-g*o* the questions and answer them. You could take this a step further by making teams or implementing a rapid-fire round! - If your lesson runs for over 15 minutes, mix it up. Turn to [Edpuzzle](https://edpuzzle.com) or [Wevideo](https://www.wevideo.com) to help instruction in multiple ways while also freeing you up to provide personalized and small group instruction. **Reset** the engagement cycle with a brain break. A whole bunch of numbers and concepts all at once can freeze students. Give students a quick break by asking them to decipher an optical illusion, solve a brain teaser, or you can insert a corny joke. This mini moment gives them a moment to breathe and helps realign student focus back to the lesson. ## **Personalized and Individual Attention** Personalized and individual attention also helps sustain interest in learning, especially when difficulty levels increase. Engaging students in your small group is easy. The hard part is engaging the students not in your small group. I find that personalized attention is easiest to achieve through technology tools. For example, with [Wayground](https://wayground.com/library/math), you can differentiate your students’ tasks to align with learning needs and levels, all in just a few clicks. I also have found success with [Dreambox Math](https://www.discoveryeducation.com/solutions/math/dreambox-math/). With a focus on conceptual understanding, you can count on this tool to keep your students in the zone of proximal development as it adapts to each student’s skill level to guide them through learning curriculum-aligned math lessons. For example, if you’re a do-it-yourself kind of teacher, like me, Google Forms might be a good option for you. I’ll create a Google Form with sections to offer a learning experience with targeted remediation and learning support contingent on student responses. ## **Sustain Interest During Direct Instruction** Let’s be real here: you cannot expect students to understand mathematical relationships and apply mathematical reasoning by clicking and talking through a presentation. Hands-on learning can save the day and transform a student’s understanding of a math concept. A good tool for this is [FluidMath](https://www.fluidmath.net/login) which places each student into the center of the learning experience with interactive direct instruction. I also recommend [Geogebra](https://www.geogebra.org) for a community-generated library of activities created and tested by fellow teachers. ## **Finding the Right Key** Learning, especially in mathematics, develops in layers as concepts unfold and conceptual understanding leads to math application. When we view engagement as a natural ebb and flow, we develop professional practices and integrate technology to shape learning environments that are both productive and enjoyable. The heart of this journey is the teacher. The teacher-to-student connection supported by the integration of thoughtful tools brings math to life. With a combination of tools and connection, the question shifts from “Why won’t they listen and do their work?” to “How can we unlock the key to their potential?” [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Tamara Ferguson, a woman with long brown hair wearing a burgundy top and gold necklace, smiles while standing in front of a bright window.](https://edcircuit.com/wp-content/uploads/2025/12/Tamara-Ferguson-Headshot-scaled.png) ](https://edcircuit.com/author/tamara-ferguson/) [Tamara Ferguson](https://edcircuit.com/author/tamara-ferguson/ "Tamara Ferguson"): Author Tamara Ferguson, former Secondary Math Curriculum Coach at Cypress Fairbanks Independent School District, Product and Training Specialist at SkillTech Learning Solutions [ ](https://www.linkedin.com/in/tamaraferguson4tech) [ View all posts ](https://edcircuit.com/author/tamara-ferguson/ "View all posts") **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [Professional Development: The Power of Evolving Practice](https://edcircuit.com/professional-development-the-power-of-evolving-practice/) **Published:** January 14, 2026 **Author:** EdCircuit Staff **Excerpt:** Discover how evolving professional development empowers teachers with flexible, ongoing learning and AI-driven tools to boost classroom engagement and growth. **Content:** Professional development has always been the heartbeat of the school year. It is where teachers step out of the daily rush, reconnect with their goals, and gather the ideas that carry them through the next stretch of work. The format used to be predictable. A full day in a conference room. A keynote. Breakout sessions. A stack of handouts to take home and a list of strategies to try. The energy at the end of these sessions was the same across districts. Teachers walked back into their classrooms feeling inspired. Some gained new approaches. Others confirmed they were on the right track. Many found comfort in hearing that colleagues shared the same challenges. The traditions of professional development created space for reflection and renewal. Yet the world around education changed, and PD had to shift with it. ## **From Conference Rooms to Pocket Learning** A decade ago, a district that wanted to expose its staff to new ideas often sent a small team to a regional conference. That team would return, gather the staff, and share what other districts were trying. It was a good system, but it depended entirely on time, travel, and budgets. Today, professional development looks completely different. Learning management systems, video libraries, micro-courses, and AI-enhanced platforms have[ broadened access in ways few educators imagined](https://www.researchgate.net/publication/390582194_The_Role_of_Technology_in_Enhancing_Accessibility_in_Education). Teachers can now review lessons on literacy instruction from their phone while waiting for a child’s soccer practice to end. They can watch a coaching clip during their planning period or revisit a session on trauma-informed practices after school. For many districts, this shift has not replaced traditional PD. It has expanded it. Now teachers have options. They can attend in person, join virtually, or complete modules whenever their schedule allows. Professional development is no longer a single event. It is an ongoing resource. ## **A Real Example: How One District Used Modern PD to Solve a Problem** Consider a mid-sized district in the Midwest that struggled with declining student engagement after the pandemic. The instructional team knew their teachers needed support, but scheduling in-person training for more than 400 staff members was nearly impossible. They launched a blended PD plan. Every teacher attended a live workshop at the start of the year, then continued the learning through a series of short online modules that included AI-generated practice scenarios. The AI system created classroom situations tailored to grade level and subject. Teachers could pause, reflect, and respond to student interactions inside the simulation. By winter break, teachers reported something unexpected. They were using the modules as a support tool, not a requirement. Many revisited the lessons before trying a new engagement strategy. Others used the mobile app to compare approaches and track what was working. The district noticed improvements in classroom climate, but more importantly, teachers said they felt more confident walking into their classrooms. The district did not replace traditional professional development. It expanded it with tools that made learning stick. ## **AI’s Role: Not Replacing PD but Strengthening It** AI has become one of the most powerful additions to modern professional development. It helps teachers find the right content faster. It suggests modules based on performance. It can summarize long sessions and highlight key actions. Some AI tools walk teachers through reflection exercises or connect them with practices used by similar educators across the country. None of this removes the value of human coaching or collaboration. It simply helps teachers manage time, gather insights, and apply new ideas more effectively. AI removes barriers, but teachers still do the real thinking. ## **Why Teachers Still Walk Away Energized** For all the changes in platforms, formats, and tools, the heart of professional development remains the same. Teachers want to feel supported. They want to try new things. They want to [talk with colleagues who understand the challenges of the job](https://www.carnegielearning.com/blog/effective-professional-learning). Whether they sit in a conference ballroom or tap through a module on their phone, the spark of inspiration still carries the same power. The difference now is reach. Teachers no longer rely on a few colleagues to bring back insights from a conference. They can access the same information at the same time. They can compare strategies across districts. They can learn at the pace that matches their workload. Professional development has not lost its purpose. It has gained flexibility, personalization, and a stronger connection to daily practice. ## **Why Embracing Change Matters** Education is rooted in tradition, but growth requires adaptation. When PD evolves, it supports teachers more fully. When technology removes barriers, learning becomes more equitable. When AI helps sift through information, teachers can focus on what matters: impact. The story of professional development is not about replacing the old with the new. It is about strengthening a practice that has always mattered. The tools have changed. The energy educators feel at the end of a good session has not. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Professional Development **Tags:** Headline --- ### [Taking Action Before Dyslexia and Identity Collide](https://edcircuit.com/taking-action-dyslexia/) **Published:** October 24, 2017 **Author:** EdCircuit Staff **Excerpt:** Explore how early action and awareness of genetic dyslexia can prevent shame, support literacy identity, and empower struggling readers in schools. **Content:** The identities of children as readers are decided for them. Children are all faced with the dilemma of figuring out into which worlds they will enter temporarily or peripherally and those they will enter with positions of power and prestige. For some, positions are predetermined culturally and socially. This is especially true in the schools of the United States. Children who have difficulty with literacy skills are positioned as “struggling,” “remedial,” “reluctant,” and “marginalized.” Thus, undiagnosed dyslexics, through the marginalizing labels we place upon them, are often set up to become resistant to reading. As [Alvermann](https://people.coe.uga.edu/donna-alvermann/) (2001) so aptly states, “Culture constructs disability, as well as ability” (p. 677). Our children are never taught to consider that their reading troubles might be due to a normal difference in their genes and brains, just like being tall or short. They would never venture to guess that the alphabetic code presents a completely unnatural processing challenge to their brains. Instead, they blame themselves. They feel ashamed of themselves and ashamed of their minds. Statements like: “I’m dumb,” “I’m stupid,” “I’m not smart,” and “I’m not good in school” are all strategies to protect themselves from the shame they feel. Shame motivates children to avoid reading. It also fosters self-doubt and undermines the cognitive capacities needed to engage in other academic endeavors. Millions of children are caught in a downward spiral. Not only are they in danger of being poor readers; they are also in danger of developing aversions to the concept of learning. Shame is disabling, and it can have lifelong debilitating effects. The words of dyslexics illuminate the ways in which the context of the classroom, teachers and peers impact literacy identities. This presents a view of literacy identity as an ongoing construction of the self, mediated by contexts in which each child is engaged. Such a view suggests a more complete picture of what it means to position oneself as a reader. Furthermore, becoming a reader is more than learning a set of skills to be performed on a standardized test. Rather, transforming one’s literacy identity changes who we are by changing our ability to participate, to belong, to create meaning. ## **Instructional Implications** On the first day of school, a dyslexic child faces a myriad of challenges. They must process oral instructions from teachers and remember them long enough to act on them and finish required tasks. The difficulty of every task is exacerbated by a poor working memory and subsequent unreliable short-term memory. Children with dyslexia start school at an immediate disadvantage long before the task of reading is introduced. The dyslexic takes much longer to process information, particularly in reading, where one has to connect letter patterns with associated words. Slow and poor phonological awareness may cause slow and inaccurate processing of the spoken language, slowness to read, and the possibility that the child will become so confused he or she will resort to copying from others nearby. Where teachers are ill-informed, problems with fine motor skills will make the dyslexic student look clumsy and as such is open to ridicule from both teachers and peers. The inability to organize and demonstrate on-task behaviors leaves your dyslexic in a vulnerable position with little social capital. Long before entering school, most children possess well developed linguistic competence. They have acquired sophistication in phonology, grammar, word meaning, and pragmatics. Learning to read and write requires attention to the linguistic building blocks of words. Phonemes, the smallest sound unit, have no meaning as separate units but when represented by their graphic counterpart, graphemes, written words emerge. Syllables are composed of onsets, which are initial consonants or consonant clusters, followed by rimes, the vowel and what follows it. In order to read, one must perceive these sound units of spoken language and link them to the corresponding spelling patterns in words. The connections are formed out of the readers’ general knowledge of phoneme-grapheme correspondences that recur in many words. Given the importance of these linguistic units, educators must determine the linguistic focus and the corresponding instructional activities that offer the highest probability that word recognition will occur. There is no consensus as to the nature of the optimum beginning reading instruction. Reductionist theorists take a philosophic stance which holds that meanings in the world can be broken down into logically, verifiable sequences, where smaller parts of a phenomenon, when added together, describe and explain the whole phenomenon or meaning. Literacy scholars who embrace the reductionist stance insist that systematic instruction in phonological awareness and phonics benefits the reading accuracy of most children, and it can be taught in various ways. Reductionists assert that systematic phonics instruction helps level the playing field by improving the reading of at-risk children and poor readers. Early identification, screening, dynamic assessment in programs that include this instruction are cost-effective and highly successful in some large-scale implementations. However, holistic literacy researchers are dubious of the evidence that supports explicit phonics instruction is for all children. Their whole-part-whole constructivist stance contends the whole of any phenomenon cannot be broken into parts then added together while maintaining the essence of the whole. This sequence aligns with language development theory to mathematics learning and forms the basis of the writing process, whole language techniques, inquiry-based science, and authentic assessment movements in education. As the dyslexic matures, new and equally challenging decisions face literacy educators. For those who begin the intermediate grades with weak word recognition skills or poor fluency, the challenges of intermediate-level reading can lead to or exacerbate reading difficulties and lower-achievement. The demand to read more complex texts increases in the fourth and fifth grades. Likewise, teachers at these grade levels require students to do more independent reading and independent learning from their reading as the shift from ‘learning to read’ to ‘reading to learn’ takes hold (National Reading Panel, 2000). Students with lower-achievement in reading in the intermediate grades continue to experience reading difficulties throughout high school and adulthood. Students with reading difficulties are more likely than those without reading difficulties to drop out of school. They present a compelling argument that dropping out of school is not a one-time, one-moment phenomenon, but a situation that begins early in one’s school career when the efforts to attain a kind of school literacy that reflects high-level thinking about text goes awry. The sad end is that reading difficulties overshadow reading strengths when word recognition strategies compete with memory capacity for higher-level functions such as comprehension. This results in a painstaking effort by the reader to merely “get through” the text. Slow, capacity-draining word-recognition processes monopolize the reader’s cognitive resources leaving little to focus on higher-level processes of text integration and comprehension. If the alphabetic principle, which facilitates rapid word recognition, is slow to be acquired and internalized or is not practiced sufficiently, students extend more of their cognitive energies to making sense of the words instead of the text. This phenomenon is also known as word-level comprehension failure. Students in the intermediate grades who still struggle with word recognition read less because reading becomes unrewarding, thus practice with reading is avoided, precluding eventual growth and development. This phenomenon is a “downward spiral” for students, suggesting that if word-level difficulties are not overcome, the students’ experiences with reading become worse. What we know about stopping this downward spiral is limited. The National Reading Conference (NRC) emphasizes the importance of keeping adolescents’ interests and needs in mind when designing effective literacy instruction at the middle and high school level. The following insights add to the growing complexity of providing appropriate literacy instruction in the 21st century: **1.)** Adolescents’ perceptions of how competent they are as readers and writers, generally speaking, will affect how motivated they are to learn in their subject area classes (e.g., the sciences, social studies, mathematics, and literature). Thus, if academic literacy instruction is to be effective, it must address issues of self-efficacy and engagement. **2.)** Adolescents respond to the literacy demands of their subject area classes when they have appropriate background knowledge and strategies for reading a variety of texts. Effective instruction develops students’ abilities to comprehend, discuss, study, and write about multiple forms of text (print, visual, and oral) by taking into account what they are capable of doing as everyday users of language and literacy. **3.)** Adolescents who struggle to read in subject area classrooms deserve instruction that is developmentally, culturally, and linguistically responsive to their needs. To be effective, such instruction must be embedded in the regular curriculum and address differences in their abilities to read, write, and communicate orally as strengths, not as deficits. **4.)** Adolescents’ interests in the Internet, hypermedia, and various interactive communication technologies (e.g., chat rooms where people can take on various identities unbeknown to others) suggest the need to teach youth to read with a critical eye toward how writers, illustrators, and the like represent people and their ideas—in short, how individuals who create texts make those texts work. At the same time, it suggests teaching adolescents that all texts, including their textbooks, routinely promote or silence particular views. **5.)** Adolescents’ evolving expertise in navigating routine school literacy tasks suggests the need to involve them in higher level thinking about what they read and write than is currently possible within a transmission model of teaching, with its emphasis on skill and drill, teacher-centered instruction, and passive learning. Effective alternatives to this model include participatory approaches that actively engage students in their own learning (individually and in small groups) and that treat texts as tools for learning rather than as repositories of information to be memorized (and then all too quickly forgotten. ## **Power of Discourse** The context of the classroom and the pedagogical choices made by the teacher are critical in influencing how the struggling reader experiences a literacy event. Aspects of the teacher and the activity determined whether these women considered an event worthy of effort. This decision determines their level of participation in the literacy event and ultimately their literate identities. The affinity of these women for engagement in peer discussions reinforces the efficacy of discussions as an instructional approach for dyslexic readers. Discussions provide contexts where dyslexic readers may acquire a more complete understanding of the text, practice comprehension strategies in organic ways, and engage in high-level thinking about text. The context of the classroom and the pedagogical choices made by the teacher are critical in influencing how the struggling reader experiences a literacy event. Aspects of the teacher and the activity determined whether these young people considered an event worthy of effort. This decision determines their level of participation in the literacy event and ultimately their literate identities. The affinity of these students for engagement in peer discussions reinforces the efficacy of discussions as an instructional approach for dyslexic readers. Discussions provide contexts where dyslexic readers may acquire a more complete understanding of the text, practice comprehension strategies in organic ways, and engage in high-level thinking about text. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![](https://edcircuit.com/wp-content/uploads/2025/12/Ellen-Hurst.jpeg) ](https://edcircuit.com/author/ellen-hurst/) [Ellen Hurst](https://edcircuit.com/author/ellen-hurst/ "Ellen Hurst"): Author Dr. Ellen Burns Hurst, author of Why Can’t My Daughter Read? and Why Can’t My Son Read? She holds a Ph.D. in Language and Literacy and has spent a career focused on cutting edge reading interventions. Dr. Hurst continues to focus on her passion of changing the reading lives of children and adults through research presentations at national and international literacy conferences. She is an experienced reading/intervention specialist in public and private schools. Currently, she engaged in her private practice in Atlanta, Georgia. Her past university teaching assignments focused on assessment in the early childhood classroom for undergraduates as well as literacy assessment and linguistic components of literacy at the graduate level. [ ](https://www.linkedin.com/in/ellen-hurst-21a2341b/) [ View all posts ](https://edcircuit.com/author/ellen-hurst/ "View all posts") [ ](https://myedexpert.com/vendor/Ehurst/) **Categories:** Community, Parents, Students **Tags:** Headline --- ### [What Is the Purpose of College?](https://edcircuit.com/what-is-the-purpose-of-college/) **Published:** May 10, 2019 **Author:** Todd Stanley **Excerpt:** Shouldn’t students know the risks and rewards associated with their college choice of major, including what job prospects look like? **Content:** *Knowing the risks and rewards associated with a college major including future job opportunities I have a 17-year-old daughter who is graduating from high school this year.* We did the typical barnstorming tour of visiting various colleges she was considering, spent hours getting her application together, and crossed our fingers while waiting to hear what institutions had accepted her. Her going to college though was not really a decision, but rather a foregone conclusion. It was just the expectation. And why was this? Because like many, our family has bought into the notion that one has to go to a university if they are going to find a good job. That college is the gateway to bigger and better things. It is just a stepping stone that one has to hop on before moving on to their real lives. And if one doesn’t go to college, that person’s in for a world of difficulty finding a good job. But is that really the truth? Does one absolutely have to go to college? Is it necessary to be successful in life? It used to be a few decades ago that one could learn a vocation and then when they graduated from high school, they could enter the field of which they trained. These jobs are drying up, however. As more automation takes the work of manual laborers or these skilled jobs are shipped overseas to save money, jobs are becoming more and more specialized. If you want an excellent book to read on this topic, check out Brian Alexander’s “Glass House: the 1% Economy and the Shattering of an All-American Town.” Because of this, it is difficult to train for such a profession. Colleges have convinced the public that they are now the vocational schools and without going, it will be challenging to find a good job. Why have they sold us on this story? Lest us not forget that colleges are a business. Unlike public school systems which operate as a non-profit, sinking in any overage back into the education of kids, colleges are in it to make money. Just take a look at the latest college admissions scandal where parents were bribing officials to guarantee admittance into their university. Why would parents spend that much money? Because they believe that by their child getting into a prestigious college, it guarantees success later in life. Unfortunately, it doesn’t. 40 percent of those graduating from college end up taking a job that does not require a degree. 1 in 5 still don’t have a degree-demanding job a decade after graduation. This begs the question, why did they need to go to college then? Here are the percentages of those working a job that doesn’t require the degree they earned based on major: My biggest issue with colleges is the fact that the entire purpose of them is to get students ready for a career in some field. And yet, they offer a lot of majors that do not translate into work. Here is a list of concentrations that people can choose who go to Harvard: Glancing through this list, how many of these do you think would translate into a job, other than continuing on to graduate school in the same area which is just delaying the inevitable job market? Not many Folklore and Mythology stores out there, Romance Languages and Literatures corporations, or Women, Gender, and Sexuality companies. Yet these people are spending four years of their lives minimum, as well as incurring a debt of on average $30,000. If they had simply entered the workforce upon graduating high school, they surely would have earned $30,000 a year during each of those four years. Take me for example. I graduated from college in 1994 with a double major, history and creative writing. That should give me twice the chance to get a job, shouldn’t it? Guess how many jobs I was qualified for when I entered into the job market? Zero. I couldn’t even score an interview. More sadly, I didn’t even know what jobs a history or creative writing major should be applying for. My college had not given me any guidance for what I was to do with my majors and what avenues I should pursue. I ended up working as a manager in the movie theatre I had worked at during high school. I did that for a month before realizing that this was something I did not want to do for the rest of my life. I went back to school and chose a degree that would better translate into a job; being a teacher. There are some that would argue that the purpose of higher education is just that; to propagate the idea of scholarship. That means majoring in philosophy is perfectly acceptable because the body of knowledge that will be generated will make it all worthwhile to future generations. The problem with this argument is that it doesn’t pay the bills. The pursuit of scholarship is certainly a noble cause and one that makes the world a better-rounded place, but it is not always practical. If I’m going to be plunking down this chunk of change, I want to see some return on my investment. As for my own daughter, she originally wanted to go to college and major in interior design. A little bit of research uncovered that this is a heavily competitive field and even if you get a job, the starting pay is at the low end of $40,000 a year. She toyed with the idea of being a political science major. I quickly vetoed that as there were even fewer jobs than an interior designer. Eventually, we were able to mesh her design talents and her passion for politics and landed on the field of urban design, an up and coming profession with lots of growth potential. I can now send her to college with a clear conscience, knowing that she will be able to learn a skill that would enable her to take care of herself when entering the adult world. And bonus, she gets to enter into a field she is excited about. It still doesn’t guarantee anything because there are a lot of variables, but at least the opportunities for success are greater than other choices. My question is, shouldn’t colleges be having these conversations with their incoming students as well? Shouldn’t students know the risks and rewards associated with such a major, including what job prospects look like? How much counseling is going on with students and their colleges? You can find out more about Todd at [MyEdExpert.com](https://myedexpert.com/) and follow him on [X](https://x.com/the_gifted_guy). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Parents, Project-based learning, Students **Tags:** Headline --- ### [Why We Need Authentic Learning More Than Ever Right Now](https://edcircuit.com/why-we-need-authentic-learning-more-than-ever-right-now/) **Published:** April 3, 2019 **Author:** Todd Stanley **Excerpt:** Discover why authentic learning matters more than ever, how real-world experiences boost meaningful education, and why traditional methods fall short today. **Content:** The basic definition of learning is the acquisition of knowledge or skills through experience, study, or being taught. But let’s face it. All learning is not the same. Think back to your own learning experiences. There are some moments that stand out from the rest as being a game changer or as being particularly meaningful. When you imagine these moments, what are you seeing? I can pretty much guarantee what you are not seeing. You are not remembering the time you were sitting there filling in a bubble sheet on a test or completing a worksheet. You are also probably not remembering reading a textbook or having a teaching lecture to you. The things you are most likely remembering are authentic learning. These are moments of learning where you make connections from the learning to the real world. The stronger you can make these connections to your own life, the more meaningful it will be for you. The more authentic the experience, the most significant the learning is going to be. Here is the problem with today’s school system. They are not setting up a whole lot of authentic experiences. Instead, we teach students inside a bubble and do not make the connections that will make the learning more meaningful. [Tony Wagner](https://www.tonywagner.com/) and [Ted Dintersmith](https://teddintersmith.com/) encapsulate the problem with schools very poignantly with an example. The example is learning to ride a bike. I remember learning to ride a bike most vividly even though it is an event that happened over thirty years ago. My dad sat me on the bike, encouraging me and letting me get my balance by holding onto it. Then all of a sudden, he shoved me down the road. I felt like I was going a hundred miles an hour, my dad getting smaller in the distance. There was no training wheels, no knee pads, no helmet to protect me. I either steered that bike correctly or I was going to be in a world of hurt. And guess what, I learned how to ride that bike. Guess what else. I have never forgotten how to ride that bike. It was an enduring lesson for me, transcending the moment and providing me with a lifetime authentic lesson. Wagner and Dintersmith provide an example of what learning to ride a bike would look like in the traditional United States school system. It would start by students learning all of the parts of the bike. I’m not sure how useful that information has ever been to me in my bike riding history, but from there, they might learn the history of bikes, learn the physics of how the gears and chain work to propel the bike, might watch other people riding a bike, and test the effectiveness of various bikes. In no part of this learning would anyone actually be riding a bike, experiencing that authentic lesson. We would then send these students out into the world with all the confidence that what we have taught them will enable them to ride a bike on their own. Of course, many of these students will fail. They will fall off the bike, not know how to keep their balance, or not even be able to get onto one. But enough of them will figure it out for themselves that we will deem or educational system a success, ignoring the fact that these students would have been successful no matter what. When I walk into classrooms, I see a lot of teachers telling kids how to ride a bike or expecting them to know without providing them with the authentic experience. Rarely do I see a teacher authentically allowing kids to learn to ride a bike. Why are these authentic experiences so valuable? Because in them, students are learning how to learn. You show a kid how to do that and he can learn almost anything he wants. You continue to show him diagrams, ask him to memorize facts, and hand him all of the resources; he will continue to depend upon that method in order to learn anything. A prime example of this is math. The way we teach math most times is the teacher demonstrates a problem on the board, the class works on the problem together to try to understand how the math concept works, and then they are provided practice problems to allow them to apply what they have learned. Rarely in this situation are students allowed to create math or to see how this math works authentically in the real world. Kids are learning math in a test tube and then we are shocked when they have difficulty using it in inventive ways. We haven’t been teaching it in inventive ways. Why on earth should we expect them to be able to use it in inventive ways? Recently I have been reading the book Educated by [Tara Westover](https://tarawestover.com/). In the memoir, her family is deeply religious and anti-government, so the father does not believe in sending his children to school. The mother is supposed to be homeschooling them, but at best they look at an old textbook or use the computer that still has dial-up, to learn. However, Tara decides she wants to go to college like one of her older brothers did. The problem is she has to take the ACT and for all intents and purposes, she has not had much math. So what does she do? She teaches herself math. I remember reading this part thinking; there is no way this girl with no formal education, can teach herself math. And yet when she gets her scores back, the first formal test she has ever taken, she gets a 22. That is better than a lot of kids who have been going to school their entire lives. When she takes it again, she gets a 27, way better than I got. It got me thinking, this girl teaching herself math was probably way more enduring than if she had sat in a classroom for years and been talked at so much that the rhetoric begins to sound like Charlie Brown’s teacher. And how many kids who have been exposed to an educational system for many years, would have the tenacity to sit down and teach themselves trigonometry like this girl did? And yet, she was faced with a problem; getting out of a life where the expectation would be for her to get married around 18 and then live in the same squalor and going nowhere existence. If she didn’t want this to be her life, she would need to do something different. That different was teaching herself math so she could go to college to try and find herself a better life. This was an authentic problem to her and one which inspired her to do something not a lot of kids could have done. We have a lot of these authentic experiences in life that lead to epiphanies. One of the most life-changing things that happened to me was when I applied to graduate school to continue my creative writing pathway. I thought it was a sure thing and had even begun to look for an apartment for the next school year. Of course, I didn’t get in and ended up going back home and becoming a manager at the movie theatre I had worked at since I was 16. I learned something very valuable through this experience. I learned I did not want to be a movie theatre manager for the rest of my life. Instead, I applied to graduate school to be a teacher and the rest, as they say, is my history. Normally, students do not have these authentic experiences in school that lead them down the path to what they were meant to be. However, as educators, we can simulate authentic experiences in the classroom. We do this by making things relevant for them. Nothing is worse than sitting in a class, learning something you have no idea why you are learning it. The essential question though is how do you provide authentic learning experiences that are relevant to students? By changing from the traditional style of teaching and learning to teach strategies that lend themselves to authentic experiences. These are things such as: **• Project-based learning** **• Problem-based learning** **• Case-based learning** You conduct these lessons while asking students to collaborate with others, also a very authentic experience, and have them present what they have learned to authentic audiences. You take the student out of the sterile environment of the classroom and actually provide them with authentic experiences. It is these authentic experiences that lead to enduring understanding and life-long learning. Knowledge and facts are easy things to forget. Skills learned through authentic learning are not. You might memorize the different parts of the bike, but eventually, you are going to forget some of them. However, if you experience actually riding a bike, you never forget how to do that. That is why they say, “it’s like riding a bike.” If you were using any one of these teaching methods, you would be actually riding the bike in order to learn how to ride a bike. And students would be learning how to do this on their own with guidance from the teacher. They would be learning for themselves which is the most powerful method of learning. We as educators need to find better ways to engage students in authentic learning experiences. The main reason for this is that it is this enduring learning, the type that sticks with them, that really matters. Albert Einstein once said, “education is what remains after one has forgotten what one has learned in school.” If anyone would know this, it would be Albert Einstein. He hated school and was a consummate underachiever. It was the learning he did on his own, through the influence of a visiting scholar, Max Talmey, who attended weekly dinners with the Einstein’s, that gave the young boy the authentic experiences he would need to allow him to put forth his theories. Why such learning is needed now more than ever is that the content we are teaching students, for the most part, is moot in the workplace. Employers are not looking for people who can conjugate a verb or knows the Pythagorean theorem. They are looking for people who can learn on the job, who can learn for themselves. They want to be able to put an employee in an authentic situation and have that person succeed. They do not want to have to lead them like many of our traditional classrooms are leading their students. The issue with a traditional education is that there are very few traditional jobs left. The top ten jobs right now did not exist ten years ago. If we prepare our students for the present, they are going to be left behind. We need to be preparing our students for the future. How do we do that? By instilling in them 21st century skills that will benefit them no matter what they are doing. 21st century skills such as: **• Collaboration** **• Creativity** **• Critical thinking** **• Problem-solving** **• Flexibility/Adaptability** **• Information literacy** **• Leadership** These are all skills that can be taught by using the authentic methods of project-based, problem-based, and case-based learning. These are also skills employers are looking for. According to Pathways for Prosperity, these are the attributes they are most looking for in potential employees: Notice there are not many references to specific subject area or content. As a teacher of history, I often say that if a student of mine forgets what the name of the twin rivers in Mesopotamia were called, they are going to get by just fine in life. If, however, I do not instill in them certain experiences and skills that will be instrumental in them being able to learn for themselves, then I have failed them as an educator. I want a student of mine to go in for an interview and knock it out of the park because I used a lot of public speaking in my classroom that they learned how to express themselves well, or because I instilled confidence in them to collaborate with others. I can only do this through authentic learning. If I can equip my students with such learning experiences, then that is my true success as an educator. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Educators, Project-based learning **Tags:** Headline --- ### [A Nuanced Approach to Successful Classroom Learning](https://edcircuit.com/nuanced-approach-to-successful-classroom-learning/) **Published:** April 9, 2019 **Author:** EdCircuit Staff **Excerpt:** Explore effective classroom learning with Armand Doucet, focusing on personalized teaching, technology integration, and strategies for student engagement. **Content:** edCircuit had the pleasure to sit down and speak with international award-winning educator and social entrepreneur Armand Doucet to discuss the challenges facing today’s classrooms. As a history teacher, he brings an interesting perspective on the relationship between societal shifts and classroom adaptations. Classroom management and personalization have always existed in schools, but the method and vernacular have changed over time. Lecture-based, teacher-centered approaches of the past relied heavily on an educator finding a way to engage students in the material, but the results were often hit or miss. The same pitfalls are true today, but there is an added level to engagement emerging. “Personalization hasn’t really changed, but the way we approach it has and quite dramatically. It’s gone from knowing the nuances of the classroom to knowing the nuances of the community, and knowing the nuances of how to reach all kids,” says Armand. Terms like STEM and STEAM have become popularized and promoted but according to Armand, “It’s just good teaching ─ cross-curricular, connecting things and making students come up. It’s not necessarily the be-all and end-all or project-based learning.” When approaching change, it comes down to a nuanced approach inside the classroom to achieve success. In the past, it was common for teachers to get to know students in a general sense while instilling learning more broadly. Today’s classroom requires a more individually targeted approach to find success. Armand points out, “If I’m talking history and there’s a kid who is really interested in finance, I can link Adam Smith to him, and we can talk about the building of capitalism and how that actually worked. It connects directly to him instead of looking at specificities of World War II, for example. ” Additionally, a culture needs to be created that integrates both integrity and ethics. It’s a task that Armand believes is one of “the hardest issue for teachers at the moment.” Armand, who will be presenting at the upcoming Curiosity Conference on April 12, has also written a book, titled [Teaching Life: Our Calling, Our Choice, Our Challenges](https://amzn.to/3OM56xJ) that offers a roadmap to classroom-focused change in a world advancing technologically. As Armand sees it, there’s a problem in education with edtech being too top-down in approach that often misses the most important voice in the equation ― the teacher. Technology innovation doesn’t necessarily take into consideration what the teacher needs at a particular point. “The teacher in a professional atmosphere has more time to actually look at what’s out there and bring in what is needed in his classroom to enhance the learning,” says Armand. The question that needs to be answered is: Does the technology support the learning? When it comes to Artificial Intelligence (AI) in education, Armand sees a great deal of promise as long as it remains an aid to teachers and not a hindrance. He mentions, “AI can do a lot of things that can help the teacher and that’s the key.” It should not put handcuffs on a teacher, nor monitor behavior. It should exist to boost the educator professionally. Data collection also poses a potential unintended negative, and Armand is concerned about the implications of tracking. He forewarns, “In education, my worry is collecting data from the child and following him his whole life. People blossom at different stages of life. If data follows your whole life, then you are streamlined into different categories. I think that’s an issue.” [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![](https://edcircuit.com/wp-content/uploads/2025/12/Armand-Doucet.jpeg) ](https://edcircuit.com/author/armand-doucet/) [Armand Doucet](https://edcircuit.com/author/armand-doucet/ "Armand Doucet"): Author Armand Doucet is an international award-winning, visionary and passionate Educator, Social-Entrepreneur and Business Professional. He recently wrote, [Teaching Life: Our Calling, Our Choice, Our Challenges](https://amzn.to/3OM56xJ) and was the project lead and co-author of the internationally recognized book [Teaching in the Fourth Industrial Revolution: Standing at the Precipice](https://amzn.to/3VtGlZG). Armand is a sought after leader, inspirational-speaker, facilitator, and columnist in multiple fields, who has contributed to UNESCO, Jack Ma Foundation, Global Education and Skills Forum, Qudwa Forum, National Meeting of Canadian History, CBC, Education Partners, BrainStem Symposium, Teach SDGs and TedX as well as many others. He’s a proven sales, marketing, team-building, and management abilities and over 25 years of community involvement, who has led and collaborated with teams around the world, and across different industries, towards success in education, health, non-profit and business. Armand is known for his strong leadership, superior networking skills, and motivational abilities. He is the founder and former President of the Ironwill Foundation, and a two-time Ironman Triathlete with a passion and drive to inspire, educate, and empower others. [ View all posts ](https://edcircuit.com/author/armand-doucet/ "View all posts") **Categories:** Educators **Tags:** Headline --- ### [Reinventing PBL to Focus on Human Performance](https://edcircuit.com/reinventing-pbl/) **Published:** October 3, 2017 **Author:** EdCircuit Staff **Excerpt:** Discover how reinventing project based learning (PBL) can boost student engagement, human performance, and real-world skills beyond test scores in education. **Content:** Watching fourth graders working in a team on a creative PBL science project (Their problem to solve: Educate parents and community about how common devices like TV’s and phones rely on wave technology) reminded me that great project based learning aims to produce *brightness*. That’s a non-evidence-based term unrelated to the repetitive mantra of *more rigor*. Brightness is hard to define, but certain markers identify it: Big eyes, with greater than usual sparkle; wide grins; lots of excited chatter; deep concentration; and body language that signals increased confidence and maturity—exactly what those 4th graders were demonstrating. The underlying cause of brightness is no mystery. It’s a natural byproduct of exceptional human performance driven by the opportunity to thrive and shine, and a state of being reached by learners of all ages when they accept a challenge, engage in creative work, experience intellectual mastery, trade ideas, find joy in trying and persisting, craft an acceptable solution, discover new facets about themselves, sense their growth, and share the whole process with someone who cares. Do educators like brightness? Of course. It’s a fuzzy outcome, but it warms the heart of every teacher because it’s direct evidence of internal awakening. ‘Iceberg’ traits such as curiosity, creativity, and openness have been stirred. Visible joy equals meaningful learning, and often leads to higher test scores. And, as most educators sense, the tide of history is flowing toward fuzzy outcomes. At some point, they will be considered *primary* outcomes rather than chance byproducts of an academic system. Here’s the argument: We’ve hit that point. Brightness now matters more than [test scores](https://www.theatlantic.com/education/archive/2017/06/why-grades-are-not-the-key-to-achievement/530124/?utm_content=bufferb4100&utm_medium=social&utm_source=com&utm_campaign=buffer). The globalized, networked, just in time world invaded classrooms a decade ago, but has finally forced upon education the Great Shift: People’s strengths count more than credentials. Many hard truths emerge from this new reality. Knowledge without application has less value. Attitude matters. Openness and flexibility determine success. Skillfulness, discernment, engagement, and creative impulse become the rulers of the land. And, the final fact: Today’s system, with its focus on content rather than human performance, will be tested until it breaks. There’s a lot of noise in education right now, but only one signal: The need to invent a system designed *for brightness* so that inner strengths routinely surface in children. Can it be done? Yes, if we weave together three dominant trends in schooling today—the rise of PBL, our growing commitment to social emotional competency, and the refocus on student agency and inquiry—into a coherent *human performance system*. ## **Transforming PBL: From High Quality to High Performance** Advocates for ‘high quality’ PBL push teachers to adopt best practices that go beyond traditional ‘projects’ and engage students in authentic inquiry, deeper problem solving, and applying core skills such as teamwork and communication. This is good work, but slow—and there’s a reason: PBL relies on an outdated platform. It’s built on teacher methodology, tying it to a behavioral worldview which presumes that standards-based thinking and ‘strategies’ provoke deeper student awareness and problem-solving. While a great deal of lip service is paid to authenticity and student-driven work, most PBL doesn’t really *begin* with the student. It’s seen as an educational method, not a system to support human growth. This was not always the case. In fact, PBL is a method for brightness. That’s what it’s intended to do. PBL began as ‘problem based learning’ in Canadian and Dutch medical schools in the 1960’s. Not coincidentally, this was the exact dawn of the human potential movement, in which pioneers like Abraham Maslow and Carl Rogers began developing a humanistic approach to psychology that emphasized self-aspiration, inner reflection, and a ‘person-centered’ approach to life. This cultural shift influenced early adherents of PBL, who wanted to move prospective doctors in the direction of deeper learning through less textbook diagnosis and more communication with patients. If we want a replicable model of PBL that incorporates standards and knowledge, but also reliably yields successful fuzzy outcomes, the first step is to reclaim the belief that PBL is designed to facilitate personal growth and unleash human potential. It’s a psychological process as well as an educational tool. With that mindset, PBL takes on a different hue. The principles of high quality project design are familiar to well-trained PBL teachers, and a reinvented PBL retains those principles. But each can be infused with a higher purpose by intentionally eliciting social emotional strengths and supporting growth *while learning takes place*. This requires systematic design, not lesson planning. The principles function as parts of the whole, creating a continuous set of Petri-like conditions that work synergistically to shift a student’s awareness in the direction of openness, [curiosity](https://www.theatlantic.com/education/archive/2017/07/the-underrated-gift-of-curiosity/534573/?utm_content=buffere19b7&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer), flexibility, perseverance, discernment, deeper engagement, mastery of content and—eventually—[wisdom](https://www.scientificamerican.com/article/is-the-u-s-education-system-producing-a-society-of-ldquo-smart-fools-rdquo/). Consider a transformed PBL process that can be put in place *right now*: ### **From standards to purposeful challenge.** Every great project begins with a ‘why’ that starts the engines of the inner life and spurs *openness*. Preparing for a test is not a ‘why’ nor do standards stir the soul. Begin with powerful, meaningful ideas that invoke meaning, purpose, and service. Go deep, then import standards into the project. The times demand it. ### **From a Driving Question to a ‘wicked’ problem.** The true test of the quality of a Driving Question is whether it forces *discernment* and *flexibility*. A wicked problem with multiple solutions and clear constraints—the kind that dominates life today—invites powerful critical thinking that invokes deep inner resources. PBL is NOT a brain-based exercise; it’s whole body learning experience that yields *appreciation* for the richness and complexity of knowledge and lingers throughout a lifetime as *curiosity*. ### **From fast to slow learning.** PBL oriented to human performance requires abandoning the folk myth that fast learners are smarter and that coverage equals learning. The quality of the work should include *attention to detail*, *perseverance*, *reflection*, and *creative* effort. The underlying change is from a ‘hand it in’ classroom culture to a design, draft, fail and perform culture that values depth over coverage. ### **From groups to intentional collaboration.** Group work inspires chat, but when interacting in well-organized teams or cohorts students must stretch communication skills. Those skills manifest as good listening or visible support of teammates. But ultimately, communication succeeds in the presence of *empathy*, *tolerance*, *kindness*, and *self-awareness*. Since working in teams brings out individual personality, teamwork gives teachers a grand opportunity to observe students and coach them on behavior and self-restraint. ### **From educational rubrics to human performance measures.** PBL has birthed a set of excellent performance rubrics that describe skills as well as content, but the new generation of rubrics must add measures that focus on the strengths underlying the skills, such as *confidence*, *resiliency*, and other factors that support the *growth mindset*. It will not be enough to hope that students develop strengths; the next generation of rubrics must show and tell. ### **From teacher to co-creator.** Differentiating ‘teacher centered’ from ‘student centered’ is no longer useful. In the system to come, everyone plays a role as a learning partner holding respect for each other. In PBL, the teacher designs, guides, mentors, teaches, and evaluates—but also incorporates creative insights, student wisdom, and opportunities to produce new knowledge. All this cannot happen unless teachers take a similar journey as students: Toward more depth of awareness, acceptance of multiple talents, deeper empathy, a never-satisfied curiosity, and the experience of the joy of work well done and knowledge well applied. The goal for both teacher and student? *Brightness*. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Thom Markham](https://edcircuit.com/wp-content/litespeed/avatar/d7c076ce7e3a5a4c8393b12e70266f45.jpg?ver=1788450924) ](https://edcircuit.com/author/thom-markham/) [Thom Markham](https://edcircuit.com/author/thom-markham/ "Thom Markham"): Author Thom Markham, Ph.D., is an author, keynoter, consultant, and a founding father of PBL. He offers world class work to web, online training in PBL for teachers and schools through www.pblglobal.com. Follow Thom Markham on [Twitter](https://twitter.com/thommarkham) and sign up for the Online PBL Course Library. [ View all posts ](https://edcircuit.com/author/thom-markham/ "View all posts") **Categories:** Creativity, Educators, Hybrid and Remote Learning, K-12 Teachers, Project-based learning **Tags:** Headline --- ### [Reading Wars and Teacher Self-Efficacy](https://edcircuit.com/reading-wars/) **Published:** September 19, 2017 **Author:** EdCircuit Staff **Excerpt:** Explore how teacher self-efficacy and research-based reading instruction impact student success in the ongoing reading wars and literacy education debate. **Content:** Students who are blessed with efficient processing of text will learn to read in spite of poor teaching. On the other side of the spectrum are those who require organized, systematic, efficient instruction by a highly qualified teacher trained in research-based sequential, multisensory instructional approaches to be successful. The chance of these students finding their way into the classroom of a teacher who is highly trained to teach reading is slim. > ***If people believe they have no power to produce results, they will not attempt to make things happen.* ([Bandura](https://psycnet.apa.org/record/1997-08589-000), 1997, p. 3).** The overriding expectation of the teacher is to produce observable and quantifiable gains of student reading achievement. Each teacher’s belief in his or her ability to produce this outcome will determine the instructional course of action selected. The belief in one’s capability to organize and execute a course of action to produce predetermined attainments represents the construct of perceived self-efficacy. The level of perceived self-efficacy will determine the amount of effort put forth in the attainment of instructional goals as well as the level of the perseverance maintained in the face of adversity. Teachers with a high sense of professional efficacy believe in their abilities to motivate and educate even the most difficult student through extra effort and appropriate pedagogy. Conversely, teachers with a low sense of efficacy believe there is little they can do if students are underachieving, unmotivated, and economically challenged. The responsibilities of the reading teacher require great skill and carry a high risk of negative consequences. Mastery of literacy as a process requires that reading teachers understand the overall system of language. Expertise in phonological awareness, phonemic awareness, comprehension, vocabulary and fluency provide the foundational components of a successful reading practice. In addition to providing instruction in these essential areas, the reading teacher must also address the confounding effects of motivation, attention deficit and linguistic diversity. The reading teacher’s perception of the severity of students’ reading difficulties, and confounding variables, will determine the reading teacher’s perceived level of efficacy and the subsequent intervention provided to that student. The suggestion that a reading teacher’s instructional behavior is better predicted from his or her beliefs than from the actual consequences of his actions has tremendous implications for the ways in which reading teachers are prepared. At each subsequent grade level, the reading achievement gap widens. The question must be raised as to whether the expectations and beliefs concerning student achievement vary as result of teacher demographics and context of instruction. If expectations do vary, then the questions of when, where, and how the expectations and beliefs concerning student achievement must be considered. The answers to these questions have a potential impact on the design of preservice and in-service training for today’s K-12 teachers. Although various reasons have been suggested for reading problems, inadequate teaching environment and poor reading instruction are rarely at the top of the list. Explanations of poor reading achievement include limited opportunities for adequate oral language development, lack of access to text material in the home, and few parental models of engagement in literacy activities. It is politically incorrect to suggest that higher education’s instructional focus on social justice rather than effective instructional methods has resulted in teachers lacking basic knowledge about the reading process. ## **The Dark Ages of Reading Instruction** The term ‘Whole Language’ describes a number of related teaching programs that swept the world in the 1970’s and 1980’s. Advocates of Whole Language share a common belief that learning to read is a natural process similar to learning to speak. If the child failed to read, parents were asked if they were reading to their child, implying that parental neglect was responsible for reading failure because of inadequate modeling. Whole Language encouraged children to use book illustrations as a basis for guessing the text or to read to the end of the sentence and then to try to guess any of the words that they couldn’t actually read. Publishers and book sellers then reacted by filling their shops with highly illustrated books rather than with books graded from easy-to-difficult text complexity. Whole Language advocates also pointed out that when babies said words like ‘man,’ they spoke it as a single unit. They, therefore, jumped to the conclusion that the traditional ‘phonic’ teaching practices of teaching sounds, of accurately blending those sounds into syllables and of blending the syllables into longer words, were not essential to learning to read. Teachers were trained to encourage children to guess words as a whole unit rather than to break the words down into their isolated sounds. Whole Language advocates actively discouraged teachers from using any phonics instruction approaches. Teachers were told that if the guess made logical sense, it didn’t even matter if the word-guesses were inaccurate. Forgotten was a focus on the author’s meaning and the ultimate true comprehension of text. Traditional phonic strategies were attacked and almost totally discarded by teacher trainers. This happened, not because of any supportive research, but merely to fit within their pre-occupation with word guessing and context cues. Researchers have never been able to demonstrate the efficacy of this guessing approach. We now know that these Whole Language advocates were wrong; in fact, they have been wrong for three decades. They were only able to maintain their error because the philosophy that spawned Whole Language included opposition not only to teaching basic phonic skills, it also included opposition to testing those skills. By refusing to properly test the outcomes of their practices, educators thereby hid the failure of Whole Language. The Whole Language assertion, that learning to read is the same process as learning to speak, has long been ridiculed by researchers. Speech is a universal, instinctive process, everyone can speak. But reading is not a natural process; it is a learned process. After 4000 years of learning to read, there are still peoples on earth who can speak but cannot read a word. The evidence of failure was there for all to see. Reading is an unnatural process which we challenge the mind to undertake. One of the leading advocates of Whole Language guessing practices was Kenneth Goodman. He once described reading as a ‘psycholinguistic guessing game’ and yet, as far back as 1978, Goodman’s own university (Arizona) demonstrated, in one of the biggest literacy studies ever carried out, that Whole Language strategies failed in almost every aspect of literacy. The margin of defeat for the Whole Language method was fourteen times that necessary to prove statistical significance. And yet the Whole Language advocacy continued unabated, impervious to data, driven by belief. Until California, historically the most literate state in the USA tested outcomes. Californians found that in the years during which Whole Language had been mandatory in California, the state had slipped from top to the bottom of the educational literacy league. Other states followed, including North Carolina, Ohio, Massachusetts and Texas. Even Arizona, the birth place of modern Whole Language advocacy has since also officially abandoned Whole Language. The Whole Language advocates’ in education departments of the universities of the United States still remain in place and in control of teacher training. They still refuse to accept any contrary evidence. Many introductory reading courses have gone to an online format and provide teachers with little more than busy work and an emphasis on critical literacy rather than reading instruction. They do this because this is all they know. University instructors were never taught how to teach a child to read because most are products of the philosophy of whole language instruction. Most left the classrooms themselves and have little hands-on knowledge of how difficult it is to teach a child to read. This is not mere hindsight; researchers had been issuing warnings right from the outset… the evidence and the science were simply ignored for almost three decades. I meet many teachers-in-training and have yet to meet one trainee who has a working knowledge of the linguistic foundations of learning to read. They complain that their literacy classes focus on social justice rather than the improvement of literacy skills. It is up to parents to fill in the instruction gap with a strong knowledge of how children learn to read. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![](https://edcircuit.com/wp-content/uploads/2025/12/Ellen-Hurst.jpeg) ](https://edcircuit.com/author/ellen-hurst/) [Ellen Hurst](https://edcircuit.com/author/ellen-hurst/ "Ellen Hurst"): Author Dr. Ellen Burns Hurst, author of Why Can’t My Daughter Read? and Why Can’t My Son Read? She holds a Ph.D. in Language and Literacy and has spent a career focused on cutting edge reading interventions. Dr. Hurst continues to focus on her passion of changing the reading lives of children and adults through research presentations at national and international literacy conferences. She is an experienced reading/intervention specialist in public and private schools. Currently, she engaged in her private practice in Atlanta, Georgia. Her past university teaching assignments focused on assessment in the early childhood classroom for undergraduates as well as literacy assessment and linguistic components of literacy at the graduate level. [ ](https://www.linkedin.com/in/ellen-hurst-21a2341b/) [ View all posts ](https://edcircuit.com/author/ellen-hurst/ "View all posts") [ ](https://myedexpert.com/vendor/Ehurst/) **Categories:** Community **Tags:** Headline --- ### [Every Learner Has a Story—Start There](https://edcircuit.com/everyone-storyteller/) **Published:** September 14, 2017 **Author:** EdCircuit Staff **Excerpt:** Empower every learner to personalize education by telling their story and understanding how they learn using the UDL framework for learner-centered success. **Content:** As we embark on a new era where we plan to transform education by creating learner-centered environments and have learners take ownership of their learning, we need to first empower all learners to tell their story and how they learn. Where do you begin? ## **Personalized Learning Always Starts with the Learner** It is the beginning of the school year and you have been handed a list of your learners along with a set of numerical data that has been collected based upon their standardized tests over the last few years. What does this data tell you? It probably contains information about the strengths and weaknesses the learner has in literacy and numeracy and it may include how they are performing at grade levels. In some cases, you may be able to locate in your school’s data system the specific competencies your learner has mastered. But does all this information tell you how this learner actually learns? Consider the personal learning data: the strengths, challenges, preferences and needs in learning, the social and emotional side to learning, the affective side of learning. **Would you like to know…** - **what they see their strengths are?** - **what they understand their challenges are in their learning?** - **how they prefer or need to access information?** - **how they prefer or need to engage with content?** - **how they prefer or need to express what they know and understand?** - **what they are interested in?** - **what they are passionate about?** - **how they would describe themselves?** - **how they may want to make a difference?** > “Learning happens in the minds and souls, not in the databases of multiple-choice tests.” – Sir Ken Robinson ## Learners Tell Their Story Using the UDL Lens (Not Learning Styles)** The first question you may have is why use the UDL (Universal Design for Learning®) Lens for learners to share and understand how they learn? UDL is grounded in neuroscience and provides an understanding about the what, how and why of learning and tells us that there is variability in how each learner learns. The three UDL principles are multiple means of representation, multiple means of engagement and multiple means of action and expression, and serve as a framework to personalize learning. For a more practical application, the UDL Lens of Access, Engage and Express™ was developed so that learners could use it first to tell their story; their strengths, challenges, preferences and needs in how: - **to access and process information** - **to engage with content** - **to express what we know and understand** The next question you may be asking is why would you have learners use the UDL Lens instead of learning styles to share how they learn. The fact is that learning styles have no basis in research. For almost four decades the notion that teaching methods should match a learner’s particular learning style has had a powerful influence in education. However, a study published in the Psychological Science in the Public Interest challenged the concept of learning styles and their affect on performance. Four prominent cognitive psychologists found no evidence for validating educational applications of learning styles into general education practice. This was their conclusion: “Research conducted over 40 years has failed to show that individual attributes can be used to guide effective teaching practice. Rather than being a harmless fad, learning styles often perpetuates stereotyping and harmful teaching practices it is suppose to fight.” (Pashler et al, 2009). Let’s take a closer look at the UDL Lens of Access, Engage and Express™ and how a learner can share how they learn by using a Learner Profile (LP) that also includes their interests, talents, passions, aspirations and the words that would describe them. **![A table with three categoriesaccess engage expresseach listing strengths challenges and preferencesneeds for learning activities such as visualizing reading collaborating and using tools or visuals for understanding](https://edcircuit.com/wp-content/uploads/2017/09/Snip20170908_1.png "A table with three categoriesaccess engage expresseach listing strengths challenges and preferencesneeds for learning activities such as visualizing reading collaborating and using tools or visuals for understanding | edcircuit")Words about me:** curious, imaginative, artistic, friendly **Interests:** soccer, baseball, history **Talents:** storytelling, drawing, connecting the dots, mental math **Passionate about**: fishing, having a business one day **Aspirations:** forest ranger, comic book illustrator The information in the Learner Profile (LP) helps each learner tell his story and how he learns with the teacher. This is the foundation from which conversations, relationships and partnerships in learning are built. What are the possible messages and outcomes from a learner using the Learner Profile? - **It helps validate the learner and how they learn.** - **It tells the learner that you care about who they are.** - **It creates a community of learners based on trust and respect.** ***“No significant learning occurs without a significant relationship.” – Dr. James Comer*** ## **Building Partnerships in Learning** As the partnership between teacher and learner grows, a collaboration evolves to design a Personal Learning Backpack (PLB) of tools and resources to help this learner develop the skills to support his own learning. From the Learner Profile (LP) described above, it is decided to work on an Access challenge this learner has around reading. It is decided that that the Voice Dream Reader app is a tool that can help this learner become more independent and support comprehension in his reading. The teacher and this learner also discuss a similar tool for reading online, the text Help Read & Write Google Chrome™ app. They collaborate in writing an Access learning goal that the learner can include in his Personal Learning Plan (PLP): > *“I want to learn how to use text-to-speech apps to support my reading and comprehension of materials and texts.”* In the PLP learners establish learning goals and action steps along with a way to measure their own progress. Goal setting, action steps and progress monitoring is not usually intuitive for every learner so there needs to be instruction and modeling for learners to acquire these skills. The learning goals are designed for the learner to gain the skills and strategies they need to become more independent and self-directed in their learning, in other words, a learner with agency. As the learner monitors their own progress, they will reflect on their goals and set new ones based on regular review of the Learner Profile and Personal Learning Backpack. When new goals are set, teacher and learner can discuss, define, and plan skills and learning strategies together. During this three-step process of reviewing the Learner Profile, deciding on the tools, apps, resources and skills in the Personal Learning Backpack and then indicating what learning goals to include in the Personal Learning Plan, the learner gains the skills that will develop agency. As the learner gains new skills and strategies, challenges may turn into strengths and the partnership with the teacher grows stronger. When this happens, the learner is on the path to becoming a self-directed learner with agency who can advocate for their own learning. > *“A Learner with agency is a learner that is Future Ready!” –* Kathleen McClaskey Access, Engage, and Express is a trademark of Kathleen McClaskey ([kathleenmcclaskey.com](https://kathleenmcclaskey.com/)). Universal Design for Learning is a registered trademark of CAST (www.cast.org). Read & Write for Google Chrome is a trademark of Texthelp Ltd.. Voice Dream Reader is copyrighted by Voice Dream, LLC () . To learn more about how to personalize learning and the three-step process of the Learner Profile, Personal Learning backpack and Personal Learning Plan, refer to[ *How to Personalize Learning: A Practical Guide for Getting Started and Going Deeper*](https://kathleenmcclaskey.com/how-to-personalize-learning/) by Bray and McClaskey (2016) **Reference:** [Pashler, H., McDaniel, M., Rohrer, D., and Bjork, R. (2010). Learning styles: Concepts and evidence. *Psychological Science in the Public Interest*, 9, 105-119.](https://www.facultyfocus.com/topic/articles/) [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![](https://edcircuit.com/wp-content/uploads/2025/12/Kathleen-McClaskey.jpeg) ](https://edcircuit.com/author/kathleen-mcclaskey/) [Kathleen McClaskey](https://edcircuit.com/author/kathleen-mcclaskey/ "Kathleen McClaskey"): Author Kathleen McClaskey is Founder of Make Learning Personal, Co-Founder of Personalize Learning, LLC and co-author of bestsellers Make Learning Personal and How to Personalize Learning: A Practical Guide for Getting Started and Going Deeper. Kathleen began her career in educational technology in 1983 where she envisioned that “Computers were the great equalizer”. She will tell you that she has realized that vision and it is what drives her work in personalized learning. Kathleen is an innovative leader, education technologist, keynoter, professional developer, and Universal Design for Learning (UDL) consultant with over 30 years experience in creating learner-centered environments as a teacher, K-12 administrator, graduate instructor and consultant. She is passionate in empowering learners with tools, skills and learning strategies so they become independent self-directed learners with agency who are future ready for college, career and life. [ View all posts ](https://edcircuit.com/author/kathleen-mcclaskey/ "View all posts") **Categories:** Educators, K-12 Teachers **Tags:** Headline --- ### [Professional Development: Has Anything Really Changed?](https://edcircuit.com/has-anything-really-changed/) **Published:** September 8, 2017 **Author:** EdCircuit Staff **Excerpt:** Discover what lasting impact professional development projects have on teachers, students, and schools, and how to measure real change in literacy practices. **Content:** As researchers and university consultants who design and study literacy professional development projects, we are always curious about “what remains” when a particular project comes to an end. What new capacities may have been built as the result of professional learning: new capacities for teachers, for students, or for the school as an organization? What evidence suggests that a particular professional learning initiative for teachers made a difference in classroom practices? In teacher collaborative learning routines? Do we see broader cultural shifts? Or, do we just see “business as usual,” with very little evidence of impact from professional learning (*gulp*)? While there is much science and art to measuring the effects of professional learning (see, for instance, the work of Thomas Guskey), many teachers and school leaders are interested in quick and easy ways to answer the question: “Did our professional learning project *make a difference* in our school?” Recently, we have been studying [professional learning initiatives focused on disciplinary literacy](https://hepg.org/hep-home/books/investigating-disciplinary-literacy), supporting and observing middle and high school teachers as they [apprentice their students into the ways of reading, writing, and communicating like authors, historians, mathematicians, and scientists](https://edcircuit.com/the-key-to-effective-disciplinary-literacy-instruction/). We believe this work is [essential at this point in U.S. history](https://edcircuit.com/to-truly-enact-educational-standards-focus-on-professional-learning/). As argued by many over the past decade ([Carnegie Council on Advancing Adolescent Literacy, 2010](https://www.carnegie.org/publications/time-to-act-an-agenda-for-advancing-adolescent-literacy-for-college-and-career-success/); [Moje, 2015](https://web.archive.org/web/20151005062249/https://www.researchgate.net/publication/279277658_Doing_and_Teaching_Disciplinary_Literacy_with_Adolescent_Learners_A_Social_and_Cultural_Enterprise); [Shanahan & Shanahan, 2008](https://shanahanonliteracy.com/publications/teaching-disciplinary-literacy-to-adolescents-rethinking-content-area-literacy); [Toth, 2017](https://edcircuit.com/dear-betsy-devos/)), a focus on high-level, discipline-specific reading, writing, and communication skills is key to helping students succeed in college and the workplace. Moreover, disciplinary literacy instruction may be key in helping students identify their own interests, passions, talents, and identities – to set goals and then pursue those goals with high-level skills. Finally, it has been suggested that all of these high-level discipline-specific skills are necessary in helping to create an informed citizenry, with equal career access and opportunities for all students. However, achieving all of these goals is a lot to ask of a specific professional learning project. Though some professional learning projects meet many of their goals, they inevitably come to an end – even authentic, long-lived professional learning initiatives such as those described in our recent book: [*Investigating Disciplinary Literacy: A Framework for Collaborative Professional Learning*](https://hepg.org/hep-home/books/investigating-disciplinary-literacy). In the book, we outline how successful secondary school teams often go through planning, implementation, and expansion/evaluation phases of professional learning work. We suggest a straight forward seven-step process to guide secondary school teachers and leaders through these three phases, with each step supported by research, our own experiences, and snapshots of practice from middle and high school teachers and leaders. Yet, even these robust projects come to a natural close. As Joe McDonald and the Cities and Schools Research Group write in their excellent book [*American School Reform: What Works, What Fails, and Why*](https://press.uchicago.edu/ucp/books/book/chicago/A/bo17686515.html), “action spaces,” or the intersection of money, civic capacity, and professional capacity, can allow for a great deal of professional learning and school reform to occur in a short period of time. And yet all action spaces are destined to “collapse” when available resources or civic goodwill come to an end. Whereas many educators view the end of professional learning initiatives through the lens of failure and what was not accomplished, McDonald disagrees, suggesting that “This \[collapse\] is inevitable . . . but not disastrous because of the connections left behind” (p. 24). Those remaining “connections,” after a professional development project has ended are of utmost interest to us. We owe a debt to researchers such as Joe McDonald (and Tom Guskey and Tony Bryk, among others) who have written extensively about the fruits of professional learning and how to make sense of the results. But until recently, we had not considered one relatively easy and powerful way of making sense of “what remains” after a professional learning action space closes. We might learn a great deal by simply asking teachers *new to the school, department, or role* to describe the school and departmental culture, as well as its instructional environment. A relative newcomer, a teacher who arrived after the conclusion of a particular professional learning project, might describe the current instructional environment and degree of teacher collegiality in such a way that we could easily compare that description to earlier accounts given by veteran teachers in the school. This simple method might provide an interesting window into “what remains” as the result of previous professional learning. Comparing a new teacher’s description of teaching, learning, and adult collaboration to what a veteran described as past school practices and culture can tell a school leader a great deal about the “connections left behind” after professional learning ends. We recently stumbled upon this method during a one-day professional learning experience in Brookline Public Schools in MA. We had previously engaged in a four-year disciplinary literacy initiative in Brookline ([the “Content-area Reading Initiative” or CRI](https://www.academia.edu/7274521/Bridge_builders_Teacher_leaders_forge_connections_and_bring_coherence_to_literacy_initiative)). When that project first began (in 2011 and 2012), high school teachers described working in isolation, and without a collective sense of how to bolster students’ disciplinary literacy skills. Flash forward to the summer of 2017, when we met a second-year teacher (Evan Mousseau) who described his department and school’s instructional environment with fresh eyes. We were admittedly a bit surprised to hear how different the environment was from when we first stepped foot in the district. Evan said “I don’t know what the English Department at Brookline High School was like before, or even while my colleagues were doing CRI work; I wasn’t there yet. But I do know that I joined a department that was deeply collaborative and eager to share ideas, best practices, and classroom struggles. Many of those collaborations included colleagues making reference to their CRI work. These references were casual and made with assumed familiarity, making it clear that the work had become folded into the vocabulary of our department and the school at large. Even before I knew what it was, it was clear to me that CRI had a long-term influence on the department I was joining.” While we collected a great deal of data on the effects of the project from its participants *during* and *immediately after* its conclusion, we were heartened by this young teacher’s anecdotes of the teaching and learning environment several years later. It encourages us (and school leaders) to *keep collecting data* long after a professional learning initiative ends, to better understand how the ripple effects of that professional learning continue to shape teaching and learning. “What remains” after the consultants have left the building can guide teachers and leaders toward their next professional learning project. Newly built professional capacities, even if seemingly dormant for a while, can spur the next action space and become the basis for new professional learning. **Christina L. Dobbs** is an assistant professor in Boston University’s School of Education where she teaches courses on English education, writing instruction, and English language learners. Her research focuses on the written academic language of secondary students and the disciplinary literacy training and professional development of teachers. Her research can be found in a variety of journals including the *Journal of Adolescent & Adult Literacy*, *Reading Research Quarterly*, *Reading & Writing*, and *Professional Development in Education*. **Megin Charner-Laird** is an associate professor at Salem State University’s School of Education. She teaches courses on assessment, qualitative research, and elementary education. A former teacher, her focus is on teachers’ school-based professional learning experiences, teacher leadership, and teachers’ on-the-ground experiences of policy reforms. Megin can be found in a variety of journals including the *American Journal of Education*, *Teachers College Record*, *The Journal of School Leadership*, *The Learning Professional*, and *Professional Development in Education*. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Jacy Ippolito, a man with short dark hair and glasses, wears a blue collared shirt and a dark sweater, smiling warmly in front of a plain light background.](https://edcircuit.com/wp-content/uploads/2025/12/Jacy-Ippolito.jpg) ](https://edcircuit.com/author/jacy-ippolito/) [Jacy Ippolito](https://edcircuit.com/author/jacy-ippolito/ "Jacy Ippolito"): Author Jacy Ippolito’s research, teaching, and consulting focus on the intersection of adolescent literacy, literacy coaching, teacher leadership, and school reform. Jacy is specifically interested in the roles that teacher leaders, principals, and literacy coaches play in helping institute and maintain instructional change at middle and high school levels. Jacy is an associate professor at Salem State University, in Salem, MA, where he teaches courses in literacy and educational leadership. Jacy completed both his doctorate and master’s in education at the Harvard Graduate School of Education. The results of Ippolito’s research and consulting work can be found in a number of books and journals, including The Journal of Adolescent & Adult Literacy, The Journal of Staff Development, and The Elementary School Journal. Recent books include Cultivating Coaching Mindsets: An Action Guide for Literacy Leaders (2016), Adolescent Literacy in the Era of the Common Core (2013) and Adolescent Literacy (2012). [ ](https://www.linkedin.com/in/jacyippolito) [ View all posts ](https://edcircuit.com/author/jacy-ippolito/ "View all posts") **Categories:** edLeaders **Tags:** Headline --- ### [Can Learner-Led Conferences Lead to College & Career Skills?](https://edcircuit.com/student-led-conferences/) **Published:** August 30, 2017 **Author:** Kathy Dyer **Excerpt:** Discover how learner-led conferences help students build essential college and career skills like communication, self-advocacy, and accountability. **Content:** Since the early 2000s, student-led conferences have been making inroads into the traditional parent/teacher conference scene. [The Hechinger Report](https://hechingerreport.org/when-students-lead-parent-teacher-conferences/) focused on this very topic in a four-part series about reform efforts in high schools. Even though I facilitated professional learning that supported teachers in implementing this practice in their classrooms, neither of my daughters had an opportunity to do this. Pretty ironic, don’t you think? That said, I now realize I could have asked their teachers to let them lead or be a part of our conference conversations. Let me give you some ideas about why it might be useful, just in case you are in a school where these conferences don’t occur. ## **Why Students Should Lead Conferences** When a student leads a conference, he or she is using (and developing) a multitude of metacognitive skills, all necessary for success in either this field of work or learning more in school. Imagine yourself with this challenge, having to shift through your work for the past quarter and identify both successes and challenges. You know that you are engaging in this activity so you can communicate with a specific audience, in a defined context, clearly and concisely about what you are sharing and why you have chosen to share. Your reflections through this process will lead you to communicating about where you are and how you will get to the next level in your endeavors. Providing students (learners) the opportunity to engage in student-led conferences gives them an authentic purpose for developing many skills necessary for success in college and careers. Let’s start with some obvious ones. Good organizational and communication skills are necessary to convey these personal strengths and challenges, and also necessary for the next steps in learning. Because time will be limited, knowing how to organize and present information to convey an accurate picture of progress will be important. Through the preparation process, students are reflecting on themselves and their journey as learners. They build a sense of accountability and responsibility for learning. To identify which of their work they will present, students develop a deeper understanding of what it means to meet success criteria. They also must establish a process to make decisions regarding what work to present and what to say about the work — a way to justify their conclusions about their own learning. They become a self-advocate when it comes to learning. Now consider what you may have heard or read when it comes to 21st century skills, or the skills that employers are frequently requesting new workers have when entering the work force. The list usually includes skills such as critical thinking, social skills, productivity, initiative, oral and written communication, leadership, and self-directed learners capable of ownership and accountability. See any similarities? Flipping conferences to be student-led also empowers the student. It facilitates a partnership between the teacher and family members focused on supporting what the student identifies as her strengths and challenges in learning. It offers an opportunity to enhance family engagement in learning. What do you think? What if the conversation became more about student learning, student strengths and needs, and less about explaining or defending grades? What if we, as family members, worked in conjunction with the teachers to help our students build themselves into self-directed learners? This means that we are working to help our learners set goals, take charge of their learning and assignments, do some self-assessment and reflection, and ask questions that take them deeper in their learning. It means that we are allowing our students the time and forum to activate themselves as owners of their learning. Consider the fact that if our learners are reflecting on what they want to share with us about themselves as learners, they will be strengthening their communication skills and their organizational skills. This reflection, self-assessment, and organization will be leading them to develop complex thinking skills and work on their metacognition, which are skills that help children learn, as well as contribute to life outside the K-12 environment. ## **Getting Started with Learner-Led Conferences** What is learner agency? It is learners having the power to act. Learner-led conferences empower students to reflect on their learning, where they are in relationship to their goals, make plans about how to get where they need or want to be, and to be able to talk it through with caring adults. For those who find this concept new, here are four ideas you might consider. 1. Help learners organize their work to present. Provide guidelines about how many pieces and why a piece might be shared. 1. What story are you trying to tell about your learning? 2. What would your family like to see? 2. Preparation and practice will be important for a student’s presentation to be successful. Provide a script or talking points to support learners. This is something that might even be modeled in class. 1. Pick a subject/subjects to focus on during your conference. 1. Explain what you have been doing in that subject – strengths/challenges. 2. Explain why you chose the work to share. 3. State your goal in this subject. 2. Talk about what you enjoyed this quarter. 3. Share what you were most successful with and why. 4. Explain what you need to work on and why. 3. Plan to debrief the experience with learners. Have them talk about the pluses and deltas. 1. What did you like about your learner-led conference? 2. How did you feel during the conference? 3. What didn’t you like about the conference? 4. If you could change the conference to make it better, what would you do? What if one of the potential after-effects includes an increase in learner-family communication with an extra benefit that the conversations are focused on academics, rather than how the day went? What if learners had a clearer understanding of the learning targets that are the focus of what happens in the classroom? What if students talk more about what and how they are learning? What if the skills necessary for a successful learner-led conference transferred outside the school walls? If you are an educator and have tried this before, what was the outcome? We’d love to hear your story. ## **Learner-led conference roles** **Learner****Family members****Teacher**- **Prepare for the conference** - **Make decisions about what to share and why** - **Lead the conference** - **Tell a story about his or her learning – strengths, challenges, next steps in sufficient detail to garner support** - **Attend and pay close attention** - **Follow guidelines for participation** - **Ask questions related to what is shared** - **Use formative instructional practices such as learning targets and feedback that support students in being successful with conferences** - **Co-create expectation and guidelines for learner-led conferences** - **Make time and provide structure** - **Provide potential question prompts for family members** - **Communicate with families** - **Debrief process with learners** [**Subscribe to edCircuit** ](https://edcircuit.com/subscribe-to-edcircuit/)to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Kathy Dyer](https://edcircuit.com/wp-content/uploads/lovable-avatars/kathy-dyer-393.webp) ](https://edcircuit.com/author/kathy-dyer/) [Kathy Dyer](https://edcircuit.com/author/kathy-dyer/ "Kathy Dyer"): Author Kathy S Dyer is an innovative educator who has served as a teacher, principal, district assessment coordinator, and adjunct professor. She has a passion for learner-centered learning—opportunities for learners of all ages to learn with, from, and for one another. Kathy is enthusiastic about helping schools and educators improve their work so adults and kids can learn and grow more. [ View all posts ](https://edcircuit.com/author/kathy-dyer/ "View all posts") [ ](mailto:Dyer80003@comcast.net) **Categories:** Educators **Tags:** Headline --- ### [Matrix Learning: Rethinking How Schools Create Community](https://edcircuit.com/matrix-learning/) **Published:** August 25, 2017 **Author:** EdCircuit Staff **Excerpt:** Discover how matrix learning transforms education by fostering student-centered classrooms, collaboration, accountability, and real-world learning connections. **Content:** Like most students, I found a few classes in public school challenging, most not so much. By the time I got to college, I was coasting and wound up on academic probation. Finally, a concerned teacher — one of life’s greatest gifts of Grace — took me aside and said (I’m paraphrasing), “We all know how \*&^%$^ smart you are. Stop screwing around and get to work.” He signed me up for a seminar in Jacobean drama — Shakespeare’s later contemporaries. The room had a large conference table, nine chairs, each except one (the professors’) with two books on the seat. “Mr. Bogert,” he announced, “will be leading our discussion next Tuesday on Ben Jonson’s [*Volpone*](https://en.wikipedia.org/wiki/Volpone). Have a nice weekend.” I have never been as challenged in a class. Nor have I ever learned more deeply and meaningfully. This was my introduction to matrix learning. If you looked down from the ceiling in that room, you’d see the matrix: we were all accountable, no hiding in the back of the class. For our schools, I suggest we introduce a matrix structure that creates *a community of learning*. Rather than having a structured hierarchy (administrator – teacher – student), the matrix approach creates many more connections of greater variety, generating a ‘universe’ of learning interactions. The student is the center, connected to teachers, administrators, other students, local businesses, the community, and other schools. None of these roles is more or less important than any other. The matrix spreads accountability and communication equitably throughout the school and its supporting population. It encourages mutual responsibility and development of relationships not available in a traditional school structure. And after all, isn’t building and maintaining relationships a critical skill we need to be successful after commencement? ## **Teachers** In a matrix classroom, teachers have an exciting and challenging role to play. They still provide subject-matter expertise. But in many ways, their role is like that of the conductor of an orchestra. As Ben Zander (conductor of the Boston Children’s Philharmonic) suggests, “The conductor is the only musician in the orchestra who doesn’t make a sound. He depends for his power on his ability *to make other people powerful*.” Teachers in this structure provide a sounding board, help the students map benchmarks and goals for progress, coordinate connections with the other members of the matrix structure. They also help the students by coaching them as fellow teachers, since part of the student’s role in the matrix structure is to teach other students as they gain knowledge, skill, and experience. A first step? Give students regular opportunities to design and lead lessons. ## **Administrators** When I was in school, I knew my principal fairly well, as we met frequently (in his office). But most students have as much of a relationship with their principal as we do with our state governors. Why not have all staff, including counselors, facilities maintenance, nurse, principal and office staff, take part in working with students to operate the school? Why shouldn’t students help staff run the school by learning about scheduling, budgeting, understanding how counselors provide their services, finding out about the school board, politics and how policy is developed? These are terrific real-world opportunities to learn. And the staff gets help from a population with boundless energy as well as the satisfaction of helping students in their development. A first step? Establish a shadowing program where students spend some time with administrators and staff. And vice-versa. ## **Other Students** “If you want to really learn a subject, teach it.” Even explaining the stars to a small child enlivens our own understanding of a miracle we might not otherwise notice. Segregating children by grade level has never been shown to increase learning. It’s a leftover from the industrial approach to schooling that treats people like products. Learning from each other, nourishing knowledge and insight through sharing points of view and diversity of experience, is potent and lasting. The matrix approach enables every learner to be equal and valuable to every other learner. Ask anyone who has ever been in a healthy mentoring relationship who benefitted the most. The answer is always “both of us.” Besides paying off in terms of a wider variety of ideas, (after all, every teacher, no matter how spectacular, is bound by her/his experience and viewpoint) students working with students encourages developing social skills, emotional intelligence, listening and feedback skills as well as an appreciation for differences. And that’s for the teachers as well as for the students. A first step? Speak with other teachers about setting up some mixed activities across grade levels. Encourage the more experienced/advanced students to lead. ## **Businesses** Corporations and small businesses have much to offer and much to gain from working in partnership with schools. They give students opportunities to learn “on the ground” rather than in the classroom, about entrepreneurial practices and vision, personnel and financial management, motivation and accountability. More importantly, students can gain a clear understanding of customer service, which is about building relationships rather than transactions. Understanding the power of relationships is a core element to a matrix classroom. Businesses gain good will, a sense of community and service, and establish a connection to the employees, managers and customers of the future. A first step? Approach local business/service organizations (like the Chamber of Commerce, Kiwanas, Rotarians, etc.) with a request that they help put together (and present) lessons on the “nuts and bolts” of developing an idea or business. They can lead an open and frank dialogue about customer service, which leads to some great stories and shared insight. ## **Community** The community — including, but not limited to, parents — is the supporting fabric for every school. That relationship can be enlivened and enriched by having community members brought into the classroom to share their own experiences in school, work and life. They can lead panel discussions on raising a family, balancing work and home, budgeting, even interviewing for a job (and getting the job you want). Students can become active in community projects, senior centers, workforce development projects, the myriad of activities that are nearly constant and need eager participants who are open to learning and contributing new ideas. Students can serve as adjunct members of hearing and advisory boards to learn the ins and outs of projects, politics, and development. They can bring the perspective of the future to planning and resource allocation within the community. A first step? Find local community organizations that need volunteer help and have them give a presentation in class about how they serve. Have the class create a promotional campaign to help the organization as well as contributing as volunteers. ## **Other Schools** More often than not, other schools are seen as athletic rivals and little more. Yet every school has a unique staff, resources, access to different communities and different opportunities. Why not have a city- or county- or district-wide database detailing the background of faculty, specialty classes not offered in other schools and resources (like schools with facilities such as a shop program, large auditorium, or advanced computer lab)? A first step? Encourage teachers from different schools to build a thought leader/best practices virtual blackboard/share point. ## **The “Big Three”** Instituting a matrix approach provides ***three over-arching*** benefits that transform how everyone in the learning community sees learning and the school. **1.** People are more likely to be invested in, and aligned with, an organization for which they are valued participants. The broader the engagement of the learning community, the greater the shared understanding of *what school is about* and the greater the alignment of the school with its surrounding population. **2.** People (especially teenagers) already have a tendency to tribalize by group; bridging learning across age groups and spreading the source of learning more broadly helps break down this sclerosis. After commencement, having a strong ability to work with a widely diverse group of people can only benefit them and society. **3.** We learn all the time (even when we sleep, the researchers tell us). The matrix classroom entrenches the idea of *learning* as a life-long, shared activity bounded only by imagination and opportunity. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![A smiling older man with gray hair, identified as Mac Bogert, wears a light blue checkered button-up shirt and stands against a plain white background with his arms crossed.](https://edcircuit.com/wp-content/uploads/2025/12/Mac-Bogert.jpeg) ](https://edcircuit.com/author/mac-bogert/) [Mac Bogert](https://edcircuit.com/author/mac-bogert/ "Mac Bogert"): Author Since 1994, Mac Bogert has been president of [Aza Learning](https://azalearning.com/), providing innovative coaching and learning programs focused on leadership and creative thinking. He began teaching in 1971 after attending Washington and Lee University and the University of Virginia. He’s taught in a variety of schools, from elementary to college, today providing learning support for 200 clients nationwide. He recently published Learning Chaos: How Disorder Can Save Education, which suggests we don’t need to make people learn but to remove the barriers that prevent learning. Mac lives in Annapolis, MD, where he works, writes, sails and plays blues guitar, though not all at the same time. [ ](https://www.linkedin.com/in/mac-bogert-0b503322) [ View all posts ](https://edcircuit.com/author/mac-bogert/ "View all posts") [ ](https://azalearning.com/author/macbogert111/) **Categories:** Diversity, Equity, Inclusion, Innovation, School Models **Tags:** Headline --- ### [Raising Student Achievement Using Literacy Centers](https://edcircuit.com/raising-student-achievement/) **Published:** August 25, 2017 **Author:** EdCircuit Staff **Excerpt:** Boost student achievement in grades 4-12 with Literacy and Learning Centers—engage students, improve outcomes, and support differentiated instruction. **Content:** When I hear, “This program works,” I’m skeptical. As an educator, I’ve witnessed many passing fads. My experiences in classrooms for over 30 years confirm my foundational belief that great teaching and learning is always grounded in the relationships between teachers and students and researched based pedagogy. Bearing this in mind, I’m always reading about innovative ideas grounded in research. I am always considering how to effectively manifest these in the classrooms in which I collaborate. For over five years, I have developed the Literacy and Learning Center model for grades 4-12 (for the big kids). When we think of centers, we often identify with K-3 classrooms. However, the [Literacy and Learning Center](https://www.katherinemcknight.com/materials/p/literacy-learning-centers-for-the-big-kids-building-literacy-skills-and-content-knowledge-for-grades-4-12-second-edition) model incorporates these key elements: balanced literacy, content knowledge, movement, differentiated instruction, formative assessment and response to intervention. I assert that if we focus on the Literacy and Learning Center pedagogical model, these elements are effectively integrated. As I implemented the Literacy and Learning Center model in countless schools, there are tangible advantages for teaching and learning. Students tend to be more engaged in their learning when they work in centers. The combination of self-directed activities and short, specific tasks lends itself to the natural strengths of students. When I interview students, they often report that it is easier for them to focus and ask questions. The greatest complement that a teacher can receive is when students declare, “I can’t believe how fast class time passed today.” This student declaration is common in a Literacy and Learning Center classroom. Students learn from each other as they collaborate and learn, especially in inclusive classroom settings. As this occurs, teachers also experience key differences in classrooms. Teachers learn that the Literacy and Learning Center models enable them to cover *more* content in *less* time. In the middle schools and high schools where Literacy and Learning Centers were implemented, student achievement on national assessments (such as PARCC and NAEP), rose on average, between 13-18 percent in one academic year. This is a staggering statistic and the success boils down to the reality that students are *doing* rather than passively engaging in instruction. ## **Why Literacy and Learning Centers Build Student Achievement** The Literacy and Learning Center model is grounded in several key pedagogical models including: ### **Balanced Literacy** The focused instructional framework for Literacy and Learning Centers is also built on a balanced literacy model. Substantial literacy research has established the importance of integrating reading, writing, speaking, listening, vocabulary, and language in a synergetic instructional approach. In this model, students are provided with ample opportunities to develop their literacy skills in multiple contexts — through integration, not isolation. ### **Formative Assessment** The Formative Assessment model provides an instructional approach to determining how and what students are learning. When teachers have meaningful feedback from, and insight into, their students, they can adjust instruction to ensure that their students are developing skills and content knowledge. This is usually accomplished through conferencing with students and providing on-the-spot descriptive and supportive feedback. In the Literacy and Learning Centers model, students have the opportunity, through the teacher-led center, to receive this kind of feedback on a regular basis. ### **Differentiated Instruction** We know that all of our students are not the same and are wonderfully different. Yet, when teachers are faced with large classes, how can we provide individual instruction and choice as the differentiated instructional model promotes? Through Literacy and Learning Centers, teachers can create learning activities that allow for student choice, flexible grouping and modification of skills. ### **Multi-Tiered Intervention** As a key component for closing the student achievement gap, multi-tiered interventions are offered in response to student data or other classroom performance information. When educators are able to target individual students, and provide specific interventions to improve skill development, students are less likely to fall behind. In the Literacy and Learning Centers model these interventions can be addressed in the teacher-led center as well as in the individual centers. ### **Gradual Release of Responsibility** The Literacy and Learning Centers-focused framework shifts the focus of learning onto the student, while the teacher provides modeling and guidance through structured activities. When Literacy and Learning Centers are aligned with the Gradual Release of Responsibility (GRR) model, students can work toward developing a greater range of skills to increase more independent learning. ## **Literacy and Learning Center Model: How it Works** I Do ItTeacher-Led Mini Lesson or Whole Group Instruction. The teacher models a particular skill, usually through a think-aloud or read-aloud.We Do ItPairs/Small Group in small groups, the students practice the skill that was demonstrated during the Teacher-Led Mini Lesson/Whole Group InstructionYou Do ItThe Literacy and Learning Centers include clearly focused activities that foster skill development and content knowledge. Developmentally appropriate centers are introduced as the final component. ### **Step One: Teacher-Led Instruction** This is an opportunity for the teacher to begin the lesson with a whole-group mini-lesson that models a skill for students. In the GRR framework, this is the “I Do It” component. In short, the Literacy and Learning Center approach begins with teacher modeling. This modeling provides the foundation for the student practice (“We Do It”) and the center time (“You Do It”) that will follow the teacher-led instruction. ### **Step Two: Student Practice** This is an opportunity for students to work in pairs or possibly in small groups. In the GRR framework, this is the “We Do It” component. During this time, the students have the opportunity to practice the skill or discuss the content that was introduced by the teacher in Step One. The idea is for students to have ample practice time to develop skills and content knowledge. This is an integral factor for successful LLC implementation, and it is especially important in light of Richard Allington’s research (2012) about schools that are able to close the student achievement gap in literacy. Practice is critical. Teachers often ask, “How long should students practice?” in Step Two, I recommend about 15 minutes for this phase, but here again, the teacher is always the best judge. ### **Step Three: Center Time** This is an opportunity for students to work in centers. No matter what your area of expertise is, I always recommend starting with the Four Foundational Centers. Once we discuss the Four Foundational Centers, I will provide examples of additional centers, or what I refer to as Plus Centers. In the GRR framework, center time represents the “You Do It” component. Students work within centers to complete tasks/activities that fit specific instructional areas such as vocabulary, writing, and reading. ## **Next Steps** The Literacy and Learning Center model is based on my work and experiences in classrooms and it is built on research that indicates what the best practices are for the development of literacy skills. Imagine students developing literacy skills and content knowledge in an engaged classroom setting. As educators, this is what we want for all our students. ### **References** Allington, Richard L. and Gabriel, Rachael E. “Every Child, Every Day” *Educational Leadership*, March 2012, V 69. pages 10–15 McKnight, K. S. (Ed.). (2016). *Addressing the Needs of All Learners in the Era of Changing Standards: Helping Our Most Vulnerable Students Succeed Through Teaching Flexibility, Innovation, and Creativity*. Rowman & Littlefield. McKnight, Katherine S. *Common Core Literacy for ELA, History/Social Studies, and the Humanities: Strategies to Deepen Content Knowledge* (grades 6–12). Jossey Bass, (2014). McKnight, Katherine S. *Common Core Literacy for Math, Science, and Technical Subjects: Strategies to Deepen Content Knowledge* (grades 6–12), Jossey Bass. (2014). McKnight, Katherine S. *Literacy and Learning Centers for the Big Kids: Building Literacy Skills and Content,* Engaging Learners, LLC. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Katherine McKnight](https://edcircuit.com/wp-content/litespeed/avatar/d7c076ce7e3a5a4c8393b12e70266f45.jpg?ver=1788450924) ](https://edcircuit.com/author/katherine-mcknight/) [Katherine McKnight](https://edcircuit.com/author/katherine-mcknight/ "Katherine McKnight"): Author [ View all posts ](https://edcircuit.com/author/katherine-mcknight/ "View all posts") **Categories:** Educators **Tags:** Headline --- ### [Questioning Essential Questions](https://edcircuit.com/questioning-essential-questions-education/) **Published:** July 26, 2017 **Author:** EdCircuit Staff **Excerpt:** Explore a new perspective on essential questions in education, aligning classroom inquiry with learning standards for clear, effective student outcomes. **Content:** I’ve never seen the color go out of an assistant superintendent’s face so fast. It was a learning walk day at a high school and our team dispersed to gather data, one piece being the essential questions students were pondering in each class. Here’s the one that turned his normally healthy coloring to a sort of ashen, CPR-needing shade: > “*What are the pros and cons of teenage pregnancy*?” In the hallway debriefing, he turned to building leaders and abruptly queried, “We’re teaching the *pros* of teenage pregnancy?” Everyone scrambled to find the health standard for that unit. The essential question crafted by the teacher clearly diverged from the intent of the standard, which was about analyzing consequences of early sexual behavior. The teacher likely found a note in her mailbox that afternoon, and I feel badly about that. Why? Because she probably attended the same training I did. In our professional development, we were implored to craft questions that would press students’ critical thinking and stir personal reflections…even be provocative. ## **Perhaps it’s time to question essential questions.** Entire books have been written on crafting essential questions. Just some of the attributes essential questions should possess: thought-provoking, higher order, reflective, intellectually stimulating, and open-ended. But in a quest to develop awe-inspiring reflection, are we altering the standard? Furthermore, are we providing an explicit pathway for learners to achieve success? How will they get there? For example, asking students “What were the causes of WWII?” would not be considered a worthy essential question. On the other hand, “When would war be justified?” is more thought-provoking and reflective. Here’s the problem: the standard likely calls for students to describe the major developments leading to WWII, not make a judgment. The learning targets that develop over this unit should systemically enable learners to demonstrate understanding of the overarching question. How will they get there if there is a mismatch? And while the case can easily be made to *exceed* the standard -such as taking a stand – foremost in our efforts remains that learners are proficient in the standard. ## **Why does this matter so much?** Because learners do better and are more motivated when a path to success is explicit, systematic, transparent, and doable. After all, there are many things students might be murky about during the day, but what they are expected to learn (and how to get there) shouldn’t be one of them. ## **Standards Walls: A Different Approach** Standards walls, as I detail in both books, provide a visual, tangible roadmap to success. Rather than a blur of head-scratching questions with seemingly little connection, standards walls maintain the rigor, but show how learners will reach proficiency. And if a parent asks “What will you be learning next week?” It’s right on the wall… and our website… and perhaps on students’ phones. Standards walls bring everyone into the learning plan. Here is where we are today, this is where we are going, and here’s how we’re getting there. Standards walls are unit based and are a combination of an advance organizer and a concept map – both practices are proven ways to boost achievement. In addition, student examples of the target are posted as we go. These might include a sticky note math problem, a lab analysis, or outstanding examples of figurative language. As we progress through the unit, students realize progress. In fact, we check off targets as we go, “Boom! We are ready to move to the next target!” Reaching a goal can be quite motivational. Furthermore, standards walls provide critical connectivity between concepts, a key component of rigor and content retention. With walls, learning is not about turning in something just for today. “Whew, I’ll never see that stuff again!” It’s more about a crescendo of developing work that cascades into a deep understanding of the big idea. We bring learners into our planning world and demonstrate explicitly what is required to have success. For example, in this section of Ms. Kohler’s wall, it’s apparent that the unit expectation for students is to use place value to solve problems with multi-digit whole numbers. The learning targets that build to this unit goal are also crystal clear. The evidence of ongoing progress is apparent by the sticky note problems posted around the target. Next target: students will compare whole numbers. There is a road map for every student to follow to reach success. ## **Creating and Implementing Standards Walls** Crafting standards walls takes a little practice; after that, it’s actually fun. Often done in collaborative teams, we step back and reflect on what we will be expecting of our students. What evidence of learning will they be demonstrating? We map this out on large paper. Now, we share this with learners; in fact, there’s a big fanfare when launching a new unit. It sounds like, “We’re going to be talking about how the country got into such a huge economic mess in the 1920’s. We’ll be studying this for 3 weeks, and there are five learning targets we’ll be conquering. Each of these learning targets will have work associated with them. We will both be gathering evidence of proficiency on these targets.” In my professional development with teachers, here are the steps we take in crafting standards walls: **1.) Summarize the unit goal and place that in the center of the map. Depending on building expectations, this might include a unit essential question, an overarching “I can” statement, or a phrase summarizing the concept.** **2.) Create and arrange learning targets in sequence around the big idea. Highlight the verbs of the standard, which are critical to intended rigor, on the stems of the map.** **3.) In the bubbles attached to the verb stems, summarize the “meat” of the target. For example, the stem line might say “compare and contrast.” The attached bubble might include two economic principles.** **4.) Double check that if students meet every target, they will reach the center destination.** **5.) At a minimum, reference the walls in the beginning and close of class.** **6.) When a target is reached, check it off! Note: this does not mean that every learner has mastered it, but the class is moving on. Students who still need work on a particular target may see that revisited in a station, additional homework, or tutoring.** **7.) Post work as it develops. It feels great to hear, “Your writing is a good example of our target – may I post that on our wall?”** Standards walls serve to organize complex information in a way that maintains rigor and accuracy, but makes expectations understandable (and doable) for learners. Rather than a long document or a list of essential questions, these provide a pathway to success. Yes, a big concept exists in the middle, but we’re breaking it down into manageable pieces and are taking a systematic approach to support learning. Targets are connected to the center, and work will develop demonstrating progress as we go. In addition, teachers, building leaders, parents, and students can feel confident that our curriculum direction is accurate and on course. Provocative questions certainly have value, but only if they meet the intent of the standard, and there is a viable path to support learners in reaching those understandings. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![A middle-aged woman with short brown hair smiles gently outdoors, wearing a green jacket. The background is softly blurred, showing greenery and a sunlit building.](https://edcircuit.com/wp-content/uploads/2025/12/Suzy-Pepper-Rollins.jpg) ](https://edcircuit.com/author/suzy-pepper-rollins/) [Suzy Pepper Rollins](https://edcircuit.com/author/suzy-pepper-rollins/ "Suzy Pepper Rollins"): Author Suzy Pepper Rollins is the author of two ASCD books: Teaching in the Fast Lane, just released and Learning in the Fast Lane. She is also the founder of an exciting new project called MyEdExpert.com, a place in which educational authors make available research-based, downloadable materials. She is also the founder of Math in the Fast Lane, a hands-on approach to teaching math with an online component. [ ](https://www.linkedin.com/in/suzy-pepper-rollins-5851ab4) [ View all posts ](https://edcircuit.com/author/suzy-pepper-rollins/ "View all posts") [ ](https://suzypepperrollins.com/) **Categories:** edLeaders **Tags:** Headline --- ### [Collaborating Minds for Professional Development](https://edcircuit.com/collaborating-educators/) **Published:** February 3, 2017 **Author:** EdCircuit Staff **Excerpt:** Discover how purposeful collaboration among educators leverages collective strengths to boost student achievement and drive professional development. **Content:** We stand at an exceptional point in education. New findings from education, psychology, and brain research on how people learn as well as large-scale studies of the impact of effective teaching practices provide powerful insights for schooling. School systems have a tremendous opportunity to align instruction with current findings and, in so doing, to guide virtually all students to be college and career-ready. The traditional model of teachers working in isolation is unlikely to be very effective in these times when significant change in teaching practice is needed. What is needed today is for administrators to support teachers to work together in a process we call purposeful collaboration. Over the last 17 years, we have facilitated such an approach and share some ideas for implementation based on our work with thousands of educators. ### **Capitalizing on Educators’ Combined Sea of Strengths** We call the combined knowledge and experience educators bring together collectively a powerful sea of strengths. For example, when administrators support teachers by creating formal and informal opportunities for collaborative work, teachers can tap into their collective expertise in terms of their knowledge of students, content, and instructional strategies. Everyone has much to contribute based on their experiences — and much to gain in learning from the suggestions of others. Here are some practical strategies for purposeful collaboration so that students reach higher levels of achievement. ### **Strategies for Purposeful Collaboration** ***• Step 1: Identify a common purpose.*** Establish your purpose for collaborating together. For example, teachers might benefit from working together to support each other to increase student achievement. ***• Step 2: Set performance goals*****.** Having set a common purpose for collaboration, it is important to set specific performance goals. In the above example, with the purpose for collaborating being to increase student achievement, a performance goal might be to create more effective lessons. ***• Step 3: Bring together team members with complementary skills*****.** It is important to bring together groups of individuals with a common purpose who have complementary skills. In our example, with the goal of creating more successful lessons, teachers might meet in job-alike groups such as grade-level or content-specific teams. Team membership could consist of individuals who have different strengths and weaknesses in terms of their lessons. For instance, if an individual has successfully taught a particular lesson and someone needs assistance with that lesson, the former teacher can share what has worked well with the teacher who needs support. Ideally, each person would have developed complementary skills that can support someone in the group who requests assistance in that area. Individual teachers can be the champions of a particular successful teaching strategy, mastering key content, or reaching and lifting a student who finds class particularly challenging. Purposeful collaboration means that every teacher can shine among their colleagues when they share successes and be supported by the group when they need it. ***• Step 4: Work together in small groups*****.** Working in small teams often helps to get the job done most efficiently. There are many ways to contribute in small groups such as sharing ideas for teaching a lesson based on a prior success, asking for suggestions if a particular lesson was not as successful as you wish, offering support, or just listening to a colleague. Look for ways to use your initiative to enhance teamwork. ***• Step 5: Learn to listen and ask.* As in all forms of community**,** empathy and compromise are valuable skills for educators to develop as they work together to optimize student learning. Continue to cultivate the delicate art of listening carefully to the frustrations and questions shared by colleagues. ***• Step 6:** **Celebrate working together.*** Purposeful collaboration with the goal of generating measurable gains in student learning can lead to opportunities for celebrating small wins as student performance improves as a result of interventions. This can support a virtuous circle of ongoing improvement. As educators work together for positive change in their schools and districts, the challenge can bring out each person’s best and help to break down the walls of isolation while building important professional and social capital in their place. For more on the ideas described in this article, check out[ ](https://www.amazon.com/Smarter-Teacher-Leadership-Neuroscience-Collaboration/dp/0807757306)Smarter Teacher Leadership: Neuroscience and the Power of Purposeful Collaboration (Teachers College Press, 2016) [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![A middle-aged man with short, light blond hair is smiling, wearing a navy blazer over a light blue collared shirt, posed against a neutral, softly blurred background.](https://edcircuit.com/wp-content/uploads/2024/01/Marcus-Conyers.jpeg) ](https://edcircuit.com/author/marcus-conyers/) [Marcus Conyers](https://edcircuit.com/author/marcus-conyers/ "Marcus Conyers"): Author Marcus Conyers, is a research supervisor for the PhD in Professional Practice: Psychological Perspectives at the Salomons Institute for Applied Psychology with Canterbury Christ Church University and the lead developer of the BrainSMART® and Innovating Minds® programs for improving cognitive performance and creative-thinking skills. [ ](https://www.linkedin.com/in/marcus-conyers-ph-d-54742b1a) [ View all posts ](https://edcircuit.com/author/marcus-conyers/ "View all posts") [ ](https://brainsmart.org/team/dr-marcus-conyers/) **Categories:** Educators, K-12 Teachers **Tags:** Headline --- ### [How Do We Achieve Self-Regulated Learning?](https://edcircuit.com/how-do-we-achieve-self-regulated-learning/) **Published:** January 30, 2017 **Author:** EdCircuit Staff **Excerpt:** Discover how to achieve self-regulated learning with goal setting, cognitive assessment, and growth mindset strategies to empower every student’s success. **Content:** *Success is in the hand of the student* By Nancy Weinstein In [part one](https://edcircuit.com/self-regulation-using-cognitive-data-is-key-to-personalization/) of this series we discussed how combining new options for accurate and objective cognitive assessment (attention, memory, processing and reasoning), along with traditional academic achievement data, is the missing piece to enabling self-regulated learning. If we know self-regulated learning is the best way to reach every student and we know we can efficiently get the data to support self-regulated learning, the only question is HOW. ## **HOW do we do it?** We return to CMU’s Self-Regulated Learning Model. We love this model because it really is so simple. The model that is. Nothing about teaching or learning is simple. However, if we can adopt a structure that is straight-forward to teachers and students alike, the focus can be on learning and not on how to implement another rubric or standard. As we discussed in Part 1 of this series, the success of this model depends on students being intrinsically motivated to succeed, embracing a growth mindset, and possessing a sufficient self-awareness of their capabilities and needs. Of course, these foundational characteristics are shown to be important to learning across teaching models. However, they are arguably far more critical to self-regulated learning, which depends on students taking the lead in driving the learning process, working independently, and recognizing when and how to ask for help. With a strong foundation in place, the rest is \[relatively\] easy. ## **Set goals** There’s no shortage of great materials on effective goal setting, ([SMART goals](https://www.edutopia.org/blog/smart-goal-setting-with-students-maurice-elias), etc.) so assume those rules apply. However, goal setting with an audience of adolescents does present its own unique set of challenges. Each student’s goals need to reflect each student’s intrinsic interests. Students need to have a good answer ***for themselves*** to the question, “Why am I doing this?” Otherwise, they could easily be distracted by competing interests or have a setback that morphs into a failure. Keep in mind that students might not have the context or foresight to see the bigger picture on their own. They still need their teachers to open their eyes to why the work matters before they can be expected to discover their own meaning. Let’s not forget that adolescents are at a unique and asynchronous stage in their emotional, social and cognitive development. Some of their needs are developmental while others are more specific to their unique profiles. Consider when a student’s goals should extend beyond his immediate academic performance to include other skills that might be equally important to his lifetime success, such as collaboration, communication and flexible thinking. You’re likely to find that when students expand the scope of their goals, even your highest achievers will find they have clear room to grow. Similarly, those “struggling learners” are likely to discover opportunities where their strengths can shine and their self-confidence can grow. ## **Choose strategies** It might feel somewhat surprising to know that there is an abundance of [evidenced-based strategies](https://ies.ed.gov/ncee/WWC/) that can help students learn more easily, focus more consistently, and remember and recall more efficiently. Teachers and tutors use them all the time. When a student says my teacher “gets me” what he is really saying is that his teacher helps him use the strategies that work ***best for him*** so he understands and remembers. So how do we support teachers to “get” all the learners in their classroom? Objective data on cognitive skills is the game changer. The insight that was heretofore available only through very careful teacher observation (if students were lucky), can now be collected through affordable online cognitive tests. That data enables us to efficiently predict which of the hundreds of strategies would best suit each student, whether he is solving problems in math class, writing an English paper, or working a hands-on project in the shop. ## **Reflect and adapt** To be fair, it’s not quite that easy. Identifying and effectively using the best-fit strategies takes time, effort and some amount of trial-and-error. Even the best algorithm cannot predict personal preferences, environmental factors, and all the other nuances that go into effective learning. But they can help narrow down the choices to the handful that make the most sense for any given student. Add to that effective teacher coaching and a student who asks for help and is receptive to feedback, and the road to success is reasonably straight-forward. *This is part two of a two-part series.* [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Nancy Weinstein, a woman with short dark hair wearing a navy blue top, is sitting and smiling in front of a plain light-colored background.](https://edcircuit.com/wp-content/uploads/2025/12/Nancy-Weinstein-.jpg) ](https://edcircuit.com/author/nancy-weinstein/) [Nancy Weinstein](https://edcircuit.com/author/nancy-weinstein/ "Nancy Weinstein"): Author [Nancy Weinstein](https://twitter.com/mindprintlearn?lang=en) is the Co-founder & CEO of Mindprint Learning, an educational technology company specializing in online cognitive assessments and personalized learning that is based in Princeton, NJ. Mindprint has a free, searchable database of over 400 research-based strategies for teachers ready to adopt self-regulated learning. Nancy has an MBA from Harvard Business School and BSE in Bioengineering from the University of Pennsylvania’s Management and Technology Program. Prior to Mindprint, Nancy held various roles in technology and finance at Goldman Sachs, The Walt Disney Company, and Bristol-Myers Squibb. She is the mother of two middle school girls. [ View all posts ](https://edcircuit.com/author/nancy-weinstein/ "View all posts") **Categories:** Hidden --- ### [To Make Standards Work, Invest in Professional Learning](https://edcircuit.com/to-truly-enact-educational-standards-focus-on-professional-learning/) **Published:** January 18, 2017 **Author:** EdCircuit Staff **Excerpt:** To effectively implement educational standards like the Common Core, schools must prioritize ongoing professional learning for teachers and leaders. **Content:** The Common Core State Standards have once again become a prominent news story, as the United States speculates about the [health and survival of the standards under a new Trump administration](https://www.npr.org/sections/ed/2016/11/10/501426803/can-president-trump-get-rid-of-common-core). Since 2010, the standards have been adopted and adapted by more than 40 states, the District of Columbia, four territories, and the Department of Defense Education Activity (DoDEA). Despite widespread adoption, however, the standards have been plagued by misunderstandings and myths. They continue to be sharply critiqued by prominent educators, even though some of these critiques may not be fully founded. So, here we are, at a crossroads, early in 2017. As we prepare for a political sea change, many are wondering exactly where we stand with the Common Core. Should teachers and school leaders redouble their efforts to enact the standards? Or should educators bet on the fact that *this too shall pass*, and assume that newer standards will emerge shortly? These are questions I’m often asked by school leaders and teachers alike. In my role as an education professor, working equally with preservice and in-service educators, standards are ever-present. They are front and center in my higher education classes, as future teachers plan their first units and lessons. They form the backbone of my professional learning work in K-12 schools, as I support teachers, literacy coaches, and principals in [merging literacy and content goals](https://hepg.org/hep-home/books/adolescent-literacy-in-the-era-of-the-common-core). Given the prominent role that standards play in educator preparation programs; schools, teachers, and school leaders are understandably anxious. They are wondering whether their hard work implementing the Common Core over the past seven years will have been for naught. To all those waiting and wondering, as well as to the new Trump administration, I say: stay the course. Don’t abandon ship quite yet. The Common Core, while imperfect, remains a step in the right direction, and a reasonable base from which to continue building and tinkering. Of course, *how* we collectively make sense of and implement the standards remains the key. At this moment in time, as we collectively reconsider the Common Core and wonder about their (and our!) future, I have found a bit of comfort (and joy!) in Michael Toth’s engaging new book, [*Who Moved My Standards? Joyful Teaching in an Age of Change: A SOAR-ing Tale*](https://web.archive.org/web/20170515210633/https://education-store.learningsciences.com:80/product_p/bpp160004.htm). The book is unexpected, uplifting, and greatly appreciated at a time when grim forecasts reign. Toth’s brief book (less than 75 pages) is part picture book fable and part inspirational essay, all focused on how we need to be thinking differently about our stance toward the standards. The first half of Toth’s book provides readers with a simple, but powerful illustrated story of woodland creatures having to contend with the changing environment around them. To collect adequate amounts of food for winter, the blue jays and flying squirrels at the center of the story must learn to work together in order to fly farther than ever before to collect food. Early in the story, the animals realize that simply applying *more* of their *same old strategies* will not be effective. The animals must, in fact, collaborate, problem-solve, and devise new ways of meeting their goals—a clear comment on how educators wishing to enact new standards must also work together to create classroom environments that, in turn, support collaboration and higher-order thinking. While this illustrated allegory may not be everyone’s cup of tea, I found it charming and quite convincing. Moreover, as someone who routinely assigns readings in university classes and provides articles to school leaders and teachers, I’m relieved to find an evocative story such as this that has great potential to engage educators in conversations that matter. Whereas the first half of Toth’s book reads like a playful storybook, the second half features a powerful essay titled “Teaching for the New Economy.” In this essay, Toth reveals much of the deeper thinking and implications underpinning the earlier fable. He describes the need to shift away from “old economy classrooms,” which emphasize conformity and factual recall and largely support the education of citizens engaged in manufacturing or mass production jobs. Toth stresses the need to embrace what he terms “new economy classrooms,” focused on creating citizens who can “research, analyze, and synthesize information into persuasive arguments or compelling presentations.” Anyone familiar with the Common Core will see its components in Toth’s appeal. Ultimately, I’m persuaded by Toth’s essay. School leaders and teachers will appreciate his sharp writing, which helps us make sense of much larger arguments for why our economy has changed dramatically in the age of computers. For the practical-minded, Toth includes two quick reflective tools near the book’s end: a chart highlighting the differences between the old economy and new economy classrooms, and a SOAR (students’ opportunities to achieve rigor) rubric, suggesting the salient features of new economy classrooms. Both of these tools might be used to spur self-reflection in higher education or K-12 settings, as school leaders and teachers deeply consider the kinds of classroom environments that currently exist and the shifts that might be needed to encourage deeper, more authentic learning experiences for students. Each of these tools connects clearly to the Common Core’s main objective of fostering higher-order thinking skills. I’m heartened by the fact that much of the Common Core maps neatly onto Toth’s descriptions of new economy classrooms. Toth’s book understandably stops short of providing a longer, clearer roadmap for *how* educators might make the herculean transition from “old” to “new” economy classrooms. Though Toth hints at next steps, my own research and work with schools has convinced me that the answer lies in high-quality professional learning. Simply put, new economy classrooms and fully implemented standards will depend partly (if not mostly) on long-term, strategic professional learning. Robust professional learning prepares educators for multiple future paths to success, for ever-shifting standards and political swings. Not just for the standards at hand. I will touch on two rich possibilities for such professional learning below. Recently, Dr. Rita Bean and I wrote a book, [*Cultivating* *Coaching Mindsets*](https://www.literacyworldwide.org/get-resources/books/9417), in which we make the argument that all educators (although especially teacher leaders and those who hold some formal “coaching” responsibilities) must adopt a “coaching mindset” in 21st-century schools. If we are going to implement rigorous standards for students, and develop new economy classrooms, then we must all alternately think and work as *leaders*, *facilitators*, *designers*, and *advocates*. These four frames comprise the bulk of what we consider to be a *coaching mindset*, an orientation towards collaboration that encourages shared meaning making, reflection on new practices, and clear structures for gaining the most from professional learning times. Just as Toth suggests throughout his book, we argue that our future success lies in both the collaboration of educators and the collaboration of students. We believe that adopting a *coaching mindset* helps propel a shift toward deeper and more meaningful collaboration. Secondly, I have spent a handful of years documenting how middle and secondary teachers and teams understand and implement new *disciplinary literacy* teaching strategies. *Disciplinary literacy* teaching is closely connected to the Common Core standards, as it encourages content-area teachers (e.g., history, math, science) to support students in reading, writing, and thinking like historians, mathematicians, and scientists. This type of teaching reveals to students the similarities and differences in the ways that experts and novices in various fields consume, generate, and share information—ultimately, with the goal of apprenticing students into the different disciplinary subcultures. Along with my colleagues Dr. Christina Dobbs (Boston University) and Dr. Megin Charner-Laird (Salem State University), I have watched closely as teams of secondary teachers and leaders have learned about and implemented disciplinary literacy instruction. Across professional learning initiatives, three key elements have emerged: teams of teachers meeting regularly in professional learning communities (PLCs); structures such as teacher leaders and discussion-based protocols to support PLC work; and a focus on inquiry and adaptation (over rote, superficial implementation). We have witnessed firsthand the success of teacher teams who have learned about and enacted disciplinary literacy practices using these professional learning elements. Consequently, while I begin 2017 with a bit of apprehension about the next phase of U.S. standards-based work, I also begin 2017 with a great deal of hope. For now, we must focus on robust professional learning and collaboration at all levels. With clearer professional learning structures in place, then a variety of alternate paths forward—perhaps further implementation and adaptation of existing standards, or perhaps a radical shift towards brand new standards—will be possible and fruitful. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Jacy Ippolito, a man with short dark hair and glasses, wears a blue collared shirt and a dark sweater, smiling warmly in front of a plain light background.](https://edcircuit.com/wp-content/uploads/2025/12/Jacy-Ippolito.jpg) ](https://edcircuit.com/author/jacy-ippolito/) [Jacy Ippolito](https://edcircuit.com/author/jacy-ippolito/ "Jacy Ippolito"): Author Jacy Ippolito’s research, teaching, and consulting focus on the intersection of adolescent literacy, literacy coaching, teacher leadership, and school reform. Jacy is specifically interested in the roles that teacher leaders, principals, and literacy coaches play in helping institute and maintain instructional change at middle and high school levels. Jacy is an associate professor at Salem State University, in Salem, MA, where he teaches courses in literacy and educational leadership. Jacy completed both his doctorate and master’s in education at the Harvard Graduate School of Education. The results of Ippolito’s research and consulting work can be found in a number of books and journals, including The Journal of Adolescent & Adult Literacy, The Journal of Staff Development, and The Elementary School Journal. Recent books include Cultivating Coaching Mindsets: An Action Guide for Literacy Leaders (2016), Adolescent Literacy in the Era of the Common Core (2013) and Adolescent Literacy (2012). [ ](https://www.linkedin.com/in/jacyippolito) [ View all posts ](https://edcircuit.com/author/jacy-ippolito/ "View all posts") **Categories:** edLeaders, Federal **Tags:** Headline --- ### [Educational Leadership in a 1099 World](https://edcircuit.com/educational-leadership-in-a-1099-world/) **Published:** February 15, 2016 **Author:** EdCircuit Staff **Excerpt:** Explore educational leadership in a 1099 workforce as Dr. Randy Ziegenfuss shares strategies for preparing students for modern, flexible career paths. **Content:** Ziegenfuss discusses his leadership role in a world where more students are entering a workforce structured around [1099](https://www.irs.gov/pub/irs-pdf/f1099msc.pdf)‘s as opposed to previous generations that worked with less autonomy. He talks about how to support schools and students in this environment and explores ways to improve content delivery mechanisms to meet today’s students. Dr. Ziegenfuss currently serves as Superintendent in the Salisbury Township School District. Prior to his current position, Ziegenfuss, was a classroom teacher, Department Chair, Technology Integration Specialist, Director of Technology and Assistant Superintendent. Ziegenfuss, is also a Clinical Adjunct Professor of Education at Moravian College, teaching courses in inquiry, assessment and technology in the undergraduate, graduate and principal certification programs. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) - [ ![A man wearing glasses, a dark suit, white shirt, and green tie stands smiling with his arms crossed in front of a window and brick wall.](https://edcircuit.com/wp-content/uploads/2024/02/Randy-Ziegenfuss.jpeg) ](https://edcircuit.com/author/randy-ziegenfuss/) [Randy Ziegenfuss](https://edcircuit.com/author/randy-ziegenfuss/ "Randy Ziegenfuss"): Author Randy Ziegenfuss recently retired as Superintendent in the Salisbury Township School District after 34 years in public education. Prior to his role as Superintendent, Randy was a classroom teacher, Department Chair, Technology Integration Specialist, Director of Technology and Assistant Superintendent. Randy currently works as Director of Graduate Programs in Education at Delaware Valley University and Clinical Adjunct Professor of Education at Moravian University, teaching courses in inquiry, assessment and technology in the undergraduate, graduate and principal certification programs. He graduated from Moravian University with a B.Mus. degree, earned his M.A. from Teachers College, Columbia University in technology leadership, and an Ed.D. from the University of Pennsylvania in educational and organizational leadership. Randy has been a featured speaker at FETC – the annual Future of Education Technology conference in Orlando, FL. and is a contributing writer to the book Education Write Now: Top Strategies for Improving Relationships and Culture. Read Randy’s blog WorkingAtTheEdge.org and listen to the podcast co-hosted with @lfuinihetten at TLTalkRadio.org.and ShiftYourParadigm.org. [ ](https://www.linkedin.com/in/rziegenfuss) [ View all posts ](https://edcircuit.com/author/randy-ziegenfuss/ "View all posts") [ ](https://workingattheedge.org/about/) **Categories:** edLeaders --- ### [Social Media: What Special Education Teachers Need to Know](https://edcircuit.com/social-media-what-special-education-teachers-need-to-know/) **Published:** April 27, 2016 **Author:** EdCircuit Staff **Excerpt:** Discover essential social media guidelines for special education teachers to help students with special needs stay safe, connected, and supported online. **Content:** [Randy Ziegenfuss, Ed.D](https://workingattheedge.org/)., Superintendent at Salisbury Township School District in Allentown Pennsylvania, wanted to contribute [his thoughts](https://edcircuit.com/educational-leadership-in-a-1099-world/) from the perspective of a school district. “The four guidelines recommended in the article are worthy of *every* parent’s attention, regardless of exceptionality. What is important to understand, I think, is that any rules or guidelines for online (or even offline) behavior should be personalized and customized to every child’s unique needs. This is particularly important for special needs students. Honoring the individually of every child (cognitive, social, emotional) is the direction we want and need to move in education, and any guidelines for online behavior should not be exempt from that vision. With special needs children, however, the guidelines may have a different application because of cognitive, social and emotional differences (such as communication and impulsivity). “Getting this right” can mean the difference between isolation and opening up a new world that provides special needs children with opportunities to succeed in ways they may not readily have in the face-to-face world. Like any parent, parents of special education children will experience “bumps in the road” – children will “mess up” and do things online that we don’t consider appropriate. It is important that parents and teachers approach the situation with empathy, seeking first to understand and responding to any violations of guidelines as an opportunity for growth in the important online space. When having the conversation, it’s best for parents to connect, then correct, preserving the relationship while providing the needed support for making better choices in the future.” ## **What Special Ed Teachers and Parents Need To Know About Social Media** ##### by Byrd Pinkerton | [nprEd](https://www.npr.org/sections/ed/) “Discuss, monitor, and educate.” That’s Kortney Peagram’s advice to parents and teachers who want to help special needs teens lead an online life. She [wrote up](https://www.npr.org/sections/alltechconsidered/2016/04/04/472422820/what-happens-when-the-online-bully-is-a-child-with-special-needs) some of her experiences as a psychologist working to reduce cyberbullying in Chicago for our friends at NPR’s All Tech Considered. Students can definitely benefit from social media, Peagram says. For kids who can’t be touched, or who can’t look people in the eye, digital networks are a chance to share pictures and interests, and an opportunity to have a social life. But the internet can be a dangerous place, especially for kids who may struggle with communication. Here are some guidelines Peagram recommends for parents and teachers to help kids stay safe online: - **Create a list of clear and concise rules.** Teachers can make a “classroom contract” for kids regarding social media use. It should be five rules or less — anything more is overwhelming. Each rule should have one clear, short sentence, followed by a description that fleshes things out with images and examples. One key rule? Keep private things private. Peagram walks her students through different settings in the real world: their bedroom, the bus stop, the classroom. Even if they are sitting in their bedroom, she tells them, they shouldn’t do things online that they wouldn’t do at the bus stop. Peagram also tries to help them recognize potentially dangerous situations, like sexting. “They’re embarrassed, but they don’t know why they should be embarrassed,” she explains. To help them understand, she draws on the recent Pixar film, Inside Out, using the emotion characters to explain the sadness and disgust feelings that might come from posting nude pictures. She uses the analogy of a photocopier to explain how those pictures might spread. Read the [rest of Pinkerton’s piece in nprED](https://www.npr.org/sections/ed/2016/04/07/473085222/what-special-ed-teachers-and-parents-need-to-know-about-social-media) ## **Reactions** ### **Special Education Administrator** John McLaughlin, Ph.D. – “As a special education administrator, I had a conference with one of my student’s mothers. My student was 17 years old but perhaps 11 or 12 in his social judgment. I told the mom that I felt she had many additional years of “hands-on parenting” ahead. Her son, an 11th grader, was nowhere ready to enter college at 18 or 19 and begin to leave home and stand on his own two feet, but with further years of love and care he had a reasonable chance of self-sufficiency. She appreciated my assessment. The next day that mom returned to my office with the news that her husband, my student’s step-father, had left her when she told him my assessment that there were still years of parenting ahead of them. He literally packed his bags, exited, and left all future parenting to her. To my surprise, the mom hugged me and thanked me for my frankness. She said it was just the ingredient needed to chase a man out of her home, a man who lacked the love and fortitude it takes to raise a child with a serious disability. Whether its monitoring online social interaction for children with exceptionalities or sitting down night after night to dinner with the family, the best thing parents can do for all children is to provide, love, consistency, and a presence.” [McLaughlin](https://edcircuit.com/should-we-train-all-teachers-to-work-with-autistic-students/) directs the Research & Analytics unit of ChanceLight Behavioral Health and Education (client of MindRocket Media Group). Dr. McLaughlin holds a BA, MA and Ph.D. from Peabody College of Vanderbilt University, the University of Chicago and the University of Minnesota respectively. He was a certified geography teacher and secondary school administrator in Tennessee where he served as a teacher. He then spent the last ten years of his work in that [state](https://edcircuit.com/category/education_leaders/state/) as principal in an alternative high school.In 1977, he founded Benton Hall Academy, a school in the Nashville area for students in need of a small and caring environment.From 1993 to 2000 he published The Education Industry Report, a monthly summary of investment activity in the education arena. He has been interviewed by virtually every major newspaper, magazine and broadcast media in the U.S. for his insights on the interface of public education and free enterprise. He has been published several times throughout his career. His most recent writing includes an article, Alternative Education’s Impact on Office Disciplinary Referrals (with Eva Gillham) in The Clearing House, September 2012; a book of fiction, The Last Year of the Season, 2014, North Star Press; and We’re In This Together: Public-Private Partnerships in Special and At-Risk Education (with Mark K. Claypool), 2015, Rowman & Littlefield Education. ## **Education Safety & Security Perspective** Michel Richez – “Privacy is a concern among parents, students and school officials. However, social media by its nature takes place largely in a public domain. Social media posts are like standing on a corner and yelling to someone across the street where everyone can hear you. In terms of social media, the “street” is the entire Internet. It is clear that privacy protections must be put in place. For schools and communities, strict rules and policies must be established to ensure that this technology is used properly and for its intended purpose of protecting students, schools and communities. Individuals must also recognize that social media by its nature and design is not private. Once an individual steps into the social media world they are stepping out in public for all to see.” [Richez](https://edcircuit.com/school-security-beyond-walls-a-qa-with-mike-richez/) is the VP of Business Development for [OSC World](https://www.oscworld.com/). As former Director of Technology and Information Services at Long Beach Public Schools from 1999-2011, Michel Richez’s responsibilities included overseeing instructional and administrative technology, telecommunications, security systems, and NYS and Federal assessment reports. Between July, 2011 through August, 2013, Michel was Director of Business Operations & Development for A+ Technology & Security Solutions Inc., responsible for daily operation oversight and support, as well as customer issues, employee productivity, and developing business partnerships. As Executive Vice President of Business Development at OSC, Michel is responsible for our core business, market research sales and relationships, as well as our developing our education division. ## **Cyber Safety Expert & Student Perspective** Parry Aftab -“The internet is more crucial to special needs students than anyone else. I created my first NGO in 1995 called roads without ramps, to help kids in wheelchairs get connected. It should be noted that HOH/Deaf students have the highest rate of risk-preference online of all special needs students.” Aftab is a US lawyer, child advocate and expert in all aspects of cyberlaw, best practices, cyberbullying and cyberharassment, cybercrime and privacy and founder of WiredSafety. She is also a risk-management and best practices consultant and advisor to the leaders of the Internet and digital technology industries. The US Congress formally honored her work in cybersafety in 2005; the help group she formed received the President’s Service Award from the Clinton White House and in 1999 UNESCO appointed her to head up its online child protection project for the United States. Parry was named to the Harvard Berkman Center-administered Internet Safety Technical Task Force (the ISTTF) in 2008 created to advise the Attorneys General from 49 states on cybersafety issues. Check out this video, from students on the Autism spectrum, discussing social media from Aftab’s WiredSafety: [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Parents, Students --- ### [Can You Call Yourself a Teacher After 2 Years?](https://edcircuit.com/can-you-call-yourself-a-teacher-after-2-years/) **Published:** June 3, 2016 **Author:** David Greene **Excerpt:** True teaching takes years of relationship-building, not just following scripts. Discover why two years in the classroom may not make you a real teacher. **Content:** Good teaching is a lot like good acting. The script gives the actor a framework, a focus or direction, but what makes the play work is the way the actors respond to and play off of each other. This relationship is what takes the words off the page and turns them into, living, breathing ideas voiced by real characters. This relationship takes time to develop and cannot be developed in a sterile, “scripted” environment. For all of the reforms, neologisms, and twenty-first-century ideas that have been advocated and espoused to” fix” education, not one of them has discussed or focused on this element, this relationship. One very good reason for this is that very few, if any of the reformers have ever been teachers. They may have taught for two or three years before professing themselves as being ready to lead and abandoning teaching to move into administration, but they weren’t actually teachers. Few ever became teachers in the true sense of the word because there is much more to teaching than just standing up in front of a room or using a [Smart Board](https://www.smarttech.com/en/education/products/interactive-displays). They were more like actors memorizing a script, not acting out the ideas and emotions. Anyone who has ever “taught” would tell you that teaching is about developing relationships, about learning how to “hear” students’ questions and answers to get them where you know they must be (while getting them to think they did this all by themselves). Like coaching, acting and parenting, there is no one-size-fits-all instructional manual or playbook. Like those areas, teaching is hard work, so we tend to be very skeptical of those “experts” and “reformers” who ran from the classroom to become the “leaders” of those to stay in the classroom to develop those relationships. Not only does it take time to develop the individual, one-on-one relationship between teacher and each student, it also takes time to connect or develop that relationship with the school’s community including the parents and other siblings. Those relationships encourage students to “trust” you, to believe in you because other children, brothers, sisters, cousins, parents, and in some cases, their grandparents have developed that trust in you. That takes time. Good teaching cannot be mandated or developed through a core curriculum. In the best-case scenario, these are only scripts with stage directions. They neither create nor guarantee good teaching. Good teaching is a composite, an amalgam. It is the combination of time, planning, commitment and the development of a relationship that turns lesson plans into living, breathing ideas students can take in and make a permanent part of their lives, which as one student wrote, “… will be the basis for now and many years in the future.” Several years ago, there was a commercial for an investment firm that stated, “We make money the old fashioned way: we earn it.” Like the money in that commercial, if you want good teaching, you’re going to have to do it the old fashioned way: you’re going to have to earn it, you’re going to have to develop it and its relationships. To paraphrase Joe Ehrmann, in his book InsideOut Coaching, a \[teacher\] “realizes the power of the \[teaching\] platform to inspire, motivate, and produce positive changes” in his or her \[students\]. “He or she is acutely mindful of the moral, social, emotional, and psychological needs of young people.” They “offer individual support and encouragement…and have a clear vision for the desired impact on their \[students’\] lives.” That’s going to take time and work: not reform *Bernie Keller and Dave Greene* 2 teachers from the Bronx. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![David Greene](https://edcircuit.com/wp-content/uploads/lovable-avatars/david-greene-215.webp) ](https://edcircuit.com/author/david-green/) [David Greene](https://edcircuit.com/author/david-green/ "David Greene"): Author David Greene is a former Social Studies teacher and coach. He is also a program consultant for an organization that helps high schools create and run experiential learning programs for seniors. In addition, he is the author of “Doing the Right Thing: A Teacher Speaks,” is the former Treasurer of Save Our Schools and an active blogger and speaker. His blogs have appeared in Diane Ravitch’s website, EdCircuit, Education Weekly, US News and World Report, and the Washington Post. David writes opinon pieces for EdCircuit. – The opinions he expresses here are solely his own. [ View all posts ](https://edcircuit.com/author/david-green/ "View all posts") [ ](mailto:dgreene@edCircuit.com) - [ ![Bernard Keller](https://edcircuit.com/wp-content/uploads/lovable-avatars/bernard-keller-263.webp) ](https://edcircuit.com/author/bernard-keller/) [Bernard Keller](https://edcircuit.com/author/bernard-keller/ "Bernard Keller"): Author Bernard Keller is a four decade education veteran, 35 years of which were spent at Stevenson High School in the Bronx, teaching English. He has created innovative methods to teach writing the essay and parts of speech, as well as co-founding an SAT program that operated in Harlem for thirty years. He has mentored teachers, served as the keynote speaker at graduations and special events, and has facilitated workshops and professional development programs for schools and school districts. Together with his wife, he is the co-founder of BASK Consortium, created to provide viable solutions to ensure healthy, education empowered outcomes and lives. *The opinions expressed are solely those of Bernard Keller.* [ View all posts ](https://edcircuit.com/author/bernard-keller/ "View all posts") [ ](mailto:bk@mrmg.com) **Categories:** Social Emotional Learning --- ### [Is Diversity Lacking in Autism Research?](https://edcircuit.com/diversity-lacking-in-autism-research/) **Published:** April 4, 2016 **Author:** EdCircuit Staff **Excerpt:** Explore the lack of diversity in autism research and intervention programs with expert John McLaughlin on this insightful edCircuit episode. **Content:** John McLaughlin joins me to discuss [research ](https://www.sciencecodex.com/study_autism_intervention_studies_lack_diversity-178797)pertaining to special needs and the reported lack of diversity in the intervention programs meant to support children and their families. Previous episodes of edCircuit’s CoffeED focused on the dropout issue. Check out our CoffeED episodes with Bill Milliken of Communities in Schools and a follow-up conversation with Milliken, Dan Domenech of the AASA and Mark Claypool of ChanceLight Behavioral Health and Education and McLaughlin’s co-author of We’re In This Together: Public-Private Partnerships in Special and At-Risk Education ## CoffeED Episode [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) - [ ![Smiling older man with short white hair, wearing a dark suit, blue shirt, and striped bow tie, posing in front of a gray background.](https://edcircuit.com/wp-content/uploads/2024/01/John-McLaughlin.png) ](https://edcircuit.com/author/john-mclaughlin/) [John McLaughlin](https://edcircuit.com/author/john-mclaughlin/ "John McLaughlin"): Author John M. McLaughlin, Ph.D., directs the Research & Analytics unit of ChanceLight Behavioral Health, Therapy & Education, which evaluates initiatives, provides reviews of literature, examines specific performance inquiries for school district partners, and conducts and publishes original research. With a background in research design and far-reaching industry connections, John has written extensively about the interface of public education and private capital, and, with Mark Claypool, he is co-authored How Autism is Reshaping Special Education: The Unbundling of IDEA and We’re in This Together: Public-Private Partnerships in Special and At-Risk Education, a book that explores public-private partnerships in education and behavioral learning. With Mark, he is writing a book about autism and the Individuals With Disabilities Education Act (IDEA). In addition, John is responsible for identifying transaction opportunities for the company, which have contributed significantly to ChanceLight Behavioral Health, Therapy & Education’s growth. Before joining the company in 1999, John published the influential Education Industry Report and was a tenured associate professor of educational administration. In 1977, he founded Benton Hall Academy, a school in the Nashville area for students in need of a small and caring environment. [ View all posts ](https://edcircuit.com/author/john-mclaughlin/ "View all posts") **Categories:** Community --- ### [The Dark Side of Math Education](https://edcircuit.com/the-dark-side-of-math-education/) **Published:** March 8, 2016 **Author:** EdCircuit Staff **Excerpt:** Discover the flaws in traditional math education and why a shift to computer-based math and coding is vital for real-world problem-solving skills. **Content:** There are few subjects in today’s school curriculum as emotive as math. Like it or loathe it, the sacrosanct, central, compulsory position it commands for years of every student’s education is rarely questioned. Well, I *am* going to question it. As a mathematician and as director of what’s arguably the world’s ‘math company,’ I’m exposed to math from more angles than almost anyone. I’m also extremely pro-math and what it can achieve. And yet I believe today’s educational math is the wrong subject. One that needs replacing with a largely revised computer-based math, eventually incorporating coding too. In the real world we use computers for calculating, almost universally; in education we use *people* for calculating, almost universally. This growing chasm is a key reason why math is so despised in education and yet so powerful and important in real life. We have confused rigor at hand-calculating with rigor for the wider problem-solving subject of math. We’ve confused the once-necessary hand mechanics of the past with the enduring essence of math. At its heart, math is the world’s most successful system of problem-solving. The point is to take real things we want to work out and apply, or invent, math to get the answer. The process involves four steps: define the question, translate it to mathematical formulation, calculate or compute the answer in math-speak and then translate it back to answer your original question, verifying that it really does so. The central change in real-world math of the last 50 or so years is that we automated calculating beyond any previous imagination. Computers now do a fantastically better job than people – even well-trained ones – in almost all cases. This is a fundamental change to the real-world subject of math but education has failed to follow this change, with disastrous consequences. For a start, curricula around the world spend most of their time teaching abstract and subsequently unused hand-calculating. Students rarely get to apply these techniques or learn how they would do so. Even when there are so called ‘word problems’, they are often in fact toy problems and largely outside any context most students can relate to. Many therefore switch off. Real problems are usually messier. There’s more calculating, and the calculations are harder. Different skills are employed and they need a broader math toolset. All this is only possible to handle if computers do the calculating. Indeed, it’s the mechanization of calculating that’s powered math to be applicable so widely in society and of so great a concern in education. From medicine to mobile phones to finance, to the very computing technology that drives it, math has become usable and useful only because we’ve mechanized computing answers so successfully. In real life the *problem* leads, and if the computation is messy and complex that’s OK: the computer will probably cope. By removing the computer from math education you remove many of the real-problem solving skills and most of the real context This is a major worldwide waste of human endeavor: We’re spending around 20,000 student lifetimes a year learning hand-calculating, most of which will not be of use afterwards. Why not teach the computer-based math subject that would dramatically improve STEM skills and likely students’ appetite for them too? Just to be clear: I’m talking about using the computer for doing the computation, I’m talking about changing the subject matter too. I don’t mean replacing the teacher or changing the delivery of the existing content. We need to modernize our delivery too, but however well we deliver the wrong subject it won’t make it right. Math is so high on the agenda in most states, and federally, as well as in most countries around the world, because of the growth in the chasm between students’ understanding and real-life needs. Governments often wrongly conclude that this is because math education standards are worse than they were. But the real problem is that real-life math is much more demanding and we’re running in the wrong direction to catch up. Instead of rote learning long-division procedures, let’s get students applying the power of calculus, picking holes in statistics, designing a traffic system or cracking secret codes. Such challenges train both creativity and conceptual understanding and have practical results. But they need computers to do most of the calculating – just like we do in the real world. One recent direction that will help all of this is governments’ new-found enthusiasm for computer coding in schools. Much of the reason given for why it’s important is that everyone can understand the insides of the apps they’re using. But I think there’s a much deeper point. Code is the modern way in which you express math and the way to get computers calculating: It’s that central. Computer-based math is growing movement with early projects in Estonia, Sweden, and across Africa and interest from many other countries and jurisdictions, but most of all from teachers, parents and students. This is a major reform of a central subject and will take time, but those who can accomplish it first will reap the greatest rewards. *The opinions expressed here are solely those of [Conrad Wolfram](https://www.conradwolfram.com/).* [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![A middle-aged man with glasses and thinning hair, wearing a maroon button-up shirt, stands indoors in front of a green and white background with framed artwork on the wall, reminiscent of Conrad Wolfram's signature style.](https://edcircuit.com/wp-content/uploads/2025/12/portrait-wolfram-conrad.jpg) ](https://edcircuit.com/author/conrad-wolfram/) [Conrad Wolfram](https://edcircuit.com/author/conrad-wolfram/ "Conrad Wolfram"): Author Conrad Wolfram is the founder and CEO of Computer-Based Math. [ View all posts ](https://edcircuit.com/author/conrad-wolfram/ "View all posts") **Categories:** Curriculum Models --- ### [What Is Education Reform? Theory, Practice, and Impact](https://edcircuit.com/what-is-education-reform-theory-practice-and-models-of-success/) **Published:** October 26, 2015 **Author:** EdCircuit Staff **Excerpt:** Discover what education reform means, explore successful models, and learn how innovative schools and policies are transforming student outcomes in the US. **Content:** Newark’s Cristo Rey School borders a neighborhood where, this coming Halloween in light of the citywide gang initiation day, the school will be closed so that students in the vicinity might not fall prey to an involuntary induction. Inside this high school most days, however, 270 students receive a college prep curriculum as well as practical training in the workforce. Cristo Rey is a model that prepares young people for career and college. It makes Catholic schools affordable to the most needy, and keeps them away from precisely the elements that might otherwise engage them in dangerous activities. They work hard to keep the school, to maintain positive relationships in all aspects of the students’ lives because, as principal Father Greg told me on a recent visit, “If we lose anyone there’s a strong chance they’ll not make it.” Unconventional approaches to delivering education and supporting the whole student? This is education reform. Over the river into New York City, 18,000 students, families, teachers, advocates and a few celebrities marched one October day over the Brooklyn bridge to demand that the city, under Mayor Bill de Blasio, treat charter schools as equal to other public schools and help the tens of thousands on waiting lists achieve their dreams. Their hashtag #DontStealPossible trended on Twitter and continues to draw thousands to a mission as simple as that of the founders of the city’s first charter school, that is, every person deserves an education that recognizes that spark inside of them. Based on the vision of Dr. King, the Sisulu-Walker Charter School of Harlem paved the way for the nearly 200 charter schools now open in the city. This idea — that education itself, not the corporate structure of a school, is what matters — is education reform. When she entered one of the nation’s most noblest professions, Rebecca Friedrichs could not understand why she’d have to pay for something that she found professionally unnecessary and personally problematic. As a teacher, she was surprised to learn that membership in the teachers unions might appear “voluntary” but that in reality, she would still be required to pay hundreds of dollars in agency fees. She joined with others to take the union to court, something scores of teachers have dreamed of, some have tried to do and others have prayed someone else would. Her case, Friedrichs v. California Teachers Association, is now headed to the U.S. Supreme Court, asking for teachers to be able to decide for themselves whether to join or fund the union. Her cause is to put America’s children first, a key tenet of education reform. Tens of thousands of such examples of success in creating new models of educating and new approaches to working in and around schools exist across the country. They challenge a system once bound only by state and district parameters and rules. Such people, schools and policies have challenged a once entirely top down, “one size fits all” establishment, creating new opportunities for more than 3 million students, and disrupting a system that was once impervious to any external demands to improve. These education reforms have in turn spurred student achievement gains wherever they have reached critical mass. From Washington, D.C. to New York to Denver, Colorado, efforts to reform education are creating opportunities for innovation and success for students. At its core, education reform is a belief that the needs and merits of students must be primary in all policy and actions that govern education. That can only occur when we stop zoning students to their schools by zip code, mandate adult participation in certain groups as a condition of working, restrict a parent’s right to make fundamental choices in their children’s education, and micromanage every element of the school from content to testing to seat time. Education Reform is theory and as well as practice. It embraces the concept that dollars follow the offerings and programs that are developed and sought by those closest to our children, parents and the schools they choose. It is the flexibility and freedom afforded to educators to innovate. Ed Reform is a big tent — it embraces a wide variety of schooling options and structures. Above all, it changes the power equation from district and state, to teacher, leader and parents who dictate what they need, what is measured, and what success looks like. *The opinions expressed here are solely those of[ Jeanne Allen](https://edreform.com/leadership/jeanne-allen/).* [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Jeanne Allen, a woman with short dark hair, wearing a navy blazer over a red top and a silver necklace, smiles in a professional headshot against a plain, blurred background.](https://edcircuit.com/wp-content/uploads/2015/10/Jeanne-Allen.jpg) ](https://edcircuit.com/author/jeanne-allen/) [Jeanne Allen](https://edcircuit.com/author/jeanne-allen/ "Jeanne Allen"): Author Jeanne Allen is considered one of the nation’s most accomplished and relentless advocates for education reform. She is currently a senior fellow and president-emeritus of the Center for Education Reform (CER), which she founded in 1993 and led for 20 years. At CER, Jeanne leads *EdReform University©*, a unique online higher education program in the history of education reform and supports the Center in national policy efforts. A graduate of Dickinson College with a BA in Political Science, Allen is currently getting her Masters in Education Entrepreneurship at the University of Pennsylvania, a program whose creation she advised. For more information and access to Jeanne’s activities and full biographical information, go to www.jeanneallen.net. [ View all posts ](https://edcircuit.com/author/jeanne-allen/ "View all posts") **Categories:** edLeaders, Legislation --- ### [Four Ways Literacy Explains Everything](https://edcircuit.com/four-ways-literacy-explains-everything/) **Published:** September 30, 2015 **Author:** EdCircuit Staff **Excerpt:** Discover how adult literacy impacts poverty, youth outcomes, incarceration rates, and global inequality, and why improving literacy changes lives. **Content:** Adult literacy is often overlooked, but it’s a social issue that helps to explain issues of intergenerational poverty, outcomes for youth, and the global divide between rich and poor. Consider these consequences of adult *illiteracy:* ### **It’s a Root Cause of Poverty** As of 2014, there were 45 million Americans living in poverty. Of those individuals, [75% of adults were low literate](https://nces.ed.gov/pubs93/93275.pdf). It can be clearly stated that if you’re poor, you’re not necessarily low literate, but if you’re low literate, you’re very likely to be poor. [Those with even a high school diploma earn nearly twice as much income over their lifetime than those without](https://www.hamiltonproject.org/assets/legacy/files/downloads_and_links/THP_12EdFacts_2.pdf). Those of us who work in literacy organizations see our work as one broad poverty-fighting effort. Our organization, Literacy Action, focuses on improving the lives of individuals throughout the Atlanta region and the Southeastern U.S. ### **It’s Cyclical** The educational level of a mother is the most indicative variable in predicting a child’s educational outcomes. Low literate women are four times more likely to have children before turning 19. About 90% of students who come to our center are parents, so we work hard not just to put books in their hands, but teach and empower them to read to their children, create a learning environment at home, and connect with their children’s schools. ### **It’s Correlated with Corrections** In the U.S. prison population – which is [the highest prison population in the world](https://www.prisonstudies.org/research-publications?shs_term_node_tid_depth=27) – nearly [75% of state inmates](https://www.bjs.gov/content/pub/pdf/ecp.pdf) don’t have a high school diploma. Correspondingly, high school dropout rates from African American and Hispanic males are disproportionately higher than Whites and Asians; the prison population also reflects this disparity. The more adults that enter Literacy Action classrooms mean there are fewer adults that we’ll see caught in the revolving door of the justice system. ### **It Creates Global Economic and Gender Gaps** The 10 countries with the highest (over 50%) non-literacy rates – South Sudan, Mali, Afghanistan, Niger, Guinea, Sierra Leone, Chad, Burkina Faso, Senegal, and Benin – [have a combined Gross Domestic Product (GDP) of $114 billion annually](https://databank.worldbank.org/data/download/GDP.pdf). This economic output is equivalent to the economy of Columbus, Ohio. Literacy is the bedrock of economic development in our world. Sadly, more than two-thirds of the world’s 1.1 billion adults who are non-literate are female. Though Literacy Action focuses on the Atlanta area – not the world – we have hosted senior government officials from other countries to take our program models and implement them in some of the most desperate areas of our planet. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Austin Dickson, with short brown hair, smiles at the camera, standing outdoors in front of a stone wall and green, blurry foliage. He is wearing a blue quilted jacket with a gray collar.](https://edcircuit.com/wp-content/uploads/2015/09/Austin-Headshot.jpg) ](https://edcircuit.com/author/austin-dickson/) [Austin Dickson](https://edcircuit.com/author/austin-dickson/ "Austin Dickson"): Author **Austin Dickson** is the Executive Director of Literacy Action in Atlanta, the largest adult literacy nonprofit in the Southeast. Serving more than 1,200 students per year, Literacy Action is a grassroots driver of economic development and provides various levels of educational services to advance adults towards employment, citizenship, better wages, and post-secondary education. Austin has also taught philosophy at Clayton State University since 2008. [ ](https://www.linkedin.com/in/austin-dickson-36540526) [ View all posts ](https://edcircuit.com/author/austin-dickson/ "View all posts") **Categories:** Community --- ### [Bridging the Gap Between Educational Technology and IT](https://edcircuit.com/bridging-educator-tech-gap/) **Published:** October 19, 2017 **Author:** EdCircuit Staff **Excerpt:** Discover how bridging the educator and IT gap in K-12 schools boosts edtech success, fosters collaboration, and drives effective technology integration. **Content:** The education landscape began seeing a shift in how it approached technology in the mid-1990s. A handful of innovate teachers began bringing library-managed media into the classroom, essentially creating what we know as educational technology (ET) today. Over time, more educators saw the value of involving technology in learning. As a result, ET grew in both scope and complexity, which eventually warranted the development of self-defined information technology (IT) departments (Reiser, 2001). In these early years, IT departments were separated from some organizations’ leadership teams. They were viewed as a separate element and not included at the school’s cabinet level. In time, this changed. While the majority of schools now view IT as an integral piece of achieving success within the organization, they don’t all see the value in having systems/information technology work in close collaboration with educational/instructional technology. The [Consortium of School Networks ](https://www.cosn.org/) (CoSN), a national organization for educators involved in all facets of educational technology, continues to champion the inclusion of both IT and ET in schools. They believe both are essential to a district’s technology achievements and should, therefore, be equally important to key stakeholders within schools. This is troublesome because only 48 percent of chief technology officers (CTO) in United States’ K-12 institutions indicated having an educationally focused background (CoSN, 2016). This reality within the education system creates barriers to creating the optimal environment for students to learn because the success of school technology initiatives depends on inclusive relationships between all stakeholders. (Wagner, Hassanein, & Head, 2008). Additionally, CoSN recommends school technology leaders with the Certified Educational Technology Leader (CETL) designation may be better qualified to support both the technical and institutional goals of an organization (CoSN 2016). Thanks in part to the efforts of CoSN, many organizations now recognize the value of having both their IT and ET programs in sync. However, there are still organizations that struggle with poor alignment, miscommunications, and at times, opposing priorities. Those that are striving to bridge the ET/IT gap should consider the following: ## **Obtain the right leadership** The most crucial component to bridging the gap between educators and IT professionals is having leadership in place that has oversight and responsibility for both areas. Someone in this role would not only understand the value of bridging the ET/IT gap, but they would also help the departments proactively work together, which is essential to breaking down silos and achieving bigger goals. Leaders must create the opportunity for transformational growth. They need to have high, yet reasonable and measured expectations that look at long-term success. They should always keep the goal of bridging the gap in mind and continuously work on making progress, never limiting the potential for their teams to grow. And leaders must embrace diversity and all of the benefits it brings. When all of this is in place, an organization can move toward effectively bridging the gap. ## **Recognize cultural differences** When considering ways to create more alignment with ET and IT teams, an organization must recognize that one group is very instructional minded, while the other focuses on the specifics of IT. These different mindsets can create a potential clash of priorities between the groups. There are many ways to improve teachers’ technical skills and acceptance of technology. Increasing teachers’ abilities may improve their willingness to participate, reduce their reliance on IT and promote appreciation for the level of IT service they receive. Equally important, and perhaps given less attention, is the consideration of IT’s quality of support in the areas of responsiveness, assurance, and empathy. Trevino (2014) suggested that IT staff, particularly those who come from organized computer science programs, may lack adequate empathy for their coworker, which can lead to a condescending and arrogant demeanor. Organizations may not select IT staff who possess appropriate interpersonal skills, have a level of empathy for all stakeholders or accept inclusiveness (Trevino, 2014). Schools must take a purposeful approach to breaking down barriers and creating a cross-functional environment where both groups can empathize with each other. How? Have the groups share office space. This will force interactions and start the development of important relationships. Also, when educational institutions are thoughtful about the evaluation and development of skills that promote respectful engagement (RE) between technology stakeholders, the potential to increase the productive working relationship between both parties increases (Carmeli, Dutton, & Hardin, 2015). ## **Identify and address student equity** The educational ecosystem is much larger than the school itself. All of the players in a child’s education (parents, teachers, community, IT staff, school admins) must be aware of the status of digital equity among all students in all of the environments where students learn. If they aren’t, equity will not be achieved, nor will the appropriate actions be put in place to build a more equitable environment. It’s important to think about the overall educational experience. This includes when children learn in school, at home and out in the community. Schools should consider every environment, and involve the appropriate groups in vital conversations, including the community through forums, which is a key way to secure support for school programming. Investigating CoSN’s certified educational technology leader (CETL) program and knowledge base for school superintendents is a great way to gain valuable knowledge around what to expect from ET and IT leaders. The CETL evaluates these leaders in the knowledge of informational systems, instruction, regulatory requirements and technology management. Identifying leaders who possess these areas of knowledge will in turn help schools identify and address issues around student equity. ## **Tie it all together** Bridging the gap between ET and IT isn’t easy. It takes identifying and aligning some key pieces within what traditionally have been very disparate departments. This requires strong, forward-thinking leadership that not only recognizes the cultural differences between the two departments but also understands the importance of finding common ground between them. Only when this is achieved will schools be able to create an environment where both instructional and IT-minded staff can achieve their best work, which ultimately creates the optimal learning experience for students. ### **References:** *Carmeli, A., Dutton, J.E., & Hardin, A.E. (2015) Respect as an engine for new ideas: linking respectful engagement, relational information processing and creativity among employees and teams. Human Relations, 68(6), 1021-1047. Available online at:* *Consortium of School Networks. (2016) 2016 CoSN K-12 IT Leadership Survey Report.* *Reiser, R. A., (2001) A history of instructional design and technology: Part I: A history of instructional media. Educational Technology, Research and Development, (49)1, 53. (2001): 53. Available from [ProQuest Dissertations & Theses Full Text](https://www.proquest.com/products-services/pqdtglobal.html).* *Trevino, J. O. (2014). Emotional and social intelligence: A study of interpersonal, intrapersonal, social awareness, and social facility skills of information technology professionals in higher education (Order No. 3667932). Available from [ProQuest Dissertations & Theses Full Text](https://www.proquest.com/products-services/pqdtglobal.html).* *Wagner, N., Hassanein, K., & Head, M. (2008). Who is responsible for E-learning success in higher education? A stakeholders’ analysis. Journal of Educational Technology & Society, 11(3) Available from [ProQuest Dissertations & Theses Full Text](https://www.proquest.com/products-services/pqdtglobal.html)**.* [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Dave Saltmarsh](https://edcircuit.com/wp-content/uploads/2017/10/Dave-Saltmarsh.jpg) ](https://edcircuit.com/author/dave-saltmarsh/) [Dave Saltmarsh](https://edcircuit.com/author/dave-saltmarsh/ "Dave Saltmarsh"): Author Dave Saltmarsh is Global Education Evangelist at JAMF Software, an Apple device management company that serves more than 8,500 customers, 75 percent of which are in the education vertical. [ ](https://www.linkedin.com/in/davesaltmarsh) [ View all posts ](https://edcircuit.com/author/dave-saltmarsh/ "View all posts") **Categories:** Innovation **Tags:** Headline --- ### [AI in Education: Benefits, Risks, and Responsible Use](https://edcircuit.com/how-to-maximize-benefits-and-mitigate-risks-of-artificial-intelligence-in-education/) **Published:** April 1, 2019 **Author:** EdCircuit Staff **Excerpt:** AI in education offers powerful opportunities for learning, but only when benefits are balanced with risks, ethics, and responsible data practices. **Content:** **Stavros Yiannouka, CEO of the [World Innovation Summit for Education (WISE)](https://wise-qatar.org/wise-12/) is an intriguing education thought leader who will be presenting at the upcoming Curiosity Conference on April 12, 2019. He believes in thoroughly examining the effects of Artificial Intelligence (AI) and technology on the future education landscape. Although he remains intrigued by technological advances, he warns against making too sudden a decision when it comes to adopting and pushing technology inside education.** **As AI gains momentum in education, it’s important to give more thoughtful consideration to the development of technologies to ensure positive outcomes for learners. If decision makers are not careful, Stavros warns, “We could find ourselves potentially trapped in a system that we don’t want to be in simply because we didn’t think up front about what the implications might be.”** When putting more thought into the design of technologies, Stavros states, “Let’s think about what the downsides might be and then work through ways in which we can mitigate those while continuing to benefit from all the opportunities that these technologies open up.” In the education space, AI is a relatively novel model and the timing is perfect for developing a dialogue to get it right. “That’s why the Curiosity Conference is so interesting. It’s the first event that explicitly deals with AI in the context of education. Other conferences bundle AI with a broader set of technologies,” says Stavros. The use of AI in big data analytics is a popular subject in programming scheduling, productivity and efficiency in schools. With the increase in demand, it’s crucial to examine the potential ethical ramifications of improved data systems. As Stavros expands, “The way the machines learn or the way the machines are designed to learn could lead them to make some decisions or recommend decisions on the basis of issues that we are not comfortable with.” Stavros examines two main factors involved in data collection: 1.) Is the data on which the machine is making a decision clean or is it being skewed by factors that the machine is not aware? And 2.) Even if the data is clean, are certain decisions such as race being programmed from a statistical standpoint that creates judgmental data? Stavros asks, “Are we, as a society, comfortable having that being factored into the decision-making?” What if AI is used to predict what our interests might be, or our competencies and begins to move us and recommend particular directions based on an assessment of our level of interest, type? Stavros takes the concept a step further; “Let’s say for the sake of argument that it starts grouping us into certain categories of learners. And those categories of learners start correlating with gender, race, and maybe other factors. Are we comfortable in that kind of world? Have we thought through what the implications could be of using this kind of technology in this way?” The world is accelerating with technological advancements, and in many respects, we may have already adopted devices without thoroughly thinking things through. According to Stavros, “To a certain extent, we’re witnessing it today with these marvelous technologies that we all have at our disposal. In a rush to embrace technology, we didn’t stop and think about what it might be doing to us.” Hopefully, with the involvement of people like Stavros Yiannouka, advancements in AI in education will have a long-term positive impact through a prepared, thoughtful approach. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) - [ ![Stavros Yiannouka, dressed in a dark suit and tie, smiles at the camera. The black and white image features a blurred background.](https://edcircuit.com/wp-content/uploads/2019/04/Stavros-Yiannouka.png) ](https://edcircuit.com/author/stavros-yiannouka/) [Stavros Yiannouka](https://edcircuit.com/author/stavros-yiannouka/ "Stavros Yiannouka"): Author Stavros N. Yiannouka is the CEO of the World Innovation Summit for Education (WISE), a global think tank of the Qatar Foundation. WISE is dedicated to enabling the future of education through innovation. Its activities encompass research, capacity-building programs, and advocacy. WISE flagship initiatives include an annual series of research publications, a biennial global summit dubbed the ‘Davos of education’, the WISE edTech Accelerator, the WISE Innovation Awards, and the WISE Words podcast. Prior to joining WISE in August 2012, Stavros was the Executive Vice-Dean of the Lee Kuan Yew School of Public Policy (LKY School) at the National University of Singapore. Today, the LKY School is widely recognized as the leading global policy school in Asia. Stavros is the co-author of Lee Kuan Yew School of Public Policy: Building a Global Policy School in Asia, World Scientific (2012). Stavros spent five years with McKinsey & Company from 2000-2005 serving private and public sector clients in Singapore, Indonesia, South Korea and Canada, predominantly in finance, healthcare and education. He practiced corporate law in the City of London from 1995-1998 with the firms Gouldens and Mayer, Brown & Platt. He is a member of the Law Society of England and Wales, a Fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA); a Member of the Board of Trustees of Nazarbayev University in Astana Kazakhstan; and a non-executive Director of Blue Diagonal Capital Limited. [ ](https://qa.linkedin.com/in/snyiannouka) [ View all posts ](https://edcircuit.com/author/stavros-yiannouka/ "View all posts") [ ](https://www.wise-qatar.org/biography/stavros-n-yiannouka/) **Categories:** Innovation **Tags:** Headline --- ### [Agile for Learning - Part 3: Encourage Questions](https://edcircuit.com/agile-for-learning-part-3-encourage-questions/) **Published:** March 28, 2023 **Author:** Jessica Cavallaro **Excerpt:** We must learn how to use technology to help students develop the skills and mindset they will need to navigate the world; Agile can help.  **Content:** Our students are growing up in a much more complex and fast-paced world than previous generations. They are exposed to more news, information, and technology than any other generation of humans. [Our students will grow up having AI like Chat GPT](https://www.businessinsider.com/everything-you-need-to-know-about-chat-gpt-2023-1) help them brainstorm ideas, draft emails, and possibly write their term papers. Instead of trying to fight the advances of technology, we must learn how to use it as a tool and use our classroom time to help students develop the skills and mindset they will need to navigate the world they are growing into; Agile can help. Developing an agile mindset is essential to our students. An agile mindset goes beyond a growth mindset because it acknowledges that change can happen and teaches students how to problem solve and test ideas in small increments. An agile mindset is necessary for a world where new facts emerge quickly and issues are complex and simple solutions will not suffice. ## Using Agile for AI Proof Skills An agile mindset is a foundation for developing other AI Proof skills such as empathy, creativity, and communication. It helps students learn that there may be several solutions to a problem, that we must constantly reflect and change course while learning, and use the power of inquiry to sort through information. While an agile mindset cannot be taught in a vacuum, it can be taught in small increments in our daily lessons. This does not take time away from content or structured learning but aids the understanding of new information and helps students attach it to their schema. One of the best ways to engage students and help them develop an agile mindset is to encourage and scaffold how to ask questions. ## **Encourage Questions** An Agile Mindset is about being adaptable enough to adjust to new information to find better ways of learning and working. To truly encompass an agile mindset, it is essential to ask great questions. Unfortunately, as students get older, the amount of deeply inquisitive questions they ask declines. When they are toddlers, everything is a question, but by 8th grade, they only ask to go to the bathroom. We must put real intention and focus on the value of questions in our classroom. Questions should be celebrated, encouraged, and reinforced. The art of asking questions should be taught in the classroom in the first few days of class. Teaching students the difference between open and closed questions and how to use them should be taught and reinforced throughout the school year. Questions can be used to kick off a unit to explore what students may already know about a topic, as a research tool while discovering new information, or as an exit ticket to help teachers guide learning the next day. ## Exercises for Encouraging Questions One way to encourage questions is by building a question wall. Students can write their questions on a post-it and stick it to the question wall. Over a week, they can see how many questions can be written and then go through the wall as a closing activity on Friday. Students can try to answer the questions themselves as possible to reflect on the week’s work. The visual aspect helps build momentum because students will be drawn to add their idea to a colorful and inviting wall. They will also see that they are not the only ones with questions. If it fits the class, the questions can also be anonymous, which will help shy students express themselves better. Encouraging questions, even silly, quirky, or off-topic, help develop an agile mindset by asking students to think about their learning. When questions are encouraged, students are not just taught to accept them as truth and move on. They are tasked with engaging with ideas, processing their thoughts, and evaluating if they stand up to scrutiny. It helps students build stronger connections, think critically about topics, and spark intrinsic learning. ### Placing Value on Agile Skill Development Placing value on questions in the classrooms builds a practice of inquiry that students will carry throughout their lives. This practice benefits them as they must navigate through more and more readily available information, a fast new cycle, and other technological advances. Questions help sort through the extra layers and delve deep into what matters in complex scenarios. This small practice builds an agile practice that students can use in every area of their lives. ## In Conclusion An agile mindset is developed through practice, expanding beyond the idea that change is possible to actively explore new ways to build connections and apply new knowledge. Our students must develop an agile mindset during their formative years to best prepare them for a world of increasingly advanced technology and complexity. Our duty as passionate educators is to scaffold, model, and help them develop the AI-Proof skills they will benefit from for the rest of their lives. Read [Part 1](https://edcircuit.com/agile-for-learning-part1-wide-open-questions) & Part 2 of this Agile for Learning Series to develop more AI-proof skills for your classroom. - [ ![Jessica Cavallaro](https://edcircuit.com/wp-content/uploads/lovable-avatars/jessica-cavallaro-343.webp) ](https://edcircuit.com/author/jessica-cavallaro/) [Jessica Cavallaro](https://edcircuit.com/author/jessica-cavallaro/ "Jessica Cavallaro"): Author Jessica Cavallaro is the co-founder of [The Agile Mind](https://www.the-agile-mind.com), which interweaves Agility into K-12 education. She is passionate about evaluating the purpose of education and ensuring that all students learn the future-ready skills that will prepare them for success in the future. She is an advocate for developing systems that give students agency. Jessica hosts a bi-weekly show: [The Teacher’s Lounge; Educators with Attitude](https://www.l-eaf.org/teachers_lounge) every other Wednesday where educators, parents, students, and leaders in edtech engage in conversations to create grassroots change in all educational spaces. Please follow Jessica on[ Linkedin](https://www.linkedin.com/jessicacavallaro), and [Twitter.](https://www.twitter.com/JesGilbert5) [ ](https://www.linkedin.com/jessicacavallaro) [ View all posts ](https://edcircuit.com/author/jessica-cavallaro/ "View all posts") [ ](mailto:Jessica@the-agile-mind.com) **Categories:** ChatGPT, edLeaders, Educators, Innovation, K-12 Teachers **Tags:** k-12 education, fostering curiosity, teacher retention, growth mindset vs agile mindset, teaching questioning skills, classroom innovation, student inquiry, 21st century skills, adapting to technology in education, EdTech, inquiry-based learning, Headline, encouraging questions, agile, classroom questioning strategies, agile mindset, teaching agile in schools, AI Proof Skills, student adaptability, Imagination, question wall --- ### [The Power of a SWOT Analysis](https://edcircuit.com/the-power-of-a-swot-analysis/) **Published:** January 19, 2023 **Author:** Chaz Austin **Excerpt:** Discover how a SWOT analysis can boost your career, identify strengths, and navigate the gig economy with proven strategies for personal branding success. **Content:** I’ve been a Career Trainer for the past 20 years, working with people all over the world. For the past 5-1/2 years, I’ve designed and taught career courses for the Adult Education Department at Los Angeles Pierce College. One of the most effective tools I use is the SWOT Analysis (the letters stand for Strengths, Weaknesses, Opportunities, and Threats), first developed in the mid-1960s as a strategic tool to help organizations with project planning and dealing with competitors. I’ve adapted it for the individuals I coach and teach. My courses teach people how to self-market in The Gig Economy. It’s projected that more than half the labor force in the U.S. will be gig workers before the end of the decade. Like it or not, all these people will be their own brand and business. ## **Outlining The SWOT Analysis** Let’s suppose you, the reader, are constructing your own SWOT Analysis. Here is how it would work: ![Swot analysis](https://edcircuit.com/wp-content/uploads/2023/01/Screen-Shot-2023-01-05-at-51221-PM-500x375.png "Swot analysis | edcircuit") ### **Strengths** The top two quadrants in the chart relate to you as an individual. The top left quadrant is Strengths. In the context of marketing your personal brand, this asks: what specific skills do you have that people will pay for? What have you done that is monetizable? This can include degrees, licenses, certificates, languages in which you’re fluent, software programs and apps in which you’re proficient, and specific accomplishments. It does not include soft skills (hard worker, team player, fast learner, etc.). ### **What’s Missing** The top right quadrant, traditionally called “Weaknesses,” I’ve re-labeled as “What’s Missing.” Say you want to be an R.N. Your Strengths quadrant may include- a college degree in Pre-Med, experience volunteering in a hospital, and an LVN. The “What’s Missing” quadrant would include the R.N. degree. Your task is always to move “What’s Missing” into “Strengths.” After all, no matter how much passion for or experience in healthcare you have, no one is going to hire you as an R.N. without your having an R.N. degree. ### **Opportunity & Threats- Market Conditions** The bottom two quadrants relate to market conditions. To continue with the example of your goal of being an R.N.: before you spend time or money to earn that degree, you need to research the field. What are the Opportunities (bottom left quadrant)? How much can you expect to earn as an R.N.? If your degree costs you $50,000 and you can’t expect to earn more than $20,000 a year, that’s probably not a good investment. ### **Resources For Gig Economy Planning** You’ll also want to look at: - what nursing specialties are growing and will offer the most compensation? - in what geographic locations will you find the least competition, the most opportunities, and the best pay? - what are the long-term growth prospects in the field? The place to start is The Bureau of Labor Statistics, part of the United States Department of Labor. Its [Occupational Outlook Handbook](https://www.bls.gov/ooh/) will prove useful, as well. ### **Threats** Finally, there is the bottom right quadrant, Threats. These can include: a tight labor market, robots replacing human workers, consolidation in that industry, offshoring, etc., etc. You need to be open to the idea that as badly as you may want to do something, this may not be the right time to start. And further, be open to never being able to pursue that dream. You need to know what factors might impede you from attaining your career goals. And again, you need to do this research before you begin working towards that goal. ## **Gig Economy Example** Let’s say you’ve discovered your passion for photography and decided to become a full-time photographer. Your research will show you that the field is contracting. People use very sophisticated cameras on their smartphones, can’t really discern the difference in quality between an image shot on their phone and one shot on a 35mm camera, and don’t see the point of hiring a professional photographer. Maybe being a professional photographer is not the right move for you at this time. Maybe you need to look at it as your hobby and not your vocation. ### **Making Passions Monetized Using the SWOT Analysis** To use myself as an example: I began teaching about 20 years ago and quickly found that I enjoyed it immensely and had a real talent for it. With an M.A., I began teaching at the college level. After about ten years, I decided to earn my doctorate with an eye on becoming a tenured professor at a local university. I did the first part (Ed.D.), but the second part proved problematic. It’s become virtually impossible to find a tenure-track position in a large and very competitive market like Los Angeles. Tenure is slowly dying off. So teaching has become one income stream among many. Though it is lucrative, it’s not my only source of income. It lies somewhere between my sole vocation and a hobby. The SWOT Analysis allowed me to see this and plan my future before I began working towards my Doctorate. ## **SWOT Analysis Creates Success** The SWOT Analysis is a wonderful tool. Because you’ve written everything on a computer screen or a sheet of paper, there is no drama, and it provides a clear picture of what you need to do to get where you want to go when you’re planning the next stage in your career. Like a map or a blueprint, it helps you avoid taking wrong turns and wasting your time and money. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Chaz Austin](https://edcircuit.com/wp-content/uploads/lovable-avatars/chaz-austin-285.webp) ](https://edcircuit.com/author/chazaustin/) [Chaz Austin](https://edcircuit.com/author/chazaustin/ "Chaz Austin"): Author Dr. Chaz Austin, Ed.D. holds a Doctorate in Organizational Leadership from Pepperdine University. He has been a college professor for over 20 years, teaching a wide range of courses in business, leadership, and communication. He has authored three books on self-marketing, treating yourself like a business, and behaving like an entrepreneur, the latest of which is **“How to Find Work for the Rest of Your Life”** . He wrote and teaches a series of three courses for LinkedIn Learning: **“Creating a Career Plan”** , **“Succeeding in a New Job”** , and **“Transitioning Out of Your Job”** [https://bit.ly/40NvegV](https://bit.ly/40NvegV "https://bit.ly/40NvegV") His **TEDx Talk** can be found [here](https://www.youtube.com/watch?v=b3gf1kK3iLc). Contact Chaz at for more resources. [ View all posts ](https://edcircuit.com/author/chazaustin/ "View all posts") [ ](mailto:chaz@chazaustin.com) **Categories:** Adult Ed --- ### [2023 Future of Education Technology Conference Announces World Leading Tech Futurist Daniel Burrus as Opening Keynoter](https://edcircuit.com/future-of-education-technology-conference-announces-world-leading-tech-futurist-daniel-burrus-as-2023-opening-keynoter/) **Published:** June 24, 2022 **Author:** EdCircuit Staff **Excerpt:** The Future of Education Technology® Conference (FETC®), an intensive, highly collaborative exploration of new technologies, best practices and pressing issues, announced today best-selling author and one of the world’s leading technology futurists, Daniel Burrus, as the opening keynoter of the 2023 in-person event being held January 23 - 26 at the Ernest N. Morial Convention Center in New Orleans. **Content:** The Future of Education Technology® Conference (FETC®), an intensive, highly collaborative exploration of new technologies, best practices and pressing issues, announced today best-selling author and one of the world’s leading technology futurists, Daniel Burrus, as the opening keynoter of the 2023 in-person event being held January 23 – 26 at the Ernest N. Morial Convention Center in New Orleans. Burrus will present Technology Hard Trends Elevating and Transforming Education at the national conference. He will discuss important predictions about technology that will happen based on measurable, tangible evidence or technology “Hard Trends” that can be used to elevate learning, transform processes and shape the future of education. With his proven track record of accurate technology forecasts spanning more than the past 35 years, Burrus’ eye-opening keynote will include insight into identifying disruptions in ed tech before they have time to interrupt, which will give educators the opportunity to drive transformational change in education and actively shape the future rather than just react to it. He will also share rich examples of how educators can use the certainty that comes from Hard Trends to have the confidence to make bold moves. > “Daniel Burrus is the “just in time” keynote that we need for FETC 2023,” said Jennifer Womble, Conference Chair for the Future of Education Technology Conference. “After experiencing a massive disruption during the pandemic, we must design schools that will thrive in the future. Education professionals will learn the hard trends of technology, that they can apply to their pedagogy and give them the confidence to elevate student learning,” Burrus is considered one of the world’s leading technology forecasters and disruptive innovation experts and is a strategic advisor to Fortune 500 executives, government agencies and educational institutions helping them to profit from technological, social and business forces that are converging to create enormous, untapped opportunities. He is also a New York Times bestselling author of seven books, including Technotrends, Flash Foresight, and his latest book, The Anticipatory Organization: Turn Change and Disruption Into Opportunity and Advantage. [Registration for the 2023 Future of Education Technology Conference is now open](https://www.fetc.org/register?utm_source=fetc23_website&utm_medium=webpage&utm_campaign=fetc23_homepage_052522&utm_content=cta1 "Registration for the 2023 Future of Education Technology Conference is now open"). Professionals can receive Super Savings of $150.00 off the on-site rate when they register by November 10, 2022. For more information, visit www.FETC.org. \### About the Future of Education Technology® Conference (FETC®) The Future of Education Technology® Conference (FETC®) annually attracts thousands of education and technology leaders for an intensive, highly collaborative exploration of new technologies, best practices and pressing issues. With basic to advanced sessions tailored to the needs of each role in the digital transformation, FETC is known as one of the nation’s premier K-12 education technology events. FETC provides school and district administrators, classroom teachers, IT professionals, curriculum and media specialists, coaches and other educators with roles or interest in ed tech, the opportunity to explore the most effective integration of technology across the curriculum. FETC offers a balanced blend of administrative, instructional and technical content through targeted sessions, intensive workshops, hands-on demonstrations of the newest products, and more. Visit www.FETC.org for more details. About LRP Media Group LRP Media Group, founded in 1977 by Kenneth Kahn, is an innovative media giant serving millions of business and education professionals worldwide. Specializing in education administration, education law, education technology, federal employment, and human resources, LRP publishes thousands of books, pamphlets, newsletters, videos and online resources. The company also produces industry-leading print and digital magazines for key decision-makers: District Administration®, Human Resource Executive®, HRM Asia, and University Business. Additionally, LRP annually delivers top-quality training and professional development to more than 80,000 professionals through its award-winning conferences and tradeshows in China, Singapore and the United States. LRP currently employs more than 500 professionals in its Connecticut, Florida, Pennsylvania, Singapore and Washington, D.C. offices. Headquartered in Palm Beach County since 1996, the company has more than $70 million in annual revenue. For a complete list of LRP resources, eCourses and conferences, please visit [www.lrp.com](https://edcircuit.com/future-of-education-technology-conference-announces-world-leading-tech-futurist-daniel-burrus-as-2023-opening-keynoter). - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden **Tags:** Headline --- ### [CTE (Career Technical Education)-March 2023 Theme](https://edcircuit.com/cte-march-intro/) **Published:** March 3, 2023 **Author:** EdCircuit Staff **Excerpt:** Career Technical Education (CTE) is evergrowing across K20 education. This month on edCircuit, contributors will discuss CTE, research, and applications. **Content:** Career Technical Education (CTE) is evergrowing across K20 education. School districts, colleges, and universities worldwide are implementing and improving CTE-focused programming. These programs focus on many skills, including technical skills like coding and computer science, and foundational skills like financial and business management. There is a want for more career-focused learning across K20, particularly from students and advocates. Students, parents, and other key stakeholders in education are pushing schools to increase their student’s career readiness. This has led many members of the K20 and EdTech communities to develop unique plans of action to support students’ career exploration and skill acquisition. This month on edCircuit, thought leaders from across K20 and EdTech will discuss strategies, recent research, and applications of CTE. To prepare readers, this article outlines a baseline for comprehending CTE. ## **What is CTE?** The [National Center for Education Statistics (NCES) defines CTE](https://nces.ed.gov/surveys/ctes/about.asp) as “courses (at the high school level) and programs (at the postsecondary sub-baccalaureate level) that focus on the skills and knowledge required for specific jobs or fields of work.” This broad definition includes programs that teach students thousands of skills for various careers. These programs, often formalized, makeup what we now constitute what we know as CTE. Preparing students for careers beyond their formal education has always been a focus for public and private educational institutions. There is an argument that as long as there has been education, we have used it to prepare student’s career skill acquisition. However, the vocational training that we primarily associate with modern [CTE programming made its foreground in K12 schools in the early 20th century](https://www.acteonline.org/history-of-cte). Between 1916 and 1976, there was a large push to include career technical training in children’s education. A major push for this was the booming of vocations that entered the workforce after the first and second World Wars. As the American Enterprise Institute puts it, [the shift from trade-based vocational training to what we now know as CTE](https://www.aei.org/research-products/report/the-evolution-of-career-and-technical-education-1982-2013/) programming happened rapidly and was platformed primarily by politicians wanting to tap into the frustrations that many Americans had concerning their job skills after graduating K12 education. ### **Available Programming** According to Advance CTE, [nearly 12.3 million students are enrolled in CTE programs across the United States](https://careertech.org/cte-your-state#:~:text=In%20total%2C%20some%2012.3%20million,CTE%20programs%20across%20the%20country.). The primary areas of study fall under one of several career clusters. These clusters include: - Agriculture, Food & Natural Resources - Architecture & Construction - Arts, A/V Technology & Communications - Business Management & Administration - Education & Training - Business, Finance, Marketing - Government & Public Administration - Health Science - Hospitality & Tourism - Human Services - Information Technology - Law, Public Safety, Corrections & Security - Manufacturing - Science, Technology, Engineering & Mathematics - Transportation, Distribution & Logistics These programs have seemingly been to the benefit of students. A primary benefactor is students who want to build on their skills in post-secondary or enter the job market straight out of high school. There have been many positive benefits of CTE programs across the country. ## **Pros of Robust CTE** This amount of students involved in formal and informal CTE programs begs the question: are CTE programs affecting student career success? Much evidence suggests that CTE programs are leading to successful outcomes. According to the [New Hampshire board of education, students have seen huge academic and personal benefits](https://www.education.nh.gov/who-we-are/division-of-learner-support/bureau-of-career-development/benefits-of-cte) from participating in CTE programs. The following are statistics they shared via their Bureau of Career Development: - CTE learners and their parents are three times more likely to report that they are very satisfied with their ability to learn real-world skills as compared to non-CTE learners and their parents - Over 75% of CTE learners enroll in postsecondary education after high school. - CTE learners have a 10% higher high school graduation rate than non-CTE students. - 89% of parents think students should receive more education about career choices while in high school. - Six of the ten hardest-to-fill positions are in technical fields or require a CTE background. - About half of all CTE learners are enrolled in programs in leading fields such as health care, STEM, and information technology. - More than twice as many CTE parents report satisfaction with internship opportunities. With these benefits in mind, it is hard to find a reason why all students should not, in some part, participate in a CTE program. CTE is often viewed as secondary or supplemental learning. However, with recent student success outcomes, many schools are investing in specialized pathways for specific careers. There is hope this investment will lead to more equitable and sustainable career success. ## **Exciting Developments in CTE Programming** Recent developments in CTE have broadened the kinds of careers students can explore while in K12 and post-secondary education. One major development of CTE is future-focused career skill development. Future-focused career technical programs such as computer science and engineering have exploded over the past 10 years, with schools investing large amounts of money to prepare students for the prevalence of technology in the workplace. Skills like coding no longer require large financial investments, and it directly impacts positive outcomes across K12. One reason these programs are so essential is that they focus on AI-proof skills. A large worry for the future workplace is technology overtaking jobs. Programs that focus on coding, critical thinking, and creativity often lead to developing AI-proof career skills. These skills ensure students have the skills they need to compete in an ever-developing economy. Many educators are focused on this topic of discussion, particularly in CTE programs. However, concerns about AI and job creation are happening at all levels of the government. As expressed in a recent UN Chronicle article, “Conceptual and strategic thinking, creativity, problem-solving, empathy, optimism, ethics, emotional intelligence, and judgment are the future-proof skills and attributes that machines will not be able to replicate with the same standards and agility as qualified human beings.” In focusing on AI-proof skills, we are preparing students for prosperous careers and futures. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial --- ### [Tired of SMART Goals; Try Some DUMB Ones Instead](https://edcircuit.com/tired-of-smart-goals-try-dumb-ones-instead/) **Published:** April 30, 2018 **Author:** Todd Stanley **Excerpt:** Discover why shifting from SMART to DUMB goals in education can help nurture crucial 21st-century skills that standardized testing often overlooks. **Content:** One idea that has permeated education for the past few years is that of data, and using it to drive and shape instruction. This is a great idea because you as the teacher find out what is working effectively in your classroom and what might not be getting students where you want them to be. In essence, it allows you to get the biggest bang for your buck. Schools have embraced this, turning to data teams to analyze all of the information we collect on students and figuring out how to teach them better. We make SMART goals to accomplish this: **S – Specific** **M – Measurable** **A – Assignable** **R – Realistic** **T – Time-related** The basic premise of a SMART goal is that it is something that can be measured, either through an assessment, evaluation, or observation. Like many things in education, we seem to have taken this concept to the extreme where we are not letting anything into the classroom unless it can be measured. As a result, there are certain unmeasurable intangibles that have been left by the wayside. For example, I can remember when I was setting goals for my gifted students on their Written Education Plans. Some of the goals were, “would like to see him taking on more of a leadership role”, “would like her to become more comfortable with speaking in public”, and “would like to see him push himself to the next level of thinking”, all things that gifted students should be doing. My principal refused to sign the plans. He said, “these aren’t things I can measure.” I argued that they could be informally measured through observation which he batted away like King Kong does biplanes. He wanted me to link the goals to their STAR results. For those of you who aren’t familiar with STAR, it is a reading and math program where students take a test three times a year and are compared with everyone else who took the test. It gives them a percentile rank and a grade level they are performing at. These assessments rarely ever contain any higher level questions, and gifted students many times will score in the 99+ on the first test. Where can they go from there? This measured test was not designed for gifted students but rather the typical student, so this data while measurable, was not particularly valuable or informative for me. Nonetheless, my principal insisted. This is what can happen many times in the educational system. People who are making the decisions lack a fundamental understanding of the needs of gifted students. It is not necessarily their fault. They lack training and professional development in this area. Most teacher and administration training programs rarely ever talk about how to serve the needs of gifted students. This is where my principal was coming from. While I was balancing both academics with social/emotional needs, he was focused on only the academics, and then only the academics that could be measured. I think this is a big mistake because there are some very valuable skills that are going to be ignored that would be way more helpful to children than a lot of the content we teach them. [What I propose](https://www.thegiftedguy.com/) is that instead of writing just SMART goals, we might want to consider writing some DUMB ones. That principal would have argued my goals were already dumb, but what I mean by this is: **D – Discipline/Professional Skills** **U – Used to** **M – Make one** **B – Balanced** These DUMB goals are the 21st-century skills that we should be equipping all of our students with and yet because of the focus on data; these are not being addressed. Some of these skills include: - **Collaboration and teamwork** - **Creativity and imagination** - **Critical thinking** - **Flexibility and adaptability** - **Oral communication skills** - **Leadership** When you look at this list, there isn’t a test that can be given to determine mastery of these. And yet when Pathways to Prosperity reached out to employers to see what attributes they were looking for in regard to incoming workers, this is list they created: I would argue that out of this list of 19 skills, 14 of them would be very difficult to measure in a classroom using a SMART goal; leadership, teamwork, verbal communications, strong work ethic, initiative, analytical skills, flexibility, interpersonal skills, organizational ability, friendly, creativity, tactfulness, and risk-taker. If we stop teaching these in the classroom, we will be sending our students out into the workforce grossly unprepared and at a clear disadvantage. I would also argue these are not just skills that we should be teaching to our gifted students. Every student could use these skills. Think about your own adult life, how often are you using content you learned in school? I work in a school, and I would say very rarely. Instead, I am using the 21st-century skills that I learned over a lifetime in my day-to-day tasks in order to learn what I have to do to accomplish my job. I am by no means suggesting that we ignore the content. Students still should be taught the basics of a given subject matter. What I’m suggesting is that in order to have balanced students, ones that will succeed in whatever they choose to do because we are preparing them for jobs that do not even exist yet, we need to give them the skills needed to do any job. That is where the 21st-century skills come into play. I would feel a whole lot better about a student who left my classroom with the ability to speak publically or collaborate with others than I would about him memorizing facts about our Constitution or knowing the dates or names of battles during the American Revolution. With that in mind, I will continue to look for SMART goals to grow my students and to make my teaching more effective, but I will definitely balance them with some DUMB goals that prepare my students for life after school. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Todd Stanley](https://edcircuit.com/wp-content/uploads/lovable-avatars/todd-stanley-252.webp) ](https://edcircuit.com/author/todd-stanley/) [Todd Stanley](https://edcircuit.com/author/todd-stanley/ "Todd Stanley"): Author Todd Stanley is the author of several education books including Project-Based Learning for Gifted Students and Performance-Based Assessment for 21st-Century Skills, both for Prufrock Press. Additionally, he wrote a series of workbooks for them entitled [10 Performance-Based Projects for the ELA](https://www.amazon.com/gp/product/B09H96KMHB/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B09H96KMHB&linkCode=as2&tag=ed7411-20&linkId=832fcf21d05f3f05918a862fa82a063d)/Math/Science Classroom. He wrote Creating Life-Long Learners with Corwin Press and is a regular contributor of blogs to Corwin Connect which can be accessed at . [ View all posts ](https://edcircuit.com/author/todd-stanley/ "View all posts") [ ](mailto:thegiftedguy@yahoo.com) **Categories:** Creativity, Educators, K-12 Teachers **Tags:** Headline --- ### [A Curiosity for AI and Education](https://edcircuit.com/curiosity-for-artificial-intelligence-and-education/) **Published:** March 25, 2019 **Author:** EdCircuit Staff **Excerpt:** AI advancements are accelerating, and education is positioned to take thoughtful advantage of revolutionary technologies. **Content:** **Discussing AI with Curiosity Conference organizer Yao Zhang, CEO of RoboTerra For the second year running, RoboTerra, in partnership with the World Innovation Summit for Education (WISE), will host the Curiosity Conference in Silicon Valley. Thought leaders are convening to discuss the evolution of Artificial Intelligence (AI) and determine how the global education system must ensure integration, rather than competition, between man and machine. The event, themed “AI in Education: A Journey in the Making,” will take place at The Corinthian in downtown San Jose.** Yao Zhang is the Founder and CEO of [Roboterra](https://www.linkedin.com/company/roboterra-inc-), a company that develops creative robotic products designed to stimulate creativity and cultivate the next generation of STEM talent. According to Zhang, “We must challenge our thought processes around AI and deeply consider its implications and potential throughout our work in the design of algorithms, hardware, and policy. This rethinking should begin with a thorough analysis of our global education system and a consideration of the journey learners and AI are making together.” AI advancements are accelerating, and education is positioned to take thoughtful advantage of revolutionary technologies. Voice-control devices, companion robots, and other advancements are transforming how students and adults learn. Careful implementation is crucial, and participants at the Curiosity Conference will deeply consider a wide range of topics including – designing for creativity, man vs. machine in the workforce, accelerating inclusion for all and reaching human fulfillment. Educators, technology leaders, investors, analysts, media members, product developers interested in these and other compelling topics can register for the Curiosity Conference here. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![A woman with dark hair tied back smiles slightly at the camera. She is wearing a white blouse and standing against a plain light background.](https://edcircuit.com/wp-content/uploads/2019/03/YaoZhang2.png) ](https://edcircuit.com/author/yao-zhang/) [Yao Zhang](https://edcircuit.com/author/yao-zhang/ "Yao Zhang"): Author Yao Zhang is the founder and CEO of RoboTerra. Yao is a serial entrepreneur with extensive experience in ed tech-related endeavors. Prior to founding RoboTerra, Yao co-founded Minds Abroad, providing SRM (student relationship management) software and curriculum solutions to American and European colleges and graduate schools in offering better study abroad programs to their students and faculty. She also gained valuable experience at McKinsey and EdisonLearning on innovation-related projects. Yao received a BBA from the Central University of Finance and Economics. She holds a Master’s Degree in Education Economics from Columbia University Teachers College, where she has completed all dissertation requirements towards her Ph.D. Yao’s research includes ed tech and market innovation, computational models in assessment and big data in education. Yao has been recognized as a 2016 Young Global Leader by the World Economic Forum for her outstanding work in ed tech and innovation [ View all posts ](https://edcircuit.com/author/yao-zhang/ "View all posts") **Categories:** Innovation **Tags:** Headline --- ### [Highlighted Stories for Teacher Appreciation Week](https://edcircuit.com/8-highlighted-stories-for-teacher-appreciation-week/) **Published:** May 6, 2019 **Author:** EdCircuit Staff **Excerpt:** During Teacher Appreciation Week, edCircuit shares stories highlighting educators' accomplishments across the U.S. from the past years. **Content:** As part of Teacher Appreciation Week, edCircuit is sharing some stories from the past year that highlight the accomplishments of educators across the U.S. In these articles and interviews, you’ll find stories about great teacher accomplishments, along with resources and ideas to try in your classroom throughout the rest of 2019. It’s just our way of saying thanks and showing our appreciation for educators here in the U.S. and around the globe. **#ThankATeacher** because we couldn’t do it without you! ### [Using Improved Curriculum to Turn Around Title I Schools](https://edcircuit.com/using-improved-curriculum-to-turn-around-title-1-schools/) Michelle Fleming is known for her ability to turn around Title I schools, but in June of 2016, she faced one of the biggest challenges of her career. Hired as Principal of [Lake Park Elementary School](https://lpe.palmbeachschools.org/) in the Palm Beach County Florida, Michelle’s job was focused on restructuring and improving the overall learning environment of the school. In this interview, learn how she did it. ### [Quit Point: Preventing Apathy and Increasing Engagement](https://edcircuit.com/quit-point-preventing-apathy-increasing-engagement/) Adam Chamberlin and Svetoslav Matejic, authors of [*Quit Point: Understanding Apathy, Engagement, and Motivation in the Classroom*](https://amzn.to/3VwAaV7), are teachers who have focused on improving student engagement and motivation. In this interview, hear how they identify a student’s “Quit Point” and implement strategies to relate better to kids and help them work beyond that stage. ### [Building a Successful Podcast](https://edcircuit.com/building-a-successful-podcast-education/) We all know that some of the best conversations happen across the table over a good meal,” says Gabriel Carrillo, how of the EdTech Bites podcast. To him, that’s the basic secret of an entertaining podcast: a conversation. “When you use the word ‘interview’ it can be somewhat intimidating,” Gabriel says. “It’s an organic conversation between peers who know what they’re talking about, a discussion where everyone has a voice. It should be funny, entertaining and informative because no one wants to hear robots talking.” Learn how this educator launched his successful podcast. ### [How EdTech Can Promote SEL, Equity, and Engagement](https://edcircuit.com/how-edtech-can-promote-sel-equity-and-engagement/) Technology can be a great equalizer for students. Some kids have more difficulty talking through social-emotional issues, or even learning different SEL concepts as a group. Technology can be a great way for kids to express their ideas in a more secure way using voice to text on a tablet or typing on a computer. Find out how educators nationwide are using technology to enhance SEL, equity, and engagement. ### [Personalizing Future-Readiness for Students](https://edcircuit.com/personalizing-future-readiness-for-students/) Lance Key and Sam Brooks have used programs and apps like [Shmoop](https://www.shmoop.com/), Makerspace, and DreamBox, including at the beta testing stage, so they can bring the best possible learning tools to their students and give feedback to product providers to improve the tools even more. Their input helped make programs more useful and valuable to students with each new and improved version. Hear how these educators are personalizing future-readiness. ### [Typing.com Introduces Coding and Tech Literacy Content to Enhance 21st Century Skill Development](https://edcircuit.com/typing-com-introduces-coding-tech-literacy-content-to-enhance-21-century-skill-development/) Typing.com, the web’s most popular typing tutor, has announced the launch of a comprehensive tech literacy curriculum for elementary and secondary students, which will support the development of key 21st century skills. Find out how to use this free program and brand-new content in your classroom. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, K-12 Teachers --- ### [3 Ways to Teach Students to Take Responsibility for Learning](https://edcircuit.com/3-ways-to-teach-students-to-take-responsibility-for-learning/) **Published:** July 6, 2020 **Author:** Barbara R. Blackburn **Excerpt:** Discover 3 effective ways to teach students responsibility for learning through goal-setting, engaging activities, and self-assessment strategies. **Content:** [As a teacher](https://www.barbarablackburnonline.com/), have you ever taught a student who has an excuse for everything? They don’t see themselves as invested in learning, therefore, they do not take responsibility for their own learning. It’s important for teachers to provide opportunities for students to take responsibility for learning. Three options are to build responsibility through goal-setting, in learning activities, and in assessment. In a classroom that is focused on student achievement, incorporating goal-setting, choices, and self-directed assessments will help your students learn and grow. ## **Responsibility Through Goal Setting** One of the most effective ways to help students take responsibility for their learning is through goal setting. When students set goals and achieve those goals, they build self-confidence and become more willing to try again. This can be as simple as asking students to list what they want to learn in a subject or in a specific lesson. For example, one elementary teacher created an “alphabet wall,” with a poster for each letter of the alphabet. Students moved around the room writing everything they wanted to learn during the year on the corresponding letter chart. The teacher regularly referred to it and used it for planning purposes. It can also be more individualized. For example, Tracy Smith incorporated goal setting into her language arts classes. Her students “made decisions about their own learning goals and grades. They knew up front what is required for an A, B, and C. They developed their own plans for achieving.” Almost all of the students began with a goal of A. Even when they did not meet their goal; they typically did better than they had in past classes when all assignments were teacher-driven and directed. ## **Responsibility in Learning Activities** Another way to teach students responsibility is to give them choices in learning activities. Jill Yates uses a workshop approach with her first graders. “Academically speaking, I have found that choices are very motivating and important in validating students’ interests and abilities. My partner and I try very hard to include different workshop times within our day. You can imagine that in first grade, workshop looks different at different points within our year, but we work with our class to understand that having choices and being accountable to work are not wholly separate. As we release more workshop responsibility into their hands, we create systems to coach this understanding. After establishing the atmosphere and rules of workshop, we allow students to begin to choose the order in which they would like to complete their tasks. Sometimes we create a ‘have to’ job first, when something has high priority, but we often allow the students to decide the order in which they would like to approach the items. As we help monitor and manage time, students progress through the centers or activities and mark their names off of designated lists as each activity is completed. At the end of the workshop session, we can glance over the lists to see whose names are still visible (or not crossed off). For students who need a more structured approach to help manage their time, we help plan an order with them, and coach them through the process with plenty of check-in and fly-by observations.” Chris Webb takes a different approach with his eighth-grade social studies students. After teaching a unit on the U.S. Constitution, the Bill of Rights, and the American Revolution, his students must create a culminating project to demonstrate their understanding of the concepts. Each student creates a book titled How to Create a Free Country. As Webb explains, “Though they must follow some standard requirements, they have the freedom to make any type of how-to format. It can be written like an instruction manual or a cookbook, etc.” A clear rubric ensures that his students know the basic guidelines. His balance of providing set requirements with choices not only increases involvement and builds a sense of ownership and pride with his students but also requires students to demonstrate a high level of understanding. ## **Responsibility in Assessment** Another way to shift responsibility for learning is through the use of contracts. Developing a plan that is an agreement among the teacher, student, and family members can support student learning. I’ve seen this done informally. For example, in one class, students write letters about what they want to accomplish during the school year. The teacher then writes a letter responding and supporting the students’ goals and detailing how she will assist each student. Both are sent home, and a parent or family member writes a third letter agreeing to the goals and explaining how he or she will help. Copies of all three letters are given to the student, family, and teacher. During a conference at the end of the year, the teacher, student, and parents discuss whether the student achieved his or her goals and outline next steps. One parent commented, “I felt like I was part of the team. And I was glad to agree to help.” In this approach, the teacher shares ownership of learning and moves the assessment discussion further than grades or a test score. Some teachers use learning contracts for grades. Using this approach, the teacher prepares a list of assignments or projects that relate to the objectives in a particular unit. Points are assigned to each item, and a description of the points necessary to achieve each grade is provided, along with a time frame for completion. Students choose the projects they would like to do based on the point values and the grade they would like to achieve. Contracts can help build student ownership; however, make sure you have clear guidelines and expectations. You may also need to provide additional support to students who are less self-directed. ## **A Final Note** Providing opportunities for students to take responsibility for learning is a critical part of a classroom that is focused on student achievement. Incorporate goal-setting, choices, and self-directed assessments to help your students learn and grow. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Barbara R. Blackburn](https://edcircuit.com/wp-content/uploads/lovable-avatars/barbara-r-blackburn-358.webp) ](https://edcircuit.com/author/barbara-r-blackburn/) [Barbara R. Blackburn](https://edcircuit.com/author/barbara-r-blackburn/ "Barbara R. Blackburn"): Author Barbara R. Blackburn, Ph.D., a Top 30 Global Guru, is a best-selling [author of 30 books](https://amzn.to/3OSxFd1), including the bestseller *Rigor is NOT a Four-Letter Word*, *Rigor for Students with Special Needs, Seven Strategies for School Improvement* and the *Rigor in the Remote Classroom*. An internationally recognized expert in the areas of rigor, motivation and leadership, she regularly collaborates with schools and districts for on-site and online professional development. Barbara can be reached through her website: [www.barbarablackburnonline.com](https://www.barbarablackburnonline.com/). [ View all posts ](https://edcircuit.com/author/barbara-r-blackburn/ "View all posts") [ ](mailto:bcgroup@gmail.com) **Categories:** K-12 Teachers **Tags:** Headline --- ### [CYPHER LEARNING Honors Outstanding Educators Innovating with E-Learning](https://edcircuit.com/cypher-learning-honors-outstanding-educators-innovating-with-e-learning/) **Published:** June 14, 2022 **Author:** EdCircuit Staff **Excerpt:** CYPHER LEARNING has announced the winners of its #NEOClearsTheList contest, honoring teachers who are innovating with e-learning. The first place winner is Spanish teacher Rosemary Martin, of Dos Pueblos Senior High School (Santa Barbara Unified School District, California). **Content:** *Winners of CYPHER’S #NEOClearsTheList Contest Get Their Classroom Supply Wish Lists Fulfilled* **PLANO, Texas — June 14, 2022 —** [CYPHER LEARNING](https://www.cypherlearning.com/?utm_source=pr-newswire&utm_medium=web&utm_campaign=clearthelist2022), a leading provider of intelligent learning platforms for schools, universities and organizations around the world, today celebrated the winners of its [\#NEOClearsTheList contest](https://www.prnewswire.com/news-releases/cypher-learning-launches-contest-to-celebrate-teachers-improving-online-education-301536862.html) — designed to honor outstanding and innovative U.S. educators who are improving online learning. The Twitter-based contest recognized users of CYPHER’s NEO platform and how they’ve used e-learning to engage students and create memorable, accessible and effective learning experiences. CYPHER LEARNING is clearing the Amazon classroom wish lists of the winning teachers, including first-place winner Rosemary Martin, a Spanish teacher at Dos Pueblos Senior High School in the Santa Barbara Unified School District in California. Martin says she uses NEO daily, both herself and with students. “I strive to integrate online learning activities – including assignments, assessments, and Spanish texts and resources – with in-class experiences in a cohesive and valuable way,” Martin said. “NEO lets me do that. The platform’s organized, intuitive and visual nature keeps students engaged, and it’s very easy for me to add artwork from my curriculum to my course pages. Being able to deploy online quizzes (especially those with self-grading) has also been a huge time-saver. And I love being able to personalize assignments with NEO; it’s a game-changer that really helps my students advance and succeed.” Martin continued: “As teachers have worked hard in recent years to provide more flexible, versatile and effective online learning experiences – and students have likewise worked hard and engaged in new ways – this award is especially meaningful to me. It will be put to good use in my classes!” Graham Glass, CYPHER LEARNING CEO, said: “Over the past two years, teachers have faced and overcome many challenges — whether in in-person, remote or hybrid environments. They deserve to be recognized for their outstanding efforts and the positive impacts they’ve made. As summer kicks off, we’re glad to alleviate the pressure associated with securing supplies for the 2022-2023 school year, and congratulate Ms. Martin and our other winners for their inspiring use of e-learning to improve class experiences.” For more information about CYPHER LEARNING and its user-friendly NEO platform — trusted by schools and universities worldwide to support learning journeys, drive inclusive e-learning, personalize learning experiences and more — please visit www.cypherlearning.com/neo. **About CYPHER LEARNING** CYPHER LEARNING provides an intelligent learning platform that is empowering schools, businesses, and entrepreneurs worldwide to reimagine online education and deliver the best learning experiences. CYPHER LEARNING has solutions for all major e-learning sectors: NEO LMS for K-20, MATRIX LMS for Business, and INDIE LMS for Entrepreneurs. Relied on by millions of users at more than 20,000 organizations, CYPHER LEARNING supports 40+ languages and has offices worldwide with global headquarters in Plano, TX. For more information, please visit [www.cypherlearning.com](https://www.cypherlearning.com/?utm_source=pr-newswire&utm_medium=web&utm_campaign=clearthelist2022). - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** On the Wire, Cypher Learning --- ### [Blueprint for Building a 21st Century Worker Part Two: Are We Workforce-Ready?](https://edcircuit.com/blueprint-for-building-a-21st-century-worker-part-two-are-we-workforce-ready/) **Published:** February 19, 2021 **Author:** Betsy Hill **Excerpt:** Betsy Hill and Roger Stark share a blueprint for developing the 21st century worker, with neuroscience as the architect and a strong, flexible mind as its foundation. **Content:** By Betsy Hill and Roger Stark In [part one of this article](https://edcircuit.com/blueprint-for-building-a-twenty-first-century-worker/), we took a look at the cognitive capacity and cognitive skills needed to build a workforce-ready employee. As we approach the mid-21st century, the need for preparing workers with the necessary skills is becoming more and more pronounced. Neuroscience research has proven that intelligence is not fixed and that the ability to learn, think and problem-solve can be enhanced at any age. The implications of this new knowledge in the workplace are profound. It means that poorly prepared entry-level workers can make significant improvements in their ability to meet workplace requirements, becoming retrained in weeks. It means that the effectiveness of corporate training programs can be dramatically improved, whether the training is for job-specific skills or so-called soft skills like critical thinking, communication, or collaboration. It means that it is possible to develop the overall cognitive capacity of both individuals and organizations. With that in mind, Let’s take a look at where we are currently in workforce-readiness. ##### **Basic Reading and Math Skills** A recent study from the Barbara Bush Foundation for Family Literacy suggests that low levels of adult literacy in the workplace could be costing the U.S. a staggering $2.2 *trillion* per year. And there’s more. The Department of Education says that 54 percent of U.S. adults, around 130 million people, now read below the sixth-grade level. Other studies have identified significant gaps in the skills required for today’s jobs, estimating that between 25 percent and 40 percent of the current workforce lacks the basic skills to understand written or verbal communications. In dollars and cents, adults’ average income at or above the minimum proficiency level for literacy is around $63,000, a number much higher than the average income of $48,000 earned by adults who are just below the minimum proficiency level. The amount is significantly higher than adults at the lower literacy levels, who earn around $34,000 per year. When elementary and undergraduate education fails to prepare workers adequately, it falls to employers to provide remedial training. However, employers face many of the same challenges that schools and colleges face in remediating basic skills, including a broad diversity of backgrounds, attitudes towards learning, intellect and culture among their workers. However, organizations that use the same techniques and approaches used by the school systems that failed to prepare graduates for the workplace are likely to get the same result. **“The modern workplace runs very largely on the cognitive abilities of its workforce.” (Hunt and Madhyastha)** Recent research has begun to illuminate the importance of underlying cognitive skills in acquiring what many have previously considered basic reading and math skills. Researchers are showing that brain (cognitive skill) development can impact school achievement, emphasizing neurocognitive systems such as cognitive control, memory and learning. Other researchers focus on the importance of cognitive processes such as planning, attention, simultaneous and successive processing. As a result of these and other research efforts, educational and developmental psychology researchers have started to see the need to find ways to add training of basic foundational cognitive skills to the education system to foster the acquisition of basic skills as well as higher-order processes. And in fact, such interventions have been very successful in dramatically improving cognitive skills and reading and math levels for students with learning disabilities, students from low SES, and students behind grade-level and the general population. Gains from 4 to 6 years of cognitive ability and 1 to 2 years in the level of academic performance have been shown in 12 weeks. ##### **Job-Specific (Hard) Skills** Hard skills generally refer to the specific knowledge and abilities that are needed to perform a particular job. When it comes to the kinds of knowledge that employees need to perform their jobs effectively, this is an area where most organizations provide some kind of explicit training. It might be training on how to cook a hamburger, how to fit pipes together in compliance with the local building code, the categories of learning disabilities that require that students receive an individualized education plan, or the cumulative knowledge needed to curate a museum collection of French Impressionist paintings. All of this knowledge (content knowledge) has to be learned, typically in an academic setting or some kind of job-related training. While training in job-specific skills and continuing education as one’s field advances is clearly critical, many organizations have difficulty showing that training actually improves business performance. Fundamental questions haunt managers and trainers: How much do our employees remember of what we teach them? How well do they apply it on the job? These fundamental questions beg some other questions: Do our employees understand the written, verbal and visual information they are provided during training courses? How well can they relate it to the workplace? How automatic are their responses in a workplace situation in recalling the information needed? And how effectively do they apply it in the right situations? Training in workplace content relies on learned curriculum (reading, math, etc.), but it also assumes that workers have the underlying cognitive skills that will enable them to take in, process, absorb, retain, and recall the information the organization wants them to know. If it were possible to improve underlying cognitive skills and thereby improve understanding, memory, retrieval ability, and retention, then that would suggest that we could expect better retention of information/content contained in training programs by building stronger cognitive skills. Results from a pilot program in 2011 suggest that inclusion of cognitive skills training on the underlying skills that correlate with workplace performance can improve overall results of an intensive new-hire training program. Two cohorts of trainees used a computer-based cognitive skills training program called BrainWare SAFARI as part of a 6-week training program to learn to be console operators in an oil refinery. The trainees exhibited significant improvement in cognitive performance as measured by self-ratings and performance on the GAMA (General Adult Measures of Abilities), with 86 percent of the group who took the test improving their IQ score following their use of the program. Most importantly, the two groups whose training included cognitive skills training performed dramatically better on all three components of their final evaluation criteria than a previous cohort whose training did not include cognitive training, as shown in the chart below. Consequently, all but one of the 50 members of Groups 1 and 2 met the standards to be hired by the corporation, where a drop-out/failure rate of 4 to 6 would be expected. ![Bar graph titled workforce training results shows group 1 and group 2 scoring higher than the comparison cohort across cumulative field and final written performance evaluations](https://edcircuit.com/wp-content/uploads/2021/02/Workforce-Training-Results-graph-HS.jpg "Bar graph titled workforce training results shows group 1 and group 2 scoring higher than the comparison cohort across cumulative field and final written performance evaluations | edcircuit") ##### **Soft Skills and Leadership Skills** In 2013, Google conducted a study of the skills that most predicted success at that high-tech company. Many were surprised when technological expertise was seventh on the list. It turned out that empathy, critical thinking and problem-solving, making connections across complex ideas and being a good coach were better predictors. While soft skills may be harder to measure than factual knowledge, they are arguably even more basic, perhaps even structural. Soft skills are, in essence, how the brain works through its neural connections. These too are part of and rely on the infrastructure of cognitive capacity that employees bring to the workplace or that the workplace can help them develop there. Creativity, problem-solving, and critical thinking all rely on basic cognitive skills. It’s the ability to see patterns, see things from a different point of view, coordinate the activities of multiple areas of the brain simultaneously, and hold several ideas in the mind while thinking about them, and so forth. Some approaches to training acknowledge the underlying cognitive processes involved in training, rehearsal and mediation. Others focus on developing familiarity with processes and techniques that are likely to leverage the brain’s metacognitive abilities to enable one to think interactively rather than make either/or trade-offs. In 2001, Dr. Patricia Wolfe published one of the first books that explained to teachers how to apply some of the most important principles gleaned from neuroscience research to the teaching and learning process. More recently, the applicability of those findings to management and leadership has become the subject of more extensive academic work. In “[Your Brain at Work](https://hbr.org/2013/07/your-brain-at-work)” (Harvard Business Review), Waytz and Mason identify four brain networks involved in creative thinking, rewards, decision-making, cognitive control and self-regulation. Each of these areas depends to some degree on or interacts with areas of cognitive processing that are malleable and can be developed, including foundational cognitive skills and [executive functions](https://mybrainware.com/executive-functions/). Just as educational practice embraces the dual benefits of strengthening both the learner’s cognitive capacity and the teacher’s effectiveness in using more brain-compatible instructional practices, the new neuroscience of leadership is beginning to show the same dual effects in a workplace setting. In this arena, one current practical application would be developing these skills in Millennials to facilitate their transition to leadership roles. ##### **Life-Long Learning** While life-long learning applies to all workers, one top-of-mind issue is that, as baby boomers reach retirement age and birth rates in the developed world fall, employers are increasingly concerned about a shrinking workforce. Labor shortages are bringing greater competition for skilled workers, and older employees are increasingly motivated to remain in the workplace, whether to sustain their sense of self-worth or for financial reasons. While older workers generally have many advantages, including experience, loyalty, institutional memory, and a strong work ethic, productivity can become an issue. Organizations have a compelling interest in ensuring that these workers retain the mental acuity and agility to perform optimally in their roles. Moreover, as discussed above, we can count on those roles changing. In an era of rapidly advancing technology, older workers will have to learn new things to be effective, not just in the jobs they know but in the jobs that have yet to be invented. Indeed, the changing nature of jobs will affect all workers, not just those over a certain age. However, older workers do have some characteristics worth considering. For example, while many factors contribute to older workers’ job satisfaction, one key is ongoing professional development. Continuing to find one’s job interesting is important to older workers. According to an AARP poll, 87 percent of workers who say they plan to work in retirement will do so because of a desire to remain mentally active, and 50 percent because of a desire to learn new things. While staying active through work may, by itself, help deter the cognitive decline associated with aging, targeted training to sustain cognitive well-being, especially in the areas of attention, memory, and processing speed, may enable older workers to be even more effective later in life. Indeed, brain fitness has the potential to become an integral part of corporate wellness programs. Recent research documents the explosive growth in corporate wellness programs around the world, and one trend places more emphasis on technology to enable greater personalization. Indeed, just as organizations focus on preventive health programs to support physical well-being (and lower health care costs), it is expected that they will add preventative brain health to their initiatives. ##### **Conclusion** Cognitive skills underlie the ability to learn and perform in the workplace. New tools and techniques have been developed that enable cognitive skills to be developed rapidly and dramatically. Improved cognitive skills can help organizations address key workforce issues, including: **• Re-mediating Deficiencies in Workforce Readiness** **• Developing the Cognitive Capacity for Workplace** **• Problem-Solving Improving the Effectiveness of Training Initiatives** **• Enhancing Productivity of Older Workers** **• Improving the Skills Good Leaders Need** **• Improving the Learning Capacity of All Workers** Because intelligence is not fixed and the component skills that makeup intelligence and learning capacity can be trained at any age, there is reason to hope that ill-prepared entry-level workers will be able to make significant improvements in their ability to meet workplace requirements and to benefit from corporate training programs. It means that all workers can enhance their higher-order thinking and communications skills in a very short time. Older workers can be effective longer and grow in their roles. In other words, it is possible today to train skills such as attention, visualization, working memory and auditory processing. It is possible to develop social and emotional intelligence as well as job skills and overall cognitive capacity. If our employees are deficient in some of these skills, those deficiencies can often be remedied. If they are strong, they can become stronger. Indeed, by developing the underlying cognitive skills that allow employees’ minds to function more effectively, we should be able to develop a nation of workers at significantly more advanced levels of functioning and achievement. What is required is that organizations begin to train the skills they need rather than bemoaning the lack of skills in those they hire. Today there is a blueprint for developing the 21st century worker, with neuroscience as the architect and with a strong and flexible mind as its foundation. 1. **edCircuit –** [Blueprint for Building a 21st Century Worker (Part 1)](https://edcircuit.com/blueprint-for-building-a-twenty-first-century-worker/) 2. **Toronto Star –** We need to start giving soft skills more credit - [ ![Betsy Hill](https://edcircuit.com/wp-content/uploads/lovable-avatars/betsy-hill-264.webp) ](https://edcircuit.com/author/betsy-hill/) [Betsy Hill](https://edcircuit.com/author/betsy-hill/ "Betsy Hill"): Author Betsy Hill is President of BrainWare Learning Company, a company that builds learning capacity through the practical application of neuroscience. She is an experienced educator and has studied the connection between neuroscience and education with Dr. Patricia Wolfe (author *of Brain Matters*) and other experts. She is a former chair of the board of trustees at Chicago State University and teaches strategic thinking in the MBA program at Lake Forest Graduate School of Management. She holds a Master of Arts in Teaching and an MBA from Northwestern University. [ View all posts ](https://edcircuit.com/author/betsy-hill/ "View all posts") [ ](mailto:bh@mrmg.com) **Categories:** Professional Development, Future Ed, Diversity, Equity, Inclusion, Creativity **Tags:** Headline --- ### [49 New Products and Enhancements Will Be Showcased at the 2020 Future of Education Technology Conference](https://edcircuit.com/49-new-products-and-enhancements-will-be-showcased-at-the-2020-future-of-education-technology-conference/) **Published:** January 8, 2020 **Author:** EdCircuit Staff **Excerpt:** The 2020 Future of Education Technology Conference has announced 49 New Products and Enhancements that will be showcased at this year's conference in Miami, Florida **Content:** ***FETC’s exhibiting companies will present their latest innovations to help schools and districts improve security, accessibility, instruction, the adoption of esports programs and advanced technologies such as AR/VR, and much more.*** **![Logo for the 40th anniversary of the future of education technology conference fetc featuring bold text and a stylized fetc with an orange shape behind the letters](https://edcircuit.com/wp-content/uploads/2019/07/FETC40th-500x218.jpg "Logo for the 40th anniversary of the future of education technology conference fetc featuring bold text and a stylized fetc with an orange shape behind the letters | edcircuit")PALM BEACH GARDENS, Fla.**―The National[ Future of Education Technology Conference (FETC)](https://fetc.org/) has announced that 40 exhibiting companies will introduce a total of 49 new products and product enhancements at the 40th annual event, to take place next week at the Miami Beach Convention Center in Miami, Fla. The conference Expo Hall, which will be open from January 15-17, will feature more than 400 exhibiting companies presenting solutions in adaptive technology and curriculum, computer hardware, e-learning, game-based learning, multimedia and projection devices, publishing, security and risk management, and much more. “With nearly 50 new and significantly enhanced products launching in the FETC 2020 Expo Hall, participants from all roles will have a great opportunity to learn about the innovative tools and technologies set to influence the future of education,” said James Callan, Vice President of Event and Media Sales, LRP Media Group. “We’re pleased to see that our exhibitors have identified many of the pressing challenges facing schools and districts, and that they’ve developed solutions to provide meaningful support for administrators and educators. We look forward to seeing these solutions in person next week in Miami.” The new and enhanced products being showcased at FETC feature solutions to help schools manage emergency response; increase student engagement; improve accessibility for students with special needs; introduce AR, VR, AI, coding and robotics; manage devices and data; deliver standards-aligned instruction, and more. The following exhibitors will introduce their new products at FETC 2020: **[911inform](https://www.911inform.com/)** **Booth 1925** 911inform will be launching its all-encompassing platform to help emergency response teams improve managing communication and connected-building control related to emergency situations. The solution is designed to improve the future of public safety and next-generation 911 globally. **[BenQ](https://www.benq.com/en-us/index.html)** **Booth 2437** BenQ will be introducing InstaShow S (WDC20), a wireless presentation system that lets users share ideas immediately from nearly any device. Allowing up to four users to share simultaneously, InstaShow S can boost classroom engagement and enhance collaboration. Its touch back feature helps presenters focus on the audience by allowing them to control a laptop via a touchscreen. It also incorporates strong security features to ensure content is safeguarded. BenQ is also launching the high resolution and high brightness EW800ST smart projector. The short-throw EW800ST offers WXGA resolution and easier management with Account Management System (AMS), Device Management Solution (DMS), and X-Sign Broadcast that can deliver instant messages into the projection screens. **[Boddle Learning](https://www.boddlelearning.com/)** **Booth 1435H** Boddle Learning, an educational game that makes practice and assessments fun for students and easy for teachers, is launching fourth and fifth grade math on its platform. Boddle’s standards-aligned math content for grades 1-5 helps teachers deliver differentiated math practice, save time creating and grading assessments, and quickly and accurately identify and address learning gaps. **Book Creator** **Booth 1221** Book Creator will be introducing its latest update, with more than 200 changes to increase accessibility. Some of the newest features include: voice typing in 120 languages; the ability to auto-generate and edit captions for videos; appropriate color contrast; a feature to magnify text size when typing; full keyboard navigation; the ability to create transcripts from recorded audio; Open Dyslexic font; and improved screen reader support. **Carnegie Learning** **Booth 1916** Carnegie Learning will be introducing LiveLab, part of MATHia, which illuminates each student’s progress through math concepts in real-time so teachers can guide, intervene and coach effectively. LiveLab’s indicators help teachers assist struggling students and recognize students for hitting milestones. Carnegie Learning is also working on a HoloLens integration so teachers can use augmented reality to know how students are performing just by looking at them. **[CKEditor 5](https://ckeditor.com/)** **Booth 4730** CKEditor is launching a free online builder, which allows users to easily customize and test which type of rich text editor best fits their needs. Users can add such features as track changes, comments, real-time collaboration, spell checking or math equations. The builder is intended for Learning Management System vendors who would like to enrich their offering with collaboration features. **Class Solver** **Booth 4241** Class Solver is showcasing its new feature, “boost,” which automatically corrects issues with class lists―such as if a student doesn’t have a friend in the class, or if a classroom is imbalanced―with the click of a button. Previously, schools could spend up to weeks manually creating class lists to get the right groupings for the year ahead. **[Diamond Assets](https://diamond-assets.com/)** **Booth 4618** Diamond Assets is announcing the release of Clarity: Powering the Apple Refresh. This free service provides a refresh timeline and other information to assist Jamf customers in assessing their inventories for current and multi-year technology life-cycle planning. **[enCode Create](https://www.encodecreate.com/)** **Booth 4101** enCode Create will introduce new guides for all code projects in its computer science curriculum and online courses to help teachers alter assignment expectations and deliver differentiated instruction for students with different educational needs, from high achievers in need of an extra challenge to learners who require more scaffolding and support to stay on pace. **Epic Games** **FETC Sponsor** Epic Games is launching their new “Teach with Interactive 3D” hub, where secondary teachers can download free lesson plans for teaching with Unreal Engine, Fortnite Creative and Twinmotion. To celebrate the release, the company has also launched a contest to help teachers learn how to build a lesson plan using interactive 3D tools, with all lesson plans and tools free to download. **[Epson](https://epson.com/education)** **Booth 2507** Epson is showcasing new projectors built specifically for the K-12 education environment to increase student engagement and offer both convenience and affordability. The new display solutions will provide advanced connectivity options and a variety of multi-device tools to create collaborative learning environments. New features include ultra-bright, vivid images; low-priced, long lasting lamp life; advanced network connectivity; Epson iProjection with built-in moderator function; screen mirroring with Miracast®; and easy setup with flexible positioning. **[Flinn Scientific](https://flinnsci.com/)** **Booth 4229** Flinn Scientific’s WhiteBox Learning System, which offers a hybrid approach to engineering design while addressing various learning styles, now includes drones. Flinn will showcase the system at FETC and demonstrate how it allows students to create and analyze a three-dimensional model, learn through simulation and unlimited design iterations, and how the skills acquired help drive students’ focus on STEAM careers while engaging them in the design thinking process. **[Girls Who Code](https://girlswhocode.com/)** **Booth 4510** Girls Who Code is dedicated to inspiring, educating and equipping girls with the computing skills and confidence needed to pursue 21st century opportunities. The organization is launching new features for its free, interactive after school curriculum. The free curriculum and resources are utilized by Girls Who Code Clubs, and new offerings include a Clubs Fund grant of $300 per club and a $100 Community Partner Fund. **[Illuminate Education](https://www.illuminateed.com/solutions/learning-development/)** **Booth 3319** Illuminate Education is introducing advanced feature setup services for eduCLIMBER, a new service that shepherds districts through the creation of tools such as early warning systems and unique forms to focus staff procedures and benefit student progress. The services enable districts to set up performance bands to accurately describe student progress; create dynamic forms to drive data-informed actions; develop and automate tools for tracking student progress; and configure data collection settings to track incidents and inform student growth. **[Kai’s Clan](https://kaisclan.ai/)** **Booth 1632** Kai’s Clan, a collaborative coding experience with augmented and virtual reality, will celebrate its official launch at FETC. Kai’s Clan is an all-in-one platform with more than 35 lesson plans to teach coding, robotics, AR/VR and Internet of Things (IoT). **[Kami](https://www.kamiapp.com/)** **Booth 1919** Kami is announcing a Microsoft integration, available in February, that will allow users to log into Kami from Microsoft single sign-on, auto-sync and open Kami files through OneDrive, use existing LMS integrations to open Kami files stored in OneDrive, and more. **[KinderLab Robotics](https://kinderlabrobotics.com/)** **Booth 3138** KinderLab Robotics will showcase the KIBO robot kit, which introduces screen-free STEAM coding to children ages 4-7. KinderLab will also introduce its 20+ KIBO Activity Cards―perfect for self-directed stations and centers―with easy-to-follow and colorful activities, enabling teachers to engage kids as they build, create art, code and play with KIBO. **[Kokomo24/7 Solutions](https://www.kokomo247.com/)** **Booth 1435Y** Kokomo24/7® Solutions is introducing Safety Cloud™, an AI-driven, cloud-based platform designed to give schools proactive insight to help reduce bullying, suicide and disruptive learning events. Safety Cloud consists of three products: an incident management system, anonymous reporting system and emergency operations center. It analyzes up to eight years of school district data to help identify potential safety risks. **[Learnics](https://www.learnics.com/)** **Booth 1435F** Learnics will introduce ThinkingApp, which allows students to record and submit a record of their online activity. The new analytics provided by Learnics will then give insight to help teachers support struggling students by better understanding their time on task, search terms and popular websites accessed. **[Lesson Planet](https://www.lessonplanet.com)** **Booth 4916** Lesson Planet will introduce Learning Explorer, a learning resource discovery and management solution for districts that helps teachers save time by finding, planning and assigning standards-based curriculum using an intuitive drag-and-drop interface. This all-in-one solution allows teachers to search a library of PreK-12 curated OER and educational publisher content, organize lessons into courses and assign them to students. **[Luxor/KwikBoost](https://kwikboost.com/)** **Booth 1531** Luxor will be showcasing the KwikBoost EdgePower, an innovative device that attaches to the edges of desks and tables, providing a cord-free battery charging solution. Charging is reported as a leading barrier to successful implementation of 1:1 and BYOD classroom programs; the KwikBoost EdgePower addresses this issue by providing a convenient alternative to power strips and extension cords. **[ManagedMethods](https://managedmethods.com/)** **Booth 4902** ManagedMethods, a G Suite and Office 365 data security and student safety platform for K-12 schools, will launch its new Login Analyzer product, which will allow districts to monitor their user accounts to detect and protect against an account takeover and take the steps required to remediate it. This product is designed to protect against cybersecurity incidents, of which there were more than 300 reported in K-12 districts in 2019 alone. **Mentoring Minds** **Booth 4640** Mentoring Minds will showcase its newly-acquired K-12 software platform, which currently functions as a modular formative assessment solution, but will soon deliver capabilities of an IMS, as ThinkUp! Standards Mastery System content is migrated into the platform. The solution enables teachers and administrators to collaborate, manage their ThinkUp! curriculum and deliver assessment. Teachers and administrators also gain insight through advanced data analytics. **[MIND Research Institute](https://www.stmath.com/)** **FETC Sponsor** MIND Research Institute is launching a new version of ST Math―which uses standards-aligned, spatial-temporal games to present math concepts visually for grades preK-8―for the 2020-21 school year. Designed to maximize learning time, updates include increased accountability and intrinsic motivation for students, more streamlined implementation for administrators and more ways for teachers to integrate the program with core curriculum. **[National Association of Esports Coaches and Directors](https://naecad.org/)** **Booth 5137** NAECAD is launching its new Certification Program (NAECAD-CP) to provide quality and accessible professional development for competitive esports coaches and directors. The NAECAD-CP creates a context of professional development to assist organizations hiring high school and college esports coaches and directors and formalizes certification levels to be recognized within the competitive esports ecosystem. Courses are delivered on a mobile platform, allowing participants to learn any place and at any time. **[NoraNivel](https://norvanivel.com/)** **Booth 1200** NoraNivel is introducing a series of seven new educational furniture products to transform learning spaces. Perfect for all grade levels and all types of learners, the new products offer agile, flexible and moveable options for individual and group learning. NorvaNivel’s furniture and learning environments are intentionally designed to give students the power to decide how they want to learn and the freedom to configure a space to suit their needs. The flexible, lightweight components work together and can be easily configured in just 60 seconds. **[Ozobot](https://ozobot.com/)** **Booth 2108** Ozobot has announced the launch of Ozobot Classroom, a new learning management system that measures STEAM. Educators can sign up for Ozobot Classroom for free, enabling them to manage students and Ozobots, get live lesson insights into online and offline student activity, maximize participation in coding and CS, and improve retention across all subjects. **[Pathways for Learning](https://www.pathwaysforlearning.com/)** **Booth 4917** Pathways for Learning® will launch CEP™: Classroom Education Plan, through which teachers can see clearly how best to engage their students to provide enrichment and improve outcomes. CEP analyzes academic and non-academic real-time data from both teachers and students to inform classroom decisions, customize research-based strategies and support teachers via a moderated teacher learning community. Educators are also invited to become part of the CEP pilot program. **[Rhombus Systems](https://www.rhombussystems.com/)** **Booth 4606** Rhombus Systems, which seamlessly combines sensing technology with video security and AI to make it easier for organizations to manage their security, will release a suite of three new sensors―Asset Tags, Door Sensors and Environmental Sensors―that work in unison with the company’s enterprise security cameras to provide real-time sensing data and corresponding video footage. **[School Technology Associates, Inc.](https://k12sta.com/)** **Booth 4341** School Technology Associates will introduce the SchoolTRAK™ Positive Attendance integration for Skyward® SIS, the new module for SchoolTRAK, which includes all of SchoolTRAK Tardy Kiosk’s functionality to set time thresholds for tardy and absences, with the additional features of attendance tracking for Skyward SIS. The integration provides a real-time snapshot of who is actually where and when in a school, not only where they are scheduled to be. **[Sero!](https://www.serolearn.com/)** **Booth 1435S** Sero! will introduce its version 2.0 concept-mapping assessment, including a number of new features: summative and formative techniques; analytics with process and outcome measures; visualization to show change and enable comparison; LMS integration; mobile optimization and more. Sero! provides valuable insights into student learning with authoring, scoring and analytic tools that combine the cognitive benefits of concept mapping with the power of the cloud. Educators can register online by February 28, using code FETC20, to redeem a free one-year subscription. **[Spelling Shed](https://www.spellingshed.com/)** Booth 1435D Spelling Shed―which has had half a billion words spelled across more than 15,000 schools in over 100 countries since its initial launch two years ago―is releasing an entire re-mapping of its content to match state standards. The new curriculum alignments will encompass progression, lesson plans, activities, word lists and game content. **[Sphero](https://www.sphero.com/)** **Booth 3404** Sphero is releasing a new littleBits Educator Starter Kit, an open-and-go introductory kit designed for any K-12 educator looking for a flexible STEAM solution. This entry-level kit gives teachers and parents the tools and support needed to confidently learn how to incorporate play-based coding at school or at home. **[Squiggle Park and Dreamscape](https://www.squigglepark.com/)** **Booth 4331** Dreamscape―a free English language arts (ELA) resource for grades 2-8, created by literacy and gaming experts―is launching a State Test Prep feature with levelled questions resembling those featured on state-specific assessments, to help students prepare for ELA exams. The initial launch will include preparation for the STAAR and EQAO assessments with more coming in 2020. **[STEM Minds](https://www.stemminds.com)** **Booth 1435A** STEM Minds will officially release the STEM Minds Online Academy, a blended learning online platform with 15 courses including over 30 STEMulators―games that support eLearning and eAssessment in the classroom. The platform empowers teachers to use 3D design, robotics, coding, electronics, digital media programs and more to teach STEM. **[Swivl](https://www.swivl.com/)** **Booth 3334** Swivl will be showcasing the new face detection added to its tracking algorithm. With this new feature, Swivl rotates and records video while always keeping the teacher and/or students in frame. Combined with the recently launched Swivl Teams platform, video collaboration is now easier and more powerful for students, teachers, coaches and administrators. **[Terrapin](https://www.terrapinlogo.com/)** **Booth 1430** Terrapin will be making three new product and feature launches at FETC 2020. The first launch will be Tuff-Bot, the latest addition to the company’s line of coding robots. Tuff-Bot’s features―including oversized wheels which allow it to traverse uneven terrain, built-in obstacle avoidance that lets it get around barriers, and multiple speeds―make it durable and designed to operate in a range of environments. It can be programmed via on-board buttons or remotely via Bluetooth and a tablet. Terrapin’s second new launch is Flexi-Scope, which joins Easi-Scope in Terrapin’s line of classroom digital microscopes. Flexi-Scope can be connected to a computer via USB, enabling the user to examine a specimen at up to 200x magnification. It may be set to take both photos and videos, and record in detail how a specimen changes over time, providing students with a new perspective on their environment. Terrapin will also launch new versions of the Bee-Bot and Blue-Bot coding robots for young learners. New features will include programs of up to 200 steps and features that enable students to record a response that plays when Bee-Bot or Blue-Bot encounters another Bee-Bot or Blue-Bot, as well as to record a voice command for each button to sound as a program is entered and as it executes. **[Texthelp](https://web.archive.org/web/20201026104859/https://www.texthelp.com/en-us/products/wriq/?utm_campaign=K-12:-Demand-Gen-Schools%7CNA-Edu-FETC-2020&utm_medium=Webpage&utm_source=Kentico&utm_content=FETC%20District%20Admin%20New%20Product%20Announcement)** **Booth 1825** Texthelp will introduce new features to WriQ®, a writing assessment tool that helps teachers track and score students’ writing progress. The tool now gives students instant access to immediate feedback on their writing, without relying on teacher intervention, enabling them to track their progress daily, weekly or monthly and work toward easy-to-reach stretch goals. **[Vernier Software & Technology](https://www.vernier.com/)** **Booth 3519** Vernier will be announcing its new partnership with SAM Labs, a collaboration that will provide new compatibility between Vernier Sensors and SAM Labs blocks in Google Workbench. These compatible solutions provide many new ways for students to code, as well as uses for scientific data collection in coding projects—areas in which teachers previously had limited options. **[Writer’s Workbench](https://writersworkbench.com/)** **Booth 1641** Writer’s Workbench (WWB) will showcase the new online version of its program, now available for iPads, Macs, Chromebooks and Windows systems. WWB―which grades writing mechanics, provides feedback and guides writers on how to fix their writing without fixing it for them―now includes 26 focused analyses to allow writers to focus on one or more potential problems with their writing. All conference participants can learn about these products by visiting the Expo Hall, where they can also discover more emerging technologies in the Startup Pavilion, featuring new companies who will demo original products that are changing the marketplace. Educators can also attend the FETC Pitchfest competition, in which the best-of-the-best startups nominated by industry accelerators will present their innovative products and solutions. FETC 2020 will feature more than 600 diverse learning opportunities organized into six distinct tracks―including the new Future of Ed Tech Library Media Specialist and Future of Ed Tech Coach tracks―and exciting keynotes by Daniel Pink and Justin Shaifer, along with the return of the popular TechSHARE LIVE!. FETC’s industry-leading expo will give attendees the opportunity to learn more about dozens of new and emerging technologies and will also include Learning Labs, Skill Builders and STEM Theater Presentations. Registration is still open for the 2020 Future of Education Technology Conference and participants can save $50 by registering online. For additional information, visit[ fetc.org/register](https://fetc.org/register.html) or call toll-free 1-800-727-1227. **About the Future of Education Technology Conference (FETC)** The Future of Education Technology Conference (FETC) annually attracts thousands of education and technology leaders for an intensive, highly collaborative exploration of new technologies, best practices and pressing issues. With basic to advanced sessions tailored to the needs of each role in the digital transformation, FETC is known as one of the nation’s premier preK-12 education technology events. FETC provides school and district administrators, classroom teachers, IT professionals, special education directors, curriculum and media specialists, and other educators with roles or interest in ed tech, the opportunity to explore the most effective integration of technology across the curriculum. FETC offers a balanced blend of administrative, instructional and technical content through targeted sessions, intensive workshops, hands-on demonstrations of the newest products, and more. Visit[ fetc.org](https://fetc.org) for more details. **About LRP Media Group** LRP Media Group, founded in 1977 by Kenneth Kahn, is an innovative media giant serving millions of business and education professionals worldwide. Specializing in education administration, education law, education technology, federal employment, human resources, workers’ compensation and disability, LRP produces thousands of books, pamphlets, newsletters, videos and online resources. The company also produces five industry-leading print and digital magazines for key decision-makers: District Administration, Human Resources Executive®, HRM Asia, Risk & Insurance® and University Business. Additionally, LRP annually delivers top-quality training and professional development to more than 80,000 professionals through its 13 award-winning conferences and tradeshows in China, Singapore and the United States. LRP currently employs more than 500 professionals in its Connecticut, Florida, Pennsylvania, Singapore and Washington, D.C. offices. Headquartered in Palm Beach County since 1996, the company has more than $70 million in annual revenue. For a complete list of LRP resources, eCourses and conferences, please visit [www.lrp.com](https://www.lrp.com/). - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden **Tags:** Headline --- ### [EdTech Leader Shares Views on What’s Important Today](https://edcircuit.com/edtech-leader-shares-views/) **Published:** February 21, 2018 **Author:** EdCircuit Staff **Excerpt:** EdTech leader Susan Brooks-Young shares insights on mobile technology, digital citizenship, and media literacy for effective classroom technology integration. **Content:** Susan Brooks-Young is a tech thought leader and consultant who currently sits on the advisory board of the [Future of Education Technology Conference](https://www.fetc.org/) (FETC). She has had her finger on the pulse of technology in the classroom for a long time and has some of the best insights into the present and future of EdTech. edCircuit asked about her focus when it comes to integrating technology into education. “There are three things I’m focusing on right now,” she said. “The first one is leveraging the use of mobile technology in classrooms in ways that enable students to create content rather than consume. It means taking advantage of cameras, different kinds of apps and other tools that allow kids to create a product that’s theirs and not something somebody else made for them.” “The second one is the need for adults and students to be able to differentiate between fact and fiction in media. We have not done a good job with that. I’m working with some folks in different areas on how to go about doing that.” “The third is digital citizenship. It’s a different animal now than it was even five years ago. It’s not just ‘Keep your password safe and don’t go to bad sites’ anymore. It’s things like ‘avoid engaging in public shaming online’ and ‘think about your online persona.’ What does that look like beyond hiding who you are? It also includes student data privacy and teaching adults and kids how to protect that.” Those in the EdTech industry and education would do well to listen to what Susan has to say. She clearly knows what she is talking about. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![A woman with curly, light brown hair and glasses looks at the camera. She is wearing a patterned scarf and a sweater, and is outdoors with trees and greenery in the blurred background.](https://edcircuit.com/wp-content/uploads/2024/01/Susan-Brooks-Young.jpeg) ](https://edcircuit.com/author/susan-brooks-young/) [Susan Brooks-Young](https://edcircuit.com/author/susan-brooks-young/ "Susan Brooks-Young"): Author Susan Brooks-Young has been involved in the field of instructional technology since early in her career. One of the original technology users in the district where she taught, Susan continues to explore ways in which technology can be used to facilitate student learning. Prior to establishing her own consulting firm, Susan was a teacher, site administrator, and technology specialist in a county office of education in a career that spanned more than 23 years in both public and private education. She has published hundreds of articles in a variety of education journals and is also the author of a number of books which focus on effective use of technology in schools. Susan works with educators internationally, focusing on practical technology-based strategies for personal productivity and effective technology implementation in classrooms. EdTech leadership, mobile technologies, BYOD programs, digital literacy skills, and educator/student well-being are areas of particular interest for her. [ View all posts ](https://edcircuit.com/author/susan-brooks-young/ "View all posts") **Categories:** Digital Citizenship, EdTech, Innovation **Tags:** Headline --- ### [edCircuit Special: Operation Prevention](https://edcircuit.com/operation-prevention-drug-education/) **Published:** October 17, 2017 **Author:** EdCircuit Staff **Excerpt:** Opioid epidemic is killing 142 people a day **Content:** The nation’s opioid epidemic is killing 142 people a day in the United States. Young people are exceptionally vulnerable to experimentation with opioids and are more likely to face physical dependence and addiction. In fact, according to a study conducted by Columbia University’s National Center on Addiction and Substance Abuse in 2011, 90 percent of Americans who suffered from addiction started abusing substances before age 18. With this being said, whatever tactic used to evoke a decline in this epidemic must include a strategic, nationwide push that targets youth. Essentially, all young people need to be informed about the harmful effects of prescription opioids and heroin before they are tempted to misuse them in the first place. ## **Where *Operation Prevention* Comes In** In September 2016, [The Drug Enforcement Administration ](https://web.archive.org/web/20180809200519/https://www.dea.gov/index.shtml)(DEA) and [Discovery Education](https://www.discoveryeducation.com/), the leading provider of digital content and professional development for K-12 classrooms, launched [*Operation Prevention*.](https://www.operationprevention.com/) *Operation Prevention* provides teachers with standards-aligned resources such as digital lesson plans, interdisciplinary activities, and an interactive “The Science of Addiction” e-learning module. DEA also hosted a live Virtual Field Trip that gave classrooms the opportunity to watch the science behind opioid addiction first-hand. Everything is completely free, and is designed to help initiate honest conversations about substance abuse disorder in elementary, middle, and high school classrooms. *Operation Prevention* includes Spanish-language resources to amplify its influence. Since its launch, the initiative has reached an estimated one million students. Recognizing *Operation Prevention*’s one-year landmark has allowed the DEA and our partners at Discovery Education to reflect upon its outcomes and impressions on the country thus far. While we are proud to have impacted so many young people across the nation, there is still work to be done. Despite *Operation Prevention*’s launch and the federal and state governments’ enforcement against the over-prescription of opioids in the past year, death tolls have continued to rise. We acknowledge that such a large-scale change cannot be made overnight, but we vow to advance our initiatives uncompromisingly. ## **A Lasting Impact** Along with all of the previously mentioned *Operation Prevention* resources that are provided to schools, the program launched a [nationwide video challenge](https://www.operationprevention.com/video-challenge) which asked teens to create an original 30-60 second Public Service Announcement, for their peers, on the dangers of this epidemic outside of the classroom. The video challenge aimed to encourage teens to research the prescription opioid and heroin crisis, identify its widespread effect on the country, and inspire them to educate their peers on how harmful these substances truly are. Last year’s [winning videos](https://www.operationprevention.com/competition/video/archives/2017) were incredibly creative and included insightful, stirring messages to spread awareness about such a critical cause. Lastly, *Operation Prevention* offers a parent toolkit to help parents begin these life-saving conversations with their children. It also offers information on the warning signs of substance abuse disorder and a pragmatic guide on in-home prevention and intervention. Parents are vital to this effort and they should get the facts about drug abuse, generally, and prescription opioid misuse, in particular. Though enforcement efforts are crucial, we are not going to prosecute our way out of this epidemic. We must also attack it from the demand side. With this approach, we can reach a wide range of Americans that are suffering the impacts of this epidemic, and we can enlist families, teachers, and community leaders to help prevent folks from getting addicted in the first place. Community members in Huntington, WV, Charlotte, Santa Rosa, FL, Nashville, and Los Angeles, have a special opportunity to get involved in their local prescription opioid and heroin epidemic efforts. These cities are hosting drug-free living forums and providing key organizations with the opportunity to connect with *Operation Prevention* work that is already underway. Along with the population in these cities, I implore everyone everywhere to continue these discussions, take a stand against substance abuse disorder, and push your community leaders to do the same. ### **About Discovery Education** Discovery Education is the global leader in standards-based digital content for K-12, transforming teaching and learning with award-winning digital textbooks, multimedia content, professional development, and the largest professional learning community of its kind. Serving 4.5 million educators and over 50 million students, Discovery Education’s services are in half of U.S. classrooms, 50 percent of all primary schools in the UK, and more than 50 countries. Discovery Education partners with districts, states, and like-minded organizations to captivate students, empower teachers, and transform classrooms with customized solutions that increase academic achievement. Discovery Education is powered by Discovery Communications (NASDAQ: DISCA, DISCB, DISCK), the number one nonfiction media company in the world. Stay connected with Discovery Education on social media through Facebook, follow us on Twitter at @DiscoveryEd, or find us on Instagram and Pinterest. Explore the future of education at [www.discoveryeducation.com](https://www.discoveryeducation.com/). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden **Tags:** Headline --- ### [The Future of Education Part 5](https://edcircuit.com/future-education-part-5/) **Published:** August 16, 2017 **Author:** Dr. Anthony J. “Sonny” Magana **Excerpt:** The T3 Framework for innovation in education demands a shift in thinking from professional development towards organizational development. **Content:** *Transcending the status quo: How do we know we’ve arrived?* by Dr. Sonny Magana “Evidence matters. Implementing evidence-based practices matters more. Evaluating the impact from implementing evidence-based practices matters most.” –John Hattie **![Three people wearing harnesses are climbing an indoor rock climbing wall with colorful holds The wall is yellow and orange and the climbers are using safety ropes attached to their waists](https://edcircuit.com/wp-content/uploads/2017/08/Climbing-500x333.jpg "Three people wearing harnesses are climbing an indoor rock climbing wall with colorful holds The wall is yellow and orange and the climbers are using safety ropes attached to their waists | edcircuit")The Myth of Final Attainment** If you are reading this final post, then you have likely read my previous posts in this article series. As such, you hopefully have a clearer idea of the evidence underpinning the [unhappy state of technology use](https://edcircuit.com/future-education/) in education (Part 1), how we arrived at this ill-chosen status quo (Part 2), the desired future state of education (Part 3), and how we might [achieve it](https://edcircuit.com/future-education-part-4/) (Part 4). The purpose of this post is to offer some thoughts and guidance to help determine if we’ve indeed arrived at the future state of education that would be considered highly desirable. However, an actual point of arrival at such a lofty destination is an artifice. It’s a myth. There is no “final attainment,” no proverbial mountain top from which one can rest on one’s pedagogical laurels and proclaim, “I’ve made it!” Letting go of the myth of final attainment is the first step into the much larger world of mastery. ![Marble statue of a bearded man with curly hair furrowed brow and a serious expression dressed in a draped garment set against a warmly lit background](https://edcircuit.com/wp-content/uploads/2017/08/Heraclitus-.jpg "Marble statue of a bearded man with curly hair furrowed brow and a serious expression dressed in a draped garment set against a warmly lit background | edcircuit")The Greek philosopher Heraclitus wrote that we must embrace a constant state of *becoming* to reach the optimal realization of our human potential. A reasonable implication of this philosophy implies that mastery is not a final destination but a lifelong process of continuous growth and development. The journey’s the thing. As we travel along the road towards mastery, it is critical that we receive meaningful feedback to help us determine if sufficient progress is being made towards our desired future state while simultaneously enacting course corrections as needed. In the case of the future of education, we would do well to have a road map with crystal clear goals and just enough mileposts to allow creativity to flourish over-prescriptive, lock-step compliance. This is perhaps the most valuable element of the T3 Framework for innovation in education; it is a tempered guide designed to stimulate the realization of the collective efficacy of whole learning systems. **![Four adults sit around a table smiling and laughing while handling strips of tape as a woman standing in the background looks on and smiles in a brightly lit classroom or workshop setting](https://edcircuit.com/wp-content/uploads/2017/08/PD-Teachers.jpg "Four adults sit around a table smiling and laughing while handling strips of tape as a woman standing in the background looks on and smiles in a brightly lit classroom or workshop setting | edcircuit")Shifting from PD to OD** Such a philosophical approach demands a shift from professional development to *organizational* development. Educators have received professional development focused on building technology skills for four decades, with alarmingly little impact to show for the effort. A key factor contributing to the disappointing results of teacher training on technology rests with the transfer;. In contrast, much of the research on teacher training focuses on skill acquisition. Few studies have measured transfer effects from the training room to the classroom. Helping teachers transfer newly gained skills into their practices holds great promise for improving instructional quality and student achievement. Joyce and Showers (1988) report: “In studies that have asked the transfer question (e.g., did participants use new skills in the classroom, did they use them appropriately, did they integrate new skills with existing repertoire, was their long-term retention of the products of training), several findings emerge. First, the gradual addition of training elements does not appear to impact transfer noticeably (ES \[effect size\] of .00 for information or theory; theory plus demonstration; theory, demonstration, and feedback; ES of .39 for theory, demonstration, practice, and feedback). However, a large and dramatic increase in the transfer of training—ES 1.68—occurs when in-class coaching is added to an initial training experience comprised of theory explanation, demonstration, and practice with feedback. (pp. 71-72).” These findings strongly suggest how important it is for organizations to leverage system-wide support, leadership, and ongoing instructional coaching during the implementation phase. Implementing evidence-based practices is a team sport. This shift is necessary to ensure that all teachers in a learning system transfer new evidence-based knowledge and strategies into their classroom practices. **![Importance of safety in steam programs](https://edcircuit.com/wp-content/uploads/2017/08/PD-Word-Cloud-500x334.jpg "Importance of safety in steam programs | edcircuit")Evaluating OD Impact with the T3 Framework** Finally, it is important to continuously evaluate the impact of implementing evidence-based methods. This is particularly true when building collective efficacy with educational technology use. Learning systems would benefit from using the T3 Framework for innovation to guide this process. The first step is to assess the current level of technology use within the three stages of the T3 Framework— T1: Translational Technology Use, T2: Transformational Technology Use, and T3: Transcendent Technology Use. It would also be helpful for teachers to use a proficiency scale to reflect on their current levels of technology use on the T3 Framework (see Figure 1.0). To be actionable, proficiency scales should be clear, precise, and contain only three competence points. Adding additional stages makes such scales less usable as a tool for reflection-in-action during instruction. We can agilely reflect upon our efficacy using a simple scale such as (1) Beginning, (2) Developing, and (3) Mastering. Using this nominal scale in the aggregate, teachers across whole schools, districts, regions, or states can more accurately self-assess their current use of technology, providing a clearer picture of the here and now. ![A table titled three point teacher proficiency scale with three columns 1 Beginning 2 Developing and 3 Mastering describing levels of digital tool use and impact monitoring in teaching](https://edcircuit.com/wp-content/uploads/2017/08/Snip20170816_4.png "A table titled threepoint teacher proficiency scale with three columns 1 Beginning 2 Developing and 3 Mastering describing levels of digital tool use and impact monitoring in teaching | edcircuit") With these incremental stages in mind, teachers can more accurately establish meaningful growth goals and track their progress with elements in the T3 Framework. Evaluating the impact of evidence-based practices ideally includes instructional staff, coaches, and building leaders to evaluate impact and provide sufficient guidance and resources as needed to ensure continuous growth towards mastery. ![Close up of three illuminated car dashboard gauges showing measurements for rpm speed in kmh and water temperature with bright blue and white indicator lights and numbers](https://edcircuit.com/wp-content/uploads/2017/08/Dials-500x375.jpg "Closeup of three illuminated car dashboard gauges showing measurements for rpm speed in kmh and water temperature with bright blue and white indicator lights and numbers | edcircuit")Building collective efficacy with educational technologies will help guide our work at hand and move the needle of technology impact forward. Embracing a mastery mindset will help school systems realize their potential collective efficacy—and model that process for students. The T3 Framework and proficiency scales were designed to aid in mastering digital tools in a modern teaching and learning context. We will only transcend the status quo of low-impact technology by disrupting the current trajectory. Arguably, that matters most of all. 1. **Village Voice –** [To Fight Institutional Racism, Teachers Are Going Back to School](https://web.archive.org/web/20230511191228/https://www.villagevoice.com/2017/08/15/to-fight-institutional-racism-teachers-are-going-back-to-school/) 2. **EdScoop –** Colorado partners with video platform for interactive professional development 3. **Education World –** [Study: Teachers Feel Left Out of the Conversation When It Comes to PD](https://web.archive.org/web/20240722094833/https://www.educationworld.com/a_news/teachers-feel-left-out-conversation-when-it-comes-professional-development-according-study) - [ ![Dr. Anthony J. “Sonny” Magana](https://edcircuit.com/wp-content/uploads/lovable-avatars/dr-anthony-j-sonny-magana-255.webp) ](https://edcircuit.com/author/dr-anthony-j-sonny-magana/) [Dr. Anthony J. “Sonny” Magana](https://edcircuit.com/author/dr-anthony-j-sonny-magana/ "Dr. Anthony J. “Sonny” Magana"): Author Dr. Anthony J. “Sonny” Magana III is an award-winning educational futurist, best-selling author, and pioneering educational technology researcher. Sonny is a highly sought-after leadership consultant, speaker, and instructional coach with more than thirty years’ experience helping educational systems around the world realize the power of transcendent learning. The author of numerous research studies and articles, Sonny’s newest book, Disruptive Classroom Technologies: A Framework for Innovation in Education, was recently published through Corwin Press to wide international acclaim. A tireless advocate for transcending the status quo, Sonny founded and served as Principal of Washington State’s first CyberSchool in 1996, a groundbreaking blended learning program that continues to meet the needs of at-risk students in Washington. He is a recipient of the prestigious Milken Family Foundation National Educator Award and the Governor’s Commendation for Educational Excellence. An avid musician, yoga practitioner, and beekeeper, Sonny holds a bachelor of science degree from Stockton University, a master of education degree from City University (where he was honored with the Presidential Award for meritorious scholarship), an educational administration endorsement, and a doctorate in educational leadership from Seattle University. [ View all posts ](https://edcircuit.com/author/dr-anthony-j-sonny-magana/ "View all posts") [ ](mailto:sonnyjmagana@gmail.com) **Categories:** Hidden **Tags:** Headline --- ### [The Future of Education Part 4](https://edcircuit.com/future-education-part-4/) **Published:** August 8, 2017 **Author:** Dr. Anthony J. “Sonny” Magana **Excerpt:** Future of Education - Frameworks help us make sense of the medium we’re swimming in. Two dominant frameworks are used to guide technology integration **Content:** *Transcending the status quo – how do we get there?* **Editor’s Note: This is part four of a five-part series.** ![Underwater marine diving tropical fish swimming](https://edcircuit.com/wp-content/uploads/2017/08/Two-Fish-500x354.jpg "Underwater marine diving tropical fish swimming | edcircuit")“These two young fish are swimming along, and they happen to meet an older fish swimming the other way, who nods at them and says, “Morning, boys, how’s the water?” And the two young fish swim on for a bit, and then eventually one of them looks over at the other and goes, “What the hell is water?” —David Foster Wallace, commencement address at Kenyon College, 2005 Life is a complicated affair. So many complex phenomena interact with our planning for a better future that we sometimes have to stop and ask ourselves, “What is the context in which we are currently swimming?” Framing complex phenomena into sensible and understandable contexts help us to make meaning from the complex interactions we’re experiencing. In short, frameworks help us make sense of the medium we’re swimming in. Teaching and learning are even more complicated affairs because of the profound challenges associated with the nature of knowledge and understanding. Add technology tools to the mix, and several factors increase the complexity of teaching and learning. So do frameworks help us contextualize these complexities so that our students gain the most benefit from technology use in education? It depends upon the framework you’re using. **Existing Frameworks** Two dominant frameworks are used to guide technology integration in educational settings: TPACK, and SAMR. TPACK (which stands for Technological, Pedagogical, and Content Knowledge) was developed in the late 1990s and helped to bring the importance of teachers’ technological knowledge as equal to pedagogical and content knowledge. The trouble is, TPACK doesn’t explicitly show us how to achieve that technological knowledge, so there’s a goal but no pathway forward. ![A venn diagram with three overlapping circles labeled pedagogical knowledge technological knowledge and content knowledge illustrating how their intersections form tpacktechnological pedagogical content knowledge](https://edcircuit.com/wp-content/uploads/2017/08/TPACK-Model-500x500.png "A venn diagram with three overlapping circles labeled pedagogical knowledge technological knowledge and content knowledge illustrating how their intersections form tpacktechnological pedagogical content knowledge | edcircuit") Like TPACK, the SAMR model offers goals but no route toward attaining its goals. SAMR (Substitution, Augmentation, Modification, and Redefinition) identifies four interactions between tools and tasks, which is fine. Still, educators have spent an inordinate amount of time trying unsuccessfully to come up with a common definition of “augmentation,” “modification,” and “redefinition” in the context of teaching and learning. If you can’t define it, you can’t measure it; if you can’t, you can’t measure it. Frustratingly, these models have not helped develop the collective efficacy needed to move whole learning systems forward.![A colorful samr model chart shows four stages substitution augmentation modification and redefinition Visibility rises and falls over time highlighting inflated expectations and trough of disillusionment](https://edcircuit.com/wp-content/uploads/2017/08/SAMR-Model-500x375.jpg "A colorful samr model chart shows four stages substitution augmentation modification and redefinition Visibility rises and falls over time highlighting inflated expectations and trough of disillusionment | edcircuit") What’s been missing in the surfeit of inspirational messaging imploring educators to embrace innovation is an answer to an essential question: ‘How do we get there?’ **The T3 Framework** The first step towards building the collective efficacy of any organization is to embrace a common language for innovation and growth. My newest book, Disruptive Classroom Technologies: A Framework for Innovation in Education, aims to provide learning systems with a common and actionable language for implementing and measuring the impact of innovative teaching and learning practices with readily available technologies. In the book, I introduce my new T3 Framework for innovation in education. The T3 Framework provides a much-needed pathway grounded in sound research and theory and promotes educational uses of technology that unleash students’ limitless learning potential. The T3 Framework increments the use of technology in the realm of teaching and learning into three hierarchical domains: Translational, Transformational, and Transcendent. A brief overview of each domain is warranted. ![Three overlapping circles show the t3 framework for innovation in education t1translational automation consumption t2transformational production contribution and t3transcendent inquiry design social entrepreneurship](https://edcircuit.com/wp-content/uploads/2017/08/T3-Framework.jpg "Three overlapping circles show the t3 framework for innovation in education t1translational automation consumption t2transformational production contribution and t3transcendent inquiry design social entrepreneurship | edcircuit") Translational technology reflects the most common ways digital tools are used in schools. Translating tasks from an analog to a digital form adds some value in increasing efficiency, accuracy, and time savings. These translated tasks include automating administrative and teaching duties such as communicating, budgeting, grading, attendance taking, and testing, as well as consuming digital content from online sources or other electronic media. This is a necessary first stage, but school systems often make the mistake of stopping there. Transformational technology uses, on the other hand, enact significant changes in the learning tasks and substantive changes in the students performing those tasks. This domain includes strategies for students to embrace a “mastery mindset” through developing mastery goals and then mindfully monitoring the impact of their effort and progress towards those goals. Moreover, providing students multiple opportunities to use digital tools to represent what they know and can do and make their thinking explicit so they can contribute to others’ learning is illustrative of transformational technology uses. ![A word cloud with large words including teachers knowledge technology mishra and koehler surrounded by smaller words like creativity pedagogical content and educational](https://edcircuit.com/wp-content/uploads/2017/08/TPACK-World-Cloud-500x321.jpg "A word cloud with large words including teachers knowledge technology mishra and koehler surrounded by smaller words like creativity pedagogical content and educational | edcircuit")In addition to enacting substantive growth in student cognizance, transcendent technology uses to push past the boundaries of prior experiences and expectations for education. The strategies in the domain of transcendent technology use include students identifying, investigating, hypothesizing, and iteratively generating more robust digital solutions to wicked problems that matter to them. This represents an entirely new domain of strategies that is only possible when students mindfully wield digital and cloud-based production technologies. We are just beginning to scratch the surface of what’s possible when students’ limitless passion and purpose are catalyzed in an educational setting. The teaching and learning strategies articulated in the Transformational and Transcendent domains in the T3 Framework are correlated with an effect size of d = 1.6, which is the equivalent of a 16 on a scale of 1 to 10 (Haystead & Marzano, 2009; 2010, Magana & Marzano, 2014). You may recall that the average effect of computers and technology in education for the past 50 years rates a 3 on that scale; read more here. We can’t continue relying on popular opinion to identify ways that technology accelerates student achievement. We’ve tried that for decades, and what we have to show for it is digitally rich but innovatively poor classrooms. ![A lighthouse stands illuminated on a rocky island at dusk surrounded by calm blue waters with a narrow causeway leading to it and soft light reflecting off the sea](https://edcircuit.com/wp-content/uploads/2017/08/Lighthouse-500x242.jpg "A lighthouse stands illuminated on a rocky island at dusk surrounded by calm blue waters with a narrow causeway leading to it and soft light reflecting off the sea | edcircuit")To realize the desirable future articulated in Part III of this article series, we must follow the guidance and direction provided by the highest quality educational research. The signal provided by such research will help us cut through all the confounding noise and help to identify strategies that amplify collective efficacy in our schools. If we disregard the research evidence, we risk ending up like the fish in David Foster Wallace’s allegory, wondering, “What the hell is water?” I’ll explore this idea further in the final installment of this article series by providing a brief overview on implementing and evaluating the impact of technology on student achievement using the T3 Framework. 1. **Campus Technology –** [35 Percent of Faculty Feel They Need More IT Support](https://campustechnology.com/articles/2016/10/26/35-percent-of-faculty-feel-they-need-more-it-support.aspx) 2. **U.S. News & World Report –** Schools Shouldn’t Approach Technology Like Businesses Once Did 3. **eSchool News –** [The best BYOD tech tools for the Common Core classroom](https://www.eschoolnews.com/2016/06/21/the-best-byod-tech-tools-for-the-common-core-classroom/) - [ ![Dr. Anthony J. “Sonny” Magana](https://edcircuit.com/wp-content/uploads/lovable-avatars/dr-anthony-j-sonny-magana-255.webp) ](https://edcircuit.com/author/dr-anthony-j-sonny-magana/) [Dr. Anthony J. “Sonny” Magana](https://edcircuit.com/author/dr-anthony-j-sonny-magana/ "Dr. Anthony J. “Sonny” Magana"): Author Dr. Anthony J. “Sonny” Magana III is an award-winning educational futurist, best-selling author, and pioneering educational technology researcher. Sonny is a highly sought-after leadership consultant, speaker, and instructional coach with more than thirty years’ experience helping educational systems around the world realize the power of transcendent learning. The author of numerous research studies and articles, Sonny’s newest book, Disruptive Classroom Technologies: A Framework for Innovation in Education, was recently published through Corwin Press to wide international acclaim. A tireless advocate for transcending the status quo, Sonny founded and served as Principal of Washington State’s first CyberSchool in 1996, a groundbreaking blended learning program that continues to meet the needs of at-risk students in Washington. He is a recipient of the prestigious Milken Family Foundation National Educator Award and the Governor’s Commendation for Educational Excellence. An avid musician, yoga practitioner, and beekeeper, Sonny holds a bachelor of science degree from Stockton University, a master of education degree from City University (where he was honored with the Presidential Award for meritorious scholarship), an educational administration endorsement, and a doctorate in educational leadership from Seattle University. [ View all posts ](https://edcircuit.com/author/dr-anthony-j-sonny-magana/ "View all posts") [ ](mailto:sonnyjmagana@gmail.com) **Categories:** Innovation, Future Ed **Tags:** Headline --- ### [Jennifer Abrams to Present at NESA Conference in Abu Dhabi](https://edcircuit.com/jen-abrams-abu-dhabi-conference/) **Published:** October 17, 2017 **Author:** Jennifer Abrams **Excerpt:** Jennifer Abrams will be speaking at the NESA Fall Leadership Conference on October 20th and 21st, 2017 at the InterContinental Hotel in Abu Dhabi. **Content:** **Washington, DC ―** [Jennifer Abrams](https://jenniferabrams.com/), renowned education and communications consultant and author, will be traveling to the United Arab Emirates to present two three-hour workshops, “Having Hard Conversations” and “Being Generationally Savvy: Working Effectively Across Generations,” at the Near East South Asia Council of Overseas Schools (NESA) Fall Leadership Conference on October 20 and 21, respectively. The full conference will take place from October 19-22 at the InterContinental Hotel in Abu Dhabi. “I’m excited to share my two workshops with the impressive group of leaders at the NESA fall conference and to present attendees with professional insights I’ve gained over my years in the field,” said Abrams. “Whether each educator attends my workshop on having hard conversations or being generationally savvy―or both―I’m confident they’ll leave with a valuable new perspective and practical tools and strategies to improve their individual practice and their school.” ### **Having Hard Conversations ― Friday, October 20** This workshop, based on Abrams’s book of the same name, is designed to help participants create scripting tools and action plans for times when difficult conversations in the workplace become necessary and unavoidable. Participants learn how to use the appropriate professional language for the challenges they are facing, how to avoid “trigger words” that put others in a defensive position, and how to choose the proper time and place for those hard conversations. ### **Being Generationally Savvy: Working Effectively Across Generations ― Saturday, October 21** In this workshop, based on Abrams’s book *The Multigenerational Workplace: Communicate, Collaborate and Create Community*, participants will gain a better understanding of each generation’s needs and motivations in the workplace learn how to engage more effective collaboration with generationally diverse teams. Educators will become more skilled at creating an inclusive environment where all generations can succeed and, importantly, will learn how to adapt their language skills to communicate effectively with multiple generations. NESA’s stated vision is to create dynamic, collaborative professional relationships that transcend current barriers and boundaries in order to maximize student learning in member schools. The Fall Leadership Conference will be attended by 450-500 heads of school, principals, curriculum coordinators, trustees, business managers, and others in leadership roles. To learn more about Jennifer Abrams and her work to inform, inspire, and empower education leaders’ voices, visit [jenniferabrams.com](https://jenniferabrams.com/). **[Subscribe to edCircuit](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) - [ ![Jennifer Abrams](https://edcircuit.com/wp-content/uploads/lovable-avatars/jennifer-abrams-261.webp) ](https://edcircuit.com/author/jennifer-abrams/) [Jennifer Abrams](https://edcircuit.com/author/jennifer-abrams/ "Jennifer Abrams"): Author [ View all posts ](https://edcircuit.com/author/jennifer-abrams/ "View all posts") [ ](mailto:jabrams@mrmg.com) **Categories:** On the Wire --- ### [Math Instruction Shouldn't Kill Thinking](https://edcircuit.com/math-instruction-shouldnt-kill-thinking/) **Published:** October 11, 2017 **Author:** Ian Egan **Excerpt:** Math is a beautiful language we use for solving problems and fostering innovative thinking. **Content:** *Mathematics has been stripped of its context and purpose* ![Five smiling children with backpacks stand in a row against a white background raising their arms excitedly in the air](https://edcircuit.com/wp-content/uploads/2017/07/Kids-Celebrate-500x261.jpg "Five smiling children with backpacks stand in a row against a white background raising their arms excitedly in the air | edcircuit")by Gerald Aungst “How many of you would like to visit the Museum of Ice Cream?” I asked a group of fourth graders in Ms. Farnsworth’s class at Cheltenham Elementary School. Two dozen hands shot up and there was an immediate buzz of excitement. We had just watched a short promotional video for the pop-up museum in Los Angeles which highlighted its swimming pool filled with candy sprinkles. But we weren’t planning a field trip to the west coast. “I wish I could go too. Unfortunately,” I told them, “Tickets are already sold out for the whole summer.” I paused for the predictable groan. “But did you notice that cool swimming pool? How many sprinkles do you think it takes to fill it up?” We spent the next couple of minutes making guesses and talking about how we might make better guesses about the number. This was the start of a multi-day math lesson. It wasn’t going to look like a traditional math class. There would be no worksheets full of computation exercises. No bland and arbitrary word problems about buying seventeen candy bars for 61 cents each. (Where can you buy 61-cent candy bars? And why would anyone buy seventeen of them at once?) And definitely no teacher saying, “Just follow these steps exactly as I do and you’ll get the right answer.” All of those techniques just kill any thinking that students might have been doing. ### **The Purpose of Math** ![Mathematical equations and symbols including quadratic and physics formulas are written in black on a blue and white gradient background with faint geometric shapes and math notations behind them](https://edcircuit.com/wp-content/uploads/2017/10/Formulas-500x350.jpg "Mathematical equations and symbols including quadratic and physics formulas are written in black on a blue and white gradient background with faint geometric shapes and math notations behind them | edcircuit")I recently asked a group of mathematically talented third graders why we learn math. “So we can add and subtract.” “So we’ll be ready for fourth grade.” “To get good grades.” I reframed the question: “But what’s the purpose? What do we use math for?” Silence and befuddlement. It was as if they hadn’t even considered there was any use for it beyond the endless exercises we put them through. Basically, to all of these students who were already very good at math class, the only point of math class was to keep getting better at math class. Youth soccer is huge in suburban Philadelphia where I live. Every night of the week teams practice in any available open space, and some kids spend two straight days every weekend on the soccer field playing multiple games for multiple teams. They completely understand that the whole point of the weeknight practices is to perform on the field on Saturday and Sunday. Imagine if we taught soccer the same way we teach math in K-12 schools. Kids would spend years practicing drills and exercises and artificially-constructed scenarios. And when we asked them the point of all of these experiences, they would say it’s to get better at the drills and exercises and scenarios. They wouldn’t even know that a sport called “soccer” exists, or if they did, they would perceive it as something only adults do and that most of them would never get to try. In school we have stripped mathematics of its context and purpose and reduced it to arranging digits and signs in a specific way. But mathematics is not about mindless and mechanical manipulation of symbols. Math is a beautiful language we use for solving problems and fostering innovative thinking, and students shouldn’t have to wait for years to experience its meaning and purpose. This isn’t just a matter of tweaks to the curriculum or substituting a few new teaching tricks, though. What we need is a different kind of classroom culture: one that promotes thinking instead of killing it. ### **5 Principles of the Modern Math Classroom** ![A 3d graph with a grid of small spikes shows a central blue depression surrounded by yellow and red illustrating a bowl like dip in the middle on a color gradient surface](https://edcircuit.com/wp-content/uploads/2017/10/Fractals.jpeg "A 3d graph with a grid of small spikes shows a central blue depression surrounded by yellow and red illustrating a bowllike dip in the middle on a color gradient surface | edcircuit")Creating a problem-solving orientation in the mathematics classroom comes down to five core principles that give students a framework for understanding the context and purpose of the math we teach: Conjecture, Communication, Collaboration, Chaos, and Celebration. Alone, each principle can greatly enhance student learning. Together, they form an integrated framework that can transform the way students think and learn. ### **Conjecture** If I’d written this article for Buzzfeed, it probably would have been titled “5 Jaw-Dropping Things That Will Make Kids Go Nuts for Math Class (#4 will absolutely BLOW YOUR MIND).” And if the link showed up in your Twitter feed, you probably would have clicked on it, even though you know it’s hyperbole and nothing in it is actually likely to drop your jaw, let alone blow your mind. So why do even the most intelligent among us still click on clickbait? Because we’re curious. When we think there’s a gap in our knowledge, we want to fill it. When we encounter a mystery, we want to solve it. It’s built into our neurons: humans are wired to wonder. Curiosity is associated with dopamine and opioid production in the brain, which relate to motivation and pleasure. Conjecture is about activating that curiosity. One simple strategy to promote Conjecture is to never end with the answer. A student’s answer to a question or problem should almost always be followed by another question. Here are a few questions that you can use this way: - Why do you think so? - How do you know? - Are there any other ways to answer it? - What was hard about solving that problem? - What did you use to help you solve this? How did it help? ### **Communication** ![A young woman writes mathematical equations and formulas with chalk on a classroom blackboard focusing intently on her work](https://edcircuit.com/wp-content/uploads/2017/10/Girl-Math-500x281.jpg "A young woman writes mathematical equations and formulas with chalk on a classroom blackboard focusing intently on her work | edcircuit")Mathematics is not just a method for doing computations. It’s the language of problem solving. And like learning a language, full understanding requires we use it in context. If you were taking a French class and all you did was learn vocabulary words and grammar rules but never had a conversation with someone, you’d be missing the whole point of learning French. Our ability to think is dependent on our ability to use language. If we can’t use the language of math fluently, we can’t think mathematically. Students learning a new language also need to be able to translate back and forth. If you can’t explain a mathematical idea clearly in English, you don’t really understand the math very well. You may be able to flawlessly reproduce the steps in a complex calculation, but if you don’t know why they work, you won’t be able to tell when you’ve done something wrong. We see this in school all the time: students will take a rule they’ve learned, and they’ll use it incorrectly, or in the wrong place, and have no idea why they got an answer that doesn’t make sense. To enhance students’ abilities to communicate mathematically, try a 3-stage strategy I call “Convince Me”: **Stage 1: Convince Yourself**. First, students convince themselves: explaining their own reasoning in simple language. It doesn’t matter at this stage whether others understand it. **Stage 2: Convince a Friend**. Students must use clearer language to communicate ideas to someone else. A friend will still give you the benefit of the doubt, though, and convincing them may not take a lot of work. **Stage 2.5: Convince a Mathematical Friend**. A *mathematical* friend will start to insist on accurate terminology and precision. As students become more fluent in their communication, this part will become more automatic and won’t need to be a separate stage. **Stage 3: Convince an Enemy**. Students who are very confident and fluent will be able to present a mathematical argument to someone who actively seeks to find flaws in logic and pick apart their reasoning. Ultimately, students should be able to explain *someone else’s* work to an enemy! ### **Collaboration** Think about the last time you had to solve a complex problem. Did you do it entirely on your own? Or did you get help from others? *(Hint: a Google search counts as getting help.)* Real-world problem solving generally requires a team approach. Problem solving in math class, on the other hand, is typically a solo activity. In fact, more often than not when students seek to collaborate we call it “cheating.” It will take time to teach our kids that working together on math problems is not only permitted but is preferable. One way to promote collaboration is to flip the traditional script. Traditional skill instruction looks like this: - ***I do*****.** Teacher models an algorithm. - ***We do*****.** Everyone replicates the algorithm together under guidance. - ***You do*****.** Students practice independently to mastery. [Magdalene Lampert reverses this](https://www.nytimes.com/2014/07/27/magazine/why-do-americans-stink-at-math.html) by giving students a problem to attack without first modeling any strategy. They then follow this procedure: - ***You do*****.** Students work on the problem alone. - ***Y’all do*****.** Students work further on it in small groups. - ***We do*****.** The whole class works collectively. When necessary, the teacher then introduces the standard algorithm or strategy which now makes sense in context. ### **Chaos** ![A surreal scene with a stone castle on rocky cliffs a waterfall a woman with a bow on waves and a metallic human figure surrounded by atomic orbits set against a hazy sky](https://edcircuit.com/wp-content/uploads/2017/10/Math-Fantasy-500x336.jpg "A surreal scene with a stone castle on rocky cliffs a waterfall a woman with a bow on waves and a metallic human figure surrounded by atomic orbits set against a hazy sky | edcircuit")This principle often prompts strong reactions. To be clear, I am not talking about the kind of chaos that reigned during my first attempt at teaching science to first graders. That did not end well. Chaos in the math classroom refers instead to the problem solving process. In the real world, problem solving is messy and complicated. We take far too much of this away when we give students clean, neat exercises to work. To leverage this principle, give students math problems engineered to be disorganized and unpredictable. Use scenarios like the one I used with Ms. Farnsworth’s fourth graders. Put them in situations and ask questions that require them to make guesses and justify their reasoning instead of just running through a series of thought-numbing algorithms: - OK now that we’ve estimated how many candy sprinkles would fill the pool, imagine we used them all to make some banana splits. - How much ice cream would we need? - How long would it take to make them? Or eat them? ### **Celebration** Math class should involve lots of celebration. Not the “everyone is great and gets a trophy we gloss over mistakes” kind of celebration, though. In fact, [we need to celebrate effort, even when it results in mistakes](https://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/). Jessica, age 9, provides this wise perspective: “Mistakes lead to good places so if you make a mistake take it as a step up the learning ladder.” One way to help students see the value of mistakes is to model it. Plan deliberate mistakes into lessons and activities and encourage students to catch them and correct them. Build a culture where pointing out and correcting mistakes is done respectfully, and students perceive it as feedback and help. Celebrate whenever anyone makes progress, even if it’s small. Make a big deal out of any learning. ### **From Principles to Practice** According to two researchers at Harvard and MIT, there are only three things humans can still do better than computers: - **![A girl stands beside a display of colorful model rockets and science posters including one of sir isaac newton on a table in a classroom or exhibition setting](https://edcircuit.com/wp-content/uploads/2017/10/Rocketry-500x333.jpg "A girl stands beside a display of colorful model rockets and science posters including one of sir isaac newton on a table in a classroom or exhibition setting | edcircuit")Unstructured problem solving**: knowing how to attack a problem where the rules and algorithms don’t yet exist. - **Acquiring and processing information**: deciding what to pay attention to and what to filter out, for example. - **Non-routine physical work**. We have robots that build cars and land on other planets. But no one has yet designed one that can give a manicure or do landscaping. Anya Kamenetz [adds a fourth](https://web.archive.org/web/20240209081537/https://www.fastcompany.com/3014448/the-four-things-people-can-still-do-better-than-computers): - **Being human**: expressing and engaging with emotions, empathy, creativity, and humor. How much of our curriculum, particularly in math, is focused on strengthening these things instead of the routine computations at which computers excel? Focusing on the five principles described here can go a long way towards reorienting our curriculum in this direction. While you can begin applying the principles by implementing single strategies, it ultimately requires a shift of mindset on the part of the teacher. When the five principles are fully integrated into classroom practice in a deep way, student thinking and learning become the focus, and we will shift from preparing students for the next grade towards preparing them to be the innovative thinkers and problem solvers of the future. **Author** Gerald Aungst calls himself a “curiosity engineer”, teaching enrichment, gifted support, and makerspace classes at [Cheltenham Elementary School in Pennsylvania](https://www.cheltenham.org) and the author of 5 Principles of the Modern Mathematics Classroom: Creating a Culture of Innovative Thinking, available from Corwin. He is also an adjunct lecturer with the [Belin-Blank Center](https://belinblank.org/) at the University of Iowa. In more than 25 years as a professional educator, Gerald has served as a classroom teacher, curriculum designer, professional developer, and administrator specializing in gifted education, mathematics, and digital technology. He is an organizer of [Edcamp Philly](https://web.archive.org/web/20241123045517/http://edcampphilly.org/) and co-creator of [AllAboutExplorers.com](https://www.allaboutexplorers.com/). You can find more of his work on [MyEdExpert](https://myedexpert.com/contributor-search/?_sf_s=gerald%20aungst). **Further Reading** 1. **RCE –** [The Secret to Teaching Kids Math: Symmetry](https://www.realcleareducation.com/articles/2017/10/04/the_secret_to_teaching_kids_math_symmetry_110210.html) 2. **EdSource –** [Signs of hope amid Smarter Balanced math scores](https://edsource.org/2017/signs-of-hope-amid-smarter-balanced-math-scores/588427) 3. **EdUtopia –** [6 Ways to Help Students Understand Math](https://www.edutopia.org/blog/ways-help-students-understand-math-matthew-beyranevand) - [ ![Ian Egan](https://edcircuit.com/wp-content/uploads/lovable-avatars/ian-egan-231.webp) ](https://edcircuit.com/author/ian-egan/) [Ian Egan](https://edcircuit.com/author/ian-egan/ "Ian Egan"): Author [ View all posts ](https://edcircuit.com/author/ian-egan/ "View all posts") [ ](mailto:ianegan@yahoo.com)[ ](https://edcircuit.com/) **Categories:** Hidden **Tags:** Headline --- ### [Virtual Reality in the Classroom](https://edcircuit.com/virtual-reality-in-schools/) **Published:** December 20, 2017 **Author:** EdCircuit Staff **Excerpt:** Discover how virtual reality in the classroom is transforming education with immersive learning experiences that boost student engagement and outcomes. **Content:** Virtual Reality is becoming a reality in classrooms across the world, allowing students to learn from immersive experiences that weren’t possible just a few years ago. And students and teachers are excited about it. In fact, “[93 percent of teachers say](https://web.archive.org/web/20180204002814/https://www.forbes.com/sites/forbesagencycouncil/2017/12/13/virtual-reality-the-next-generation-of-education-learning-and-training/) their students would be excited to use virtual reality and 83 percent say that virtual reality might help improve learning outcomes.” Students can travel virtually with just a smartphone and a cardboard VR headset. At a school in Ohio, [Spanish students took a virtual trip](https://www.thisweeknews.com/) to South America to visit Machu Picchu in Peru. They then recorded reports about their journey in Spanish. At the New Jersey Institute of Technology’s Ying Wu College of Computing, students[ use VR for classes and subjects](https://www.nj.com/njeducation/2017/12/augmented_reality_enters_the_c.html) “that rely heavily on visuals, such as architecture visualization, museum exhibits and physical science simulations.” ### **edCircuit Analysis** As technology innovations and EdTech offerings continue to shake up how teachers teach and students learn, it’s hard to imagine a technology that has a more potential impact on education at all levels than Virtual Reality. Personal devices, once widely banned in the classroom until just a few years ago, are becoming more and more ubiquitous with many schools implementing 1:1 and BYOD programs with smartphones and Chromebooks. Teachers can then incorporate digital content into lessons that students can access wherever they have a connection. But the potential for immersive learning as that content becomes VR content is huge. Some schools are already turning their libraries into true media centers, some of which offer VR workstations and other VR experiences. Virtual Reality will make immersive learning an exciting new experience for students of all ages, and that could be a game-changer in education. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Jim Reams](https://edcircuit.com/wp-content/uploads/2017/11/Jim-Reams.jpg) ](https://edcircuit.com/author/jim-reams/) [Jim Reams](https://edcircuit.com/author/jim-reams/ "Jim Reams"): Author Jim Reams is a marketing, communications and strategy consultant with over 25 years experience in both in-house and agency settings. He has specialized in EdTech and the education industry since 2009. [ View all posts ](https://edcircuit.com/author/jim-reams/ "View all posts") **Categories:** Market Trends **Tags:** Popular --- ### [Vector Solutions’ AlcoholEDU® for College Surpasses 11 Million-User Milestone](https://edcircuit.com/vector-solutions-alcoholedu-for-college-surpasses-11-million-user-milestone/) **Published:** April 19, 2022 **Author:** EdCircuit Staff **Excerpt:** In recognition of Alcohol Awareness Month in April, Vector Solutions is proud to announce that AlcoholEdu® for College, its flagship prevention course for the higher education industry, has been taken by more than 11 million first-year college students since its launch in 2000. **Content:** **Vector Solutions’ AlcoholEDU® for College Surpasses 11 Million-User Milestone** TAMPA, FL, April 19, 2022 – Alcohol misuse is still one of the most pressing issues in higher education. While the number of incoming non-drinkers or abstainers has increased significantly over the past 15-plus years, the overall high-risk drinking rate among college students has remained steady, and alcohol and other substances continue to negatively impact student well-being. In recognition of Alcohol Awareness Month in April, Vector Solutions is proud to announce that [AlcoholEdu® for](https://www.vectorsolutions.com/solutions/vector-lms/higher-education/alcoholedu-course/)[ College](https://www.vectorsolutions.com/solutions/vector-lms/higher-education/alcoholedu-course/), its flagship prevention course for the higher education industry, has been taken by more than 11 million first-year college students since its launch in 2000. AlcoholEDU® courses educate students on alcohol and other drugs, as well as bystander intervention skills. Institutions across the U.S. use AlcoholEDU® for College to measure changes in students’ attitudes and beliefs on course topics and benchmark elements of their campus culture against industry peers through pre- and post- course surveys. Informed by the latest research on the socially conscious attitudes and expectations of Gen Z, this course also provides differentiated pathing for students based on their drinking experiences, including dedicated pathing for non-drinkers and students in recovery. AlcoholEDU® for College has been trusted by campus administrators for decades and continues to evolve to meet the changing needs of today’s students. Recently, the course added new content about cannabis and vaping to address growing usage trends. “Proven, high-quality training programs like AlcoholEDU® are one of the main reasons Vector Solutions acquired the Campus Prevention Network (CPN) from EVERFI last year. We wanted to combine the strength of the CPN content with our own higher education content and deliver it through our state-of-the-art Vector Learning Management System, used by 10 million learners each year. We’re excited to bring this superior product offering and unmatched customer experience to higher education institutions, as it clearly underscores our ongoing commitment to the safety, well-being, and inclusion of students, faculty, and staff on campuses nationwide,” said Vector Solutions CEO Marc Scheipe. Today, more than 700,000 first-year students use AlcoholEdu® for College annually, and it’s been proven effective in [eight peer-reviewed studies](https://vector-solutions.my.salesforce.com/sfc/p/#41000000dzt8/a/4N000001zkQN/X_E_nzYfBNbPBiZ8FtSaQvltIy8nUjdGPjb.QZuMAK0), demonstrating its positive impact on students’ alcohol-related attitudes, drinking behaviors, and negative outcomes. Researchers at leading institutions across the U.S. rely upon and trust the results because of the depth of insights and the high quality, scope, and rigor used in the design and development of the course. *Forbes* profiled AlcoholEdu® for College in its 2020 piece, “The Largest Online Course Ever? A Surprising Answer and Timely Example.” Vector Solutions, Higher Education is the industry leader in post-secondary safety and prevention training, serving more than 2,000 of the nation’s most widely recognized and prestigious institutions for more than 20 years. Its programs help drive lasting, large-scale change on the campus issues that matter most, including alcohol and other drugs; sexual assault and harassment; diversity and inclusion; and mental health. For more information, visit [https://www.vectorsolutions.com/he](https://www.vectorsolutions.com/industries/education/higher-education/). **About Vector Solutions** Vector Solutions is the leading provider of award-winning, intelligent SaaS solutions that help organizations and individuals operate at the highest level and prepare for more challenging workplaces and environments. Providing industry-focused solutions that connect information and technology, its unique product set includes training management, continuing education (CE), compliance training, workforce scheduling, safety management, and more. Reaching approximately 31 million users and more than 35 thousand clients worldwide, Vector’s mission is to serve everyday heroes by delivering intelligent software solutions that empower them to make safer, smarter, better decisions. For more information, visit [www.vectorsolutions.com](https://www.vectorsolutions.com/). - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** On the Wire --- ### [Academic Achievement Can Open So Many Doors](https://edcircuit.com/academic-achievement-can-open-so-many-doors/) **Published:** December 5, 2021 **Author:** Betsy Hill **Excerpt:** ‘Is academic performance really important? And if so, why?’ On its surface, the question may seem absurd. Our reaction should be, ‘of course, it is important.’ **Content:** To perhaps risk the ire of educators across the nation, we should ask, ‘Is academic performance really important? And if so, why?’ On its surface, these may seem like absurd questions for anyone in the education biz. Our initial reaction should be, ‘of course, it is important.’ But can we give a reason for our answer? The reason is the apogee of doors. Academic performance opens doors. And conversely, a lack of academic performance tends to close doors. Even slam them. Without a strong academic showing, equity becomes much harder to achieve. In reality, good academic performance isn’t just about knowledge of the student. It is about a combination of cognitive capacity, desire, and a willingness to want to achieve within the narrow bands that we call high academic achievement. Because whether we want to believe it, not every student cares about the things we care about. Not every student wants to learn about the stuff we want him or her to learn about. Not every student cares about making good grades. And not every student sees the relevance to their lives in the things we tell them they should know. Years ago, it was much easier. Back when the Internet did not yet exist, and teachers owned all the world’s knowledge and chose how to disseminate it, students were more likely to believe everything they were told. And life’s choices were much more defined. If you were a man, you could go to work on the farm or go into military service. If you were a woman, you could be a teacher or a nurse, or a secretary in an office. If you were a man, you could learn a trade or go to college to learn a profession. Learning a trade generally meant graduating high school. Learning a profession generally meant high academic achievement. Today, high academic achievement means you have the ability, and you have the desire. Most students start out wanting to attain high academic achievement. Somewhere along the line, many either get bored and quit trying, or run into difficulties due to their lack of cognitive capacities. Once either of these happens, the desire eventually disappears. And after that, lower academic achievement follows, severely limiting life’s choices. For years, research has indicated that low academic achievement erodes self-esteem. A pattern that begins in school and can last a lifetime. Poor self-esteem has also been shown to have a direct correlation to a lack of goal achievement, which can interfere in life success not only in academic pursuits, but in economic pursuits of all kinds. Further, the relationship between self-esteem and independence is closely related, and independent children tend to be higher achievers. Moderate to high academic achievement in school is also the first and sometimes the only way for prospective employers to judge the worthiness of incoming employees. Getting a quality first job out of school starts a young person on a career path. If poor grades are the only information an employer has to go by, chances are the student will be bypassed for a more “worthy” candidate. This first hiring decision can follow a job candidate for years, stunting their opportunities. According to research and analysis from the Social Security Administration, the average college graduate earns $900,000 more than a high school graduate over a lifetime, and the individual with a graduate degree earns $1,500,000 more than a high school graduate. So, all things being equal, high academic achievement remains the single largest determinate of equity. So, what really determines academic achievement? Studies show that half the variance in this equation is determined by a student’s [cognitive capacity](https://mybrainware.com/blog/what-do-you-mean-by-cognitive-capacity/). We also know that cognitive capacity is the one thing in this equation for which we have a large measure of control. If we look at the cognitive processes associated with reading and math, we can see the individual cognitive skills that can be positively affected by using a comprehensive, integrated cognitive literacy training tool. While many educators consider the basics of reading to be decoding and fluency and comprehension, there are even more fundamental cognitive processes that support those skills. There is, in fact, no decoding part of our brains. We need multiple cognitive processes working efficiently, accurately and in a coordinated way, to decode words. Educators are becoming more aware of [executive functions](https://mybrainware.com/blog/what-you-should-know-about-executive-functions/) and their role in behavior, but they are essential for academic achievement as well. For example, cognitive flexibility helps us switch smoothly back and forth between sounding words out and recognizing sight words. Working memory is necessary for holding information in our minds while we think about it and give it meaning. That is what is required for comprehension. The story is similar in math, where visual-spatial skills, working memory and abstract reasoning play roles at different levels of the domain. When students struggle with learning, the problem is often not a matter of curriculum and instruction. On this front, educators often get a bad rap. Of course, sometimes instructional practice and teacher effectiveness are at fault, but learner variability – the fact that we all have cognitive strengths and weaknesses – means that just about every learner needs support in one or more areas of cognitive processing. Thus, comprehensively integrated architecture to build cognitive literacy means that students have the underlying cognitive capacity for learning. And this is the deeper and more urgent implication of cognitive literacy in our world today. Our children and grandchildren cannot hope to memorize how to do what they will need to do in their future roles and careers. They will have to learn what to do – and then learn again what to do – as circumstances and the demands of the world change. Every student should understand his or her cognitive strengths and weaknesses. Every student should have a personalized toolkit of strategies, practices and supports. Every child should have an opportunity to develop and strengthen their cognitive skills to their potential. [Cognitive literacy](https://mybrainware.com/blog/what-is-cognitive-literacy/) means that a student can learn, that they have the skills in attention, memory, perceptual processing, core and higher-order executive functions – an efficiently functioning brain, if you will – to see them through the repeated demands for learning that they will experience in their lives. **![A chart showing three cognitive processes associated with reading decoding fluency and comprehension Each is linked to related skills such as attention processing visualization and memory](https://edcircuit.com/wp-content/uploads/2021/12/cognitive-process-associated-with-reading-graphic.png "A chart showing three cognitive processes associated with reading decoding fluency and comprehension Each is linked to related skills such as attention processing visualization and memory | edcircuit")** **• Sustained Attention**. If our minds go wandering off partway through the word or between words, so that we have to start it again, decoding is going to be impeded. **• Sequential Processing**. If we can’t keep the letters in the right order or the words in the right order as they enter our brains, this will also impact decoding. **• Visual Discrimination**. The ability to distinguish a “b” from a “p” or an “m” from an “n” is something our brains must do in fractions of a second for decoding to be successful. **• Auditory Discrimination**. The ability to distinguish the sounds of the language is also vital to reading, since otherwise they cannot be correlated to their written representations, and we can’t hear the word we’re trying to decode to determine if what we are saying corresponds. Not only are all these cognitive processes essential for decoding, they all have to be working together at the same time in a coordinated, well-integrated fashion. Of course, other cognitive skills may be active for decoding; the purpose here is simply to explain the involvement of some of the most important skills required for decoding. When it comes to building **fluency,** we rely on practice. Practice is needed to build the automaticity of pairing symbols and sounds and the expansion of one’s repertoire of sight words. A variety of other cognitive processes will play a role here as well. • Visual Span**. This refers to how much information one can take in at a glance. Technically, it involves the coordination of peripheral and central vision, but from a practical point of view, it can mean the difference between reading word by word and being able to take in groups or lines of words. **• Flexible Attention**. In the context of reading, this affects the reader’s ability to shift smoothly between words or lines, or paragraphs. It is also, importantly, utilized in shifting mindsets back and forth between decoding and recognizing sight words. **• Processing Speed**. Even when an individual is able to decode words accurately, processing speed affects reading efficiency and, therefore, the ability to build fluency. The last “basic” of reading is no more “basic” than the other two. **Comprehension** is why we learn to read in the first place, but it often eludes students even when they have conquered the decoding process and built up reasonable fluency. Teachers and students struggle with this, school year after school year. Here, it will be helpful to highlight three cognitive skills that can help or hinder the process of trying to understand something we read. **• Working Memory**. Working memory refers to our ability to hold information in our minds while we manipulate it. Working memory capacity is highly correlated with reading comprehension (and many other academic and non-academic outcomes). When we read a text, we accumulate pieces of information which we hold in our minds; this process happens in working memory. When we consciously think about how the information relates to our prior knowledge, which is how we create meaning, this also happens in working memory. When we encounter a word or a concept with which we aren’t familiar, we may have to stop and figure it out from context, look it up, or ask someone. Our ability to add that to what we’re already holding in our minds about our text happens, again, in working memory. If working memory is weak, comprehension will be a significant struggle. **• Visualization**. Visualization refers to our ability to create a mental picture of something we are reading about. It may not be a picture of a physical object; it could be relationships among things or characters. It could be a sort of mind-map, but it takes advantage of the capacity of our visual processing system to create a stronger memory that we can later retrieve. **• Planning**. As students become more proficient readers, they will learn that there are many ways to read and understand a text. For example, we may read for a specific piece of information (what time to meet the bus for the field trip). We may read another text for the gist or to gauge the emotional tone. Or we may read slowly and deeply, trying to commit a mass of information to memory or grasp a complex concept. The ability to plan our approach to reading will help us be effective and efficient readers. ![A diagram titled cognitive processes associated with math shows three categories spatial representations counting and operations and logical problem solving each listing related cognitive skills](https://edcircuit.com/wp-content/uploads/2021/12/cognitive-processes-associated-with-math-graphic.png "A diagram titled cognitive processes associated with math shows three categories spatial representations counting and operations and logical problemsolving each listing related cognitive skills | edcircuit") The relationship of math success to visual-spatial abilities is strongly supported by research, and the correlation actually appears to increase as the complexity of the mathematical task increases. The important aspect of visual-spatial processing is not just remembering the shape, size, color and number of objects, but their relationships to each other in space. It turns out that visual memory by itself (what things are) is somewhat error-prone, but spatial memory (where things are) is associated with correct answers and is thus an important aspect of mathematical problem-solving. Within visual-spatial processing, we can distinguish cognitive skills such as the following: **• Spatial Memory.** This refers to our ability to remember where we are in space and where we are related to other objects in space. This understanding provides the foundation on which problems (changes in the space) can be solved. **• Visualization.** Our ability to visualize a problem we are considering or to visualize alternative solutions contributes substantially to our understanding of the problem. When we learn transformations in geometry, for example, interpreting the difference between a translation (sliding an object along a straight line), a rotation (turning an object around a point) and a reflection (mirror image) is greatly aided by our visualization skills. **• Directionality.** The ability to distinguish left and right, of course, is more than about math. It comes in handy when tying shoes, reading a map or a chart, and in executing a football or basketball play. It is critical in chemistry (where two molecules may differ only in the orientation of the atoms (the technical term is “enantiomer”), but have two completely different uses (like one drug used to treat tuberculosis whose enantiomer causes blindness). While we don’t all deal with chemistry on a daily basis, we do often have to navigate unfamiliar territory. Imagine someone just handed you a map with a route traced on it. Do you have to keep turning the map around to figure out what direction to turn next? If so, your directionality skills are not as strong as they might be. When it comes to counting and numerical operations, we are again dependent for math success on some foundational cognitive skills, such as sequential processing and selective attention, and on executive functions (the directive capacities of our minds) such as working memory. **• Working Memory** – As explained in our previous article, working memory refers to our ability to hold information in our minds while we manipulate it. Working memory capacity is highly correlated with reading comprehension, math performance, and many other academic and non-academic outcomes. Working memory serves math processes from the very simple (for example, keeping track of which apples in the basket we’ve counted and which we haven’t) to the most complex reasoning and mental simulations we perform when calculating statistics or contemplating string theory, or manipulating derivatives in calculus. **• Sequential Processing** – Counting, of course, is all about sequences, so once again, cognitive skills contribute crucially at even the most elementary stages of math. As we start to manipulate and calculate, the sequence of steps to solve a problem must be observed. A concrete example is the concept of order of operations and the different result that comes from (6 + 5) X 2 and from 6 + (5 X 2). **• Selective Attention** – When we have good selective attention, we can more easily screen out the irrelevant parts of a complex problem and isolate the pertinent facts that we need to concentrate on. If Mary, who is wearing a red dress, is 3 years older than John, who is wearing a blue shirt and jeans and just celebrated his 10th birthday, we don’t need to know the color of their clothes to determine how old Mary is. These comprehensively integrated cognitive skills that make up the cognitive processes necessary in learning reading and mathematics are the building blocks to attaining high academic achievement. Not helping learners attain these cognitive skills when we have the ability to do so is akin to willfully closing the door on opportunity for millions of children, denying them the benefits of academic success for true equity. In addition to future considerations of college entrance, acceptance into professional programs and highly technical and high-paying jobs, the present considerations of mental wellbeing are extremely important. Students wanting academic success who do not have the cognitive capacity for success are prone to experience a myriad of mental and emotional problems, which continue through the entire family unit. When comprehensive integrated cognitive training is allowed to open up these lines of success, both students and their families tend to experience a much higher degree of emotional wellbeing which is proven to have a long-lasting effect for meaningful social justice. 1. **edCircuit –** [What Do You Mean by ‘Cognitive Capacity?’](https://edcircuit.com/what-do-you-mean-by-cognitive-capacity/) 2. **edCircuit –** [What You Should Know About Cognitive Skills Development in Special Education](https://edcircuit.com/what-you-should-know-about-cognitive-skills-development-in-special-education/) 3. **The Washington Post –** Poverty strains cognitive abilities, opening door for bad decision-making, new study finds - [ ![Betsy Hill](https://edcircuit.com/wp-content/uploads/lovable-avatars/betsy-hill-264.webp) ](https://edcircuit.com/author/betsy-hill/) [Betsy Hill](https://edcircuit.com/author/betsy-hill/ "Betsy Hill"): Author Betsy Hill is President of BrainWare Learning Company, a company that builds learning capacity through the practical application of neuroscience. She is an experienced educator and has studied the connection between neuroscience and education with Dr. Patricia Wolfe (author *of Brain Matters*) and other experts. She is a former chair of the board of trustees at Chicago State University and teaches strategic thinking in the MBA program at Lake Forest Graduate School of Management. She holds a Master of Arts in Teaching and an MBA from Northwestern University. [ View all posts ](https://edcircuit.com/author/betsy-hill/ "View all posts") [ ](mailto:bh@mrmg.com) **Categories:** Educators, Social Emotional Learning **Tags:** Headline --- ### [The Social and Emotional Needs Driving K–12 Change](https://edcircuit.com/schools-say-highest-pressure-stems-from-their-students-social-and-emotional-needs/) **Published:** August 23, 2019 **Author:** Leilani Cauthen **Excerpt:** A survey shows 58% of schools face their greatest pressure from students’ social and emotional needs as enrollment drops and alternatives rise. **Content:** [**New Survey** indicates](https://thelearningcounsel.com/media/prev_docs/2019-National-Digital-Curriculum-Strategy-Survey-Results.pdf) that 58 percent of schools now rate their student’s social and emotional needs as the highest pressure. Alongside this information is the new research that a whopping 27 percent of students nationally have left traditional public education for alternatives, including private schools, charters, online schools, homeschooling, and a mix of these. Some states, like California, are experiencing 30 percent attrition, with 107 districts losing more than 15 percent of their enrollment in 2018, rumored to be accelerating in 2019. This data is “hidden” inside governance claims that include charters as if they are traditional public schools and underestimate the homeschooling movement. This new data suggests that many schools live a cascading failure with seemingly no way out. Many have a preponderance of low-income, special needs, and English Language Learner students who can arguably be said to cost more and use more intensive interventions. Student rights to equitable education sometimes mean the district can’t even close costly small school outposts to consolidate into central locations. A “cascading failure” is a failure in a system of interconnected parts. The loss of one part means the other parts take up the slack for the failed component, which in turn, causes those nodes to fail over from the pressure, prompting more failure in a vicious cascade. We’re familiar with cascading failure from awareness of power transmission grids, the financial systems, how Fed-X and UPS have overrun the United States Postal Service into massive debt, and more. No one who lived through the 2008 bank failures would say that other parts of the economy were unaffected by the cascade into recession. The evidence that failures in education to support the needed workforce development for the tech age is plain to see in generations whose education did not lead to the levels of employment enjoyed by earlier generations. That’s at the macro level of the economic impact of education as a failing node. The macro-level results can also include this generation’s disproportionate number of substance-addicted homeless, crime, and more, although that is a harsh view. It nonetheless is one of the coincidentally timed probable causes since accomplishment in life is an excellent ameliorator of worries. Schools and districts are starting to feel the burn from a lack of systemic innovation at the micro level. First came the cries for accountability, resulting in increasing numbers of required reports. Then a re-write of academic standards that had to be mapped to teaching and learning, constantly in revision. The massive testing requirements disrupt and create anxiety for all involved in a political appeasement move by higher policymakers. Alongside this, professional-grade digital curriculum started to overtake the playing field, pulling the attention of parents and students to apps and websites that could offer to learn without the intermediary of an institution. Like a river, the tech started to flow *around* the immovable boulders of centuries-old traditional schooling. Then ever-more disaggregation of the field into alternate schooling choices accelerated. The river is now a flood, with districts all over the nation laying off teachers, dealing with imponderable pension debt, closing what schools they can, and struggling to innovate in place. The 2019 Digital Transition Survey of America’s schools and districts showed additional concerns by school leaders. In a question asking the 462 responding schools and districts to assign a value to a list of possible pressures being experienced as an institution with a 1-10, with ten being the highest, the findings also show that: **Forty-five percent** gave a high-pressure rating of 8-10 to the “ever-changing academic and technical standards (demanding to be kept up with).” **Forty-two percent** gave a high-pressure rating of 8-10 to “increasing technology complexity.” **Thirty-five percent** gave a high-pressure rating of 8-10 to “a sense of growing educational disequilibrium.” Another finding was that the most prominent districts disproportionately cited most concerns with “student attrition due to homeschool, charter or private school options” or “other student attrition for any reason.” Many of those districts cited these concerns with a 9-or-10 level of pressure. Something *is* going on, and the defining of it has been arduously pursued by many. What hasn’t been done is to draw together all the competing elements *outside* education to look at where education must *inevitably* go to “fix” it. Fixers are almost universally introspective insiders, tweaking the existing standard structure. If the starting “why” to get the ball rolling in the first place was technology and ubiquitous information accessible anytime and anywhere, disrupting everything. Those things are at a faster rate of change than human systems like education can keep up with; it is simple logic to see that failure-to-adapt-using-technology is both the villain *and fix.* It’s a bold thing to say, but the surge shorting out the education system is technology, not only by inadequate use inside education but its rate of impact on all other aspects of human industry, including its insistency that humans are ready to be employed to serve it further (technology-as-industry). It’s a vicious total transformation requirement simply because technology in its present and burgeoning state *can* do a complete disintermediation with fully individualized digital pathways, and people know it can. Yet, schools don’t use it that way. One machine can track and calculate the statistics of millions of students at once to provide recommendations for each specific. One program can inexhaustibly redirect lessons with slight alterations to lines of questioning and examples and exercises, with infinite patience, until a student gets the correct answer. Teachers cannot do these things but are not being re-engineered to do what is necessary – be human and meet the topline need for student’s social and emotional development. Being human should be what they are best at doing. Yet, most schools are focused on their subject knowledge and delivery methodologies in complete disregard of the sheer scope of the internet and majestic professional content and sequenced, fully automated courseware. Our highest-level political officers, perhaps our existing system, have either blocked or not led to a new result of refined humanity needed to match the explosion of technology. The friction of inconceivable proportions has resulted. The tinkering, the playing with definitions and methods of teaching and learning, is proving inadequate to the task because it does not acknowledge the breadth of technology’s capacities nor more excellent world stages of economics, culture, and politics. True personalization is being done in nearly every other industry, but not here, not at scale. It is a positive thing that the tinkering continues and that the strivings of millions still aim to create goodness out of the circumstances of our complex environment for students. To come to grips with what we must do as individual learners, teachers, school and district, and government leaders, we need to comprehensively analyze the real villain of this cascading failure and find what would solve it for real. We need to understand the sum of the effect and what technology is missing and unapplied. The villain (tech) may also be the savior, allowing teachers to conquer and command the wide world of social and emotional expertise. In transformed schooling that blends individualized student workflow with positive hands-on experiences, teachers will be challenged to have as their *raison d’etre* the interweaving of humanity around and in service of an otherwise technology-laden personalized student journey, so a cultural revival compliments that screen learning. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Leilani Cauthen](https://edcircuit.com/wp-content/uploads/lovable-avatars/leilani-cauthen-246.webp) ](https://edcircuit.com/author/leilani-cauthen/) [Leilani Cauthen](https://edcircuit.com/author/leilani-cauthen/ "Leilani Cauthen"): Author LeiLani Cauthen is well-versed in the digital learning object universe, software development, the adoption process, school curriculum, and technology coverage models. She is helping define this century’s real change in teaching and learning. Nearly every week, Cauthen is on the road meeting school superintendents and their staff, sharing national research, and helping to ease the burden of the digital transition in education. [ View all posts ](https://edcircuit.com/author/leilani-cauthen/ "View all posts") [ ](mailto:lcauthen@mrmg.com) **Categories:** Future Ed **Tags:** Headline, social and emotional --- ### [3 Ways to Build People This School Year](https://edcircuit.com/selchat-3-ways-to-build-people-this-school-year/) **Published:** August 13, 2018 **Author:** Tamara Fyke **Excerpt:** Social and Emotional Learning - Integrating social-emotional learning as a common language into all that we do. **Content:** In our house, back-to-school time means football. Both my oldest and my youngest son play, and I have gained a great deal of respect and appreciation for [what the game teaches](https://web.archive.org/web/20190417095033/https://www.thoughtco.com/five-life-lessons-learned-from-football-1335519). Last night before practice my seventh grader said, “Mom, I don’t think I want to play football anymore…I’m afraid of hitting.” “You need to go to practice tonight, son,” I replied compassionately. “But, mom, you don’t understand…you’ve never played football before. It hurts!”, he continued with the sound of fear in his voice. This back-and-forth continued as I probed further. We then talked about other sports that may be of interest, such as wrestling, track, and basketball. I pointed out that middle school is the perfect time to explore. “But I’m not good at basketball. I can’t dribble, and my footwork is lousy.” ![Football player running back](https://edcircuit.com/wp-content/uploads/2018/08/football_learning_1-364x500.jpg "Footballlearning1 | edcircuit")“That’s why you practice. Anyone who is really good at a sport practices…a lot,” I explained. “But tonight you are going to football.” He reluctantly got dressed for practice. Again in the car, “Mooooommm, do I have to go?” “Yes. Go tonight, and we will talk more later.” After practice he got in the car with a smile. “I did it, mom,” he announced proudly. “Aren’t you glad you didn’t give up, buddy?” I asked with a high-five. He nodded. How many times is a scenario like this repeated time and again either at home or at school? A child questions his or her own ability and seeks permission to opt out of the challenging situation. Whether it’s sports or literacy or science, students may say, “I can’t!” We have the privilege of leading them through these scary moments by seizing [teachable moments](https://www.weareteachers.com/teachable-moment-classroom-examples/). [Reflecting](https://blog.experientialtools.com/2013/12/16/the-importance-of-reflection/) on this conversation with my almost-teenage son, I realize that it was impactful for both of us. It would have been easier for me to say sharply, “You’re going to practice. That’s it!” or “Stop your whining!” It took extra time and energy during a busy part of the day as we shuttled from camp to home to field, but he is worth the investment. As parents and educators, we are in the business of building people. We are preparing kids for life. [According to many employers](https://www.apa.org/ed/precollege/psn/2017/09/soft-skills.aspx), the greatest area of weakness for new recruits is social skills. In the world of Google, kids do not need to memorize facts and figures. They need to learn how to solve problems. It is our job as caring adults to teach these [competencies](https://casel.org/core-competencies/). In my conversation with my son, we worked through issues related to self-awareness, self-management, and responsible decision-making. Heading back to school is an exciting and stressful time. It’s important that we stop and take time to think about our goals for our students this year. Besides great test scores, what do we want to accomplish? Here are three suggestions for *Building People*: 1. ***Show You Care*** **–** Create a warm and nurturing environment by calling children by name, greeting with a smile, and giving high fives each day. 2. ***Value Conversations*** **–** Give time and space to listen to students’ thoughts, ideas, and opinions. 3. ***Utilize Project-Based Learning*** **–** Instead of worksheets or multiple choice tests, let students struggle with the complexity of a real-world challenge. Coach, don’t rescue. By intentionally integrating a common language for social-emotional learning into all that we do, we can do what [Hawkins and Catalano](https://www.ncbi.nlm.nih.gov/pubmed/1529040) suggest: foster relationships, establish high expectations, and create meaningful engagement. As Mister Rogers said, “[Knowing that we can be loved](https://brickelandassociates.com/mr-rogers-is-right-about-growth-after-trauma/) exactly as we are gives us all the best opportunity for growing into the healthiest of people.” 1. **edCircuit –** [Tamara Fyke Columns](https://edcircuit.com/?s=tamara+fyke) 2. **Forbes –** The Realities Of How Emotional Intelligence Is Improved And Applied 3. **New York Times –** [Elite New York High Schools to Offer 1 in 5 Slots to Those Below Cutoff](https://www.nytimes.com/2018/08/13/nyregion/discovery-program-specialized-schools-nyc.html) - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Hidden **Tags:** Headline, social emotional learning --- ### [Creating a Culture of Personalized Learning](https://edcircuit.com/creating-culture-of-personalized-learning/) **Published:** April 12, 2018 **Author:** Ian Egan **Excerpt:** Educators are given the perplexing task of determining how to integrate SEL theories into workable pedagogy. **Content:** *How to integrate the theories into a workable pedagogy* by Kristin Novy ![A young woman in a flowing white dress holds a glowing hourglass under a full moon at night with bare trees and stars in the background](https://edcircuit.com/wp-content/uploads/2018/04/Hour-Glass-Magic.jpg "A young woman in a flowing white dress holds a glowing hourglass under a full moon at night with bare trees and stars in the background | edcircuit")The idea that learning is personal has been a shared notion among those who study how people learn for many years. Multiple intelligences, constructivist theory, learning styles and many other ideas converged over the last decade and made a crash landing into the classrooms of the early 21st century, presenting educators with the perplexing task of determining how to integrate these theories into workable pedagogy. At the same time, technology burst into schools; teachers were first directed to get kids using it effectively, then bombarded with platforms that all sought to “personalize” the experience and increase students’ learning at a dizzying pace. Ed tech products flooded the market, with many promising to align new growth assessments and national standards to engaging and individualized content. Districts and schools scrambled to acquire the best new product and hoped for the one that would be the magic solution for increasing student achievement. It is no surprise that differentiated instruction, the pedagogy that seeks to teach children by meeting them at their academic levels, learning styles and assessment preferences, emerged as a way to bridge all these pieces. Along with individual learning, or self-paced learning, teachers were tasked with finding a way to meet the needs of many students at once, tailoring lessons to their needs, and then assessing them strategically to ensure the pacing was appropriate for each student. Some educators developed systems for students to pace themselves, essentially managing their own learning as designed and prescribed by the teacher. These were remarkable changes to how a classroom functions in a brief period of time, and an incredible hurdle for teachers to manage while also meeting the punishing demands of No Child Left Behind (NCLB). What did all this look like in a classroom? In the best cases, balanced literacy and math joined forces with hands-on learning in the sciences and humanities, so that students experienced rich learning experiences that furthered their individual needs while also experiencing heterogenous learning experiences that gave all students a chance to shine and learn from one another. In the worst cases, teachers were tasked with implementing small-group learning without resources, books, or support, and essentially, students learned less than they had before differentiated instruction. I can attest to being subject to the latter: our basals were removed from our rooms after a 3-hour workshop on balanced literacy. We had no resource room, guided reading books or online resources. The public library knew me by name as well as the Kinko’s staff; still, it was a huge struggle. ![A word cloud on a black background featuring words like learning students teacher personal environment and networked in various sizes and colors emphasizing educational themes](https://edcircuit.com/wp-content/uploads/2018/04/Learning-Word-Cloud.jpg "A word cloud on a black background featuring words like learning students teacher personal environment and networked in various sizes and colors emphasizing educational themes | edcircuit")As NCLB reached its peak, teachers were…tired. Students were tired. Parents were tired. Students who fared well in this process were weary from constantly being pushed without any input into how they felt. Teachers were asked to look at more, and more, and more data, and ensure everything they did was “data-driven.” Parents were mostly left out of the process, trying to determine why their child got a “C” in reading when all their papers had an “A” at the top. But because teachers and students are resilient and fiercely determined, the last few years has seen the most thoughtful and promising breakthrough in schools since the 1950s—personalized learning. When everyone stopped to take a breath, the pieces of the puzzle began to connect. Yes, students need to be taught at their level to keep growing…but what is their role in that process? Where do students get a voice? How can technology best be used as a tool for learning, and not as a replacement for teachers? Academic data is important, but what about social-emotional skills, personal interests, cultural backgrounds and collaborative work skills? How can we involve families in schools to increase their ability to connect and benefit from the school’s resources and community? Personalized learning seeks to provide students with an educational experience that is an answer to these questions. There is a way to merge all these pieces in a way that respects teacher practice, uses data in an informed way that allows for more authentic accountability, and encourages students to develop the non-academic skills they will need to succeed in the global society that is emerging before us; one that requires not just the ability to use technology and process information quickly, but also the emotional intelligence and collaborative skills needed to work effectively with people from a myriad of backgrounds and perspectives. I have sought to answer these questions as I have developed the personalized learning theory that guides the school where I serve as principal, [Christopher House Elementary](https://christopherhouse.org/) in Chicago. Since the school opened in 2013, in the infancy of personalized learning, I have had the great challenge and privilege of developing personalized learning into its roots. Here is what I have found necessary to consider when planting the seeds of personalized learning into a school, new or well-established, urban or rural, open-minded or resistant. - **![A person spins fiery sparklers at night creating bright swirling orange light trails and sparks against a dark background](https://edcircuit.com/wp-content/uploads/2018/04/Fire-Shower.jpg "A person spins fiery sparklers at night creating bright swirling orange light trails and sparks against a dark background | edcircuit")The family matters.** Our organizational model emphasizes immersive family supports, including case management, tailored workshops, food pantry and emergency assistance. Consider what your community needs most, if possible by conducting a needs assessment, holding focus groups or conducting family assessments. Every community has needs, and every school is made better by having an engaged family community. Thinking about your families, the strengths they can bring and the ways in which the school can help them flourish, is the first critical step in establishing a personalized learning environment. - **Allow your staff to teach their hearts out.** Teachers are organically drawn to the major tenants of personalized learning—allowing students to help choose, instructing based on their interests, teaching students to work well together on authentic tasks, and setting them up to be as successful as possible by meeting them where they are. The challenge is having all the necessary tools in your toolbox to manage all of this. We have had great success partnering with [LEAP Innovations](https://www.leapinnovations.org), a Chicago-based nonprofit helping schools think through personalized learning that frequently releases the tools their partner schools have created as a free database. Teachers must be given tools, and they need to be implemented systematically. I recommend introducing one or two new personalized learning strategies per semester. - **Social-emotional learning (SEL) is just as important as academic.** Explicit teaching of skills through an SEL curriculum is a necessity. In addition, a monitoring tool as such as the [Devereux Student Strengths Assessment (DESSA)](https://www.centerforresilientchildren.org/) can help teachers identify students in need of extra assistance developing these skills and help inform Tier II and III supports. The entire school community, however, needs to embrace the idea that all students are unique and need unique tools to be successful in school. Personally, I am not a fan of all-school systems like [Positive Behavioral Interventions & Support (PBIS)](https://www.pbis.org/) for this reason. At Christopher House, we wholeheartedly embrace [Responsive Classroom](https://www.responsiveclassroom.org/) techniques, and our behavioral code follows a similar structure of logical systems that build emotional competency. - **Find the balance between emergent learning and backwards planning.** Using a Reggio-inspired early childhood program, we have sought to blend the emergent/inquiry-based approach with backwards planning. Student choice, designing of assessment tools and project-based learning are ways we are bridging these two pedagogical styles, with the goal of bringing the best of both—innate student curiosity and teaching with clear goals—to the forefront. - **![A collage of vintage guitar amplifiers and speaker cabinets arranged on a wall with shelves of books in the background A framed picture of a mans face is displayed in the center among the equipment](https://edcircuit.com/wp-content/uploads/2018/04/Elvis-Music-Collection.jpg "A collage of vintage guitar amplifiers and speaker cabinets arranged on a wall with shelves of books in the background A framed picture of a mans face is displayed in the center among the equipment | edcircuit")Personalized Learning is not Blended Learning.** As principal, I will not replace the ability of my teachers to instill in our students a lifelong love of reading and learning with a computer program. My incredibly skilled and caring teachers teach our students how to read, and how to connect to texts in powerful ways. I will, however, give my students access to more texts and help them learn new skills at their level with technology. Whatever programs you choose to incorporate, vet them thoroughly and ensure they align with your curriculum and/or help fill a need with skill gaps. Blended learning platforms are a tool in your personalized learning toolbox, and the right ones can be a great one. Personalized learning, however, is about all the tools working in tandem to build the schools our students deserve. **Author** ![A woman with straight blonde hair and light skin smiles at the camera She is wearing a light colored top and a necklace The background is softly blurred and neutral](https://edcircuit.com/wp-content/uploads/2018/04/Kristen-Novy-Headshot.jpg "A woman with straight blonde hair and light skin smiles at the camera She is wearing a lightcolored top and a necklace The background is softly blurred and neutral | edcircuit")Kristin Novy is principal of [Christopher House Elementary School](https://christopherhouseelementary.org/) in Chicago, Illinois. Kristin has served schools in multiple Chicago neighborhoods over the past thirteen years as a teacher, literacy coach and Resident Principal and now Principal. As an instructional leader serving culturally and linguistically diverse student populations, she became a leader in creating curriculum and assessments aligned to the Common Core State Standards at the district level. As a literacy coach, she served a pivotal role in increasing student achievement by coaching teachers, implementing balanced literacy, and working with families to create a culture of high expectations and a love of reading and learning. She has created strong leadership teams at two schools that used data to develop and monitor student progress, resulting in outstanding student growth and more invested staff. She also developed literacy outreach programs at multiple schools to support and invest families in their children’s education. Kristin holds a B.A. in Journalism from [Indiana University](https://www.iu.edu/), an M.A. in Teaching from[ Dominican University](https://www.dom.edu/), an M.Ed. in Curriculum and Instruction from [National Louis University](https://www.nl.edu/), and earned her school leadership licensure from [DePaul University](https://www.depaul.edu/). She achieved National Board Certification in 2009. Now in her fourth year as principal of Christopher House Elementary, Kristin is proud to be leading the development of an outstanding whole-child focused school that prepares children for success and happiness in life. She can be reached at , and you can follow Kristin on [Twitter](https://twitter.com/knovy18). **Further Reading** 1. **Education Week –** [What Is ‘Personalized Learning’? Educators Seek Clarity](https://www.edweek.org/ew/articles/2014/10/22/09pl-overview.h34.html) 2. **Forbes –** 5 School Technologies To Watch: Personalized Learning Is Here 3. **EdSurge –** [Personalized Learning Is a Problem of Privilege](https://www.edsurge.com/news/2018-01-21-personalized-learning-is-a-problem-of-privilege) - [ ![Ian Egan](https://edcircuit.com/wp-content/uploads/lovable-avatars/ian-egan-231.webp) ](https://edcircuit.com/author/ian-egan/) [Ian Egan](https://edcircuit.com/author/ian-egan/ "Ian Egan"): Author [ View all posts ](https://edcircuit.com/author/ian-egan/ "View all posts") [ ](mailto:ianegan@yahoo.com)[ ](https://edcircuit.com/) **Categories:** edLeaders, Administrators, Online Learning, Project-based learning **Tags:** Headline --- ### [Music: The Language of Global Learning](https://edcircuit.com/music-language-global-learning/) **Published:** November 21, 2017 **Author:** Ian Egan **Excerpt:** The power of the music at that moment, in that place, in those circumstances, was almost supernatural. **Content:** *Oaks Christian Collaborates with Swedish Academy of Music and Business* ![A digital artwork of a womans face in profile with eyes closed wearing large headphones Blue and purple abstract elements and light effects surround her on a dark background creating a futuristic and dreamy atmosphere](https://edcircuit.com/wp-content/uploads/2017/11/Feature-2-500x273.jpg "A digital artwork of a womans face in profile with eyes closed wearing large headphones Blue and purple abstract elements and light effects surround her on a dark background creating a futuristic and dreamy atmosphere | edcircuit")Mary Kay Altizer believes in using the tools of music technology to amplify the experiences of her students in the classroom. As the Department Chair of the Performing Arts at [Oaks Christian School](https://www.oakschristian.org/), she has harnessed the power of a student’s own tools from their everyday life. Using laptops, tablets, and smartphones Mary Kay ignited their creativity and problem solving by encouraging collaboration with teachers and one another. Mary Kay enrolled in a class about global learning while working towards her Master’s degree, and a passion was sparked. “Global learning isn’t just an education tool, it’s a tool for all of humanity,” Mary Kay says. “It’s no secret that we live in a world where we don’t trust each other; we don’t connect with each other, we don’t talk to each other… and connecting students together through the power of music is the first step to solving this huge issue.” Mary Kay formed a [partnership between Oaks Christian](https://www.prweb.com/releases/2017/10/prweb14853646.htm) and the Academy of Music and Business in Sweden, a country that is #2 in the world for composing and producing pop music hits, and launched a pilot program using [Soundtrap](https://www.soundtrap.com/) as their common platform. The program chose twelve students each from Sweden and the United States to collaborate on a cover tune. [Soundtrap](https://chrome.google.com/webstore/detail/soundtrap-for-education/dlallcjfneldmakcbklbpbcgdbbkigfi?hl=en) is non-proprietary and dovetailed perfectly with their project; it works on any device and students can text, video chat, and swap sound files back and forth easily. ![A watercolor illustration of a violin and bow overlaid on sheet music with a large treble clef and splashes of red orange and gray paint creating an artistic musical background](https://edcircuit.com/wp-content/uploads/2017/11/Violin-e1511299625183-500x285.jpg "A watercolor illustration of a violin and bow overlaid on sheet music with a large treble clef and splashes of red orange and gray paint creating an artistic musical background | edcircuit")As a result of their collaboration, students flew to Stockholm to perform a joint concert at the United States embassy in Stockholm. Unfortunately, they landed on April 7th, 2017 to hear the news of the [truck terror attack](https://en.wikipedia.org/wiki/2017_Stockholm_attack) in downtown Stockholm that morning. After many consultations and much soul searching, everyone decided that the concert would go on. So with NO rehearsals outside of their Soundtrap sessions while still thousands of miles away from each other, the orchestras from the Swedish Academy of Music and Business and the Oaks Christian School sat down together and performed a flawless 30-minute concert at the American embassy. “What happened wasn’t just musically or technologically amazing,” Mary Kay says. “The power of the music at that moment, in that place, in those tragic circumstances, was almost supernatural.” With the will, the desire, the talent, and the technology, the language of music that spans the globe came together in that room that day and embodied the best that humanity has to offer. “Music is the demilitarized zone, the safe place,” Mary Kay states. “The beauty of teaching with the music technology that is available out there is that students in the remotest and poorest areas can connect from their classroom with the rest of the world through music.” *Below is the Soundtrap-sponsored video of that amazing collaboration.* **About Mary Kay Altizer** ![A woman with straight light brown hair and bangs smiles at the camera She is wearing a dark top and is posed in front of a softly blurred blue and gray background](https://edcircuit.com/wp-content/uploads/2017/11/Mary-Kay-Altizer-400x500.jpg "A woman with straight light brown hair and bangs smiles at the camera She is wearing a dark top and is posed in front of a softly blurred blue and gray background | edcircuit")Mary Kay Altizer is the [Department Chair of the Performing Arts at Oaks Christian School](https://www.oakschristian.org/arts/performing-arts). She conducts the orchestra, heads up the piano department, and has developed and teaches the [digital recording](https://web.archive.org/web/20230929222927/https://www.oakschristian.org/arts/performing-arts/digital-recording) and production program, utilizing Pro Tools, Logic Pro X, and [Soundtrap](https://www.soundtrap.com/edu/). She is also the writer, arranger, and producer of Oaks Christian’s annual Spring Spectacular. Mary Kay has performed in many musical arenas from symphony pianist to studio work and is staff composer and arranger at Oaks Christian School. She received a Bachelor’s Degree in Piano Performance from the [University of the Pacific Conservatory of Music](https://www.pacific.edu/Academics/Schools-and-Colleges/Conservatory-of-Music.html), a Professional Certification in Digital Recording and Production from [Berklee College of Music](https://www.berklee.edu/), and a Masters of Arts in Educational Technology from Azusa Pacific University. Mary Kay is in her 17th year of teaching at Oaks Christian, and was a recipient of the Atsinger Award for Teaching Excellence, naming her “Teacher of the Year.” Follow Mary Kay Altizer on Twitter This [article](https://www.huffingtonpost.com/entry/a-global-connection-for-students-through-the-power_us_5a1349d0e4b010527d677f85) was originally published in the Huffington Post by Dr. Rob Berger. **Author**Dr. Berger is one of many industry education correspondents for the [Mind Rocket Media Group](https://www.mindrocketmediagroup.com), An educator and former school administrator. His video interview work and conversational podcasts have been featured in various media outlets. He often hosts education panel discussions and develops strategic content. As an academic Dr. Berger is a guest lecturer at Vanderbilt University’s Owen Graduate School of Management. A former assistant principal, he has been an adjunct undergraduate professor and developer of online college courses. He is a passionate Detroit sports fan who has also adopted Nashville sports teams as his own. Contact the [Mind Rocket Media Group](https://www.mindrocketmediagroup.com) if you are interested in an industry interview and a placement on EdCircuit. **Further Reading** 1. **Cision PRWeb** – [International Music Collaboration Fosters Creativity, Community](https://www.prweb.com/releases/2017/10/prweb14853646.htm) 2. **T|H|E Journal –** [MusicFirst LMS Adds Collaborative Audio, Podcast Recording Tools to Suite](https://thejournal.com/articles/2017/03/14/musicfirst-lms-for-music-educators-adds-collaborative-audio-podcast-recording-tools-to-suite.aspx) 3. **edCircuit –** [Soundtrap Powers Successful Global Music Collaboration Between High School Students](https://edcircuit.com/soundtrap-powers-global-music-collaboration/) - [ ![Ian Egan](https://edcircuit.com/wp-content/uploads/lovable-avatars/ian-egan-231.webp) ](https://edcircuit.com/author/ian-egan/) [Ian Egan](https://edcircuit.com/author/ian-egan/ "Ian Egan"): Author [ View all posts ](https://edcircuit.com/author/ian-egan/ "View all posts") [ ](mailto:ianegan@yahoo.com)[ ](https://edcircuit.com/) **Categories:** Hidden **Tags:** Headline --- ### [Telling Student Stories Through Music](https://edcircuit.com/telling-student-stories-through-music/) **Published:** December 19, 2017 **Author:** Ian Egan **Excerpt:** Students in California and Sweden collaborate for the future of education **Content:** *Schools in Sweden and California team up to inspire their students* ![Colorful musical notes and symbols are scattered across a vibrant abstract red and orange background with glowing light effects The notes are in various sizes and swirling patterns creating a lively energetic atmosphere](https://edcircuit.com/wp-content/uploads/2017/12/Music-2-e1513712544180-500x338.jpg "Colorful musical notes and symbols are scattered across a vibrant abstract red and orange background with glowing light effects The notes are in various sizes and swirling patterns creating a lively energetic atmosphere | edcircuit")Gezim Gashi is a storyteller that enjoys teaching kids how also to be storytellers. As a songwriter early in life, Gezim found a natural progression into his role as public relations and marketing guru for the Academy of Music and Business (AMB) in Tingsryd, Sweden. Gezim sees his job as having the power to tell the stories of AMB and using them to make an impact by changing opinion and perspective through emotional connection. After all, at AMB, the students themselves are the active participants in the PR and marketing campaigns. As Gezim points out, “It’s not about self-promotion and lauding the Academy, it’s about doing the right thing and doing good – that means focusing on the students and their achievements.” Gezim notes that all of the PR and marketing comes from the point of view of the students, because AMB is all about students, even though the power of the stories impact the day-to-day experiences of the teachers and staff. Gezim uses a core-values program call “[My Better Me](https://translate.google.com)” which focuses on helping the students be better people in business and life. The older students actively become role models for the younger classes and pass the legacy of AMB down to the next generation. ![A woman wearing a hat holds a guitar her face partially visible The image is overlaid with musical notes and a warm orange yellow gradient creating an artistic blended composition](https://edcircuit.com/wp-content/uploads/2017/12/Music-3-e1513713936121-500x366.jpg "A woman wearing a hat holds a guitar her face partially visible The image is overlaid with musical notes and a warm orangeyellow gradient creating an artistic blended composition | edcircuit")Gezim tells the story of one of his students named Belle, a 15-year-old girl who was troubled by the street violence in Stockholm. She poured her heart and emotions into a song she wrote, and approached Gezim. He was impressed and started collaborating with her to record and promote her creation. After producing a video of her singing her song, he posted it on Facebook and it got over 100,000 views within an hour; a week later she was doing the morning talk shows in Sweden, and was approached by record companies offering her a recording contract. It was a demonstration of the power of public relations and marketing. Collaboration is viewed as a powerful tool in the eyes of Gezim, a passion shared by Mary Kay Altizer from the [Oaks Christian School](https://www.oakschristian.org/) in Los Angeles. The two met up and formed an international pilot program of musical collaboration fostering global learning and cultural sharing among students. While searching for a way to allow their prospective students to converse and share music files in real time, they discovered [Soundtrap](https://www.soundtrap.com/), a collaborative software tool that perfectly fit the creative process. It allowed students to text and video conference, making friendships and bonding across cultures and oceans while learning everything from music composition to Swedish culture. ![A group of seven adults including one woman and six men are standing together indoors smiling for a photo The lighting is dim and the background features industrial style decor](https://edcircuit.com/wp-content/uploads/2017/12/Christian-Oaks-AMB-e1513712635813.jpeg "A group of seven adults including one woman and six men are standing together indoors smiling for a photo The lighting is dim and the background features industrialstyle decor | edcircuit")Students from Christian Oaks flew to Sweden to perform with their AMB counterparts at the American Embassy in Stockholm, and the resulting conference was a massive success. The AMB students returned the favor and flew to Los Angeles to perform with the Oaks Christian orchestra, for what was declared a life-changing magical event. The students in Sweden and Los Angeles learned so much by connecting through Soundtrap that the experience went far beyond just making music. It allowed the power of storytelling to make a huge impact on lives spread across the globe. **About Gezim Gashi:** ![A man with short dark hair wearing a light colored shirt and a gray blazer smiles at the camera against a plain light background](https://edcircuit.com/wp-content/uploads/2017/12/Gezim-Gashi-Pic-e1513295643484.jpeg "A man with short dark hair wearing a lightcolored shirt and a gray blazer smiles at the camera against a plain light background | edcircuit")Gezim Gashi is a 27-year-old marketer and entrepreneur who is Head of PR and Marketing at [AXB Education](https://www.allabolag.se/5590350129/axb-education-ab). He’s known for being a doer and for bringing a new way of thinking into the marketing and educational world. Gezim’s biggest focus is on the next generation and giving them a voice. Follow Gezim Gashi on Twitter Portions of this article were originally published in the [Huffington Post](https://www.huffingtonpost.com/entry/the-power-of-the-student-story-set-to-music_us_5a1b8e06e4b0250a107c00cc) **This video highlights the collaborative project between The Academy of Music and Business in Tingsryd, Sweden and Oaks Christian School in Westlake Village, California:** **Author**Dr. Berger is one of many industry education correspondents for the [Mind Rocket Media Group](https://www.mindrocketmediagroup.com), An educator and former school administrator. He often hosts education panel discussions and develops strategic content. As an academic Dr. Berger is a guest lecturer at Vanderbilt University’s Owen Graduate School of Management. A former assistant principal, he has been an adjunct undergraduate professor and developer of online college courses. He is a passionate Detroit sports fan who has also adopted Nashville sports teams as his own. Contact the [Mind Rocket Media Group](https://www.mindrocketmediagroup.com) if you are interested in an industry interview and a placement on EdCircuit. **Further Reading** 1. **EduBlog –** [Soundtrap: Classroom tips, teacher’s stories, studio tutorials](https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&cad=rja&uact=8&ved=0ahUKEwie3K782YrYAhVK3WMKHcwIDy8QFgg2MAM&url=http%3A%2F%2Fedublog.soundtrap.com%2F&usg=AOvVaw2Frqt8J9b3b-gM_gf8a5m-) 2. **Forbes –** In Sweden, Students Are Creating Their Own Futures 3. **EdTech Magazine –** [Tech in the Music Classroom Creates Efficiencies, Improves Accessibility](https://edtechmagazine.com/k12/article/2017/08/tech-music-classroom-creates-efficiencies-improves-accessibility) - [ ![Ian Egan](https://edcircuit.com/wp-content/uploads/lovable-avatars/ian-egan-231.webp) ](https://edcircuit.com/author/ian-egan/) [Ian Egan](https://edcircuit.com/author/ian-egan/ "Ian Egan"): Author [ View all posts ](https://edcircuit.com/author/ian-egan/ "View all posts") [ ](mailto:ianegan@yahoo.com)[ ](https://edcircuit.com/) **Categories:** Innovation, EdTech, Global **Tags:** Headline --- ### [Soundtrap Powers Successful Global Music Collaboration Between High School Students](https://edcircuit.com/soundtrap-powers-global-music-collaboration/) **Published:** October 26, 2017 **Author:** EdCircuit Staff **Excerpt:** Soundtrap powers successful global music collaboration between high school students **Content:** ***Schools from California and Sweden engaged in successful global music collaboration*** [Soundtrap](https://www.soundtrap.com/edu/)[![Soundtrap logo with a purple stylized smiley face to the left of the word soundtrap in bold purple text on a white background](https://edcircuit.com/wp-content/uploads/2017/10/soundtrap_logo_purple_web-1-500x75.png "Soundtrap logo with a purple stylized smiley face to the left of the word soundtrap in bold purple text on a white background | edcircuit")](https://www.soundtrap.com/edu/), a collaborative music and podcast creation tool for the modern classroom, is pleased to share the success story of a global music partnership between California’s [Oaks Christian School](https://www.oakschristian.org) (OCS) and Sweden’s Academy of Music and Business (AMB), which was facilitated with the Soundtrap for Education platform. Soundtrap is an innovator in bringing meaningful multimedia content to classrooms worldwide, enabling students at all grade levels, regardless of experience, skill level, or special needs, to create high-quality music and podcast projects. In this year-long project, the students in the United States and Sweden were able to connect through the Soundtrap platform, work collaboratively on musical compositions, plan joint concert events, and follow through by successfully performing onstage together in both nations. Soundtrap’s technology enables students in classrooms of all kinds to create, collaborate, and communicate together and, in this case, it worked just as effectively for students whose physical classrooms were across the globe. “The cross-continental collaboration between students from Oaks Christian School and the Academy of Music and Business is a wonderful example of students’ ingenuity, schools’ willingness to let students create and flourish, and Soundtrap’s ability to bridge divides and foster collaborative learning, even across the globe,” said Soundtrap CEO Per Emanuelsson. “We are proud that we were able to play a role in this successful music project and impressed by the dedication and teamwork displayed by each of the students and educators who participated.” ![Soundtrap mobile](https://edcircuit.com/wp-content/uploads/2017/10/soundtrap-mobile-500x430.png "Soundtrap mobile | edcircuit")Oaks Christian School, in Westlake Village, is a non-profit, private high school and middle school that opened in the year 2000. 12 music students from OCS spent several months collaborating with a dozen of their peers from AMB via the Soundtrap platform. The students worked together to plan out a joint concert performance exchange, which culminated in an overseas trip to Sweden with two concerts performed, followed by two reciprocal concerts in the United States. A highlight of the collaboration for the Oaks Christian students was an opportunity to perform a live concert at the American Embassy in Stockholm, just days after last April’s terrorist attack had shaken the Swedish capital. The American students were joined for the performance by their peers from Sweden and, even though they’d had no chance to rehearse together in-person, their collaborative work through Soundtrap prepared them for a successful joint performance. Describing the performance at the U.S. Embassy in Stockholm, OCS Performing Arts Chair Mary Kay Altizer said, “This was quite an emotional moment for the guests in the Embassy residence that day in Stockholm. Diplomats from both countries as well as students and guests from both AMB and Oaks Christian were visibly moved as the concert unfolded. This concert was described by one diplomat as a significant catalyst for the onset of healing for Sweden. The fact that such a beautiful demonstration of love, community, and solidarity could be expressed through the combined art of these American and Swedish students on the heels of such a hateful and horrific event was a tender moment for all in attendance. We never could have accomplished this concert considering the complete absence of rehearsal time had it not been for Soundtrap, and for the ability of our students to regularly and virtually meet, collaborate, and create through the Soundtrap platform.” The Academy of Music and Business, located in Tingsgryd, was launched by world renowned songwriter and entrepreneur Andreas Carlsson and musician Magnus Lundin to be a place where musicians could collaborate with other musicians, hone their skills, and learn how to be entrepreneurs by developing their brands and marketing their talent. In late April, the AMB students had their own chance to travel overseas, heading to California for two nights to perform joint concerts alongside their OCS peers titled “Spring Spectacular: Powerhouses of Rock and Pop.” The concerts featured more than 130 instrumental and vocal musicians performing songs that have been recorded or written by American and Swedish artists and songwriters. “Working on this project with the faculty at Oaks Christian―including Mary Kay, Jim Altizer, Ed Rouse, and Joe Diblasi, has been an absolutely incredible experience. I’m very proud of what we have created together and the impact this project made on the students from AMB and OCS,” said Gezim Gashi, Head of Public Relations for the Academy of Music and Business. To see this project in action, you can view this six-minute video produced by Soundtrap: Watch here. Educators can learn much more about Soundtrap for Education by visiting [www.soundtrap.com/edu](https://www.soundtrap.com/edu/), reading the Soundtrap Blog, or listening to this recent TeachThought Podcast with Soundtrap Ambassador Meredith Allen, “Deeper Learning Through Collaborative Edtech Tools.” ### About Soundtrap for Education ![Soundtrap screenshot](https://edcircuit.com/wp-content/uploads/2017/10/soundtrap-desktop-500x317.png "Soundtrap desktop | edcircuit")Soundtrap is an easy-to-use and collaborative online recording studio that enables students at all grade levels, regardless of experience, skill level, or special needs, to create high-quality audio projects. Working with Soundtrap helps students develop true 21st Century skills, including the 4Cs―critical thinking, communication, collaboration, and creativity―as they work together with peers to safely and securely produce unique podcasts and music creations in a COPPA- and FERPA-compliant environment. It works with all major operating systems and devices―Microsoft, Apple, and Android―and integrates across Learning Management Systems―Google Classroom, G Suite for Education, Schoology, Canvas, and more―making it an option for any school. Soundtrap can be used in any classroom or subject and, importantly, it can help schools counter budget- or expertise-related cuts to the arts by providing another avenue for music education and an option for putting the ‘A’ back in STEAM. For more information, visit [www.soundtrap.com](https://www.soundtrap.com). ### Media Contact: MindRocket Media Group Soundtrap for Education | Cross School Collab from Soundtrap for Education on Vimeo. **Further Reading** 1. **Fauquier Now –** [Veteran music teacher inspires Fauquier students](https://www.fauquiernow.com) 2. **New Hampshire Union Leader –** Parents, students fight proposal to cut Raymond school music position 3. **EdTech Magazine –** [Tech in the Music Classroom Creates Efficiencies, Improves Accessibility](https://edtechmagazine.com/k12/article/2017/08/tech-music-classroom-creates-efficiencies-improves-accessibility) - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Business, Industry News, On the Wire, Creativity, STEAM in Education --- ### [EduVentures: Providing Intelligence to Higher Education](https://edcircuit.com/providing-intelligence-to-higher-education/) **Published:** September 23, 2015 **Author:** EdCircuit Staff **Excerpt:** EduVentures analyzes higher education investment trends, spotlighting student services, employer influence, and edtech at the BMO Back to School Conference. **Content:** Max Woolf, Senior Analyst at Eduventures, discusses current investment trends in higher education. Woolf talks about student services as a key area of focus within the investment community. Woolf sees the employer role dictating the direction of higher education as a trend to watch. Woolf, along with nearly 900 participants, including some 250 global education companies, was in New York for the [BMO Capital Markets 15th Annual Back to School Education Conference.](https://www.bmocm.com/aboutus/news/detail/?id=34535) Dr. Berger, in collaboration with [edCircuit](https://edcircuit.com/) captured views from business leaders to investors taking a look behind the scenes of investment in education and technology Max Woolf, Senior Analyst Max is responsible for delivering qualitative and quantitative research analyses for clients to drive online strategy, innovative organizational solutions, and education technology decisions for higher education and industry clients. Max brings six years of experience spanning across both K-12 and higher education in operational management and strategic analyst roles supporting education technology and publishing companies develop business models, go-to market strategies, and financial models in order to navigate the competitive landscape for K-12 and higher education. Prior to working at Eduventures, Max was the Senior Analyst/Education Technology Partner at Good Harbor Partners, a boutique education and publishing M&A advisory and consulting firm. He also previously served as the General Manager of the Daily Jolt, a network of 200 college community and news websites across the country. He graduated magna cum laude from Amherst College with a B.A. in Economics and Political Science. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** BMO Capital Markets, Business --- ### [The Key to Effective Disciplinary Literacy Instruction](https://edcircuit.com/the-key-to-effective-disciplinary-literacy-instruction/) **Published:** June 14, 2017 **Author:** Ian Egan **Excerpt:** Disciplinary literacy explicitly teaches how to read, write, and communicate as historians, mathematicians, scientists, etc. **Content:** *Inquiries, Tasks, and Texts that Matter to Students in K-12* by Jacy Ippolito, Phillip Wilder and Cami Condie ![Two black silhouettes of human heads facing each other are overlaid on bookshelves filled with books symbolizing the exchange of knowledge ideas or conversation](https://edcircuit.com/wp-content/uploads/2017/06/Bookshelf-Head-Silhouette-500x333.jpg "Two black silhouettes of human heads facing each other are overlaid on bookshelves filled with books symbolizing the exchange of knowledge ideas or conversation | edcircuit")Over the past 20 years, educators in the United States have voiced concerns about adolescents’ lackluster reading, writing, and communication skills. The [Carnegie Corporation’s 2009 ](https://www.carnegie.org/publications/time-to-act-an-agenda-for-advancing-adolescent-literacy-for-college-and-career-success/)[*Time to Act*](https://www.carnegie.org/publications/time-to-act-an-agenda-for-advancing-adolescent-literacy-for-college-and-career-success/)[ report](https://www.carnegie.org/publications/time-to-act-an-agenda-for-advancing-adolescent-literacy-for-college-and-career-success/) outlines why early reading, writing, and communication success may not automatically translate into later excellence in high school, college, and the workplace. Some of the concern stems from what [Tim and Cynthia Shanahan (2008)](https://shanahanonliteracy.com/publications/teaching-disciplinary-literacy-to-adolescents-rethinking-content-area-literacy) noted as a widespread lack of secondary school focus on “[disciplinary literacy](https://shanahanonliteracy.com/blog/disciplinary-literacy-the-basics)” instruction, or the explicit teaching of how to read, write, and communicate as historians, mathematicians, scientists and so on. The Shanahans were among the first to conceptualize [disciplinary literacy](https://web.archive.org/web/20220126195910/https://www.researchgate.net/publication/232241590_What_Is_Disciplinary_Literacy_and_Why_Does_It_Matter). They argued that students need more than “basic” literacy skills (e.g., decoding, mastering sight words) and more than “intermediate” literacy skills (e.g., the common, generalizable reading strategies and routines associated with the “content-area literacy” movement). ![Abstract 3d structure with complex interconnected metal beams and frames forming a maze like geometric pattern against a gradient blue and pink background](https://edcircuit.com/wp-content/uploads/2017/06/Scaffolding-500x375.jpg "Abstract 3d structure with complex interconnected metal beams and frames forming a mazelike geometric pattern against a gradient blue and pink background | edcircuit")The Shanahans argued that adolescents in secondary classrooms need explicit scaffolding of the ways disciplinary insiders (i.e., professional artists, historians, mathematicians, musicians, engineers and so on) create and communicate content within their respective fields. Disciplinary literacy assumes there are real differences in the ways professionals across fields participate and communicate, and that without initial instruction in those explicit differences, students might flounder in college and the workplace. Importantly, disciplinary literacy work is about more than just “strategy instruction.” The focus is on apprenticing students into the practices used to construct knowledge in disciplines. Bolstered by a focus on the teaching of discipline-specific vocabulary, reading, writing, and communication skills within the Common Core State Standards, the disciplinary literacy movement has grown. States such as [Wisconsin](https://web.archive.org/web/20240524041002/https://dpi.wi.gov/standards/literacy-all-subjects) have taken seriously the multi-disciplinary literacy charge of the Common Core to help students “learn to read, write, speak, listen, and use language effectively in a variety of content areas . . . specify\[ing\] the literacy skills and understandings required for college and career readiness in multiple disciplines” (CCSS, 2010, p. 3). Yet, as a disciplinary literacy view of teaching and learning takes hold in schools and districts nationwide, several important questions emerge: - What is the place for disciplinary literacy instruction in elementary school? - What design principles can inform teachers’ disciplinary literacy instruction? - What does disciplinary literacy instruction *actually* look like across grade levels and content areas? - What kinds of professional learning and [supportive structures](https://web.archive.org/web/20231021222134/https://www.schoolreforminitiative.org/wp-content/uploads/2014/02/Ippolito_Adol-Lit-in-the-Era-of-the-Common-Core_pp215-234-with-notes.pdf) are needed to help teachers design and enact effective disciplinary literacy instruction? ![A colorful word cloud with prominent words including literate skills students educators digitally literacy need and week surrounded by related educational and digital terms](https://edcircuit.com/wp-content/uploads/2017/06/Literacy-Wordcloud-500x273.jpg "A colorful word cloud with prominent words including literate skills students educators digitally literacy need and week surrounded by related educational and digital terms | edcircuit")In order for disciplinary literacy (DL) instruction to take-hold and improve student learning, school districts would be wise to think of DL along a K-12 continuum. Below, we offer a Responsive Disciplinary Literacy Teaching Framework for all teachers to use as they design DL instruction. But, we recognize the instruction designed will look different across disciplinary classrooms because [“tasks, texts, and talk”](https://www.ascd.org/) vary by discipline. Finally, we offer two snapshots of DL instruction, one from the earliest grade levels and one from later grade levels to illustrate the power of this work across the K-12 continuum. **A Framework for Responsive Disciplinary Literacy Teaching** While there have been several popular ways of conceptualizing disciplinary literacy in recent years, we are in great need of more teacher-friendly frameworks to help promote a shift toward disciplinary literacy work. More than instruction which foregrounds the discipline and backgrounds (or ignores) the literate lives of students, a responsive disciplinary literacy approach can honor the lived experiences of students and form a bridge between students’ experiences and communities of disciplinary practice ([Moje, 2015](https://web.archive.org/web/20151005062249/https://www.researchgate.net/publication/279277658_Doing_and_Teaching_Disciplinary_Literacy_with_Adolescent_Learners_A_Social_and_Cultural_Enterprise)). In this way, teachers can work together to integrate local disciplinary practices with the literate practices and identities of specific students (Wilder & Herro, 2016). Our colleague Phillip Wilder at Clemson University suggests one such [framework](https://us2.campaign-archive2.com/?u=31231e262496764d2f2a5bb42&id=adcdbc53f9) comprised of three key teaching practices. ***1) Creating purpose with inquiry and tasks*** Engaged reading requires an authentic reason to think (inquiry) and a complex disciplinary problem (task). Authentic disciplinary inquiry finds the sweet spot between questions valued in the discipline and those which matter in our local communities. But, authentic inquiry won’t sustain student engagement unless a complex task mimics disciplinary practice. ***2) Identifying and assessing appropriate disciplinary texts*** While a text can be viewed as any representational resource (Cope & Kalantzis, 2000) used by students during disciplinary inquiry, teachers should select texts which align with the discipline, represent conflicting perspectives on the topic, and function as tools for literate thinking. When analyzing historical narratives about Benjamin Tillman, a U.S. historian would prioritize primary sources in the same way a biologist would prioritize observations of eroded creek beds and water samples when determining the health of a nearby waterway. ***3) Modeling literate disciplinary thinking*** Within disciplinary inquiry with appropriate texts, every student will experience multiple bottlenecks or predictable places where their thinking gets stuck. And, as resident disciplinary experts, teachers can scaffold student thinking. However, knowing which bottleneck to address with whom remains a challenge, as students may not all experience the same bottlenecks at the same time with each disciplinary text. By paying close attention to students’ interaction with texts, teachers can apprentice students into disciplinary ways of reasoning and using texts. **The Framework in Action** To illustrate this framework in action, consider two snapshots of classroom instruction, one from high school and one from first grade. Each snapshot highlights students actively engaged in disciplinary literacy inquiry work. ***1) Using Texts as Tools in High School to Investigate the Impact of 2015 Flooding in South Carolina*** ![Aerial view of flooded homes and trees water covers streets and yards submerging cars and buildings in a residential neighborhood](https://edcircuit.com/wp-content/uploads/2017/06/2015-South-Carolina-Flood-500x333.jpg "Aerial view of flooded homes and trees water covers streets and yards submerging cars and buildings in a residential neighborhood | edcircuit")When the historic Thousand-year Storm subsided, over twenty inches of rainfall had burst local dams, washing away roads, bridges, and homes — including Stephen’s, which he shared with his younger brother and grandparents. Now, a year later, and sitting in Mr. Washington’s eleventh grade earth science class, mere blocks from where fields were washed out, subdivisions went weeks without power, and heroic rescues of stranded neighbors on rooftops occurred, Stephen’s experiential knowledge intersected with local scientific norms for inquiring, testing, and knowing more about the world around him. Within a four-week unit, Mr. Washington, Stephen, and his peers would investigate the impacts of the flood on local lives, while addressing one of the five primary Earth Science standards. Standard H.E.5. states students should “demonstrate an understanding of the dynamics of Earth’s atmosphere” (SC Department of Education). But, as any science teacher can attest, standards do not explain *how* to support students’ development of deep conceptual knowledge about the formation of local weather systems, the nature of the relationship between human activities and climate change, or *how* to “use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content” (SC Department of Education, p. 106). Stephen and his peers can develop deep conceptual knowledge in Earth Science *only by using the habits* of reading, writing, and reasoning valued and used by the specific discipline as they investigate weather and climate (McConachie & Petrosky, 2010, p. 8). Teachers, then, can use three key teaching practices to support how students use texts as tools for disciplinary thinking, communicating, and participating (Pearson, Moje & Greenleaf, 2010; Siebert et al., 2016; Wilder, 2016). ![A paved road ends abruptly at a flooded area with water covering the continuation of the road and surrounding trees The sky is partly cloudy and green fields are visible in the distance](https://edcircuit.com/wp-content/uploads/2017/06/Flooded-Road-500x373.jpg "A paved road ends abruptly at a flooded area with water covering the continuation of the road and surrounding trees The sky is partly cloudy and green fields are visible in the distance | edcircuit")For Mr. Washington, using the three teaching practices means bringing intentionality to his planning and teaching. Instead of designing disciplinary literacy inquiry, tasks, texts, and scaffolding regardless of the students in the room, these practices become “best practice” when Mr. Washington uses his knowledge of his students to inform how, when, and why instructional practices are used. After listening to student memories of the flooding, Mr. Washington and his students discussed how the flooding continued to impact family farms, homes, health and economic security. Students’ concerns about mold, contaminated local water supplies, and even the distrust of meteorology suggested several possible inquiry questions for the class to pursue, with the students ultimately settling on “How should our community continue to support those impacted by the flooding?” Mr. Washington suggested the class investigate how the flooding continued to impact lives and whether or not the FEMA emergency funds were sufficient. Stephen proposed the class present their “stories and research” to the city council. After building a purpose through inquiry and task, Mr. Washington used the second practice to select appropriate disciplinary texts. In the discipline, “texts” included those valued by scientists and those related to the topics investigated. Mr. Washington gathered charts and graphs on the storm’s meteorological data, as well as videos of thunderstorm formations. He guided students in collecting mold samples from the homes of area community members, water samples from nearby ponds, and executive orders and news stories related to FEMA’s response. For each of the texts, Mr. Washington asked students to preview the texts and predict how the texts might be challenging and helpful. Finally, as student groups used the texts to investigate different topics and develop local scientific models related to water quality, severity of mold in community homes, and meteorological accuracy in central South Carolina, Mr. Washington used close observation of student bottlenecks (or areas where students get stuck in their thinking) to inform his modeling of scientific reasoning with texts and data. Designing disciplinary inquiry and tasks, selecting appropriate disciplinary texts, and scaffolding disciplinary thinking can become “best practice” when teachers marry instructional decisions with the needs, voices, and lives of students. ***2) Providing First Grade Students with Authentic Scientific Reading, Writing, and Inquiry Opportunities in Massachusetts*** ![A group of children and adults some holding umbrellas stand on a beach near a large pile of collected trash They appear to be participating in a beach cleanup activity on a cloudy day](https://edcircuit.com/wp-content/uploads/2017/06/Beach-Work-500x357.jpg "A group of children and adults some holding umbrellas stand on a beach near a large pile of collected trash They appear to be participating in a beach cleanup activity on a cloudy day | edcircuit")In a summer program targeting English Learners needing support with reading, writing, listening and speaking, we chose to embed literacy interventions in content knowledge. As we met our elementary students, we quickly discovered that they had little-to-no experience with the ocean across the street from their school. Although they saw it every day from their bus window, most students had not touched the water or played in the muddy banks. So, we took our young scientists to the ocean (crossed the street), set their minds at ease that their shoes would be clean again, and asked them to put on their “scientist hats” and observe. One group of 10 rising first graders began to make observations about the color of the sky, the birds flying overhead, the dead crab by their feet, the muddy areas and watery holes for small creatures, and the bubbles on top and emerging from the depths of the ankle-deep water. Observations led to questions: What are the animals in the water? Why are some areas muddy? Why do we have bubbles in our cove? These simple, honest questions became our curriculum and the foundation of all of our literacy interventions. Students’ initial questions led to more questions, inquiry led to inquiry, and the investigations began. Teachers were encouraged to provide opportunities to talk science, read science, write science, and do science with Pearson and colleagues’ model in mind. ![Colorful iridescent soap bubbles of various sizes float against a dark background reflecting swirls of blue green purple and gold creating a vibrant and dreamy atmosphere](https://edcircuit.com/wp-content/uploads/2017/06/Bubbles-500x281.jpg "Colorful iridescent soap bubbles of various sizes float against a dark background reflecting swirls of blue green purple and gold creating a vibrant and dreamy atmosphere | edcircuit")For the rising first graders, their most pressing questions were about bubbles. These young scientists read books about bubbles, sang songs about bubbles growing and popping, learned the parts (e.g., skin, air) and shape of bubbles (e.g., sphere), experimented with bubbles, and asked more questions about bubbles. They created lava lamps (materials included empty water bottles, vegetable oil, water, food coloring, and antacid tablets) to make observations about how bubbles formed and moved in a liquid. Although their conclusions may seem simple (e.g., The color of the food coloring placed in the lava lamp becomes the color of the bubble’s skin), they were totally appropriate and valid conclusions based on observational evidence. Our rising first graders then wisely asked why some bubbles outside our school were yellow in color, resulting in an older group of elementary students investigating the effects of boat pollution on our cove. As bubble questions exploded, the rising first graders questioned, “Are bubbles always round?” To investigate, students created whimsical and geometrically-shaped pipe cleaners, dipped in soapy water, and then recorded their observations. “It didn’t stay a square!” rang out on the blacktop and was quickly recorded in science journals, after students observed a bubble changing to a sphere once it left the square wand. Importantly, students recorded findings because scientists record findings, not because it was our writing block time or because we were trying to make a writing connection. Disciplinary literacy naturally integrates reading, writing, listening, and speaking. Our rising first graders continued to test emerging hypotheses. Specifically, they needed to investigate if their bubble wand findings (i.e., all bubbles are round) were true in other settings. Our scientists took their clipboards and went back to the ocean to search for non-spherical bubbles. Testing conclusions, reading about bubbles, learning about surface tension (in Kindergarten language), and then testing surface tension with water droplets extending over our water bottle lids engaged these young scientists. They could confidently explain why every bubble at the beach, in a lava lamp, or in your water bottle was always round. And, throughout all of these experiences, they were questioning, revising ideas, discussing findings, determining other ways of finding answers, and eventually presenting their new understandings to an outside audience. Teachers modeled scientific habits of mind as they questioned and researched alongside our students. One of the teachers reflected: “I learned that the more hands-on and authentic experiences you give students, the more questions and ideas they have with their own thinking. I found that this carried over into their writing and reading. They started to go deeper with their thinking in reading and writing.” That *deeper thinking* was, in fact, the beginnings of scientific disciplinary literacy. **Conclusion** ![A red figure observes while a white figure places a puzzle piece into a large partially completed white puzzle wall](https://edcircuit.com/wp-content/uploads/2017/06/Puzzle-Pieces-e1496800307803.jpg "Puzzle pieces | edcircuit")At the core of the [responsive disciplinary literacy teaching framework](https://us2.campaign-archive2.com/?u=31231e262496764d2f2a5bb42&id=adcdbc53f9) is the notion that authentic inquiry requires and motivates complex reading and writing work. Inquiry questions must be important, relevant, and timely. In the examples above, high school and elementary teachers chose experiences and texts that began to answer students’ authentic, place-based questions. The inquiries, tasks, and texts addressed student misconceptions; prompted reflection and rich conversation; and promoted critical reading, writing, and communication skills (including a growing awareness of the inaccuracies and partial truths of any particular text, dataset, or observation). Simultaneously, in each classroom, [teachers were authentically learning alongside students, building their own knowledge of disciplinary literacy and the world](https://www.academia.edu/26862708/Encouraging_our_youngest_students_to_think_like_scientists_Exploring_elementary_teachers_experiences_of_teaching_disciplinary_literacy). Disciplinary literacy emerged from following students’ honest inquiry. As disciplinary literacy becomes an increasingly popular frame for content-area instruction, it is important to note that this kind of teaching does not happen by accident. Disciplinary literacy does not translate simply into thematic units of related activities nor simple sets of generalizable “strategies.” Disciplinary literacy instruction deliberately engages students in authentic inquiries, tasks, and texts. It is a kind of teaching that, at its best, rekindles teachers’ and students’ curiosity about the world around them, and empowers them to collaboratively explore real questions about their own lives and environment. If we begin this work early, and provide authentic literacy experiences over time, we will undoubtedly find ourselves with a new generation of citizens able to think, read, write, and communicate as scientists and other experts — inquiring, constructing, and conveying knowledge in their respective disciplines. Now is the time to invest in exactly this kind of substantive, worthwhile teaching and learning in schools. **Author** **Jacy Ippolito** is an associate professor and department chair in the School of Education at Salem State University. Jacy’s research, teaching, and consulting focus is on the intersection of adolescent and disciplinary literacy, literacy coaching, teacher leadership, and school reform. Jacy is especially interested in the roles that teacher leaders, principals, and literacy coaches play in helping institute and maintain instructional change at middle and high school levels. The results of Jacy’s research and consulting work can be found in a number of journals and books, including the *Journal of Adolescent & Adult Literacy*, *Professional Development in Education*, the [*Journal of School Leadership*,](https://books.google.com/books?id=QhsPDgAAQBAJ&pg=PA975&lpg=PA975&dq=Journal+of+School+Leadership,+Jacy+Ippolito&source=bl&ots=h8RcxWNAjK&sig=pAX550hkziVhoehgPB0nGsclYrQ&hl=en&sa=X&ved=0ahUKEwjzmp_Ftr7UAhUPyWMKHSeTALIQ6AEIMzAD#v=onepage&q=Journal%20of%20School%20Leadership%2C%20Jacy%20Ippolito&f=false) *The Learning Professional*, the[ *Journal of Staff Development*](https://eric.ed.gov/?ff1=pubReports+-+Descriptive&ff2=eduAdult+Education&q=building+-gap&ff3=souJournal+of+Staff+Development&id=EJ1032751), and *The Elementary School Journal*. His recent books include *Investigating Disciplinary Literacy* (2017), *Cultivating Coaching Mindsets* (2016), *Adolescent Literacy in the Era of the Common Core* (2013), and *Adolescent Literacy* (2012). Jacy completed his master’s and doctorate in language and literacy at the Harvard Graduate School of Education. Prior to his work in higher education, Jacy worked as a middle school reading specialist, literacy coach, and drama teacher in Cambridge, Massachusetts. **Phillip Wilder** is an assistant professor of adolescent literacy in the College of Education at Clemson University. A former high school teacher, literacy coach, and secondary teacher collaborator in the Center for Education in Small Urban Communities and the University of Illinois at Urbana-Champaign, Phillip’s research seeks to understand how empowering professional learning can generate more responsive literacy pedagogy and support the disciplinary literacies of students. His research and consulting work can be found in a number of journals and books, including the *Journal of Adolescent & Adult Literacy*, [*Research in the Teaching of English*](https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0ahUKEwjnrouSuL7UAhUBG2MKHcEgCEwQFggnMAE&url=http%3A%2F%2Fwww.ncte.org%2Fjournals%2Frte%2Fissues%2Fv40-1&usg=AFQjCNFI7yfSS8xWC9dM66G7rZo9oujluw), [*Voices from the Middle*](https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwiKhYimuL7UAhUT52MKHcSxAd8QFggiMAA&url=http%3A%2F%2Fwww.ncte.org%2Fjournals%2Fvm%2Fissues%2Fv19-3&usg=AFQjCNGVsdTpNkfyLOIfp8y-COzWgdbWfA), *Cultural Studies of Science Education*, *English Leadership Quarterly,* and [*Reconceptualizing the Literacies in Adolescents’ Lives*](https://www.gbv.de/dms/goettingen/499879597.pdf). Phillip completed his master’s and doctorate in language and literacy at the University of Illinois at Urbana-Champaign. **Cami Condie** is an assistant professor of literacy education in the Childhood Education and Care Department at [Salem State University](https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&sqi=2&ved=0ahUKEwjYtujcur7UAhVP_mMKHXXSBPIQFggjMAA&url=https%3A%2F%2Fwww.salemstate.edu%2F&usg=AFQjCNE_zpGaGMmhvTISzMJ8xRGkBoX1pA). She has been involved in teaching migrant and bilingual students for 18 years. As a classroom teacher, literacy interventionist, and literacy coach, she was instrumental in building schoolwide practices that addressed the learning needs of their specific student population. Currently, in partnership with the local public schools, she has designed and directed a summer literacy program that interweaves science-inquiry and literacy interventions for English learners and other low-income students. She has written about the instructional practices, professional development, and student growth experienced in this program for journals for [NSTA](https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&sqi=2&ved=0ahUKEwiEpNvEur7UAhVM6WMKHcAJCiMQFggiMAA&url=https%3A%2F%2Fwww.nsta.org%2F&usg=AFQjCNHX7wtb2W7ePtz1fU9TA9TTUXTu6w), ILA, and local TESOL and Reading associations. She has also presented this work and her work on preservice literacy teachers’ specialized knowledge of reading at international and national conferences. Cami completed her Bachelor’s and Master’s degree at Brigham Young University and her doctorate in Literacy Education at Boston University. **Further Reading** 1. **Education Week –** [Reading Apprenticeship Developers Discuss How to Avoid Reform Fatigue](https://blogs.edweek.org/edweek/curriculum/2017/02/reading_apprenticeship_literacy_leadership.html) 2. **The Huffington Post –** [Lessons from Innovators: Strategic Literacy Initiative](https://www.huffingtonpost.com/robert-e-slavin/lessons-from-innovators-s_b_3100528.html) 3. **Cranston Herald –** [Gov. Raimondo visits Glen Hills to see challenge projects](https://web.archive.org/web/20250710161232/https://cranstononline.com/stories/gov-raimondo-visits-glen-hills-kindergarten-to-see-challenge-projects,124004) - [ ![Ian Egan](https://edcircuit.com/wp-content/uploads/lovable-avatars/ian-egan-231.webp) ](https://edcircuit.com/author/ian-egan/) [Ian Egan](https://edcircuit.com/author/ian-egan/ "Ian Egan"): Author [ View all posts ](https://edcircuit.com/author/ian-egan/ "View all posts") [ ](mailto:ianegan@yahoo.com)[ ](https://edcircuit.com/) **Categories:** Hidden **Tags:** Headline --- ### [AI in Schools: 10 Ways to Engage Parents](https://edcircuit.com/ai-in-schools-10-ways-to-engage-parents/) **Published:** December 15, 2025 **Author:** EdCircuit Staff **Excerpt:** AI in schools is growing fast. Here are 10 strategies districts can use to educate and engage parents in this rapidly changing landscape. **Content:** AI in schools is rapidly reshaping the daily experience of students, teachers, and school operations—often faster than parents recognize. AI now powers translation support for multilingual families, adaptive tools that personalize math instruction, chatbots that answer parent questions, and feedback engines that help students revise writing. But [surveys](https://crpe.org/ai-is-moving-fast-but-school-responses-and-parent-opinions-are-not/) continue to show a troubling trend: **parents overwhelmingly support AI literacy in schools, yet nearly half don’t know whether their child’s school uses AI at all.** That disconnect creates a trust gap. It can lead to confusion, rumors, or fears that AI will replace teachers, compromise privacy, or give students shortcuts instead of real learning. Educators cannot allow that gap to widen. If schools want to use AI safely, ethically, and effectively, families must be brought into the conversation — early, consistently, and with transparency. Below are **10 strategies** for how districts can educate parents about AI, each grounded in emerging research, real district practices, and practical steps schools can act on now. ## **1. Host an AI Family Night or Parent Summit to Build Shared Understanding** Many parents hear the word “AI” and immediately picture the tools their children use at home — generative text apps, image generators, or social media recommendations. That means they may struggle to picture what classroom AI actually looks like. Districts that host [**AI Family Nights**](https://www.burlington-nj.net/apps/news/show_news.jsp?REC_ID=969001&id=0) remove the mystery by making AI visible, understandable, and grounded in teaching. A successful event goes beyond a slideshow. Parents should see AI-powered tools in action: a reading program that adjusts difficulty as a student progresses, a real-time translation tool a teacher uses to communicate with families, or an AI writing assistant that supports brainstorming but still requires teacher-led revision. These events help parents understand **the difference between supportive AI and replacement AI**, which alleviates fear. They also create space for district leaders to present clear messages about data privacy, bias mitigation, and human-centered AI oversight — topics parents consistently rank as top concerns. Finally, offering multiple times for the event, multilingual support, and take-home guides gives all parents access, not just the tech-comfortable ones. ## **2. Publish a Transparent “AI Use & Data” Guide That Parents Can Trust** The fastest way to build trust is transparency. Parents need a clear, non-technical explanation of how AI is used in the district, which tools are approved, how they were vetted, how student data is protected, and how teachers maintain control over learning. This [type of guide](https://www.commonsense.org/system/files/pdf/2025-05/activity-guide-for-parents-talking-to-your-kids-about-ai-5.pdf) should not be buried in a policy document that few families read. It should be parent-friendly, frequently updated, and easy to navigate. Districts that publish these guides report fewer parent concerns because families understand: - Why certain AI tools were selected - What problems those tools solve (equity, accessibility, personalization, language translation, etc.) - What data is collected — and equally important — what data is **not** collected - The district process for monitoring bias, accuracy, and tool misuse When parents feel the district is being direct and upfront, they are more willing to ask questions and less likely to assume the worst. ## **3. Offer AI Literacy Workshops for Parents (and Students Together)** AI literacy is now a foundational skill for students, but many parents feel behind. When schools offer parent-oriented AI literacy workshops, families gain the confidence to support their children’s learning and understand the nuance of responsible use. Workshops should address bigger ideas, not just tools: - What AI can and cannot do - Why AI sometimes makes mistakes - How teachers teach students to evaluate AI output - Where AI fits into writing, research, coding, math, or language learning - How academic integrity is protected Districts that host **parent-student AI literacy nights** report strong outcomes. When families learn together, they acquire a shared vocabulary (“prompting,” “model limitations,” “human oversight”) which leads to healthier conversations at home about AI-generated work, appropriate use, and school expectations. [These workshops also dispel the myth that AI is “cheating,”](https://www.aiforeducation.io/building-ai-literacy-in-your-school) instead helping families see it as a structured cognitive tool — one that still requires human thinking, originality, and teacher guidance. ## **4. Communicate Regularly and Clearly About How AI Is Used in Classrooms** The number one reason parents feel unsure about AI is simple: they aren’t told when it’s used. Districts must build communication pathways that normalize talking about AI with families. This means including an “AI in Our Classrooms” section in newsletters, parent portals, and school websites. Instead of vague summaries like “we use technology to support learning,” families should see specifics: - Which grades piloted AI reading tutors this month - What early results teachers observed - What challenges emerged - What data is — and isn’t — being collected - What families can look for in their child’s homework Regular updates reinforce one message: **the district is in control, monitoring AI carefully, and partnering with families.** When parents understand how AI supports learning — not replaces it — resistance decreases and engagement increases. ## **5. Create Regular Q&A Opportunities With Teachers and Tech Leaders** AI evolves fast. Parent questions evolve faster. Instead of waiting for confusion to grow, proactive districts create recurring opportunities for parents to speak directly with educators, digital learning specialists, principals, and even students. These sessions allow parents to ask: - How AI feedback differs from teacher feedback - How teachers detect AI misuse - What happens when AI provides incorrect information - Whether AI influences grades - How bias and equity concerns are addressed This open dialogue builds relational trust. Parents are more likely to support classroom innovation when they feel heard and included. Hosting these sessions quarterly, offering virtual options, and recording them for on-demand viewing ensures every parent has access, regardless of schedule. ## **6. Integrate AI Information Into Back-to-School and Orientation Materials** Many districts introduce technology expectations at orientation, but AI deserves its own spotlight. Families need clear, early guidance so there is no confusion once schoolwork begins. Orientation materials should include: - How AI tools will appear in assignments - What teachers expect students to do independently - What constitutes AI misuse - How parents can help without doing the work for the child - Where families can find the district’s AI use policy Districts that front-load this information reduce conflict later in the year, especially in courses where writing, research, or coding involve AI support. Early clarity creates fewer surprises and fewer misunderstandings. ## **7. Spotlight Real Classroom Use Cases That Show AI Supporting — Not Replacing — Learning** Parents’ fear often comes from assumption, not reality. By showing concrete examples of how AI supports student thinking, districts can shift perceptions from “AI takes over” to “AI enhances learning.” Examples might include: - A teacher using AI-generated reading recommendations to differentiate instruction - A student using an AI brainstorming tool to generate ideas but completing the draft independently - Math tools that provide step-by-step hints while still requiring the student to justify reasoning - Translation tools helping multilingual families engage more fully These spotlights — whether through newsletters, short videos, or student showcases — help parents see AI as a tool, not a shortcut. Real stories make AI tangible, understandable, and far less intimidating. ## **8. Provide Conversation Guides to Support Parent-Child Discussions About AI** Families often want to talk about AI but don’t know where to start. When districts offer monthly conversation prompts, they make it easier for parents to explore essential topics at home. Prompts can include: - “What did AI help you do today, and what did you do on your own?” - “Did the tool give you suggestions you didn’t agree with? Why?” - “How did your teacher help you decide when to use AI?” These guided conversations reinforce academic integrity, digital literacy, and metacognition. They also help parents understand the nuances of responsible AI use — something that is increasingly important as AI blends into everyday home technology. ## **9. Provide Opt-In/Opt-Out Flexibility or Alternative Assignments** Not all families feel the same way about AI. Cultural, ethical, or privacy concerns can shape how parents want their child to engage with emerging technology. Schools that offer respectful, structured alternatives create a more inclusive environment. This does not mean every assignment has two completely different pathways — rather, it means: - Families can request limited AI use in non-essential tasks - Teachers can offer traditional research or writing options when feasible - The district clearly explains when AI is required, optional, or not used at all This flexibility signals that the district is not forcing AI into every corner of learning but is implementing it intentionally, ethically, and with family partnership in mind. ## **10. Measure Parent Understanding and Share What You Learn** Finally, educating parents about AI is not a one-time project. It’s an ongoing dialogue. Schools should regularly measure parent understanding and comfort levels using: - Surveys - Parent advisory groups - Listening sessions - Feedback tools built into the parent portal The district should then publish what it learned — not just survey results, but how feedback will shape the district’s next steps. That level of transparency makes families feel respected, included, and valued in a fast-changing AI ecosystem. ## **Conclusion: Educating Parents on AI Is a Strategic Imperative** AI will continue to reshape learning. But schools cannot move forward without families. Parent education is not just a communications task — it is a core component of safe, ethical, and effective AI adoption. By implementing these ten detailed strategies, districts build the trust, transparency, and shared understanding necessary to ensure AI supports learning, protects students, and strengthens the partnership between school and home. When parents feel informed and engaged, students benefit — academically, socially, and ethically. **[Common Sense Education](https://www.youtube.com/@CommonSenseEducation) – [What is AI? A Guide for Parents](https://www.youtube.com/watch?v=x7iRWjV8Tuc)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Artificial Intelligence, Hot Topics - controversial **Tags:** Headline --- ### [The Stories That Matter: edCircuit’s Weekly Roundup Issue 12](https://edcircuit.com/the-stories-that-matter-edcircuits-weekly-roundup-issue-12/) **Published:** December 14, 2025 **Author:** EdCircuit Staff **Excerpt:** Stories That Matter this week focus on AI leadership, cybersecurity risks, science safety culture, and communication strategies shaping modern school districts. **Content:** Stories That Matter this week spotlight the policies, practices, and leadership decisions shaping how school districts navigate AI, cybersecurity, safety culture, and communication in 2025. As innovation accelerates and expectations rise, districts are being pushed to move beyond reactive responses and toward intentional, systems-level planning. From AI operational guidance and classroom adoption to cyber threats, lab safety, and family engagement, this week’s stories reflect the growing need for clarity, preparedness, and trust across every level of education. ## **Why Every School District Needs an AI Operational Handbook** ### [**Read more**](https://edcircuit.com/why-every-school-district-needs-an-ai-operational-handbook/) ### **Overview** This article explores why districts need a formal AI operational handbook that goes beyond policy statements. It outlines how clear guidance can support educators, administrators, and IT leaders in implementing AI responsibly, consistently, and ethically. ### **Why it matters** AI is already embedded in classrooms, workflows, and decision-making tools. Without a shared operational framework, districts risk confusion, inequity, and misuse. An AI handbook provides alignment, transparency, and guardrails at a time when adoption is accelerating faster than governance. ### **The discussion it opens** Should AI guidance live alongside acceptable-use policies, or does it require its own operational playbook? And who should own and update that handbook as tools evolve? ## **You Don’t Need to Be an AI Expert to Use AI in Classrooms** ### [**Read more**](https://edcircuit.com/you-dont-need-to-be-an-ai-expert-to-use-ai-in-classrooms/) ### **Overview** This piece reassures educators that effective AI use does not require deep technical expertise. Instead, it focuses on practical classroom applications, mindset shifts, and instructional confidence. ### **Why it matters** Teacher hesitation remains one of the biggest barriers to meaningful AI integration. By lowering the perceived entry point, districts can empower more educators to experiment responsibly rather than avoid AI altogether. ### **The discussion it opens** How can districts design professional learning that builds confidence without overwhelming teachers? And what does “just enough AI literacy” look like for classroom use? ## **Cyber Attacks on Schools: Why Hackers Target K–12** ### [**Read more**](https://edcircuit.com/cyber-attacks-on-schools-why-hackers-target-k-12/) ### **Overview** This article examines why K–12 schools have become prime targets for cybercriminals, highlighting vulnerabilities tied to staffing, budgets, and legacy systems. ### **Why it matters** Cyber incidents disrupt learning, compromise sensitive data, and erode trust. Understanding why schools are targeted is a critical step toward improving preparedness, training, and long-term resilience. ### **The discussion it opens** Are districts investing enough in prevention compared to recovery? And how can cybersecurity become a shared responsibility beyond IT departments? ## **Science Safety Culture: Beyond the Break** ### [**Read more**](https://edcircuit.com/science-safety-culture-beyond-the-break/) [**Listen to the podcast**](https://open.spotify.com/episode/0QLIrcjhVHHtJAMot6TPLb) ### **Overview** This article and companion podcast focus on science safety as an ongoing culture—not a checklist or seasonal concern. It emphasizes duty of care, leadership commitment, and consistent practices. ### **Why it matters** Science labs remain one of the highest-risk environments in schools. When safety fades between inspections or breaks, incidents become more likely. A sustained culture protects students, educators, and districts alike. ### **The discussion it opens** What does it take to move from compliance-driven safety to values-driven safety? And how can schools keep safety top of mind year-round? ## **Parent Communication in Schools: What Works Today** ### [**Read more**](https://edcircuit.com/parent-communication-in-schools-streamlining-updates/) ### **Overview** This article explores modern parent communication strategies, examining what works in an era of apps, alerts, emails, and social platforms. ### **Why it matters** Effective communication builds trust and reduces confusion, while poor communication fuels frustration. As families expect timely, clear updates, districts must rethink both tools and tone. ### **The discussion it opens** Is more communication always better—or does clarity matter more than frequency? And how can districts ensure messages are accessible to all families? ## **Public Information Officers: Why Every District Needs One** ### [**Read more**](https://edcircuit.com/public-information-officers-why-every-district-needs-one/) ### **Overview** This piece makes the case for dedicated Public Information Officers (PIOs) in school districts, particularly during crises and high-visibility moments. ### **Why it matters** From cybersecurity incidents to AI controversies, districts are under constant public scrutiny. A trained PIO helps manage narratives, maintain trust, and ensure accurate information reaches the community. ### **The discussion it opens** Should communication leadership be centralized at the district level, or distributed across schools? And how proactive should districts be before issues escalate? ## **Computer Science Education Week: Why It Matters in 2025** ### [**Read more**](https://edcircuit.com/computer-science-education-week-why-it-matters-in-2025/) ### **Overview** This article reflects on the evolving importance of Computer Science Education Week, highlighting equity, workforce readiness, and digital literacy in 2025. ### **Why it matters** Computer science is no longer optional. As AI, automation, and data shape every industry, early and equitable access to CS education becomes a foundational issue—not an enrichment activity. ### **The discussion it opens** How can districts move beyond one-week celebrations toward sustained computer science pathways? And what role should AI literacy play alongside traditional coding skills? ## **Closing Thought** This week’s stories reinforce a central lesson: schools can’t afford to wait for disruption before acting. Whether it’s AI governance, cybersecurity readiness, safety culture, or communication strategy, the districts that lead in 2025 are the ones building clear systems, shared understanding, and long-term trust—before a crisis forces the conversation. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial **Tags:** Headline --- ### [Teaching Everyday Digital Literacy](https://edcircuit.com/teaching-everyday-digital-literacy/) **Published:** April 5, 2018 **Author:** EdCircuit Staff **Excerpt:** Digital literacy helps both students and teachers navigate through the world. **Content:** Teachers and students learning to navigate through a technological world Anne Pasco is a psychologist by training and became a networking technology guru at a time when the concept and the title didn’t even exist. After becoming a social studies teacher in a large school district outside of Chicago, her professional worlds collided to everyone’s benefit. “As technology has changed, it has changed education,” she says. “I found myself in a unique position where my skill sets on all sides were needed to help teachers navigate that shift.” When the [Community Unit School District 300](https://www.d300.org/) (CUSD 300) introduced edtech to the staff, they tried to immerse teachers in the tools immediately. They accomplished it fairly quickly with a one-to-one implementation of 22,000 students in two years. Moving very fast with a full learning management system and digital curriculum, Anne, and the district had to build teachers’ capacity on the run as they all were traveling down that path. Anne still sees a disconnect among teachers about the digital divide between generations. For some, the solution is a simple explanation and definition of what is “digital literacy.” When they understand that every student is going to need to access a simple bank account online in their lives, they start to get it. “You have to ask the teachers, what is it that you want kids to do?” Anne says. “What does education and digital literacy mean for the teacher and the student in the real world? How does that translate into the classroom? And those questions helped us reframe the conversation about what ‘college-and-career-ready’ actually means to today’s student.” After all, being college-and-career-ready isn’t just about merely meeting the state assessment standards anymore. Students not only need to know how they learn but also how to access and use available tools and resources on college campuses without having to go to an adult to ask for help. Digital literacy helps instill confidence in teachers to ensure students become not only college-and-career-ready but more importantly, confident and self-assured as they leave the safe confines of home to embark on their journey through life. Digital literacy helps students navigate through the world. Digital literacy is essential in the classroom because technology tools help show kids what they know and don’t know many times over before teachers even see the results of metrics indicating the learning gaps. It allows teachers to see an understanding by the student of the communication and the lesson. The technology becomes the facilitator, helping both the teacher and the student learn. Anne notes that the technology also helps the student advocate. “We have a lot of students who advocate via email who maybe wouldn’t raise their hands in a classroom,” she says. While we’d like to think that the education industry as a whole is on the cutting edge in understanding its place in the greater good of the community and the development of student college and career readiness, things have changed over the last decade. Anne thinks we’ve done a disservice to educators over the years by not giving them time to reflect and process. “If you look at Moore’s law and how quickly technology has regenerated itself and doubled, we haven’t given educators time to pause, reflect and to look at how the world actually functions,” Anne says. “We hit them with priority standards, assessment data and understanding that data but we don’t really let them take the outside world and put it into education and look at how all those things intersect.” Young teachers often come in excited and ready to learn, eager to embrace all that the district will teach them, but inevitably there winds up being a variation between what teachers learn and what they end up doing in the real world of the classroom. Administrations and mentors need to remember that just like any career, there’s a learning curve. “But I don’t see a huge disconnect between older teachers and younger teachers,” Anne says. “It’s really more about what Carol Dweck would tell us between a growth mindset and fixed mindset.” “Anyone who comes in with a growth mindset of ‘I’m here, I can learn more, teach me new things- let’s go for it,’ tends to do pretty well through this transition,” Anne says. “People who have a fixed mindset, no matter what their age is, tend to struggle a little bit more.” [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. **About Anne Pasco** ![A woman with short light brown hair is smiling while sitting in a car She is wearing a brown top and there is a bit of sunlight on her face](https://edcircuit.com/wp-content/uploads/2018/04/Anne-Pasco-Headsot.jpg "A woman with short light brown hair is smiling while sitting in a car She is wearing a brown top and there is a bit of sunlight on her face | edcircuit")Anne Pasco is the Director of Digital Literacy and Innovation in the [Community Unit School District 300](https://www.d300.org/) outside of Chicago. She is an experienced instructional leader in EdTech with a demonstrated history of working in the primary/secondary education industry. She is skilled in Secondary Education, Instructional Design, Change Agent, Classroom Management, Interventions, Lesson Planning, and Educational Technology. She is a passionate believer in student-centric and visible learning to promote authentic experiences which result in greater student knowledge and achievement. Anne has a BA in Psychology from [Wake Forest University](https://about.wfu.edu/) and a Masters of Education from the [American College of Education](https://www.ace.edu/). - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** edLeaders **Tags:** Headline --- ### [Continuous Professional Development Beyond the Classroom](https://edcircuit.com/continuous-professional-development-beyond-the-classroom/) **Published:** February 13, 2018 **Author:** Jennifer Abrams **Excerpt:** Teacher leadership affects student achievement and school culture. The Teacher Development Trust (TDT) facilitating Continuous Professional Development **Content:** I had the fantastic opportunity to meet David Weston of the [Teacher Development Trust](https://tdtrust.org) (TDT) this past month. David is the executive director of TDT and he spends much of his time thinking about and facilitating (CPD) ‘continuous professional development.’ We spoke about the challenges of providing, supporting and implementing CPD in schools, and aligning to the [UK Standard for Teacher’s Professional Development](https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/537031/160712_-_PD_Expert_Group_Guidance.pdf). Their standards around PD are similar to what we have in the USA. **The Department of Education in the UK has set out a standard that all:** 1. **Professional development should have a focus on improving and evaluating pupil outcomes.** 2. **Professional development should be underpinned by robust evidence and expertise.** 3. **Professional development should include collaboration and expert challenge.** 4. **Professional development programmes should be sustained over time. And all this is underpinned by, and requires that:** 5. **Professional development must be prioritized by school leadership.** I agree. Relevant, worthwhile, researched-based, student-centered professional learning that is ongoing and is given support and time by school administration is a *good* thing. *And*, as written, the work of teacher and administrator *leadership* development wouldn’t directly fit with those guidelines. Work on collaboration, learning how to have humane and growth producing hard conversations, being generationally savvy in our communications, effectively leading teams and creating identity-safe workspaces is defined by the Standard as “indirect professional development,” and is stated as “contribute\[ing\] to improve the running of a school or by developing teachers in other ways.” The word, ‘indirect’ has a lot of synonyms. Peripheral, ancillary, and secondary are just a few, according to www.thesaurus.com. And I get it. I understand the work I do is one degree away from or one click off from classroom practice. *And,* I wholeheartedly believe and know that teacher leadership and the development of adults as learners and effective communicators has the potential to affect student achievement and school culture. True to our countries of origin, David had tea and I had coffee and we talked till dark about adult learning – continuous growth, the need to be curious about one’s practice, the skill of inquiry, an ability to be other-focused, the capacity to reflect and the understanding that we must be agents and drivers in our development as human beings and educators. Both direct professional learning – conversations about one’s teaching practice, learnings about one’s content, opportunities to watch one another work – **AND** indirect professional learning – how to be an effective team member, how to communicate with other adults, how to coach, facilitate and to lead – are both essential. I want it all. How about you? [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Jennifer Abrams](https://edcircuit.com/wp-content/uploads/lovable-avatars/jennifer-abrams-261.webp) ](https://edcircuit.com/author/jennifer-abrams/) [Jennifer Abrams](https://edcircuit.com/author/jennifer-abrams/ "Jennifer Abrams"): Author [ View all posts ](https://edcircuit.com/author/jennifer-abrams/ "View all posts") [ ](mailto:jabrams@mrmg.com) **Categories:** Professional Development **Tags:** Headline --- ### [How to Engage Today's Learners — and Tomorrow's Workers](https://edcircuit.com/engage-learners-today-they-are-workers-tomorrow/) **Published:** January 22, 2018 **Author:** EdCircuit Staff **Excerpt:** Student-run nonprofit Student Voice was born out of this desire to give students a voice within a system theoretically designed to help them succeed. **Content:** In a world where the customer is always right, students, essentially the customers of the education system, are often not being listened to. Administrative decisions are frequently driven by mandates of the government (federal or local). Sometimes the teachers are included, but rarely are students consulted. The student-run nonprofit [Student Voice](https://stuvoice.org) was born out of this desire to give students a voice within a system theoretically designed to help them succeed. A study by the Quaglia Institute showed that increasing student engagement in schools has a direct correlation with higher grades and lower drop-out rates. In turn, when more students stay in school, a higher percentage of students move on to higher education, contributing to a more educated workforce that is better equipped to solve the problems of tomorrow. Student Voice aims to help high school students find their voice and provide them with the tools and resources to enact change on the issues that matter most to them. We have found that the best way to ensure high student engagement is to meet them where they are and bring them into the conversation. Recently, Student Voice embarked on a nationwide tour, hosting roundtables in 50 different cities. The first question we asked these students was to tell us something about their school that the teachers and administrators probably didn’t know. Suddenly, we were exposed to a whole slew of issues and concerns that, far from not being addressed, were not even on the radar of those making the decisions. This is only one example of the importance of including student voice in schools. Giving students opportunities to have their voices heard does not have to be limited to one classroom. The Superintendent for Pittsburgh Public Schools is working to start a Student Advisory Council and Philadelphia’s mayor has long had a youth commission. Both are instances of the powers that be reaching out to give students a seat at the table in the rooms where the decisions are being made. It’s a good first step. Allowing students to take control of some of their learning within the classroom can be the first step towards empowering them to speak up on bigger issues they’ve noticed that impact their daily lives. Listen to students. You may be surprised by how much they have to say. *Giving students a voice within the education system **Headed to FETC this week in Orlando? You can see Tara take part in two panel discussions, Increasing Community Engagement with Technology: Why and How It’s Done (Thursday, 12 – 12:40 pm) and Generation-Savvy Leadership: Tapping Into Teachers’ and Learners’ Skills and Interests (Thursday, 1-1:40 pm).*** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![A woman with long dark hair, wearing a maroon blouse and a delicate necklace, poses in front of a smooth blue-grey background, smiling softly.](https://edcircuit.com/wp-content/uploads/2025/12/Tara-Subramaniam.jpg) ](https://edcircuit.com/author/tara-subramaniam/) [Tara Subramaniam](https://edcircuit.com/author/tara-subramaniam/ "Tara Subramaniam"): Author **Tara Subramaniam** co-founded [Student Voice](https://www.stuvoice.org/about) in the summer of 2012 with a vision of creating a place where all students could share their ideas. Before becoming Executive Director she previously served as Director of Programming where she managed the organization’s cornerstone Twitter chats. She is currently studying at Georgetown’s [Walsh School of Foreign Service](https://sfs.georgetown.edu/). Tara loves to write, read, run, travel and learn new languages. She strives to live by the opening words of the Holstee Manifesto: “This is your life. Do what you love and do it often. If you don’t like something, change it!” [ View all posts ](https://edcircuit.com/author/tara-subramaniam/ "View all posts") **Categories:** Hidden **Tags:** Headline --- ### [Scribbles Software Creates Guide for School Districts Interested in Switching to an Online Platform for Enrollment, Lotteries and Choice Programs](https://edcircuit.com/scribbles-software-creates-guide-for-school-districts-interested-in-switching-to-an-online-platform-for-enrollment-lotteries-and-choice-programs/) **Published:** January 31, 2023 **Author:** onthewire **Excerpt:** Scribbles Software, a leading provider of K-12 records and enrollment software, created a free downloadable guide to help think through the process **Content:** ***Free, downloadable guide explores the challenges of managing these programs and provides a checklist of things to consider when switching to an online platform*** **Pineville, NC – January 31, 2023** – Families have come to expect convenience when they are enrolling their children in school, and in selecting choice programs or participating in lotteries. In many school districts these processes are still handled through paper-based systems which can be cumbersome and time-consuming for families and school employees. For districts considering switching to an online platform to handle these tasks, Scribbles Software, a leading provider of K-12 records and enrollment software, has created a free downloadable guide to help them think through the process and make decisions that are best for their district. The Technology Guide for PreK-12 Enrollment, Choice, and Lottery Management explores the common challenges many districts face in managing enrollment, lottery and choice programs. It also shares how an online system can help make these processes easier for districts and more convenient for families. It also provides a checklist of questions for districts to consider when making the switch to an online system. “School districts regularly evaluate how best to connect with the students and families they serve. Part of this is making sure families can easily navigate routine tasks like enrolling their kids in school, and applying for different choice programs,” said Dr. Bridget Jones, Director of Customer Success for Scribbles Software. “Online systems can help with this, however there are many important components to consider when making a switch. Our new Guide helps district leaders think through these considerations so they can make the choices that are best for families, as well as for their own employees.” The Technology Guide for PreK-12 Enrollment, Choice, and Lottery Management discusses components such as records security, data privacy, accessibility for families, and the time commitment of staff members. It provides insight into how these items can be handled and provides checklists of what to keep in mind when switching to an online system and when selecting a technology vendor. To download the Guide, visit [https://go.scribsoft.com/guide-to-enrollment-choice-lottery](https://web.archive.org/web/20250720131406/https://go.scribsoft.com/guide-to-enrollment-choice-lottery). **About Scribbles Software** Scribbles Software partners with K-12 educational communities to enhance, streamline, and simplify their student records processes to strengthen the family engagement experience. The company has helped more than 10,000 K-12 schools and districts with its online student records management, enrollment systems, choice programs, lottery management, and reporting. Scribbles Software helps its district partners provide equitable, open access to school district resources to students, families, and community organizations– beginning with PreK enrollment and continuing with digital transcript orders post-graduation. [www.scribsoft.com](https://www.scribsoft.com/). - [ ![onthewire](https://edcircuit.com/wp-content/uploads/lovable-avatars/onthewire-383.jpg) ](https://edcircuit.com/author/onthewire/) [onthewire](https://edcircuit.com/author/onthewire/ "onthewire"): Author [ View all posts ](https://edcircuit.com/author/onthewire/ "View all posts") [ ](mailto:onthewire@edcircuit.com) **Categories:** On the Wire --- ### [EVERFI Supports the 14th National Prescription Drug Take Back Day](https://edcircuit.com/everfi-supports-14th-national-prescription-drug-take-back-day/) **Published:** October 27, 2017 **Author:** EdCircuit Staff **Excerpt:** The importance of properly disposing unused prescription medication **Content:** *Highlighting the importance of proper drug disposalby Jon Chapman* ![A variety of white and beige tablets and pills are scattered on a blue surface next to an open white medicine bottle lying on its side](https://edcircuit.com/wp-content/uploads/2017/10/pills-scatterd-500x333.jpg "A variety of white and beige tablets and pills are scattered on a blue surface next to an open white medicine bottle lying on its side | edcircuit")As we observe the 14th annual National Drug Take Back Day, which is designed to highlight the importance of properly disposing of unused prescription medication in order to prevent accidental abuse and misuse, it’s important to reflect on the impact prevention education can have in sustaining healthy and safe communities. Last year’s National Take Back Day set a record—893,498 pounds⁠ of unwanted medicines—about 447 tons—safely deposited at almost 5,400 sites spread through all 50 states, but imagine how much more we can do if we spread the message of prevention through measurable education. The Prescription Drug Safety Network is a national coalition of partners committed to using prevention education to empower Americans with the skills to make safe and healthy decisions for themselves, their families, and their communities. One of the network’s main initiatives is an evidence-based drug safety curriculum digital platform to educate at risk youth and their families about the safe storage and disposal of prescription drugs. ### How to Safely Dispose of Prescription Drugs Medicines that are no longer being used can pose unnecessary dangers to families and youth in particular. Drug Take Back Days raise awareness about prescription drug safety and provide an opportunity for individuals to properly dispose of unwanted prescription drugs at a growing number of locations nationwide. Individuals can search for a Drug Take Back site at the[ DEA’s webpage](https://apps.deadiversion.usdoj.gov/NTBI/NTBI-PUB.pub;jsessionid=E384A4A52E09E64D7D330B4D669FC1B7?_flowExecutionKey=_c267668F3-9191-97B7-8E3F-68F8FC2214F8_k1F438E71-9C40-6F8C-4E6A-29A9448A9CD6) or by calling 1-800-882-9539. ### ![A round silver padlock lies on top of a target with concentric circles and numbers mostly covering the center area labeled 8](https://edcircuit.com/wp-content/uploads/2017/10/lock-target-500x333.jpg "A round silver padlock lies on top of a target with concentric circles and numbers mostly covering the center area labeled 8 | edcircuit")Why Safe Prescription Drug Disposal Matters According to the CDC[ 1 in 5 high school seniors report having misused prescription drugs at least once](https://web.archive.org/web/20230408231127/https://www.cdc.gov/media/pressrel/2010/r100603.htm).[ Two-thirds of teenagers](https://web.archive.org/web/20201202050820/https://www.samhsa.gov/homelessness-programs-resources/hpr-resources/teen-prescription-drug-misuse-abuse) who use prescription drugs for nonmedical reasons report getting the drugs from friends or family members, including taking them from medicine cabinets without people knowing. As a result, the importance of properly securing prescription medications, especially opioids, is even more critical. Seventy-eight people die each day from opioid overdose, and another 20.8 million have a substance use disorder according to the U.S. Surgeon General’s report Alcohol, Drugs, and Health. Young people are particularly vulnerable, The National Institute of Health’s[ Institute on Drug Abuse](https://www.drugabuse.gov/publications/research-reports/misuse-prescription-drugs/what-scope-prescription-drug-misuse) reports that nonmedical use of prescription drugs is highest among young adults aged 18 to 25. Many people who misuse medications or opioids get their first dose by using medications prescribed to others. The growing epidemic of abuse, misuse, dependence, and overdose of opioids in the United States is deeply concerning and it is important that we protect our communities by stopping the abuse before it begins through prevention education. ### Media Gallery: Below are some images and a video from EVERFI’s Prescription Drug Abuse Prevention course, which launched this fall. The course features highly interactive digital learning modules that cover topics such as: proper prescription drug storage and disposal, the science of addiction, interpreting drug labels, refusal skills and other critical skills. Prescription Drug Take Back Day – EVERFI Prevention Course from EVERFI on Vimeo. ![A webpage about prescription drug abuse prevention shows sections on proper storage and disposal of medications with blue and red areas labeled storage and disposal and images of pills Navigation buttons are at the bottom](https://edcircuit.com/wp-content/uploads/2017/10/EVERFI-1A-500x280.png "A webpage about prescription drug abuse prevention shows sections on proper storage and disposal of medications with blue and red areas labeled storage and disposal and images of pills Navigation buttons are at the bottom | edcircuit") ![A webpage about prescription drug abuse prevention shows two drug disposal methods trash and authorized collectors An image of a hand holding various pills is shown next to a warning about flushing medication](https://edcircuit.com/wp-content/uploads/2017/10/EVERI5-500x315.png "A webpage about prescription drug abuse prevention shows two drug disposal methods trash and authorized collectors An image of a hand holding various pills is shown next to a warning about flushing medication | edcircuit")![Screenshot of an everfi learning module titled prescription drug abuse prevention The case study asks what to do with leftover pills after surgery offering options keep under lock keep in cabinet or discard safely](https://edcircuit.com/wp-content/uploads/2017/10/EVERFI7-500x282.png "Screenshot of an everfi learning module titled prescription drug abuse prevention The case study asks what to do with leftover pills after surgery offering options keep under lock keep in cabinet or discard safely | edcircuit") ![A hand holding assorted prescription pills is divided into three labeled sections trash authorized collectors and flushing showing methods for proper prescription drug disposal](https://edcircuit.com/wp-content/uploads/2017/10/EVERFI-2-500x278.png "A hand holding assorted prescription pills is divided into three labeled sections trash authorized collectors and flushing showing methods for proper prescription drug disposal | edcircuit")![A webpage titled proper disposal shows three methods for disposing of prescription drugs trash authorized collectors and flushing An info box highlights drug take back programs A hand is pictured in the background](https://edcircuit.com/wp-content/uploads/2017/10/EVERFI-3-500x280.png "A webpage titled proper disposal shows three methods for disposing of prescription drugs trash authorized collectors and flushing An info box highlights drug takeback programs A hand is pictured in the background | edcircuit") **Author** Jon Chapman, [EVERFI](https://everfi.com/) Co-Founder and President of Global Partnerships 1. **The Washington Post –** Trump declares the opioid crisis a public health emergency 2. **The New York Times –** [The Opioid Epidemic: A Crisis Years in the Making](https://www.nytimes.com/2017/10/26/us/opioid-crisis-public-health-emergency.html) 3. **edCircuit –** [Operation Prevention:](https://edcircuit.com/operation-prevention-drug-education/) - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden **Tags:** Headline --- ### [The Shift to Strategic Enrollment Management](https://edcircuit.com/the-shift-to-strategic-enrollment-management/) **Published:** January 25, 2018 **Author:** Ian Egan **Excerpt:** Each enrollment system is, and should be, as unique as the school district itself. **Content:** *Adopting a more holistic, strategic approach to student enrollment By Jinal Jhaveri* ### The Imperative for a Strategic Approach to Enrollment ![Three young girls stand side by side in a school cafeteria each holding a blue lunch tray with food items like milk fruit and sandwiches They are smiling and facing the camera](https://edcircuit.com/wp-content/uploads/2018/01/Students-500x352.jpg "Three young girls stand side by side in a school cafeteria each holding a blue lunch tray with food items like milk fruit and sandwiches They are smiling and facing the camera | edcircuit")The days of students defaulting to their assigned neighborhood schools are becoming a thing of the past. Instead, parents are increasingly empowered to choose the right school for their child from among multiple options. As more families are given opportunities to find the best-fit schools for their children, school districts are finding that a new approach to enrollment is necessary in order to level the playing field among their families and ensure equitable access to a high-quality education. The new approach requires not only new enrollment policies and processes to support access to an expanded set of school options, but more critically, family empowerment will necessitate a cultural transformation that goes hand in hand with strategic enrollment management. Adopting a more holistic, strategic approach to enrollment means transitioning to a customer service-oriented, relationship-based enrollment philosophy. It requires designing a new system and developing new responsibilities and competencies related to marketing and community outreach, school selection and support, and enrollment policy and operations. ### Defining Strategic Enrollment Management ![A circular diagram showing four stages outreach two people with a laptop application person with a form registration hand holding a phone and retention group celebrating all connected by arrows](https://edcircuit.com/wp-content/uploads/2018/01/Jhaveri-1-500x396.png "A circular diagram showing four stages outreach two people with a laptop application person with a form registration hand holding a phone and retention group celebrating all connected by arrows | edcircuit")[Strategic enrollment management](https://www.schoolmint.com) is a comprehensive and deliberate approach to school selection and engagement. It begins with marketing and outreach, transitions into the application and registration process, and continues with ongoing family engagement and retention—spanning a student’s entire time attending school in the district. There is no universal template when it comes to implementing an equitable enrollment system. Each city has a unique student population, geography, socio-economic landscape, political climate, operational capability, budget, and community relationship. As such, it is critical that the enrollment system is as differentiated and unique as the school district. Depending on the specific issues that a district may be addressing, a variety of strategies can be considered—listed here from most straightforward to most comprehensive—to transform the enrollment experience: - **Coordinated marketing and outreach:** Consolidate school profile information, generate awareness about school options and selection process, and put parent support plans in place. - **Common timeline:** Align all schools on the same dates for applications, lotteries, offers, and offer acceptance. - **Common application:** Participating schools all use one system-wide application process based on a common timeline. - **Common enrollment:** All students apply to multiple schools with their ranked preferences through a system-wide application and one common lottery that results in a single, optimized “match” for each student. - **Common year-round processes**: Schools follow one unified set of protocols for enrollment, transfers, and withdrawals across all schools throughout the year. Besides ensuring that an enrollment strategy meets the school district’s unique issues, other factors also need to be considered such as financial resources, technology systems, staffing and capacity, stakeholder engagement, the charter landscape, and the community’s appetite for a new approach to enrollment. ### Making the Transformation to Strategic Enrollment Management Strategic enrollment management is a philosophical shift and a change management exercise that requires attentive leadership and careful stewardship. It takes time, can be challenging, and needs to focus on the unique set of problems districts are trying to solve. The stakes are too high to ignore or delay. Districts’ financial sustainability, brand, and reputation are on the line. Those who make the shift will be changing the national educational landscape and setting a high standard for family empowerment and student success. **Author** Jinal Jhaveri is the Co-Founder and CEO of SchoolMint ([www.schoolmint.com](https://www.schoolmint.com/)), the leading provider of cloud-based strategic enrollment management software for PreK-12 school systems worldwide. Learn more about [SchoolMint](https://www.schoolmint.com/)’s approach to strategic enrollment management [here](https://www.schoolmint.com). **Further Reading** 1. **Getting Smart –** [The 5 Pillars of Whole School Transformation](https://www.gettingsmart.com/2017/01/the-5-pillars-of-whole-school-transformation/) 2. **Microsoft –** Ten critical components of school transformation 3. **Edutopia –** [Effective Strategies for School Transformation](https://www.edutopia.org/blog/effective-school-tranformation-strategies-belief-systems) - [ ![Ian Egan](https://edcircuit.com/wp-content/uploads/lovable-avatars/ian-egan-231.webp) ](https://edcircuit.com/author/ian-egan/) [Ian Egan](https://edcircuit.com/author/ian-egan/ "Ian Egan"): Author [ View all posts ](https://edcircuit.com/author/ian-egan/ "View all posts") [ ](mailto:ianegan@yahoo.com)[ ](https://edcircuit.com/) **Categories:** edLeaders, Administrators **Tags:** Headline --- ### [Letter to the Editor](https://edcircuit.com/letter-to-editor-cardona-to-abbott-texas-governor/) **Published:** January 31, 2018 **Author:** Ian Egan **Excerpt:** Texas superintendent responds to Governor Abbott's criticism. **Content:** *Texas superintendent Michael Cardona’s letter to Governor Abbott* > *The past dereliction of duty on the part of many school districts to serve our students, and the failure of TEA to hold districts accountable, are worthy of criticism. TEA must take steps now to significantly increase oversight provided to ensure our special education students are receiving the services they deserve. But while the problems identified in the report started long before your arrival at TEA, our parents and students demand significant actions be taken now to improve special education in Texas.* > > *– Texas Governor Greg Abbott* Dear Governor and Elected Officials, I was disheartened to say the least regarding the recent statement made by our Governor. Since our Governor expresses the right to criticize, perhaps as a public school superintendent, I have the right to express some sentiments that would help the public in their perceptions of this pernicious attack on school districts. First, it was exactly that oversight back during the [79th Legislature](https://web.archive.org/web/20200819223357/https://www.lrl.state.tx.us/scanned/interim/78/Ed84h.pdf) that got the State of Texas in this predicament. While it may not have been our current commissioner in office, the recent fiascos with a no-bid contract and the removal of someone he hired to oversee special education is worthy of criticism and investigation. Second, TEA under a former commissioner and TEA established the inconsistent mandates not school districts. As a reminder to the Governor, public school districts serve our students and will serve our students based on their disability but it was TEA who mandated pushing students into the box and not planning based on the student’s needs. As a reminder, it was this current fixation with standardized testing which forced districts to test all students on the regular STAAR or EOC regardless of what was best for the student. If you want to criticize anyone, criticize politicians who have politicized the educational system and have continued to absolve themselves of any responsibility for the current state of the educational system. Furthermore, politicians who claim to be Christian, the moment they attack and demean an educational system they are meant to support aren’t demonstrating the Christian values they say they live. Jesus did not feed some, he fed all. Public school systems do not exclude some, they include all. Are we perfect, no, but we try daily to meet our students needs in their educational journey. A little about myself. I went to private Catholic school k-12, Texas A&M University, and have been a public school educator for 26 years (I am a former special education teacher). I went to a segregated system, yes, a segregated system that my parents paid for by working multiple jobs. They paid their property tax and my mother is still appalled by the notion of a voucher because she made a choice knowing her responsibility was to also pay for her property taxes yearly. Everyone in my educational experience was like-minded. If they did not conform, they were uninvited and sent to the public school in their attendance zone. ![Five american flags on flagpoles wave in the wind against a clear blue sky with a few scattered white clouds](https://edcircuit.com/wp-content/uploads/2018/01/public-school-american-copy-500x347.jpg "Five american flags on flagpoles wave in the wind against a clear blue sky with a few scattered white clouds | edcircuit") In my entire 13 years of private education, I had experience with one student who would have qualified for special education services and that was in high school. He was with us for two years before he passed away his sophomore year. It was my fellow classmates and myself who would help him because he did not have an instructional assistant or nurse to help him. You see, private schools do not have to meet those needs. In the public school district worthy of your critique, we would service that student with either an instructional assistant or for some students a nurse. Many public school districts also currently serve students who require special education services but are in home school or private school. I digress though. A major difference and the biggest difference in my private school education was the lack of focus on standardized testing. I took the Iowa Test of Basic Skills, the high school entrance exam for Catholic Schools, and the SAT. At no time in my entire private educational experience was I burdened with having to pass numerous standardized tests or else I would not be deemed worthy. At no time in my journey did teachers have the burden of meeting an accountability test that does not even measure what students will experience in real life. Politicians created the accountability system that burdens students, parents, and teachers. Students and teachers should not be getting physically ill because of an accountability system that is incongruent with the needs of the students. Should we be held accountable? Absolutely. We have TSI, ASVAB, AP, ACT, PSAT, and SAT that provide us with the roadmap to prepare students to be career, college, or military ready. This public school system you seek to critique has continued to push forward even though accountability has continued to change and is an ever-continuous moving target. The weight of the accountability system, imposed by legislators and mandated by TEA is your responsibility. As a leader, I may not have been responsible for some things that happened prior to my arriving but I own them. I accept responsibility for everything that happens in my district. For you to absolve the current commissioner and yourself by this attacking letter displays a lack of leadership. The public needs to understand that there are many ways for a public school system to fail but only one way to succeed. At last count, potentially, high schools will have numerous accountability measures that would result in them as being rated as not successful. This system is not being created by those school districts you critique but rather by this constant movement to attack in an unChristian manner a system that should be supported as per the Texas Constitution. Article Seven Section 1 of the Texas Constitution sums it up fairly well, “A general diffusion of knowledge being essential to the preservation of the liberties and rights of the people, it shall be the duty of the Legislature of the State to establish and make suitable provision for the support and maintenance of an efficient system of public free schools.” It is my hope that the public seeks to understand the complexity of the education system that has been created by politicians. All of our public school students, parents, and teachers deserve our legislators to perform their duties as stated in the Texas Constitution. Professionally, Michael A. Cardona Superintendent of Schools **Author** ![A smiling bald man wearing black glasses a dark suit white shirt and a purple striped tie with a purple textured background](https://edcircuit.com/wp-content/uploads/2018/01/Michael-Cardona-Headshot-356x500.jpg "A smiling bald man wearing black glasses a dark suit white shirt and a purple striped tie with a purple textured background | edcircuit")Michael A. Cardona was named Superintendent of Schools for [San Marcos CISD](https://www.smcisd.net/) on May 2, 2016. Prior to this position, Michael served as the Chief School Officer in the Houston Independent School District, the state’s largest school system. Prior to joining [Houston ISD](https://www.houstonisd.org/), Michael was a secondary principal and assistant principal in the [North East Independent School District](https://www.neisd.net/) in San Antonio and an assistant principal, teacher, and administrative intern in San Antonio ISD. During this period, he earned numerous awards, including being a state semi-finalist in both 2011 and 2012 in the Secondary Principal’s Category for the [H.E.B. Excellence in Education Award](https://www.heb.com/static-page/excellence-in-education-awards). In 2014, he was awarded the Paul R. Hensarling Award for Distinguished Scholar from Texas A&M University. Michael earned a Bachelor of Arts degree from Texas A&M University – College Station in Political Science. He went on to earn a Master of Education from Texas A&M – Kingsville in Mid-Management and is currently working on his Doctor of Education at Texas A&M University-College Station. Follow Michael Cardona on Twitter. **Further Reading** 1. **Huffington Post –** [Texas Superintendent Wants Accountability Controlled by the Community](https://www.huffingtonpost.com/entry/texas-superintendent-wants-accountability-controlled_us_59de77d7e4b069e5b833b1f0) 2. **edCircuit –** [Overwhelming a Broken System](https://edcircuit.com/overwhelming-a-broken-system/) 3. **Community Impact –** [San Marcos CISD names superintendent finalist](https://twitter.com/communityimpact.com/austin/san-marcos-buda-kyle/education/2016/05/02/san-marcos-cisd-names-lone-superintendent-finalist/) - [ ![Ian Egan](https://edcircuit.com/wp-content/uploads/lovable-avatars/ian-egan-231.webp) ](https://edcircuit.com/author/ian-egan/) [Ian Egan](https://edcircuit.com/author/ian-egan/ "Ian Egan"): Author [ View all posts ](https://edcircuit.com/author/ian-egan/ "View all posts") [ ](mailto:ianegan@yahoo.com)[ ](https://edcircuit.com/) **Categories:** State, Federal **Tags:** Headline --- ### [Part II: Digital Citizenship Needs to be a Verb](https://edcircuit.com/digital-citizenship-needs-to-be-a-verb/) **Published:** September 29, 2015 **Author:** Marialice B.F.X. Curran **Excerpt:** I f you asked ten people to define digital citizenship, you would most likely receive ten different responses. Why? It’s complicated, and the terms “digital” and “citizenship” are broad. Furthermore, our digital lives are constantly evolving with upgrades and new ways to consume and produce electronic media.by: Marialice B.F.X. CurranIn the most simplistic terms, I like to view digital citizenship as the safe, ethical and savvy use of technology. **Content:** If you asked ten people to define digital citizenship, you would most likely receive ten different responses. Why? It’s complicated, and the terms “digital” and “citizenship” are broad. Furthermore, our digital lives are constantly evolving with upgrades and new ways to consume and produce electronic media. In the most simplistic terms, I like to view digital citizenship as the safe, ethical and savvy use of technology. As a pioneer in the field, Dr. Mike Ribble created the foundation for digital citizenship by establishing the widely used nine elements. Often referred to as the “Godfather of Digital Citizenship,” Ribble defines digital citizenship as “The norms of appropriate, responsible behavior with regards to technology use.” The nine elements include: digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital security. His seminal work has led the way for others to explore the safe, ethical and savvy use of technology.![A metal sculpture of a person with an symbol for a head riding a bicycle made of symbols located on a grassy area near a road on a sunny day](https://edcircuit.com/wp-content/uploads/2015/09/sculpture-300x225.jpg "A metal sculpture of a person with an symbol for a head riding a bicycle made of symbols located on a grassy area near a road on a sunny day | edcircuit") In recent years we have seen a flurry of articles proclaiming the virtues of digital citizenship. What we need now is a focus on action. Students need to think and act at a local, global and digital level simultaneously. Digital citizenship is everyone’s responsibility. Digital citizenship needs to be a verb. ## **Digital Citizenship is Everyone’s Responsibility** As much as we *assume* that American students are tech-savvy, studies examining the critical thinking behind the tech use seem to show otherwise. According to [a study on millennials](https://blogs.edweek.org/edweek/DigitalEducation/2015/06/us_millennials_know_technology.html?cmp=SOC-SHR-FB&utm_content=bufferfe70e&utm_medium=social&utm_source=linkedin.com&utm_campaign=buffer), students in the U.S. are not being prepared to use technology for problem solving. Out of 19 countries, the U.S. ranked [dead last](https://myemail.constantcontact.com/U-S--Students-Are-Dead-Last.html?soid=1107137306509&aid=AmEwZXYOueo). Linda Rosen, CEO of Change the Equation, shared her thoughts during a presentation announcing the organization’s finding, “Yes, they can use social media,” yet 58 percent of Millennials come up short trying to use digital tools and networks to solve problems. Using social media is not the same thing as being technologically-savvy. What is the solution? How can we engage our students in creating positive, practical solutions along with amplifying the overall message of improving tech usage? Simple: We can’t just read or write about digital citizenship, we need to *do* it. This critical conversation needs to begin early and happen often. It can’t just happen at an assembly. We need to embed digital citizenship into our curriculum and instruction every day. Our students’ futures are depending on us. How can you start? ### **Add student voice in project based learning projects**. Have students problem solve and create solutions around topics that interest them and address 21st Century issues like empathy, digital etiquette, tech balance and digital literacy. Carve out time for students to participate in Genius Hour and [Makerspaces](https://makered.org/wp-content/uploads/2014/09/Makerspace-Playbook-Feb-2013.pdf) projects. Amplifying student choice and voice in the classroom is the key to making learning meaningful. For example, elementary students can teach other students how to leave quality blog comments and high school students can create a 21st Century student manifesto to inspire other students. ### **Provide teachers opportunities to connect, network and collaborate beyond their classroom walls**. Send your teachers to an Edcamp and then ask them to bring the experience back to the district. Lift block and bans in your school and urge teachers to join other connected educators during a Twitter chat. During the month of October encourage teachers to participate in Connected Educator Month. The possibilities are endless. Social media as a learning tool has the potential to revolutionize how students communicate, connect, network, problem-solve, collaborate and learn. It’s time for action. ## **The Digital Citizenship Summit** What happens in digital citizenship tomorrow is decided today. Digital citizenship has been an add-on to the curriculum, as well as professional development and this is the reason why I wanted to organize a conference that put digital citizenship first. The Digital Citizenship Summit on October 3 at the University of Saint Joseph in West Hartford, Connecticut, is for everyone. It is an opportunity to gather forward thinking educators, students, parents and the tech industry to focus on solutions and push new ideas forward as we define the future of digital citizenship. We hope you will lend your digital voice to the conversation. We need all stakeholders to be part of this digital change. For more information on our speakers and registration, visit our website: https://digcitsummit.com/. *The opinions expressed here are solely those of Marialice B.F.X. Curran.* [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Marialice B.F.X. Curran](https://edcircuit.com/wp-content/uploads/lovable-avatars/marialice-b-f-x-curran-395.webp) ](https://edcircuit.com/author/marialice-b-f-x-curran/) [Marialice B.F.X. Curran](https://edcircuit.com/author/marialice-b-f-x-curran/ "Marialice B.F.X. Curran"): Author Internationally recognized as a digital citizenship expert, Dr. Marialice B.F.X. Curran is an author, consultant, and speaker who is the global connector behind the [Digital Citizenship Institute](https://www.digcitinstitute.com/). Committed to Human-Centered Design, Dr. Curran leads by hand, heart, and mind as she models how to make a positive impact in local, global, and digital communities. She has served as an associate professor, and middle school teacher and principal. As a connected educator, her work with school communities around the world has created positive and powerful shifts in how we engage and learn online. [ View all posts ](https://edcircuit.com/author/marialice-b-f-x-curran/ "View all posts") [ ](mailto:marialice@digcitinstitute.com) **Categories:** Educators, edLeaders --- ### [Four Financial Tips Every High School Senior Should Know](https://edcircuit.com/four-financial-tips-every-high-school-senior-and-college-freshman-should-know/) **Published:** August 17, 2015 **Author:** EdCircuit Staff **Excerpt:** Discover four essential financial tips for high school seniors to plan for college, avoid debt, maximize scholarships, and make smart education choices. **Content:** Financial planning is important for students seeking post-secondary education. Poor financial planning is one of the major reasons why[ students drop out of college](https://www.theatlantic.com/business/archive/2012/03/why-do-so-many-americans-drop-out-of-college/255226/). College is an investment. Studies point out that acquiring a degree increases lifetime happiness and earnings. However, the goal is to keep costs low. The following are four tips that students should consider to avoid hefty debts. ## **Fill out the FASFA** The first step all students need to take during their senior year is to apply for FASFA. Completing the FASFA application is required for most scholarship applications. It also allows the applicant eligibility for federal student loans and Pell Grants. Federal student loans must be paid back after college graduation, or in the event that the student drops out of college. A Pell Grant does not have to repaid, and it is calculated based on financial need. Students should talk to their parents about ways they can contribute money towards their own education. Some parents have to pay their own student loans, credit card debt, and mortgages, so they may welcome their students’ contributions. Some parents cannot afford tuition, but they can help by providing groceries, offering a home if their child wishes to commute, or they could help their child find local and national scholarships. Parents and student should be attentive to the interest rates on the loans. If financial aid is not enough to cover the cost of education, students should make a call to the financial aid office of the school they plan to attend. Often the financial aid office can offer alternate payment plans and low-interest loans. ## **Focus on the college program, not the name of the college** While it may seem luxurious to attend a private school, it is important for students to consider costs when choosing a school to attend. State schools are typically cheaper than private schools. Rather than looking at the elite name of the school, students might want to focus on selecting a school for the ranking of the program it offers. For students who plan to enter careers that require master degrees, it is important to know that when applying for a graduate program, the admission process heavily focuses on an applicant’s GPA, and GRE, MCAT, LSAT or GMAT score. If those scores are poor, admission to professional schools could be denied, regardless of the fact that the applicant attended an elite school for his or her undergraduate degree. ## **Apply for scholarships** There are many scholarships for prospective college students. There are thousands of scholarships available for students based on various factors. There is a false perception among students that they do not need to apply for a scholarship, and that they will be offered one as long as they perform well in school. It is extremely rare to acquire a scholarship without applying for one. Every high school senior should apply to as many scholarships as possible. Student athletes should not rely on possibly getting sports scholarships; they should apply for academic scholarships as well. Local scholarships have fewer applicants than national ones. Scholarships with a lot of essays and requirements typically yield higher chances of winning since many students will not take the time to complete them. If a student has been accepted to the college he or she plans to attend, he or she should research the incoming freshmen scholarships that are offered by the college. Students should not believe the false perception that a student has to be a minority to win a scholarship. There are awards available for all types of students; they just have to be willing to research and apply for them. ## **Do not feel pressured to attend college** A student should not feel pressured to immediately enter college if he or she is unsure of a desired field of study. Getting a post-secondary education is important for future salary expectation, but students do not have to attend college immediately if they are unsure of a future career path. An alternative to consider is an associate degree from a two-year college or learning a trade. Most two-year colleges are cheaper than traditional four-year colleges, and they usually offer smaller class sizes and many of the degrees offer well-paying employment opportunities. A community college might provide the chance to “try out” college and see if the commitment of time and energy is one a student is willing to make. ***Opinions expressed here are solely those of Afoma Okoye.*** Afoma Okoye is a student at Georgia State University. She is pursuing a B.A in Journalism and Political Science. After owning her first book at the age of six, Okoye became a passionate pursuer of knowledge. She is a writer and a published and award-winning poet. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Community, Students --- ### [Sal Khan Reflects on his Academy and its Impact on Education](https://edcircuit.com/sal-khan-reflects/) **Published:** June 2, 2015 **Author:** EdCircuit Staff **Excerpt:** Sal Khan discusses Khan Academy’s impact, growth mindset, and how personalized, mastery-based learning is transforming education and SAT prep access. **Content:** In a June 2015 conversation, Sal Khan, founder of [Khan Academy](https://www.khanacademy.org), took time to explore the educational challenges facing schools and learners, as well as the strategies worth considering to address them. Khan also shared what it is like to be “Sal Khan,” encouraging educators and students alike to dream big and believe in their potential. The discussion reflects Khan Academy’s broader mission to expand access to high-quality learning and foster a strong learning mindset for all students. **edCircuit:** Let’s explore the “growth mindset” you spoke of in an [op-ed](https://www.khanacademy.org/about/blog/post/95208400815/the-learning-myth-why-ill-never-tell-my-son-hes), in the context of our greater education system. If we are to collectively grow into a new iteration of U.S. education, both K-12 and higher education, how can we embrace the struggle of change as a positive as opposed to the current and often negative narrative? **Sal Khan:** If we want our children to develop a growth mindset, we as adults must set an example, stepping out of our comfort zones to really re-imagine our education system. This won’t be easy – changing any system is hard work – but it’s an incredible opportunity. If we create personalized, mastery-based schools where more class time is devoted to human interaction – and if we’re candid about the mistakes we make and the lessons we learn along the way – we can transform student attitudes toward learning. **edC:** What lessons have we learned about the methods students like to consume educational material and have we fully realized the potential of video’s role in learning? **SK:** One important lesson we’ve learned is that students want to learn in an active way – and in fact, students learn best by doing, not by sitting passively. Videos can give students on-demand access to the information they need, but videos alone aren’t the full answer. That’s why Khan Academy has also invested in creating a personalized dashboard with interactive practice problems for students. And the ideal way for students to use our resources is with the support of a teacher or other mentor in a learning community. In a classroom like this, video and other online learning tools can free up class time for higher-order activities. Teachers can spend less time lecturing, grading, and carrying out administrative tasks and more time facilitating discussions and projects and working with students one-on-one. **edC:** Have we reached a crossroads in what a teacher is, their value proposition and role in education? I say this as we have wavered between methods of delivery, “ideal” personalities and styles. Many believe teachers are actually facilitators and not technically teachers. Where do you stand on this issue given Khan Academy’s ability to take micro-lessons and unveil them to the world one lesson at a time without the need to have a conventional classroom? **SK:** I think tools like Khan Academy can empower teachers to connect with their students on a deeper level. Teachers can spend less time on routine tasks like lecturing and grading and more time mentoring students and building relationships with them. I saw this firsthand when I tutored my cousins in math. They didn’t need me to explain everything to them – they needed me to inspire and motivate them, and provide targeted help when they struggled with specific concepts. What mattered most was the fact that I took a direct interest in my cousins’ individual needs. My hope is that technology will allow teachers to focus even more on this kind of mentorship. **edC:** How do you think we should look at curriculum models? Should we take an approach that says students can ideally learn from discrete learning opportunities (ex. One online lesson) self-constructing the learning path or should we stay with conventional models that mirror dominos falling one-by-one and in a predefined order of operations? **SK:** I think it’s crucial for students to take control of their own learning. Different students learn different concepts at different paces, and they have different gaps in their foundational knowledge. That’s why personalized learning is so much more powerful than a one-size-fits-all approach. Students benefit from both the guidance of a teacher and the freedom to explore. Of course, we should help students navigate from more basic skills to more advanced ones, and gently walk them back to prerequisite material when they’re struggling. But the goal should be mastery – not covering content just for the sake of checking off all the boxes. **edC:** How do you conceptualize the life cycle of Khan Academy? Will we look back and say you created a needed flashpoint that ignited sustained change in educational delivery and experience? **SK:** I think we’re at an inflection point in human history. For a long time, we’ve recognized that personalized learning is the ideal, but it’s also been expensive and out of reach for most people. Now, for the first time, we have the opportunity to make personalized learning accessible to everyone, thanks to advances in technology. Khan Academy can’t do this alone, but I think we’ve helped to catalyze the conversation, and I think we can be part of the solution. Our hope is to work with other like-minded individuals and organizations around the world to affect lasting and meaningful change. **edC:** I am not sure any of us could have comprehended the impact and celebrity Khan Academy has become. How is your life different now that you are looked to for generational change and direction? **SK:** In most ways, my life is very similar to when I first started Khan Academy. I still spend a lot of time creating content and helping push our software forward, and I still enjoy these things tremendously. The biggest change is that instead of doing all this by myself, I get to work with an incredible team. Khan Academy has been extremely lucky to attract some of the world’s leading thinkers in education, who are passionate about our mission. We’re proud of what we’ve accomplished so far, but we’re even more excited about what’s yet to come. **edC:** What can the rest of us learn from your success as both an innovator and visionary that might help us all think and dream big? **SK:** Everyone has a unique context, but I think there are some general principles that can help anyone who wants to innovate. For me, the first step was identifying a problem and understanding it in a personal way, so I’d recommend starting there. Then find a place where you can have a direct impact, and as you start to see that impact, think deeply about how you can scale it. In my case, I started the work that led to Khan Academy to help me tutor my cousins. Once I found tools that seemed to work, I began to think about how I could refine them to reach more and more students. Finally, it’s helpful to think on a multi-generational timeline, which can encourage more ambitious goals – like a free, world-class education for anyone, anywhere. These are the kind of goals that keep you going and get others excited about your work. They make take a lifetime to achieve – but they’re worth devoting your life to. ### **Conclusion** Khan Academy’s work continues to center on opportunity, equity, and belief in every learner’s potential. Through initiatives like the [*You Can Learn Anything*](https://www.youtube.com/watch?v=zh0nqRd2XBE) movement and its partnership with the College Board to provide free SAT preparation, the organization is helping level the playing field and expand access to higher education. We appreciate Sal Khan for taking the time to share his insights and perspective, and we wish him and the Khan Academy team continued success in inspiring learners to dream big and pursue what’s possible. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation --- ### [Soft Skills Are Anything But Soft](https://edcircuit.com/soft-skills-anything-but-soft-education/) **Published:** July 27, 2017 **Author:** Dr. Berger **Excerpt:** PBL planning with soft skill application provides students with skills for life **Content:** *Four Ways to Provide Support for 21st Century Problem Solving Skills* ![Boat wheel](https://edcircuit.com/wp-content/uploads/2017/07/steering-education-wheel-500x375.jpg "Steering education wheel | edcircuit")By Dawn Johnson Mitchell Ms. Thomas, having recently participated in a project-based learning cohort created by Furman University’s Riley Institute in partnership with her local school district, left the professional development energized by the promise of student-driven, inquiry-based learning. She held in her hands a fully developed, integrated unit plan she created including essential components of student choice, sustained inquiry, authentic products, and a real world audience. She felt ready to inspire and engage her fourth-grade students in researching and designing solutions to shoreline erosion on South Carolina’s coast and Barrier Islands. Effective Plan…Excited Teacher…Engaging STEM Challenge… project-based learning (PBL) Process…everything points to success, right? Well, Ms. Thomas, like the rest of the teachers in our cohort, believed strongly in the progressive-based teaching structures that put students in the driver’s seat. However, when our students took the wheel, they struggled, not with the standards-driven content or the student choice and voice, but with the soft skills needed to collaborate and communicate and to apply critical thinking skills inherent in PBL. At our next PBL support group (a.k.a. graduate class meeting) when teachers shared where everyone was with their implementation, Ms. Thomas spoke for the group when she said, “You know I thought the hard part was the planning of our PBL unit. Nope. The struggle is real when you begin to implement it with students.” Does this sound familiar? We realized in our discussions related to time management, agency, communicating, and especially collaboration that these soft skills were anything but soft. Each one of us represented in our PBL cohort all agreed whole-heartedly that we wanted the 4 C’s―Communication, Collaboration, Creativity, and Critical Thinking―to be part of the processes and products of our instruction because we know these soft skills are essential to student-driven instruction. We are not alone in valuing these life skills that are hard to measure but necessary for success. Research conducted *all the way back in 1918* by Harvard University, the Carnegie Foundation and Stanford Research Center [concluded](https://www.nationalsoftskills.org/the-soft-skills-disconnect/) that 85 percent of job success comes from having well-developed soft skills and people skills while a mere 15 percent of job success was attributed to technical skills and knowledge. So why are these skills still often underappreciated? Our specific struggle was not in recognizing the value of soft skills, but in learning how to support their growth in our students. After analyzing teacher self-assessments related to their implementation of project based learning as well as their written reflections, it was clear the majority of our cohort wanted and needed support with soft skills within our units of study. We focused our inquiry and efforts on strategic support of soft skills within our PBL/STEM units of study. Through our work, we identified four understandings that guide our instruction of soft skills. ### **1.) Don’t Assume Soft Skills… Assess Where Students Are** ![A group of people sit in a circle on grass with their bare feet and hands extended towards the center forming a sun like pattern Each person wears various bracelets or anklets](https://edcircuit.com/wp-content/uploads/2017/07/collaboration-kids-e1501198924295-500x434.jpg "A group of people sit in a circle on grass with their bare feet and hands extended towards the center forming a sunlike pattern Each person wears various bracelets or anklets | edcircuit")In the space between planning our PBL units of study and implementing them, we realized that we made a critical error. We assumed students possessed the soft skills we embedded in the processes and the products of our problem and project-based units of study. In our excitement to design compelling entry events and challenging driving questions, we assumed students were ready to utilize soft skills as tools for learning in the same way they could a tech device when given a QR code to a webmix. While we began our units with pre-assessments of students’ content skills and provided structured choices to help guide their academic inquiry we did not assess where our students were with soft skills. While we believed in the progressive tenets of PBL and had whole-heartedly answered **yes** when asked, “Can our students do this?” we realized that we hadn’t asked the critical question: “Are our students ready for this?” In researching support for soft skills, we learned from the book [*Setting the Standard for Project-Based Learning*](https://amzn.to/3iMS737) and realized that we needed to begin our unit with this critical question. Taking time to assess students and/or having students self-assess can be helpful to determine if students are ready for the types and levels of soft skill applications you have designed for them within your units of study. We found the collaboration, critical friends, and teamwork rubrics provided by the Buck Institute for Education (BIE) and the [agency rubrics provided by New Tech Network](https://newtechnetwork.org/resources/new-tech-network-agency-rubrics/) to be very helpful resources for not only assessing soft skills, but also for teaching them. These rubrics provide concise, objective terminology that helped us to define clearly the soft skills we want to foster while also providing a continuum that allowed for growth. ### **2.) Don’t Assign Collaboration… Apply With Intentional Instruction** ![Goal letters sky](https://edcircuit.com/wp-content/uploads/2017/07/goals-letters-falling-showing-objectives-hope-and-future_f1R5ubw_-500x500.jpg "Setting goals students | edcircuit")After we had assessed where students were with soft skills, we realized that in the same ways students had diverse experiences and strengths with the content, they also had different levels of capacity with project-based learning and/or other methods of student-driven, inquiry-based instruction. We realized that while we had done a commendable job of assigning collaboration in our PBL units, we had not accounted for the direct instruction and the subsequent and ongoing support for these soft skills. Another book we learned from is Steven Zemelman’s [*From Inquiry to Action*](https://www.heinemann.com/products/e06257.aspx). We learned the importance of identifying the “Need to Knows” in our academic work, investing time and thought into considering what literacy skills students would need support in for their research and even what tech support they may need to create their final products. We had not taken the time to identify what soft skills students would need to know in order to be successful. We realized that in order to teach students to work together effectively we needed to identify the skills that are part of effective, collaborative work. As we named these soft skills, we began to consider specific ways we could teach them explicitly and consistently. Ms. Thomas identified the following collaborative skills students needed support with to be successful in her unit: active listening during the sharing of ideas, respect for others’ viewpoints, the art of compromise, and making decisions through a consensus process. She decided she wanted to teach these skills through a workshop structure where she provided modeling and a demonstration in a mini-lesson, followed by students having time to practice in a short collaborative activity before applying in the context of their PBL unit. A little later in the unit, Ms. Thomas knew she wanted students to provide each other with the opportunity to engage in critique and revision of their group work. Instead of assigning the Critical Friends protocol she wanted students to use, she spent time teaching students how to give and receive feedback, which ensured students understood the procedures and saw the value in the process from the demonstration before they implemented it with efficacy. ### **3.) Don’t Impose Accountability– Foster Agreements** ![Target accept](https://edcircuit.com/wp-content/uploads/2017/07/accept-target_f1sdqHD_-500x500.jpg "Accountability accept target | edcircuit")In our own inquiry into effective soft skill support, specifically with agency and collaboration, we discovered two student driven strategies that promote both independent task and time management as well as effective collaboration: group contracts and co-constructed rubrics. In traditional models of instruction, the teacher typically defines the expectations for the product outcomes and/or processes, creates clear criteria and assigns scores based completion at the level on the continuum. With project-based learning, instead of imposing this accountability on to students and expecting them to comply immediately, we wanted to provide students with the opportunity to apply what they were learning about collaboration through the creation of their own group contracts. We learned that engaging in honest conversations with students about challenges that occur when working with a team, then providing support for how students can overcome them, helps inform what they include on group contracts and ensures students have ownership over them. (These ideas came from [*Setting the Standard for Project-Based Learning*](https://amzn.to/3iMS737) by Larmer, Mergendoller, and Boss) Paul Curtis, Director of District Development at New Tech Network explains the benefits of student created group contracts in a blog post called Easing the Pain of Student Collaboration: “Whether you provide a template or let the students create one from scratch, the contract should reflect the best thinking of the team. It is important that the task of creating a team contract not feel like an arbitrary or perfunctory task. Rather, students should know that they are in charge of defining how their group will work together and they can agree to add whatever they feel is necessary to achieve success.” Inspired by Paul’s suggestions in his blog post and by the examples and [implementation video](https://newtechnetwork.org/resources/group-contracts-collaborative-work/) from New Tech’s website, we were able to teach students how to develop a plan to complete their project components, equitably dividing their tasks and agreeing upon some group norms. We then applied this same process of co-constructing agreements to our culminating project assessments. Having our expected standards-aligned course outcomes in mind from our unit planning, teachers created detailed project rubrics. Instead of giving those to students, expecting them to understand what they hadn’t yet experienced or learned at the beginning of the unit, we worked to build understanding and foster ownership through co-constructing the project rubric with students. This allowed us to agree upon set expectations of what students’ final projects *must* have, but also allow for student innovation and creativity by engaging in a conversation about what the project *could* have. In the classes where teachers in our cohort implemented the co-constructed rubric, there was less confusion about the project expectations and increased understanding about where opportunities for student choice existed. ### **4.) Don’t Be Afraid of Approximations– Acknowledge Growth Takes Time** ![Clock](https://edcircuit.com/wp-content/uploads/2017/07/time-PBL-learning-500x333.jpg "Time pbl learning | edcircuit")In restructuring her project based learning unit to provide time and thought to teaching soft skills that she wanted students to apply, Ms. Thomas reflected at the end of the unit on students’ growth and shared that while they had made gains in both cooperative learning and agency, they weren’t “there yet.” The biggest lesson we learned from our implementation of project based learning; specifically with soft skills is student independence and efficacy takes time. We acknowledge this with our more process driven STEM skills such as engineering and design and our product skills such as informational writing and the creation of multi-media presentations. When we applied this same gradual release of responsibility model to the teaching of soft skills, we allowed students to start where they were, accepting their approximations of the soft skills inherent in the unit knowing they would grow. This approach aligns with what we know about the development of executive functioning. As Suzie Boss and Jane Krauss write in [*Thinking Through Project-Based Learning*](https://web.archive.org/web/20230128233218/https://us.corwin.com/en-us/nam/thinking-through-project-based-learning/book237204), “Being able to set goals, manage time, check our impulses, and monitor our own actions are traits we often associate with high-functioning adults. But we don’t develop them automatically.” We learned to support the development of soft skills through intentional practice with “mini PBL” projects such as a one-day STEM challenge or a one-week problem based learning opportunity that allowed for low stakes team-building activities to practice effective collaboration. ![Flowers growing](https://edcircuit.com/wp-content/uploads/2017/07/growth_learning-500x333.jpg "Growthlearning | edcircuit")When struggles arose, we learned to be transparent in our responses, letting them know it is acceptable and even expected to struggle with some components when working on a project. We learned to model and to support the seeking of new solutions, the revision process of trying a new approach, and the reflective process of considering what we learned from the struggles. During our cohort, our teachers realized that while PBL planning was an important part of our professional development, the most valuable part came from the support teachers received during the implementation. While the “struggle was real” with putting the PBL plan into practice with soft skill application, we realized that they were only “hard” because we did not teach them or support their growth as part of our unit. Project-based learning provides students with opportunities to practice and develop these relevant skills that will serve them throughout their lives. **Author** Dawn Johnson Mitchell (dmitchell1590@furman.edu) is an adjunct instructor at Furman University and serves in instructional services in Spartanburg District 6. She is a member of the 2015 Class of ASCD Emerging Leaders. Connect with Dawn on Twitter [@dawnjmitchell](https://twitter.com/dawnjmitchell). **Further Reading** 1. **TeachThought Podcast –** Sustainability and Project-Based Learning 2. **edCircuit –** [Can Project Based Learning Move the Needle?](https://edcircuit.com/can-project-based-learning-move-the-education-needle/) 3. **Edutopia –** [PBL and STEAM Education: A Natural Fit](https://www.edutopia.org/blog/pbl-and-steam-natural-fit-andrew-miller) - [ ![Dr. Berger](https://edcircuit.com/wp-content/uploads/lovable-avatars/dr-berger-197.webp) ](https://edcircuit.com/author/dr-rod-berger/) [Dr. Berger](https://edcircuit.com/author/dr-rod-berger/ "Dr. Berger"): Author Dr. Berger is one of many contributors to edCircuit. As an academic, Dr. Berger is a former assistant principal, and he is currently a managing partner at Reignlight and hosts a unique podcast, Headroom. He is a passionate Detroit sports fan who has also adopted Nashville sports teams as his own. [ View all posts ](https://edcircuit.com/author/dr-rod-berger/ "View all posts") [ ](mailto:rod@mrmg.com) **Categories:** Educators, K-12 Teachers, Project-based learning, Creativity, STEAM in Education **Tags:** Headline, EcoRise --- ### [Highlighting Learner Strengths](https://edcircuit.com/highlighting-learner-strengths/) **Published:** July 18, 2017 **Author:** Ian Egan **Excerpt:** RTI assists students in developing to become better readers, writers, and mathematicians. **Content:** *Responsive Interventions Honor Successful Outcomes* by Toby J. Karten “Good things come to those who wait,” but educators can never have a “wait-and-see attitude” that passively watches students struggle. The field of education requires a diversity of professional ingredients. This includes knowledge, collaboration, organization, compassion, reflection, and individualization. As a wedding cake has tiers, a process known as response to intervention (RTI) provides learners with needs-based multi tiered instruction. All students receive the essential universally designed core knowledge in Tier 1, and as needed, supplemental instruction in Tier 2, and more intensive instruction in Tier 3. Students are screened to determine their proficiency levels and then assessed at set intervals to continually capitalize on learner strengths. ![Tree of knowledge The concept of the learning sciences The abstraction of the icons on the subject of teaching](https://edcircuit.com/wp-content/uploads/2017/07/Science-Tree-482x500.jpg "Colorful tree graphic with branches leading to circular icons representing various subjects like music science math reading sports technology and art symbolizing diverse fields of learning and education on a black background | edcircuit") RTI is an evolutionary process that assists students as they develop their behaviors and skills to become better readers, writers, and mathematicians. Its framework is designed to delete the frustrations for students who try to keep pace without the appropriate intervention. High expectations exist for all learners, within instructional tiers that acknowledge learner individuality. Progress occurs in increments in emotional, social, behavioral, and academic arenas. Cooperative play is preceded by parallel play. Sounds are associated with letters that become words, which form sentences that comprise paragraphs, essays, and novels. Before learners solve complex mathematical equations, they first count simple quantities and strengthen computational skills. RTI’s instructional tiers take into account that prior knowledge; skill sets, interest, motivation, and rates of learning vary. ![Young caucasian girl doing her homework while sitting at table](https://edcircuit.com/wp-content/uploads/2017/07/math-homework-500x334.jpg "Girl doing math exercise | edcircuit") Revisiting the wedding cake analogy, note that RTI is married to differentiation. Differentiation of instruction values the fact that learners require varying representations, engagements, actions, and expressions. Some students’ brains are not wired to read with automaticity, unless they receive multisensory instruction to associate phonemes with their sounds. Perhaps a student would prefer to create a skit or collage that demonstrates his or her knowledge of imperialism or the forces of motion, rather than write a three-paragraph essay. That skit and collage could very well include the same writing and research skills of the essay, but the engagement invites heightened motivation and interest to increase time on task and level of performance. If a student listens to a math rap, such as one from [Flocabulary](https://www.flocabulary.com) on the order of operations, he or she appreciates the auditory accompaniment to better grasp the concept. A learner with attention issues often does not respond well to long lectures that require him or her to “*sit and git*,” but he or she may prefer to be part of intervention that includes a scavenger hunt. In this case, a worksheet’s requirements leap off the page. Hands on activities then translate to minds on learning! ![A large group of people gathered and arranged to form the shape of a rising arrow pointing upward on a white background symbolizing growth or progress Shadows of the people are visible on the ground](https://edcircuit.com/wp-content/uploads/2017/07/arrow-500x375.jpg "A large group of people gathered and arranged to form the shape of a rising arrow pointing upward on a white background symbolizing growth or progress Shadows of the people are visible on the ground | edcircuit")RTI’s interventions need to be accompanied with cognitive learner strategies. As example, effective learners know that if they receive learning accommodations, that is not an excuse to stop listening and learning, since they are active participants in the RTI process, regardless of the tiered level of intervention that they receive. Students, who exhibit increased cognitive buy-ins, are continually on a road that hones their skills. Effective learners know how to ask for help and how to interact and collaborate with peers and adults. Students then develop skills to shift gears as educators assist learners to navigate the curriculum. ![A colorful word cloud featuring large words like experience attitude ability communication work strong technical and team surrounded by smaller related terms about skills and qualities for jobs](https://edcircuit.com/wp-content/uploads/2017/07/Teacher-Wordcloud-500x222.jpg "A colorful word cloud featuring large words like experience attitude ability communication work strong technical and team surrounded by smaller related terms about skills and qualities for jobs | edcircuit")Time well-allocated and accompanied by a set schedule of responsive intervention is a learner’s friend. The gains achieved are never identical ones for all learners. The tortoise and hare are seated in the same classroom, but a lion of a teacher in a group or pride of interventionists facilitates ongoing growth to nurture each learner’s skills and strengths. School staff collaborates with students and families to determine and deliver the effective instructional approaches. Bottom line is that responsive interventions offered within the RTI framework, honor successful classroom and life outcomes. **Author** Toby Karten, a staff developer, instructional coach, educational consultant, author, adjunct professor, and inclusion specialist has taught populations of learners ranging from preschool to graduate level. Ms. Karten’s first publication, [Inclusion Strategies That Work! Research-Based Methods for the Classroom](https://web.archive.org/web/20230202105013/https://us.corwin.com/en-us/nam/inclusion-strategies-that-work/book243792) is an international best seller, now in its third edition. Other publications include, [Inclusion & CCSS Supports for Students & Staff](https://www.learningsciences.com/), [Navigating the Core Curriculum](https://www.solutiontree.com/products/navigating-core-curriculum.html), [Building on the Strengths of Students With Special Needs](https://amzn.to/3iN1Iaa), and[ Developing Effective Learners: RTI Strategies for Student Success](https://www.solutiontree.com/products/developing-effective-learners.html). Toby is also a contributor to [MyEd Expert](https://myedexpert.com). More information on how to advocate for students’ strengths is available online at [Toby’s website](https://www.inclusionworkshops.com). **Further Reading** 1. **edCircuit –** [Special Ed: Redefining Inclusion Education](https://edcircuit.com/special-ed-redefining-inclusion-education/) 2. **THE Journal –** [3 Keys to a One-Year Literacy Turnaround](https://thejournal.com/articles/2017/07/12/3-keys-to-a-one-year-literacy-turnaround.aspx) 3. **Education Week –** [Student Trauma Is Real. But Connection Can Heal.](https://blogs.edweek.org/teachers/teacher_leader_voices/2017/07/trauma_is_real_but_connection_.html) - [ ![Ian Egan](https://edcircuit.com/wp-content/uploads/lovable-avatars/ian-egan-231.webp) ](https://edcircuit.com/author/ian-egan/) [Ian Egan](https://edcircuit.com/author/ian-egan/ "Ian Egan"): Author [ View all posts ](https://edcircuit.com/author/ian-egan/ "View all posts") [ ](mailto:ianegan@yahoo.com)[ ](https://edcircuit.com/) **Categories:** Educators, K-12 Teachers, Diversity, Equity, Inclusion **Tags:** Headline --- ### [Embracing the Journey: A Treat for Portuguese Language Students](https://edcircuit.com/embracing-the-journey-a-treat-for-portuguese-language-students/) **Published:** February 26, 2023 **Author:** EdCircuit Staff **Excerpt:** Language is not just a means of communication; it is a gateway to understanding the essence of a culture. **Content:** As high school students embark on their language learning journey, they are often introduced to familiar Romance languages such as Spanish, French, and Italian. However, for those fortunate enough to study Portuguese, a special treat awaits. Portuguese opens doors to unique cultural connections and opportunities that go beyond the traditional Euro-centric perspectives. Lack of cultural diversity in most Portuguese courses offered today limits students from exposure to cultural contributions that Lusophone (Portuguese-speaking) countries have made throughout history. VHS Learning offers students a language and culture immersion into the Lusophone world. At VHS Learning, we’ve developed a Portuguese 1 course that is not Euro-centric in nature. This unique [high school](https://edcircuit.com/online-learning-design-in-k-20-schools/) course offers first year students diverse cultural perspectives. As a result, students explore and discover the vast tapestry of shared history and language — stretching across continents and bridging cultures. From Portugal’s maritime explorations to Brazil’s colonial legacy, and the influence of African and Asian traditions in Angola, Mozambique, and East Timor, students come to understand that the roots of these cultures intertwine in a beautifully complex way. At the same time, Portuguese-speaking regions have evolved uniquely, embracing their historical connections while cultivating their own distinct cultural identities. The fusion of indigenous, African, European, and Asian elements has given rise to vibrant traditions, music, dance, cuisine, and architecture, each reflective of their respective roots and stories. For students, witnessing how these influences morphed and evolved over time is nothing short of captivating. Language is not just a means of communication; it is a gateway to understanding the essence of a culture. It gives students access to the rhythms of kizomba and fado music, the artistry of azulejos (Portuguese tiles), and the flavors of feijoada and pastéis de nata. For students living in areas with significant Portuguese-speaking communities, the language becomes more than just a subject in the classroom; it becomes a gateway to engaging with the local culture and community. It offers students possible career paths that will encourage them to return to their communities in their adult lives and become meaningful contributors. The goal for our first year Portuguese course is to offer students a window into the Lusophone world—a treat filled with discoveries that lead to the appreciation of cultural diversity. Students are introduced to vocabulary and grammar through thematic units; they are taught context-embedded vocabulary and grammar introduced and supported by themes throughout the year. As they learn to communicate in Portuguese, they gain an appreciation for the depth of human expression and the profound ways in which language shapes cultures. ***About the Author:*** Simone Aguilera serves as the Coordinator for World Languages Curriculum at [VHS Learning](https://www.vhslearning.org). A nonprofit organization, VHS Learning has 27 years of experience providing world-class online programs to students and schools everywhere. More than 600 schools around the world take advantage of VHS Learning’s 300+ online high school courses — including 29 AP® courses, credit recovery, and enrichment courses — to expand their programs of study. VHS Learning is accredited by Middle States Association Commission on Elementary and Secondary Schools (MSA-CESS), and Accrediting Commission for Schools and Western Association of Schools and Colleges (ACS WASC). Courses are approved for initial eligibility by NCAA. For more information about VHS Learning, please visit and follow on Twitter at @VHSLearning. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) - [ ![Charlotte Andrist](https://edcircuit.com/wp-content/uploads/lovable-avatars/charlotte-andrist-465.webp) ](https://edcircuit.com/author/charlottenickelcommpr-com/) [Charlotte Andrist](https://edcircuit.com/author/charlottenickelcommpr-com/ "Charlotte Andrist"): Author Charlotte Andrist is CEO Nickel Communications. Nickel Communications focuses exclusively on the education technology industry and builds marketing communications strategies through proven PR and social media techniques with a constantly evolving personalized approach based on each organization’s goals. Nickel Communications drives greater awareness among key stakeholders to meet every organization’s unique goals. [ View all posts ](https://edcircuit.com/author/charlottenickelcommpr-com/ "View all posts") [ ](mailto:charlotte@nickelcommpr.com)[ ](https://nickelcommpr.com) **Categories:** Around the Web, Ed Today, Editorial, Parents, Students --- ### [Scribbles Software Community Survey about Educational Records Access Reveals Disparities Based on Age, Income and Type of Community](https://edcircuit.com/scribbles-software-community-survey-about-educational-records-access-reveals-disparities-based-on-age-income-and-type-of-community/) **Published:** March 20, 2023 **Author:** onthewire **Excerpt:** Scribbles Software releases findings of a national survey about families’ expectations for communicating with and accessing information from their schools **Content:** ***Survey findings provide insight into families’ expectations for communicating with and accessing information from their schools.*** **Pineville, NC – March 20, 2023** – Scribbles Software, a leading provider of K-12 records and enrollment software, today released findings of a national parent survey exploring families’ needs and expectations when communicating with – and accessing information from – their schools and school districts. The survey was conducted in partnership with the Center for Generational Kinetics. It focused on communication and accessibility for families related to exchanging information with schools/districts, making payments with schools/districts, and more. The goal was to explore families’ behaviors and trends and identify their expectations and what challenges exist. The report also provides recommendations for school districts’ actions to meet these expectations. “This survey data helps us better understand what families expect from their schools from an access and communications standpoint,” said Missi Rossi, director of marketing for Scribbles Software. “Interestingly, we found significant differences and disparities across regions, income levels, and even types of communities (urban vs. suburban vs. rural). This data allows us to provide targeted, region-specific insight and recommendations to help school districts better meet the needs of their communities.” The report, “Mismatched expectations: How students, families, and alumni expect to interact with education systems,” can be downloaded at [https://go.scribsoft.com/communications-with-education-systems-study-guide](https://web.archive.org/web/20250219004359/https://go.scribsoft.com/communications-with-education-systems-study-guide). The report includes findings such as: - Families with lower incomes rely more on mobile technology and have less access to tools that support paper-based systems (printers, scanners, etc.) - Having paper-based processes can have a negative impact on families’ perceptions of education institutions - Community expectations for records access differ based on the type of community and region. To view an on-demand webinar about the findings, visit: . **About Scribbles Software** Scribbles Software partners with K-12 educational communities to enhance, streamline, and simplify their student records processes to strengthen the family engagement experience. The company has helped over 10,000 K-12 schools and districts with its online student records management, enrollment systems, choice programs, lottery management, and reporting. Scribbles Software helps its district partners provide equitable, open access to school district resources to students, families, and community organizations – beginning with PreK enrollment and continuing with digital transcript orders post-graduation. [www.scribsoft.com](https://www.scribsoft.com/). - [ ![onthewire](https://edcircuit.com/wp-content/uploads/lovable-avatars/onthewire-383.jpg) ](https://edcircuit.com/author/onthewire/) [onthewire](https://edcircuit.com/author/onthewire/ "onthewire"): Author [ View all posts ](https://edcircuit.com/author/onthewire/ "View all posts") [ ](mailto:onthewire@edcircuit.com) **Categories:** On the Wire --- ### [IXL Learning Acquires Teachers Pay Teachers, the World’s Largest Platform for Educator-Created Content](https://edcircuit.com/ixl-learning-acquires-teachers-pay-teachers-the-worlds-largest-platform-for-educator-created-content/) **Published:** March 2, 2023 **Author:** onthewire **Excerpt:** The acquisition of Teachers Pay Teachers expands IXL Learning’s ability to connect educators with relevant and engaging PK-12 learning materials. **Content:** **SAN MATEO, California and NEW YORK, New York — March 2, 2023 —** [IXL Learning](https://www.ixl.com/company), developer of personalized learning products used by millions of people globally, announced that it has acquired [TPT](https://www.teacherspayteachers.com/) (otherwise known as Teachers Pay Teachers), which offers the world’s largest catalog of educator-created content and tools for digital instruction. More than 7 million educators, including 85 percent of PK-12 teachers in the U.S., use the platform to find teacher-created resources that help them support students and benefit from the expertise of fellow educators. Teachers Pay Teachers is the newest member of the IXL Learning family of world-renowned brands, which include [Rosetta Stone](https://www.rosettastone.com/), [IXL](https://www.ixl.com/ela), [Vocabulary.com](https://vocabulary.com/), [SpanishDictionary.com](https://www.spanishdict.com/), [inglés.com](https://ingles.com/), [ABCya](https://www.abcya.com/), [Education.com](https://education.com/), [Wyzant](https://www.wyzant.com/), and [Emmersion](https://emmersion.ai/). ![](https://lh3.googleusercontent.com/PC7S22dduJONVgZkM6MKm8pDHNVlX-sT7SD0wbfGiB4ZKpMswQ7F8pWdLXIq5J4llAfwDm9jUxLlqekfgQxv6dUyjfWdSIDzO9jZ676RuIVIiKCk_h8IOkIxylFVn9zq_7rJSqJ_ppgthdqaXGdT5J0) **Tapping into the collective wisdom of educators** In 2006, a New York City public school teacher, Paul Edelman, realized that his students learned best when he incorporated teaching ideas from his colleagues. He soon founded Teachers Pay Teachers so educators could easily exchange learning resources and wisdom to help each other significantly impact students. More than 7 million free and paid resources are available on Teachers to Pay Teachers today, covering nearly every PK-12 subject. To date, TPT’s resources have been downloaded by teachers more than 1 billion times. Each resource on TPT is created by an educator, also known as a Teacher-Author, thus allowing other educators to benefit from their peers’ collective knowledge directly and better meet learners’ needs. The Teachers Pay Teachers platform also allows educators to generate income and support each other by purchasing educational materials. The platform has experienced strong growth, with 2022 seeing a record number of teachers buying and a record number of Teacher-Authors earning money through the platform. Teachers Pay Teachers also offers subscriptions for schools and districts through [TPT School Access](https://web.archive.org/web/20230405214954/https://www.teacherspayteachers.com/TpTSchoolAccess/Teachers), which provides educators with content that complements the core curriculum, engages students and helps differentiate lessons. “We are so happy to welcome Teachers Pay Teachers into the IXL Learning family. TPT is an iconic educational brand, and it offers a unique opportunity for teachers to learn from each other and become entrepreneurs,” **said Paul Mishkin, CEO of IXL Learning**. “We look forward to redoubling TPT’s efforts toward building a special home for educators centered around expertise, trust, and a deep devotion to learners’ success.” “IXL Learning has built an incredible mission-driven business, and we are thrilled for TPT to join the IXL Learning family,” said **Joe Holland, CEO of TPT**. “I’m so proud of how Team TPT, partnering with Teacher-Authors worldwide, has enriched the lives of millions of educators. By joining TPT and IXL Learning, we will multiply what we can deliver for teachers in the coming years.” Evercore served as a financial advisor, and Latham & Watkins LLP was legal counsel to IXL Learning. Choate, Hall, and Stewart LLP served as legal counsel to Teachers Pay Teachers. **About Teachers Pay Teachers** Educators turn to Teachers Pay Teachers to find the world’s most extensive catalog of educator-created learning content and tools for interactive digital instruction. Districts and schools can also opt for a TPT School Access subscription, which includes Easel™ by TPT. More than 7 million educators—including 85% of PK-12 U.S. teachers—use TPT to save time, engage students and learn from each other. To learn more, visit [www.teacherspayteachers.com](https://www.teacherspayteachers.com/). **About IXL Learning** IXL Learning has revolutionized educational technology since its founding in 1998. Today, the company leads the world of education through innovation and provides various products and services that help learners develop math, literacy, language, and more skills. IXL Learning’s brands include IXL, Rosetta Stone, SpanishDictionary.com, [inglés.com](https://xn--ingls-esa.com/), Emmersion, Wyzant, Vocabulary.com, Teachers Pay Teachers, ABCya and Education.com. The company aims to create breakthrough solutions to education’s most pressing challenges and inspire students to become life-long learners. **Press Contact** Eric Bates **IXL Learning ** - [ ![onthewire](https://edcircuit.com/wp-content/uploads/lovable-avatars/onthewire-383.jpg) ](https://edcircuit.com/author/onthewire/) [onthewire](https://edcircuit.com/author/onthewire/ "onthewire"): Author [ View all posts ](https://edcircuit.com/author/onthewire/ "View all posts") [ ](mailto:onthewire@edcircuit.com) **Categories:** On the Wire --- ### [Prince George’s County Public Schools’ Students Achieve Significant Improvements in Middle Grades Math with Speak Agent](https://edcircuit.com/prince-georges-county-public-schools-students-achieve-significant-improvements-in-middle-grades-math-with-speak-agent/) **Published:** February 21, 2023 **Author:** onthewire **Excerpt:** A new impact study at Prince George’s County Public Schools (PGCPS) found that students in grades 6 to 8 who used Speak Agent Math+Language℠ outperformed their **Content:** *Groundbreaking study of 1,600 classrooms finds Speak Agent Math+Language has a significant, positive effect on both Math and English language proficiency test scores.* **ROCKVILLE, MD – Feb. 21, 2023** – A new impact study at Prince George’s County Public Schools (PGCPS) found that students in grades 6 to 8 who used [Speak Agent](https://www.speakagent.com/) Math+Language℠ outperformed their peers who did not use the program. Students who completed ten Speak Agent learning activities experienced a ten percent higher mean score than their peers on the PGCPS Math Benchmark assessments. In addition, multilingual learners experienced a 17-point (five percent) higher mean score on the WIDA ACCESS for ELLs test, in addition to a higher math score. This is the first large-scale study to find a positive, independent effect at a 99.9% confidence level for both Math and English language proficiency scores, as measured by third-party assessments, caused by a single education technology program. “We chose Speak Agent’s Math+Language program to develop middle-grade math literacy, communication, and reasoning skills,” said Dr. Michelle Dyson, PGCPS Mathematics Instructional Supervisor for Grades 6-8. “We could see students making progress, so we collaborated with our ESOL department to commission this study to quantify the impact. This research shows that our implementation – which closely integrates with our curriculum – helped students make strong gains on math and ELD assessments.” Speak Agent *Math+Language* improves math performance for all students by empowering them to learn math through language. Students use the program to master key math concepts, develop reasoning and modeling skills, and to express mathematical thinking and ideas. Speak Agent courses map to fit the school district’s curriculum so that teachers can seamlessly integrate the program into their teaching practice. It includes learning supports and scaffolds for all learners, including multilingual and historically marginalized learners. “Our cross-departmental goal was to improve outcomes for not only our multilingual learners but for all learners,” said Dr. Melissa Kanney, PGCPS ESOL Supervisor. “All of our students who used the Math+Language program were able to improve both their math outcomes and English language proficiency. What’s so exciting about this study is that it provides evidence that our implementation of Speak Agent is helping us meet our goals.” [Download the full research report >](https://web.archive.org/web/20250429232554/https://www.speakagent.com/subscribe-to-research) APA Citation: Huebert, E. (2022). *Effect of Speak Agent on Math and English Language Proficiency Scores at Middle Grades in Prince George’s County Public Schools*. [Leanlab Education](https://www.leanlabeducation.org/). **About Prince George’s County Public Schools** [Prince George’s County Public Schools](https://www.pgcps.org/) (PGCPS), the nation’s 20th largest school district, has 208 schools and centers, more than 136,500 students and nearly 20,000 employees. The school system serves a diverse student population from urban, suburban and rural communities located in the Washington, DC suburbs. PGCPS is nationally recognized for college and career-readiness programs that provide students with unique learning opportunities, including dual enrollment and language immersion. **About Speak Agent, Inc.** [Speak Agent](https://www.speakagent.com/) is a research-based English language development (ELD) platform that significantly impacts math and ELD outcomes for all K-12 students. Speak Agent’s Math+Language program improves math performance by empowering students to learn math through language. They use the program to master key math concepts, develop reasoning and modeling skills, and to express mathematical thinking and ideas. Speak Agent engages students with ready-to-use digital lessons that seamlessly integrate with your existing curriculum and provide actionable data to inform both individual and group instruction. \# # # - [ ![onthewire](https://edcircuit.com/wp-content/uploads/lovable-avatars/onthewire-383.jpg) ](https://edcircuit.com/author/onthewire/) [onthewire](https://edcircuit.com/author/onthewire/ "onthewire"): Author [ View all posts ](https://edcircuit.com/author/onthewire/ "View all posts") [ ](mailto:onthewire@edcircuit.com) **Categories:** On the Wire --- ### [How EdTech Can Promote SEL, Equity, and Engagement](https://edcircuit.com/how-edtech-can-promote-sel-equity-and-engagement/) **Published:** January 25, 2019 **Author:** EdCircuit Staff **Excerpt:** In this roundtable discussion, various conference presenters from FETC 2019 provide their views on the pressing questions surrounding edtech. **Content:** *The 2019* [*Future of Education Technology Conference (FETC)* ](https://web.archive.org/web/20190106150658/https://www.fetc.org/index.html)*will take place in Orlando, Florida, from January 27-30. In this Presenter Q&A Roundtable, a number of conference presenters share their perspectives on some of the compelling education questions of today. Read below to see what they shared, and to find out what sessions each will present at FETC.* ## **What are two ways that technology supports social-emotional learning?** Technology can be a great equalizer for students. Some kids have more difficulty talking through social-emotional issues, or even learning different SEL concepts as a group. Technology can be a great way for kids to express their ideas in a more secure way using voice to text on a tablet or typing on a computer. One great idea, try a video journal. Kids can keep an ongoing journal responding to the same 3 questions each day. What went well today, what could I improve upon, and what is my plan for tomorrow? It can be quick and easy and for many kids, will be so much better received than asking them to write it! Another idea, when kids are ready for a new challenge, have students use their tablets as groups to make commercials or movie shorts applying the SEL concepts they are learning. It’s great team building and it’s fun! - #### **Lori Jackson, Educational Psychologist, Co-Founder of behavioral technology company [The Connections Model](https://www.teachemotionalregulation.com/)** I encourage teachers all the time to explore and incorporate Skype in the Classroom. This worldwide community offers untold opportunities to deepen SEL through many of the possible collaborations. A few include: 1) Joining with a class of students in another part of the country or world to participate in a project and share progress in a weekly Skype session. 2) Hearing from guest speakers on topics related to SEL. 3) Going on virtual tours of underprivileged areas of the world. Another great use of technology includes apps that are being implemented in classrooms to help lower stress through music, breathing exercises and guided meditation. Kids as young as 4-5 are being taught amazing skills to be more aware of how they are feeling and what to do about negative emotions as they become more aware of them. - #### **Tara Brown, “[The Connection Coach](https://theconnectioncoach.org/),” President of Learner’s Edge Consulting** Edtech supports social-emotional learning by giving hands-on opportunities for development of CASEL’s five core competencies. When we use edtech for skill and drill in order to give us a snapshot of a student’s current abilities in a particular subject area, we are then able to provide more personalized instruction to meet their needs. This increases their own self-awareness. Additionally, the power of edtech can be harnessed to help students create meaningful and lasting projects, such as websites, blogs, and digital art. In our increasingly tech dependent world, we must teach students how to be responsible digital citizens and use technology for good. This helps improve their social awareness. Not only can edtech be used to help increase self-awareness and social awareness, it can also be used as a tool for self-management, responsible decision-making, and relationship building, which are critical skills for employment in the workforce. Digital projects, such as coding or movie-making, demand problem-solving and collaboration in order to create a vibrant product and meet deadlines. The key to using edtech to promote social-emotional learning is to be intentional about the conversation with students about the competencies and skills they are developing for personal and interpersonal growth. - #### **Tamara Fyke, Creator of Love In A Big World** Interpersonal connection and reflection are two fundamental components to quality SEL initiatives, and both can be greatly enhanced using technology. VR, as an example, allows us to connect and share aspects of our lives in a way previously not possible. Imagine how impactful it can be for students to experience the perspective of others by using VR to immerse themselves in someone else’s point of view? New depths of mutual understanding can be achieved after jointly reflecting on such an experience. - #### **Michael Auerbach, Co-Founder of Kinful. Visit Kinful at Booth 856 in the FETC Expo.** ## **What are some of the key questions that educators should ask themselves about creating equitable learning environments?** Equity is perhaps the number one, most persistent objective we are constantly striving toward in K-12 education, and educators are on the front lines of making a difference. By asking themselves the right questions, teachers and administrators can find the right solutions to improving equity and access for all learners. Here are the top three questions I recommend asking: 1. a) How should we adapt technology usage for different settings (student backgrounds/characteristics, use cases, levels of technology)? 2. b) Does a particular edtech tool improve student outcomes for different sub-groups of students (EL, SPED, low SES …)? 3. c) How can we insure all students are growing sufficiently to close achievement gaps in proficiency? - #### **Ken Tam, Executive Director of Personalized Learning and Assessment, [Curriculum Associates](https://www.curriculumassociates.com/)** Have I identified my learners? Do I know what each of them need? We can’t help what we don’t know. By screening students, gathering notes and data, we can gather information about our students so we have it as a reference as we lesson plan and develop classroom ideas. By understanding that Zoey’s best way of digesting content is to verbalize it and that Joe reads best in a quiet environment, I can constantly check to make sure that the space I’m creating and the lessons I design have elements that touch on their needs. What small challenge or difference am I executing daily to help my classroom serve every student? What are the bite-sized changes I’m working toward this year? The idea of a major classroom shift in a given amount of time is never a good strategy. We must provide milestones and small changes that eventually can lead to bigger shifts in thinking, action, and reflection. How about we start by asking ourselves and our leaders to define equity? If a room of educators provided the definitions they had in mind, there would likely be a huge range of thoughts. What does equity mean to the mission and focus of the school? How can teachers take ownership of that and translate that into actionable steps in their classrooms? What is the evidence and what are the outcomes that can be tracked over time to show that these steps are effective? How will \_\_\_\_\_ handle this assignment/activity? Play a game with yourself, and at random choose two students from your roster and play out how your lesson will be received. Will a certain student roll their eyes in boredom? Will someone feel anxiety about having to present content in a certain way? By doing this you may identify weaknesses in your execution or opportunities to create variety or additional support for your learners. - #### **Kelsey Olson, Director of Partnerships and Services, [Shmoop](https://www.shmoop.com/).** “*How do we equitably scale personalized learning?”* Educators need edtech tools that differentiate for students with unique learning styles and abilities, and when they identify those tools that work, they need the systems, processes and tools to expand their use (and to stop using those that don’t meet their needs any longer). Understanding the organization’s ability to scale what’s working is important. Additionally, educators should be asking “*How can we quickly determine which tools are meeting our needs?”* Whether through structured pilots or rapid-cycle evaluations, teachers should be provided access to [product efficacy](https://learnplatform.com/blog/edtech-management/impact-producing-evidence-that-meets-essa-standards) to know if a solution is effective for their demographic of students (regarding age, grade level, ethnicities, socioeconomic levels, etc.). At the very least, this is where verified teacher feedback from a network of educators who share product reviews and personal experiences can go a long way. - #### **Karl Rectanus, CEO of [LearnPlatform](https://learnplatform.com/)** In order to answer this question, we must first define what equitable means. Equitable comes from the word equity. Equity does not mean equal. It is not giving every person the same thing; it is giving each person what s/he needs to succeed. In order to give students what they need, we must be willing to ask questions, not only of ourselves as school leaders, but also of our students and their families. What type of devices do our students use? What access do our students have to these devices? Do they have internet access at home? I have heard stories of students typing and submitting 10-page papers on smartphones. What a cumbersome task that must be. I have heard of students not being able to complete homework because they do not have internet access at home. In order to increase the relevance and rigor of instruction, we must provide students with the tools they need to succeed, including devices, internet access, typing instruction, and coding classes. These are requirements for the 21st century job market. - #### **Tamara Fyke, Creator of Love In A Big World** Equity remains a challenging concept, and it should be. It is contextual and messy but goes after the fundamental “why” of education. To tackle questions of equity, you have to start (and end) with the goals for each learner, preferably in the form of an enlightened “portrait of the graduate.” The “why” here is to equip each student with the best chance of success now and later in life. If those baseline competencies serve as the standard — the non-negotiables — then you have a target for each student. Now on to equity, which in many ways boils down to opportunity. What factors support or vie against each student’s chances for success? Consider not just their inherent gifts and challenges but also the environmental, societal, and institutional factors that influence success. The answers to those questions become the “how” of achieving equity for each learner. - #### **Doug Casey, Executive Director, Connecticut Commission for Educational Technology** ## **How do you define “global engagement” and how does technology help to advance it in the classroom?** Global engagement is a broad term to say the least. I would define global engagement as thinking globally, acting locally. There is so much we can do in our own communities simply by understanding and reflecting on global current events. Sharing experiences, supporting causes and even connecting with our peers around the world give us a perspective that can change our own communities for the better. From there, the actions are contagious. They spread to impact other regions and individuals, and before you know it one small engagement has become a global phenomenon. Technology in the classroom is the catalyst that makes this all happen. Our generation literally has a world of information in the palm of our hand. Technology provides students an avenue to this information, which then dictates a students own learning and interest in the classroom. Turning lessons into action and impact is one of the most important things we can focus on in 2019, which can project student voice to a level we have never seen before. - #### **Evin Schwartz, CEO & Founder of [Belouga](https://belouga.org/)** Global engagement is the connecting of people regardless of geography, time zone, nationality, or culture. However, true engagement comes when these connections are used by several groups to establish dialogue and discourse around important topics. Of course, technology plays a central role in this by facilitating large scale interactions and bridging the physical divides that separate people. With the advances in artificial intelligence and language translation, technology is stepping up the game by remove some final barriers that keep people disengaged. Global engagement will continue to grow worldwide and technology will actually diminish in its influence. Instead of being a focal point of communication, it will become so prevalent we won’t even think about it as we talk with 20 people from 10 time zones speaking 5 different languages. - #### **Matt Harris, International Education Consultant, International EdTech** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden --- ### [Social-Emotional Learning Tools to Hispanic-Serving School Districts](https://edcircuit.com/new-partnership-social-emotional-learning-tools-to-hispanic-serving-school-districts/) **Published:** March 12, 2019 **Author:** EdCircuit Staff **Excerpt:** Love In A Big World and HACU partner to increase access to social-emotional learning tools in Hispanic-Serving School Districts. **Content:** WASHINGTON, DC and SAN ANTONIO, TX – March 12, 2019 – Love In A Big World and the [Hispanic Association of Colleges and Universities (HACU)](https://www.hacu.net/hacu/default.asp) have announced a new partnership designed to increase access to social-emotional learning tools in Hispanic-Serving School Districts (HSSDs). HSSDs are defined as K-12 districts whose total enrollment is at least 25 percent Hispanic, and who are affiliate members of HACU. Through this collaboration, HSSDs will regularly receive news and information about the Love In A Big World social-emotional learning (SEL) curriculum and will have a dedicated contact to help them acquire resources and materials to support teachers in their efforts to foster students’ social and emotional competencies. “We believe social-emotional learning is an essential part of a well-rounded education, a key contributor to students’ healthy growth and development, and an important driver of equitable outcomes for all learners,” said Tamara Fyke, creator of Love In A Big World. “We’re honored to partner with HACU to bring Love In A Big World’s curriculum resources to Hispanic-Serving School Districts throughout the U.S., ensuring that teachers and students in these 19 districts have access to the supportive SEL tools they deserve.” HACU is committed to exploring and facilitating new approaches to success for Hispanics in higher education and the HSSD affiliation was started in order to address the many challenges facing both higher education and K-12 in recruiting, retaining, and graduating Hispanic students. HACU-member universities collaborate with HSSDs in an effort to frame, develop and carry out new and innovative initiatives that benefit their respective student populations. This new collaboration to bring Love In A Big World’s research-based and practical SEL curriculum to HSSDs will support well-rounded educational success for students in these districts. “Social-emotional learning curriculums such as Love In A Big World are effective educational interventions that enhance students’ social and emotional skills, classroom behavior and school attachment, and can positively impact academic proficiency,” said Jeanette Morales, Director for PK-12 Initiatives. The Love In A Big World curriculum defines the structure, scope, and sequence of 24 essential character traits and provides meaningful activities that can be completed in as little as 15 to 30 minutes per day, but also allows teachers to spend more time if required by students’ needs. Each lesson and activity is designed to fit organically into the school’s current academic schedule, including morning meetings, advisory periods, after-school programs, and during class time. All content is age- and grade-level-appropriate, and the kits are currently customized for grades K-2, grades 3-5, and grades 6-8. In this partnership, HACU will greatly increase the amount of information HSSD leaders receive about these high-quality SEL programs. Love In A Big World information will be shared through HACU’s K-12 resource listings and e-newsletters, as well as during HACU conferences and events. Each of these elements will make it simpler for district leaders to access, acquire, and implement instructional resources to benefit educators and students by promoting a whole child education, providing explicit SEL content in the classroom, helping students build well-rounded success skills, and fostering a positive school and classroom climate. Visit this webpage to learn more about this collaboration between Love In A Big World and HACU. Hispanic-Serving School District leaders can contact Jeanette Morales, Director for PK-12 Initiatives at to learn more about this partnership and how to work with HACU to implement Love In A Big World resources. For pricing information and to learn how to bring Love In A Big World to your district or organization, contact Ted Robinson, National Sales Manager, at 800-843-4952 or . ### **About Love In A Big World** Love In A Big World equips K-8 educators with a social-emotional learning (SEL) curriculum that is both research-based and practical, along with professional development, additional classroom materials, and the supporting resources necessary to empower students to be socially competent, emotionally healthy problem-solvers who discover and maintain a sense of purpose and make a positive difference in the world. Learn about Love In A Big World’s products and resources, including the comprehensive 24-Session Kits, by visiting loveinabigworld.org. ### **About the Hispanic Association of Colleges and Universities** The Hispanic Association of Colleges and Universities (HACU) is a national and international association of higher education institutions based in San Antonio, Texas. Founded in 1986 with a founding membership of 18 institutions, HACU now represents more than 470 colleges and universities that collectively enroll 2/3 of the 3 million Hispanics in higher education and enroll 6 million students altogether. HACU manages numerous college-level and pre-collegiate initiatives, including scholarship programs, research projects, technology training and workforce development initiatives. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Industry News, Professional Development --- ### [Relationships Can Be a Solution in Difficult Challenges](https://edcircuit.com/relationships-solution-to-difficult-challenges/) **Published:** January 24, 2018 **Author:** Tamara Fyke **Excerpt:** Author Tamara Fyke discusses the need for a collective effort to heal after the school shooting in Marshall County, Kentucky. **Content:** Another school shooting occurred yesterday in Marshall County, Kentucky, the second such tragedy this week. The latest happened only two hours from my hometown of Nashville, Tennessee. According to the *New York Times*, this is the 11th school-related shooting already this year. Viewed through the lens of news broadcasts, this issue can feel beyond our control. How can we prevent this pain? While I would never presume to have a cure-all or quick fix, I am encouraged by the positive results that I know can be achieved when we focus on relationship-building as a core foundation of schools, communities, and organizations. When we begin with the priority of caring more for one another every day, we can make a difference. I remember years ago working in a middle school in Arkansas where a shooting had occurred. The Love In A Big World team and I were there to be part of the healing process. It was several months after the incident, well after the news stories had stopped and many teachers had left. But the students couldn’t leave; this was their school. Some teachers chose to stay until these students moved on to high school. They didn’t want the kids to be left alone with the memories of that fateful day. We found a similar scenario in a Florida middle school devastated by violence. Students and teachers alike struggled through the pain and fear of the trauma while longing to return to some sort of normalcy. But what is normal? Is it normal for us to walk around our schools and workplaces – spaces where we spend the majority of our waking hours — without knowing the people around us? Let’s be real; sometimes we don’t even take a moment to acknowledge another human being’s existence with a glance or a smile because we are so focused on the job that needs to be done. When I worked at the Center for Safe & Supportive Schools at Vanderbilt with Dr. Maury Nation, we provided support to schools across the state of Tennessee around issues of safety and climate. We researched issues that schools are facing and then consulted with them in their buildings about solutions and successful implementation. When it comes to gun violence, is the solution for creating safer places metal detectors and surveillance cameras? No, these are not the answer and are not the solution for schools. A focus on relationships is the beginning of any meaningful solution. When Hendersonville High School was dealing with student suicide, they decided to take a preventative approach by instituting Advisory Period, a dedicated time of the week for students to build relationships with teachers and peers. By changing the culture – what we do, they changed the climate – how it feels. Over the coming days and weeks, there will be much speculation about why the incidents occurred in Kentucky and Texas. There are a multitude of factors that will be difficult, if not impossible, to untangle. The challenge before all of us is not to withdraw from the people and places who need us most: our children in our nation’s schools. **Educators**, thank you for your faithful service to our kids, families, and communities. You are on the front lines. Build meaningful relationships with your students and with each other. **Families**, get involved. Volunteer at your child’s school throughout their school career, not just in the elementary grades. Attend their sporting events and other special activities. Communicate with their teachers. Get to know other families – invite them over for dinner. **Together**, let’s build strong and healthy communities through intentional relationships. It’s simple, but not always easy. And it starts by looking people in the eye, sharing a smile…even calling them by name. If a pack of wolves can change the landscape of Yellowstone National Park, I believe we can bring hope and healing to the kids in our schools and communities. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Tamara Fyke](https://edcircuit.com/wp-content/uploads/lovable-avatars/tamara-fyke-247.webp) ](https://edcircuit.com/author/tamara-fyke-2/) [Tamara Fyke](https://edcircuit.com/author/tamara-fyke-2/ "Tamara Fyke"): Author Tamara Fyke is an educator and social entrepreneur with a passion for kids, families, and urban communities. She is the creator and author of [Love In A Big World](https://www.loveinabigworld.org/), which provides mental health, SEL, and wellness curriculum and content. She is also the editor of *Building People: Social-Emotional Learning for Kids, Families, Schools & Communities*. [ View all posts ](https://edcircuit.com/author/tamara-fyke-2/ "View all posts") [ ](mailto:tamara@loveinabigworld.org) **Categories:** Educators, K-12 Teachers, School Safety **Tags:** Headline --- ### [Lexia Helps Combat Summer Learning Loss with Dozens of At-Home Literacy Activities](https://edcircuit.com/lexia-helps-combat-summer-learning-loss-with-dozens-of-at-home-literacy-activities/) **Published:** June 14, 2023 **Author:** EdCircuit Staff **Excerpt:** Lexia is sharing dozens of at-home activities that teachers can suggest families do to help accelerate their student’s learning over the summer months. **Content:** **BOSTON (June 13, 2023)** – Students will soon be enjoying a break from school, but that doesn’t mean that teachers can’t help them continue to build their literacy skills. [Lexia](https://www.lexialearning.com/), a [Cambium](https://www.cambiumlearning.com/)[ Learning Group](https://www.cambiumlearning.com/) company, is sharing dozens of at-home activities that teachers can suggest families do to help accelerate their student’s learning over the summer months. “The three-month summer break is a perfect opportunity for students to explore interesting books and improve their reading skills without feeling like they’re doing homework,” said Lexia Chief Learning Officer Dr. Liz Brooke. “In fact, families can make literacy development into enjoyable activities that involve movement, art projects, word play, scavenger hunts and more.” Dr. Brooke gave an example of one such game for intermediate readers. Working with similes and metaphors, talk about what the phrases make you think about and then talk about the meaning they are trying to portray in a story or in a conversation. After the discussion around meaning, have the students illustrate each one – either using the literal meaning or the figurative meaning (e.g., The mall was a zoo.). - I’m as hungry as a bear. - He was as slow as a snail. - It is as light as a feather. - The mall was a zoo. - My hair is a bird’s nest. - You are my sunshine. Lexia’s Summer Literacies page contains links to 73 more ideas for at-home literacy development. Students and their families can engage in activities such as: - Summer Reading Bingo Challenge® for kindergartners to fifth graders - Read @ Home games and projects for kindergartners to fifth graders - Family game nights for foundational, intermediate, and adolescent readers - Informational text comprehension for early readers - Multisensory word challenges for pre-kindergarteners to fifth graders - Reading-related art activities for foundational readers to middle schoolers - Movement activities for children ranging from foundational readers to middle schoolers In addition, Lexia has provided ideas for encouraging children to [read at home](https://www.lexialearning.com/blog/6-tips-to-make-the-most-of-summer-break-and-get-kids-reading) and also to help beginning readers to practice matching speech sounds to corresponding written letters. “[Research](https://www.jstor.org/stable/1170523) shows students can lose a month of learning over the summer break. Since many students are still recovering from the pandemic’s learning disruptions, they can’t afford that setback,” Dr. Brooke added. “It’s hard to think of anything school related when trying to relax over the summer months. However, mixing in these fun activities with a “literacy twist” can make all the difference in a child’s future.” \# # # **About Lexia Learning** Lexia®, a Cambium Learning Group company, is a leader in science of reading-based solutions. For nearly 40 years, the company has focused on pre-K-12 literacy and today provides solutions for every student and educator. With a complete offering of professional learning, curriculum, and embedded assessment, Lexia helps more learners read, write, and speak with confidence. For more information, visit [www.lexialearning.com](https://www.lexialearning.com/). **About Cambium Learning Group** Cambium Learning® Group is the education essentials company, providing award-winning education technology and services for K-12 markets. With an intentionally curated portfolio of respected global brands, Cambium serves as a leader in the education space, helping millions of educators and students feel more universally valued every day. In everything it does, the company focuses on the elements that are most essential to the success of education, delivering simpler, more certain solutions that make a meaningful difference right now. To learn more, visit www.cambiumlearning.com or follow Cambium on Facebook, LinkedIn, Twitter, and Medium. The Cambium family of companies includes: Cambium Assessment, Lexia®, Learning A-Z®, Voyager Sopris Learning®, ExploreLearning®, Time4Learning®, and Kurzweil Education®. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) - [ ![Charlotte Andrist](https://edcircuit.com/wp-content/uploads/lovable-avatars/charlotte-andrist-465.webp) ](https://edcircuit.com/author/charlottenickelcommpr-com/) [Charlotte Andrist](https://edcircuit.com/author/charlottenickelcommpr-com/ "Charlotte Andrist"): Author Charlotte Andrist is CEO Nickel Communications. Nickel Communications focuses exclusively on the education technology industry and builds marketing communications strategies through proven PR and social media techniques with a constantly evolving personalized approach based on each organization’s goals. Nickel Communications drives greater awareness among key stakeholders to meet every organization’s unique goals. [ View all posts ](https://edcircuit.com/author/charlottenickelcommpr-com/ "View all posts") [ ](mailto:charlotte@nickelcommpr.com)[ ](https://nickelcommpr.com) **Categories:** On the Wire --- ### [Lexia Offers Library of At-Home Summer Activity Ideas for Teachers to Share with Students’ Families](https://edcircuit.com/lexia-offers-library-of-at-home-summer-activity-ideas-for-teachers-to-share-with-students-families/) **Published:** June 3, 2024 **Author:** EdCircuit Staff **Excerpt:** Lexia is sharing a handpicked selection of fun, easy activities to help combat the ‘summer slide’ and ensure students will be ready for the new school year. **Content:** **BOSTON (June 3, 2024)** – As school comes to an end for the summer, teachers can help students and their families turn literacy learning into summertime fun. [Lexia](https://go.lexialearning.com/offer-solutions-letrs-grant-2024-overview?utm_campaign=23-q3_com_c6_letrs-sor-grant-program_tof_p15_proj_other_press-release&utm_source=other&utm_medium=project&utm_content=biz-wire&utm_term=&cid=7014v000002ya1IAAQ), a [Cambium Learning Group brand](https://www.cambiumlearning.com/), is sharing more than 50 activities that teachers can suggest families do to help students sustain and even accelerate learning over the summer break. “[Research](https://evidencebasedliving.human.cornell.edu/blog/what-we-know-about-summer-learning-loss-an-update/) shows that students can lose up to two months’ worth of reading skills over the summer,” said Lexia Chief Learning Officer Dr. Liz Brooke. “To combat that learning loss, we’re sharing a handpicked selection of fun, easy activities to help combat the ‘summer slide’ and ensure students will be ready for the new school year.” One example of a learning game for students in kindergarten through grade four helps sharpen students’ familiarity with words and word components by drawing letters, sight words, or word parts – such as prefixes or suffixes – on the ground with chalk. The student can jump to each item and read it aloud, like a game of hopscotch. In the case of prefixes or suffixes, young learners can name a word that includes that word part. Bonus points for using the word in a sentence! Below are examples of the words or word components that can be used for each grade level. **Kindergarten** **First Grade** **Second Grade** **Third Grade** **Fourth Grade** letters of the alphabet could sweet con- -ness they once strange dis- -ous four of giggle ex- -ment where were easy mis- -ity are have friend pro- -ly there very happy un- -ful said walk damp re- -tion Lexia’s Summer Literacy page contains links to over 40 more ideas for at-home literacy development. Students and their families can engage in activities such as: - Summer Reading Bingo Challenge® for kindergartners to fifth graders - Read @ Home games and projects for kindergartners to fifth graders - Family game nights for foundational, intermediate, and adolescent readers - Informational text comprehension for early readers - Multisensory word challenges for pre-kindergarteners to fifth graders - Reading-related art activities for foundational readers to middle schoolers - Movement activities for children ranging from foundational readers to middle schoolers In addition, Lexia has provided ideas for encouraging children to [read at home](https://www.lexialearning.com/blog/6-tips-to-make-the-most-of-summer-break-and-get-kids-reading) and also to help beginning readers to practice matching speech sounds to corresponding written letters. “Teachers know how important summer learning can be and with our activities based on the science of reading and in game-like formats, students can see just how much fun learning can be,” Dr. Brooke added. “By sharing these summer home activities with families, teachers can provide additional support that continues the learning over the summer months and plants the seeds for their students’ becoming lifelong learners.” **About Lexia** Lexia®, a Cambium Learning Group brand, is a leader in science of reading-based solutions. For 40 years, the company has focused on pre-K-12 literacy and today provides solutions for students and educators. With a complete offering of professional learning, curriculum, and embedded assessment, Lexia helps more learners read, write, and speak with confidence. For more information, visit [www.lexialearning.com](https://www.lexialearning.com/). **About Cambium Learning Group** Cambium Learning Group is the education essentials company, providing award-winning education technology and services for K-12 educators and students. With an intentional collection of respected global brands, Cambium serves as a leader, helping millions of educators and students feel more seen, valued, and supported every day. In everything it does, the company focuses on the elements that are most essential to the success of education, delivering simpler, more certain solutions that make a meaningful difference right now. To learn more, visit www.cambiumlearning.com or follow Cambium on [Facebook](https://www.facebook.com/CambiumLearningOfficial/), [LinkedIn](https://www.linkedin.com/company/cambium-learning-group/), and [X](https://twitter.com/cambiumlearning). The Cambium family of brands includes: Cambium Assessment, Lexia, Learning A-Z, ExploreLearning, and Time4Learning. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) - [ ![Charlotte Andrist](https://edcircuit.com/wp-content/uploads/lovable-avatars/charlotte-andrist-465.webp) ](https://edcircuit.com/author/charlottenickelcommpr-com/) [Charlotte Andrist](https://edcircuit.com/author/charlottenickelcommpr-com/ "Charlotte Andrist"): Author Charlotte Andrist is CEO Nickel Communications. Nickel Communications focuses exclusively on the education technology industry and builds marketing communications strategies through proven PR and social media techniques with a constantly evolving personalized approach based on each organization’s goals. Nickel Communications drives greater awareness among key stakeholders to meet every organization’s unique goals. [ View all posts ](https://edcircuit.com/author/charlottenickelcommpr-com/ "View all posts") [ ](mailto:charlotte@nickelcommpr.com)[ ](https://nickelcommpr.com) **Categories:** On the Wire --- ### [SMPTE Opens Call for Papers for 2024 Media Technology Summit](https://edcircuit.com/smpte-opens-call-for-papers-for-2024-media-technology-summit/) **Published:** March 6, 2024 **Author:** EdCircuit Staff **Excerpt:** SMPTE is inviting technical papers for the SMPTE 2024 Media Technology Summit, taking place at the Loews Hollywood Hotel in California from October 21-24. **Content:** ***Society Also Now Accepting Submissions for the Emerging Technology Stage*** **WHITE PLAINS, N.Y. — March 6, 2024 — SMPTE®**, the home of media professionals, technologists, and engineers, today announced its call for technical papers for the SMPTE 2024 Media Technology Summit. The Summit will be held Oct. 21-24 at the Loews Hollywood Hotel in Hollywood, California. The Summit will aim to present the latest innovative processes, tools, workflows, interoperability solutions, standards, and various other exciting initiatives driving the industry forward, ensuring unwavering quality in the seamless creation, management, and delivery of media content. Original, unpublished manuscripts aligning these goals will undergo multi-peer review when submitted as abstracts. Abstracts should fall within the range of 300 to 400 words and will be accepted from March 4 to May 30. “The worldwide interconnected nature of the SMPTE 2024 Media Technology Summit explores trends and strategies we expect tech leaders to implement this year and beyond,” said Zandra Clark, co-chair of the 2024 MTS and Transmission Specialist, Warner Bros. Discovery. “There will be a groundswell of innovation, strategic and operational planning, and technology workflow projects. Your informative collaboration will have an empowering, engaging, and meaningful impact.” The conference program committee will notify authors of decisions by June 30. Authors of selected papers will be granted the opportunity to present at the world’s premier peer-reviewed forum dedicated to the exploration of media and entertainment technology. Furthermore, these manuscripts will automatically be considered for publication in the SMPTE Motion Imaging Journal, subject to a separate post-event peer-review process. Paper Topics can include, but are not limited to: - 5G - AI and Machine Learning - Color Science - Cloud Media - Communication, Networking, and Broadcast Technologies - Compression - Design and Integration - Digital Cinema - Display Technology - Immersive Media - Sustainability - UHD/HDR - Workflows Previously published, product-specific, commercial, sales, or promotional papers will not be considered for this conference. We strongly encourage the submission of Student Papers. To submit a paper proposal, visit: [Society of Motion Picture and Television Engineers – SMPTE Media Technology Summit 2024 (secure-platform.com)](https://smpte.secure-platform.com/site/solicitations/login/102005?returnUrl=https%3A%2F%2Fsmpte.secure-platform.com%2Fsite%2Fsolicitations%2F102005%2Fhome). SMPTE Emerging Technology Stage sessions are 20-minute-long presentations of a use case, a technical solution, innovative workflows, next-gen technology, web-based production tools, or similar topics, held in an open auditorium with around 30-50 seats. SMPTE welcomes all submissions that promise to be lively, informative, and interactive, and open doors to networking with the audience to promote further conversations and peer interaction. Proposals must be submitted by June 30 and will be reviewed by a program committee. If accepted, draft presentations will be required by Sept. 1, and final versions by Oct. 1. To submit a session proposal for the Emerging Technology Stage, please visit: [Emerging Technology Showcase Floor Session Application (smartsheet.com)](https://app.smartsheet.com/b/form/a18217d229e14783954e7329c6d62b58). Further information about SMPTE is online at smpte.org. ### **About SMPTE®** SMPTE is the global society of media professionals, technologists, and engineers working in the digital entertainment industry. The Society fosters a diverse and engaged membership from both the technology and creative communities, delivering vast educational offerings, technical conferences, and exhibitions, the SMPTE Motion Imaging Journal, and access to a rich network of colleagues essential to their career success. As an internationally recognized standards organization, SMPTE also provides a vital technical framework of engineering standards and guidelines that allow the seamless creation, management, and delivery of media for art, entertainment, and education worldwide. *All trademarks appearing herein are the properties of their respective owners.* [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** On the Wire **Tags:** Headline --- ### [SMPTE Education Introduces Pilot IP Networking Boot Camp With Emphasis on SMPTE ST 2110](https://edcircuit.com/smpte-education-introduces-pilot-ip-networking-boot-camp-with-emphasis-on-smpte-st-2110/) **Published:** June 17, 2024 **Author:** EdCircuit Staff **Excerpt:** SMPTE®, the home of media professionals, technologists, and engineers, has introduced a pilot IP networking boot camp. **Content:** **WHITE PLAINS, N.Y. — June 17, 2024 —** SMPTE®, the home of media professionals, technologists, and engineers, has introduced a pilot IP networking boot camp. This series will feature three separate courses culminating in a final exam. These courses will feature the latest SMPTE ST 2110 advancements, updates, and standards. This program has limited space and is offered on a first-come, first-served basis. Two of the courses within this intensive boot camp are brand new, and the third is an updated version of an existing SMPTE course. Once participants take all three courses and pass a final examination, they will become certified in IP networking with a focus on SMPTE ST 2110. The first new course, “Introduction to IP Networking,” covers all the basics needed for a solid foundation in IP networking. The second new course, “Designing an IP Network,” provides a comprehensive overview of the elements, systems, and devices in a fully IP facility environment. It covers the entire IP media supply chain, from creation to end user from a business and technical perspective. The last course, the updated “Understanding ST 2110” course, provides critical knowledge of how SMPTE ST 2110 can be used to create media production or delivery systems within IP networks. It covers the skills needed to leverage ST 2110 and media over IP. This class is a $1,350 value but is being made available for $900 as a special pilot price until June 28. The duration of each course is three weeks. Each will feature three live instructor sessions per week during the first and second weeks, followed by a study period with instructor support and interactive sessions in the third week. Study groups and discussion forums will be running throughout the duration of this boot camp. Practice exams and sample questions will be included after each individual course. A comprehensive syllabus for the boot camp is available upon request. The final week of the boot camp will include three interactive sessions with some of the topmost industry experts, who will bring real-world cases and problems to solve, adding a practical element to the boot camp. Following these sessions, participants will have one week to complete their final exam, which provides them with an opportunity to demonstrate their newly acquired skills and knowledge in a comprehensive assessment. Registration for this boot camp is now open at [smpte.org/virtual-course/ipbootcamp.](https://smpte.org/virtual-course/ipbootcamp) More information about the boot camp is available by request to [Dr. Michele Wright](mailto:mwright@smpte.org). Further information about SMPTE is available at smpte.org. **\# # #** **About SMPTE®** SMPTE is the global society of media professionals, technologists, and engineers working in the digital entertainment industry. The Society fosters a diverse and engaged membership from both the technology and creative communities, delivering vast educational offerings, technical conferences and exhibitions, the SMPTE Motion Imaging Journal, and access to a rich network of colleagues essential to their career success. As an internationally recognized standards organization, SMPTE also provides a vital technical framework of engineering standards and guidelines that allow the seamless creation, management, and delivery of media for art, entertainment, and education worldwide. *All trademarks appearing herein are the properties of their respective owners.* [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** On the Wire --- ### [Leveraging Technology to Provide Equitable Learning Experiences](https://edcircuit.com/leveraging-technology-to-provide-equitable-learning-experiences/) **Published:** October 7, 2024 **Author:** EdCircuit Staff **Excerpt:** K-12 Instructional Coach Ashley Bushell discusses how advancements in edtech are introducing innovative tools to address the "enrichment gap." **Content:** Through recent research on the Science of Reading, educators have gained a deeper understanding of how background knowledge and a strong vocabulary are essential components of skilled reading. But despite educators’ ongoing efforts to provide this foundational knowledge, significant inequalities in student learning and ability persist. As a self-proclaimed nomadic educator, I have observed various educational systems addressing these disparities in different ways. I have been fortunate enough to work in several different districts in my home state of South Carolina. In addition, I’ve had the privilege of teaching in Texas and in the Middle Eastern nation of Kuwait. As a result, I have seen firsthand the advantages more privileged student populations have in reading compared to their underprivileged counterparts. Some school systems focus on early intervention programs or offer extended field studies as enrichment opportunities for students. Others choose specific curricula or collaborate with families to create additional enrichment experiences for students. But despite educators’ best efforts, an “enrichment gap” persists in schools, as some students are able to access high-quality experiences that build background knowledge and vocabulary, while others are not. Fortunately, advancements in edtech are bringing innovative tools to the effort to close the “enrichment gap.” With these new tools and resources, educators are empowered to create authentic learning experiences that ignite student curiosity, engage students meaningfully in learning, and enhance students’ background knowledge and vocabulary. Among the best edtech resources for student enrichment I have seen are: ##### [National Geographic Explore VR](https://www.meta.com/experiences/national-geographic-explore-vr/2046607608728563/) National Geographic Explore VR allows students to explore the world around them through virtual reality. The app allows students to explore inaccessible areas of the world or even to travel back in time for an immersive historical experience. If students are learning about diverse ecosystems that may be foreign to them, educators can use this application to expose students virtually. For example, students living in the desert regions of Arizona can now be transported to snowy mountain tops to observe how specific animal adaptations help them to survive. ##### Discovery Education- Career Connect and [Experience](https://www.discoveryeducation.com/solutions/experience/?gad_source=1&gclid=Cj0KCQjwpP63BhDYARIsAOQkATYFdG0GdLA_fsiAtxNs99_ccAEjslXOdOmZjhByVN3ihgtj4bnqvrAaAknvEALw_wcB) Discovery Education continues to think of innovative ways to expose students to new ideas. Along with the vast bank of virtual labs, videos and photographs, interactives and more within Experience, they have now added a new tool called Career Connect. With Career Connect, educators can set appointments with volunteers in a particular field to join their class virtually to discuss any related topic. For example, if a class is studying geometry, they can connect with an Architect who can not only make real world connections to what kids are learning, but also provide an authentic conversation, bringing content vocabulary alive. Bonus: in many states, including my home state of South Carolina, Discovery Education Experience is provided at no cost by the state Department of Education. Check with your school administrators to see if you have access to this great resource. ##### [Magic School](https://www.magicschool.ai/) Magic School AI uses artificial intelligence to provide personalized learning experiences. With Magic School, educators can provide tailored resources and activities that meet individual learning needs, fostering deeper engagement and understanding. Educators could streamline lesson plans using Magic School AI to create more inclusive learning experiences. If you know that your students are limited in their background knowledge of different gases before teaching the states of matter, the AI component of Magic School can help create meaning visuals to deepen student understanding. ##### [Visuwords](https://visuwords.com/) Visuwords serves as an interactive graphical dictionary that helps students visualize the relationships between words, enhancing their vocabulary. Educators can use the site to facilitate discussions about synonyms, antonyms and their contextual usage, making vocabulary learning more dynamic. For instance, while studying a literary text, a teacher might use Visuwords to explore words like “happy,” “joyful,” and “elated,” showing students how these synonyms differ in connotation and usage. This tool not only supports expansion of vocabulary but also aids in the development of critical thinking skills. ##### [Thinglink](https://www.thinglink.com/en-us/) This platform allows educators to transform images and videos into interactive experiences. By embedding links to additional resources, discussions and multimedia, traditional lessons are transformed into immersive experiences, making subject matter more accessible and engaging for all students. Aligning perfectly with the goal of providing equitable learning experiences, Thinglink empowers every student to connect with and explore topics at their own pace, ultimately enriching their background knowledge and vocabulary. By leveraging these technologies, educators can not only address existing inequities but also create engaging and personalized learning environments that foster a love of learning as they build background knowledge and vocabulary skills. These tools empower educators to reach all students, ensuring that every child can build the knowledge and skills necessary for success in school and beyond. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Ashley Bushell](https://edcircuit.com/wp-content/uploads/2024/10/Screenshot-2024-10-07-at-14411%20PM.png) ](https://edcircuit.com/author/ashley-bushell/) [Ashley Bushell](https://edcircuit.com/author/ashley-bushell/ "Ashley Bushell"): Author Ashley is a K-12 Instructional Coach for Fairfield County School District located in Winnsboro, SC, with 15 years of experience in education. She is dedicated to fostering change and promoting equity in educational spaces. Outside of her professional life, she enjoys spending time with her family, traveling and advocating for student success. [ View all posts ](https://edcircuit.com/author/ashley-bushell/ "View all posts") [ ](https://www.fairfield1.org/) **Categories:** edLeaders, EdTech, Educators **Tags:** Headline --- ### [From NPR: Learning to Move, Moving to Learn: The Benefits of PE](https://edcircuit.com/learning-to-move-moving-to-learn-the-benefits-of-pe/) **Published:** March 27, 2015 **Author:** EdCircuit Staff **Excerpt:** In regard to children's physical activity, educational institutions should prioritize quality over quantity in their exercise programs. **Content:** By Eric Westervelt When it comes to kids and exercise, schools need to step up and focus more on quality as well as quantity. And, says [Dr. Gregory D. Myer](https://www.cincinnatichildrens.org/bio/m/greg-myer/), they need to promote activities that develop motor skills, socialization and fun. Myer is one of the authors of a recent paper and commentary on children and exercise. He’s also director of the Human Performance Lab and director of research at the Division of Sports Medicine at Cincinnati Children’s Hospital Medical Center. Like others, Myer notes that when it’s time to trim the budget, PE, art and music classes are often the first to go. While he’s certainly distressed by those cuts, he and his co-authors also seek to question the “current dogma that is currently focused on the quantitative rather than qualitative aspects of physical activity” programs for youth. Read the rest of the story at NPR.org. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Around the Web --- ### [Conrad Challenge Announces Special Category Sponsored by SMART Technologies](https://edcircuit.com/conrad-challenge-announces-special-category-sponsored-by-smart-technologies/) **Published:** September 27, 2018 **Author:** EdCircuit Staff **Excerpt:** A new "Transforming Education with Technology" category announced by the Conrad Challenge for 2018-19. **Content:** **Update: The registration deadline for the 2018-19 Conrad Challenge has been extended to November 2, 2018. Learn how to register your team of 2-5 students at conradchallenge.org** ***2018-19 Challenge will feature a special category, Transforming Education with Technology, presenting students with the opportunity to design new technologies or services that will help transform education experiences*** Sept. 27, 2018 ![Conrad challlenge](https://edcircuit.com/wp-content/uploads/2018/08/Conrad_Challenge_Logo_RGB-1-500x167.png "Logo for the conrad challenge featuring conrad in bold blue letters above challenge in gray with a line and four colored dots green orange purple red underneath conrad | edcircuit")HOUSTON – The [Conrad Challenge](https://www.conradchallenge.org/) is pleased to announce a special category, sponsored by SMART Technologies, that will be available to participants in the 2018-19 competition. The category, Transforming Education with Technology, invites students to create new technologies or services that will help transform education experiences and drive better outcomes for individual students, schools or communities. The submission process for the 2018-19 Challenge is now open and teams of 2-5 students between the ages of 13-18 are encouraged to register by visiting www.conradchallenge.org. “In the Conrad Challenge, we believe learning should be student-centered and relevant to real needs of our learners. We are excited to offer a special category for 2018-19 that explicitly invites students to design new technologies to transform learning for themselves and future generations,” said Nancy Conrad, founder and chairman of the [Conrad Foundation](https://web.archive.org/web/20240803032122/https://www.conradchallenge.org/conrad-foundation/), which produces the competition. “SMART has been a leader in educational technology for more than 25 years and their tools have impacted students worldwide. They are an ideal partner for this category. We look forward to collaborating to support the student perspective and we can’t wait to see the innovations developed by this year’s student teams.” Student teams who enter the Transforming Education with Technology category may focus their innovations on driving a wide range of positive outcomes, including improvements in test scores and pass rates, impacts to soft skills including social-emotional learning (SEL) and 21st century skills, and more. Studies have shown that technology in the classroom doesn’t automatically lead to better student outcomes but, when the right technology is implemented in alignment with well-thought-out instructional strategies and objectives, it can accelerate learning in a meaningful way. The Conrad Challenge will unleash students’ innovation and entrepreneurial skills to develop new commercially-viable technologies that can help learners across the globe achieve positive results. “SMART created this challenge category with the Conrad Foundation to provide students with the opportunity to develop new solutions and rethink education through the lens of technology,” said Jeff Lowe, Chief Marketing Officer of SMART Technologies. “As the future leaders of tomorrow, we want to empower students to leverage technology to ultimately transform education experiences. We are excited to support the students as they challenge themselves to inspire greatness and foster better learning outcomes around the world.” There are countless areas in which new technologies or services could be developed to impact learning. Just a few of the possibilities include: - **Physical space**―Reimagining the learning environment how can it be improved to be more effective. - **Curriculum and content**―How learning content might be improved to support better student outcomes. - **Processes**―New processes that might be employed to improve learning tool implementations or educational community communications. - **Learning systems/tools for students and teachers**―Different ways in which content could be delivered. In addition to Transforming Education with Technology, the 2018-19 Conrad Challenge will feature five more categories: Aerospace & Aviation; Cyber-Technology & Security; Energy & Environment; Health & Nutrition; and Smoke-Free World, a special category sponsored by the Foundation for a Smoke-Free World. Interested participants can learn more about each category by visiting [this page](https://web.archive.org/web/20220930233125/https://www.conradchallenge.org/challenge-categories). Throughout the competition, coaches and judges from the best in business, industry, research and academia worldwide will be there to guide the teams’ innovative ideas. The special categories will follow all of the traditional guidelines of the Conrad Challenge and adhere to the same timeline. In February 2019, five teams in each challenge category will be chosen as finalists and travel to the annual Innovation Summit taking place April 24-27, 2019 at the Kennedy Space Center Visitor Complex. Transforming Education with Technology will be judged based on the same Challenge criteria and a Pete Conrad Scholar will be selected within this category, while the category will also have special judges from SMART Technologies with the potential for additional prizes and awards. Interested teams should visit the Registration Form and 2018-2019 Conrad Challenge Overview for more information on this year’s competition. Registration will remain open until Friday, October 19, 2018 at 11:59 PM ET. Expert judges will then select semi-finalist teams in each challenge category who will be invited to develop comprehensive business plans for their innovation. **About The Conrad Foundation** The Conrad Foundation is a nonprofit organization dedicated to promoting collaborative, student-centered, real world-relevant learning that fosters innovation and entrepreneurship. Through its programs, the Foundation unleashes students’ potential to create impactful solutions and a sustainable society for generations to come. For more information, visit www.conradchallenge.org. **About SMART Technologies** SMART is a world leader in classroom technology, providing interactive solutions to help every student and teacher discover and develop the greatness within them. A consistent innovator for more than 25 years, SMART is the inventor of the SMART Board® and the developer of SMART Notebook®, the world’s most popular collaborative learning software, and part of the SMART Learning Suite. With their full range of interconnected displays, software, and accessories, used in more than 3 million classrooms, SMART helps students and teachers around the world achieve better learning outcomes. To learn more, visit smarttech.com. **MEDIA CONTACTS** Lauren Quesada *Griffin Communications Group* Office: 281-335-0200 *MindRocket Media Group* Mobile: - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden --- ### [Riverside Insights to Host Evalu8 2023 Professional Development Conference](https://edcircuit.com/riverside-insights-to-host-evalu8-2023-professional-development-conference/) **Published:** June 12, 2023 **Author:** EdCircuit Staff **Excerpt:** Clinical Practitioners Can Earn CE Credits with Sessions Focusing on Equity, Evaluation Best Practices and Assessment of Emergent Bilinguals **Content:** **ITASCA, Ill. – June 12, 2023 –** [Riverside Insights](https://riversideinsights.com/home)®, a leading developer of research-based assessments and analytics, today announced its second annual [Evalu8 2023](https://web.archive.org/web/20241105033604/https://info.riversideinsights.com/evalu8-23) conference, a weeklong virtual event for clinical practitioners to learn assessment best practices from prominent education leaders around the country and earn continuing education (CE) credits. Taking place August 7-11, Evalu8 2023 will feature timely sessions including: - Andrea Banks, M.Ed. – Implicit Bias: I’m Not Biased - Gary E. Schaffer – School Psychology Practices During COVID-19: A Synthesis of International Findings - Geremy Grant, Ph.D. – What do I Say?: A Primer to Conducting Culturally Responsive Interviews - Pedro Olvera, Ph.D. – Understanding Language Proficiency and Dominance: Importance and Assessment Tools - Sam Goldstein, Ph.D. – Using the Battelle Developmental Inventory 3 in the Assessment of Young Children with Autism Spectrum Disorder - Andrew Shanock, Ph.D. – Using the Simple View of Reading to Foster SP and SLP Collaboration in the Identification of and Intervention for Children with Dyslexia - Beth Varner, M.Ed. – Multi-Language Test Development: A Deep-Dive into the Norming Process - Tammy Stephens, Ph.D. – Decreasing Overrepresentation by Improving the SLD Evaluation Process: Considering All the Data - Kevin S. McGrew, Ph.D. – The Report of Cognitive Ability Testing’s Death in Education is Premature: The Application of Network Theories and Models to Better Understand Intelligence and the WJ IV “Educators need a convenient, cost-effective way to stay current on important topics and advance their professional development so they can continue making a positive impact with their students,” said Dr. Sarah Holman, director, Riverside Insights. “Evalu8 brings together leading experts in the field to address the most compelling topics, such as addressing the needs of English language learners and special education over referrals. And as a virtual conference offering CE credits, provided at no cost to participants, Riverside is making it easy for educators to enhance their knowledge and apply it in their practice.” All attendees will receive one APA and NASP approved CE Unit per one-hour session completed (up to two per day). To register, visit [info.riversideinsights.com/evalu8-23](https://web.archive.org/web/20241105033604/https://info.riversideinsights.com/evalu8-23) \### **About Riverside Insights** Riverside Insights, one of the nation’s leading and most long-standing developers of research-based assessments, is led by a powerful mission: to provide insights that help elevate potential and enrich the lives of students, clinical patients, employees, and organizations globally. For more information, visit [www.RiversideInsights.com.](https://www.riversideinsights.com) - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** On the Wire --- ### [Swing Education Raises $38 Million in Series C Funding](https://edcircuit.com/swing-education-raises-38-million-in-series-c-funding/) **Published:** June 5, 2023 **Author:** EdCircuit Staff **Excerpt:** Swing Education, an online marketplace that connects schools and substitute teachers, announced today $38 million in Series C funding. **Content:** *Financing, led by funds advised by Apax and Reach Capital, will be used to grow the pool of qualified substitute teachers and school district partners.* SAN FRANCISCO – June 1, 2023 – [Swing Education](https://swingeducation.com/?utm_source=series-c&utm_medium=pr&utm_campaign=both-inbound-pr), an online marketplace that connects schools and substitute teachers, announced today $38 million in Series C funding. The funding round was led by funds advised by [Apax Partners LLP](https://www.apax.com/) (“Apax”), a leading global private equity advisory firm, and by edtech investment firm [Reach Capital](https://www.reachcapital.com/). The funding enables Swing Education to invest in its growth and better address the nation-wide substitute teacher shortage. This financing follows a 2018 Series B funding co-led by [GV](https://www.gv.com/) (formerly Google Ventures) and [Owl Ventures](https://www.owlvc.com/) and a seed round from a consortium that included Social Capital, Kapor Capital, Moment Ventures, Ulu Ventures, Red House Education, and Edovate Capital. Swing believes that every classroom deserves a teacher, and every student deserves to learn without disruption. Since its founding in 2015, Swing has worked to improve the experience of being a substitute teacher and made it easier for K-12 schools to grow and manage their substitute teacher pools. Swing currently works with over 2,800 school partners and in the 2022-23 school year has supported these schools in filling over one million instructional hours with substitute teachers. Teacher vacancies are an ever-present challenge for school administrators, with [45% of public schools operating without a full teaching staff](https://web.archive.org/web/20250624231506/https://nces.ed.gov/whatsnew/press_releases/12_6_2022.asp) at the start of the 2022-2023 school year. While school leaders recognize the need for substitute teachers, improving processes around substitute teaching and investing in programs and tools that support substitute well-being often go unprioritized. Swing aims to fill this gap. By combining dedicated success teams and a comprehensive technology platform, Swing works to ensure that substitutes are treated better, which, in turn, attracts more individuals to the profession. “We’re thrilled to have Apax Partners and Reach Capital as strategic investors,” said Mike Teng, CEO of Swing Education. “The need for substitute teachers is acute. This additional funding highlights the current strain on our schools and positions Swing to grow our impact, placing even more substitute teachers in even more classrooms.” “Swing Education is a truly impactful business, bringing much needed digitalization to the substitute teacher staffing marketplace and making it easier and more efficient to match talent with schools,” said David Su, Partner, Apax Global Impact. “We’re incredibly excited to be partnering with Mike and the broader team to help grow the business and execute on our joint vision for the company.” “Beyond broadening and diversifying staffing pools, Swing’s distinct marketplace model provides upskilling opportunities and unlocks innovative pathways to the teaching profession,” said Steve Kupfer, Venture Partner at Reach Capital. “Each of these goals align with our mission as education investors. We are thrilled to support the Swing team through this next stage of growth.” “Even prior to the pandemic’s amplification, the teacher shortage in the United States profoundly impacted the K-12 education system. Under the visionary leadership of Mike and Asha, Swing Education has built a transformative way for K-12 schools and substitute teachers to connect,” said Amit A. Patel, Managing Director at Owl Ventures. “Their technology platform has harnessed the power of data to enable a seamless match between teacher absences and qualified substitutes as well as ensure uninterrupted student learning.” Swing currently operates in California, Arizona, Texas, Illinois, New York, New Jersey, and Washington, D.C. and will use this latest funding round to grow its substitutes and school partners in these regions. Swing will look to expand to new regions in 2024. **About Apax Partners** Apax Partners LLP (“Apax”) is a leading global private equity advisory firm. For 50 years, Apax has worked to inspire growth and ideas that transform businesses. The firm has raised and advised funds with aggregate commitments of more than $60 billion. The Apax Funds invest in companies across four global sectors of Tech, Services, Healthcare, and Internet/Consumer. These funds provide long-term equity financing to build and strengthen world-class companies. Apax Global Impact seeks out opportunities to support companies which deliver tangible societal and/or environmental impact. The strategy revolves around themes including Health & Wellness, Environment & Resources, Social & Economic Mobility, and Digital Impact Enablers. Apax Global Impact leverages the deep expertise of the Apax sector teams, the strength and global scale of the Apax platform globally, and the value creation potential of Apax’s Operational Excellence Practice. For further information about Apax, please visit [www.apax.com](https://www.apax.com). **About Reach Capital** Reach Capital is an early-stage venture capital firm focused on education and workforce development. Our investments expand access to education and economic opportunities and inspire people to reach their full potential. As one of the most diverse firms in venture capital with more than 20 years of classroom teaching experience across the team, Reach Capital has backed over 130 education companies, including many of the biggest and most beloved brands across early childhood, K-12, higher education and lifelong learning. Learn more at [www.reachcapital.com](https://www.reachcapital.com). **About Owl Ventures** Owl Ventures is the largest venture capital fund in the world focused on the education technology market with over $2.2 billion in assets under management. The Silicon Valley based firm invests in the world’s leading education technology companies across the education spectrum encompassing PreK-12, higher education and future of work (career mobility/professional learning). Owl Ventures has deep domain expertise and leverages a global network of Limited Partners, investors, and strategic partners to help entrepreneurs scale their businesses into transformative category leading companies. For more details on Owl Ventures, please visit [www.OwlVC.com](https://www.owlvc.com). **About Swing Education** Swing Education is an online staffing marketplace that connects substitute teachers with schools. Founded in 2015 by former K-12 educators and administrators, Swing makes it easier for schools and districts to find reliable, qualified substitute teachers when they need them most. With over 300,000 absence days filled to date, Swing is dedicated to improving the experience of finding substitute teachers, becoming a sub, and keeping student learning on track. Swing serves over 2,800 partner schools across California, Arizona, Illinois, Texas, New Jersey, New York, and Washington D.C. To learn more about Swing Education, visit [www.SwingEducation.com](https://www.swingeducation.com). \### **Media Contact:** Jennifer Harrison for Swing Education +1 916-716-0636 - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** On the Wire --- ### [Dissections in Schools: Traditional vs. Digital](https://edcircuit.com/dissections-in-schools-traditional-vs-digital/) **Published:** June 8, 2023 **Author:** Science Safety **Excerpt:** Traditional and digital dissections allow students to gain valuable STEAM knowledge with some advantages and disadvantages using each method. **Content:** Dissection and virtual dissection are two different yet similar methods used to study the anatomy of organisms. Traditional biological dissections involves physically cutting open an organism to study its internal anatomical and physiological systems and structures. In contrast, virtual dissection involves using digital tools and software or synthetic materials instead of actual organisms to simulate the dissection process. Many educators view this as essential STEAM learning. Both methods have their advantages and disadvantages, and their suitability depends on various factors such as cost, grade-level appropriateness, accessibility, and ethical considerations – which will all be factors contributing to the decision to perform dissection and then what kind of dissection to conduct. The STEAM education space has an abundance of suppliers who can provide both types of dissection products and solutions for students to use in their journey of biological exploration and understanding using the traditional and innovative technology-enabled approaches to suit the school and the learners. ## **Providing Hands-On STEAM with Dissections** Dissection has been used for centuries as a method to study anatomy, particularly in the field of medicine. It provides a hands-on experience that allows students to understand the three-dimensional structure of an organism’s organs and tissues. Dissection is also useful in identifying the differences between species, which can aid in taxonomic classification. Certainly, all biology students can recite the Domain-Kingdom-Phylum-Class-Order-Family-Genus-Species regarding the biological classification of living things. However, dissections can have certain drawbacks. Conducting a dissection can be time-consuming and requires significant expertise to perform accurately and safely. Currently, there is a time famine occurring in science programs – meaning there is not always enough time to complete the expectations found in the curriculum. Having the necessary specimens on hand ensures that the class can perform the planned activity on your schedule – since there are reports of supply chain and delivery issues from science suppliers. Additionally, dissection can be costly, particularly when large specimens are used that are sourced properly from reliable suppliers. Common specimens include grasshoppers, worms, perch, frogs, rats, fetal pigs, sheep brains, eyes, and hearts, among the most popular found in high school science departments. ### **The Advantages of Virtual Dissections** Virtual dissection, on the other hand, uses digital tools such as computer software, 3D models, and interactive simulations to provide a realistic, interactive experience of studying anatomy. Virtual dissection offers several advantages over traditional dissection. For example, students can perform them remotely, which reduces costs and increases accessibility since the biology lab is not a necessity for this activity. Virtual dissection is also more ethical, as it does not require using live animals or specimens for investigation. Furthermore, virtual dissection allows students to practice their skills repeatedly without needing new specimens. It is particularly useful in high-volume programs and a major cost-saving for the science department. These dissection simulations and virtual solutions became more popular during the pandemic when these digital versions were used to help remotely deliver a robust biological program. ### **Limitations of a Virtual Substitute** Despite these obvious advantages, the use of virtual dissection also has some limitations. One major drawback is that a digital platform does not provide the same ‘tactile’ experience as traditional dissection, which can hinder understanding certain anatomical structures. Furthermore, virtual dissection relies on the digital models’ accuracy, which can sometimes be inaccurate or incomplete. Finally, virtual dissection may not be suitable for students who are more tactile learners or those who prefer a hands-on approach to learning. Some new technologies allow students to ‘dissect’ a specimen that is made of a synthetic material that simulates the actual real specimen. Hence, they benefit from the tactile, experiential learning aspects of dissections. These are currently priced higher than traditional specimens, which may be cost-prohibitive; however, as more schools use these products, the prices may become more feasible for mainstream science departments. Of note is the reality that most students have a device with access to the internet which facilitates the use of these digital solutions and provides access to the dissection without a formal lab facility, which saves a significant amount of time and energy for the instructor and the students. ## **Rules and Regulations of Dissections** Some jurisdictions have merged digital and traditional hands-on dissection through a combination of pre-lab or post-lab assignments. Consider a typical biology program where the students will investigate a grass frog using dissection to understand the structures and connected systems. In the first scenario, the instructor provides students access to the digital version of the frog dissection as a pre-lab activity so that students are better prepared for the actual hands-on experiment in the laboratory in the coming days. Students better understand what to expect when they use a scalpel, T-pins, and other materials used in these activities and the internal systems and organ placement of their frog. In the second scenario, the instructor has the class perform the hands-on dissection and make observations. Then subsequently, the class is provided with access to a digital simulation or virtual dissection of the frog for follow-up and extension activities to reinforce the learning from the dissection. Several studies on post-secondary students in medical and healthcare programs have shown positive results from both approaches. ### **In Summation** In conclusion, both traditional dissection and virtual dissection have advantages and disadvantages, and their suitability depends on various factors such as cost, accessibility, and ethical considerations. While traditional dissection offers a hands-on experience that allows students to understand the three-dimensional structure of an organism’s organs and tissues, virtual dissection provides a more ethical and cost-effective way to study anatomy. Ultimately, the choice of method will depend on the students’ and the institution’s specific needs and preferences. Be sure to follow the guidance from your local school system and provide access to those students who may not want to participate in a traditional specimen dissection by using a digital or simulated solution instead to benefit from the valuable learning provided through anatomical and physiological explorations. Using both approaches in tandem with students may be the best mechanism to increase engagement and overall understanding of these organisms’ biotic processes and taxonomy and lead to greater awareness and appreciation of living things on our planet. **References** 1. Breslin, K. (2019). Dissection versus virtual dissection: Which is better for learning anatomy? The Anatomical Record, 302(8), 1379-1381. doi: 10.1002/ar.24210 2. D’Angelo, M., & DeLisa, J. A. (2019). Virtual dissection: An ethical and efficient alternative to traditional dissection. Journal of Medical Education and Curricular Development, 6, 2382120519853503. doi: 10.1177/2382120519853503 3. Khalil, M. K., & Paas, F. (2016). Advantages of a guided 3D interactive virtual dissection in enhancing learning experience and outcomes. Journal of Science Education and Technology, 25(1), 57-73. doi: 10.1007/s10956-015-9583-7 4. NSTA POSITION STATEMENT [Responsible Use of Live Animals and Dissection in the Science Classroom](https://web.archive.org/web/20250912013853/https://www.nsta.org/nstas-official-positions/responsible-use-live-animals-and-dissection-science-classroom) [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Science Safety](https://edcircuit.com/wp-content/uploads/lovable-avatars/science-safety-361.webp) ](https://edcircuit.com/author/science-safety/) [Science Safety](https://edcircuit.com/author/science-safety/ "Science Safety"): Author With an expansive catalog of over 250 Safer courses, modules, and pathways, and verifiable certificates Science Safety’s comprehensive digital academy, the Safer Platform, empowers schools, organizations and industry to build a culture of safety with Safer Science, Safer STEM, Safer CTE, Safer Arts, Safer Cyber and Safer Lab training. Learn more at: [Science Safety](https://learn.sciencesafety.com) [ View all posts ](https://edcircuit.com/author/science-safety/ "View all posts") [ ](mailto:admin@sciencesafety.com)[ ](https://learn.sciencesafety.com/) - [ ![Dr. Kenneth Roy](https://edcircuit.com/wp-content/uploads/lovable-avatars/dr-kenneth-roy-415.webp) ](https://edcircuit.com/author/dr-kenneth-roy/) [Dr. Kenneth Roy](https://edcircuit.com/author/dr-kenneth-roy/ "Dr. Kenneth Roy"): Author Currently Dr. Roy is the Chief Science Safety Compliance Adviser/Chief Safety Blogger at the National Science Teaching Association (NSTA); and the Safety Compliance Officer for the National Science Education Leadership Association (NSELA); He has published 13 science and STEM lab safety books and manuals and authored over 800 safety articles in professional journals and associations including NSTA, NSELA, CSSS, ITEEA and more. [ View all posts ](https://edcircuit.com/author/dr-kenneth-roy/ "View all posts") [ ](mailto:admin@sciencesafety.com) **Categories:** Administrators, edLeaders, Educators, Hot Topics - controversial, K-12 Teachers **Tags:** Headline, k-12 education, virtual learning, teachers --- ### [Testing and Assessment- May 2023 Theme](https://edcircuit.com/testing-and-assessment-may-2023-theme/) **Published:** May 2, 2023 **Author:** EdCircuit Staff **Excerpt:** This month on edCircuit, thought leaders from K12 and EdTech will discuss strategies, advice, and recent developments concerning testing and assessment. **Content:** Testing and assessment are essential to the success of K20 education. From kindergarteners to college seniors, understanding students’ skills, abilities, and knowledge is required for academic excellence. However, there are varied approaches to testing and assessment. From state aptitude tests to the GRE, many standardized tests across K20 education exist. Additionally, students will participate in individual assessments, quizzes, exams, and more. So, if the entire industry agrees that assessment and testing are essential, what is the best way to test and assess students? This question may seem impossible to answer, but there is no doubt that within the many schools of thought, a consensus can be found for the benefit of the student, parents, teachers, and the education community. This month on edCircuit, thought leaders from K12 and EdTech will discuss strategies, advice, and recent developments concerning testing and assessment. To prepare readers, this article outlines a baseline for curriculum, the current challenges, and exciting developments across K20 and edtech. ## Challenges of Testing and Assessment As many educators and education stakeholders know, many challenges are associated with standardized and normal classroom assessment. Although some efforts have made [standardized testing more equitable](https://districtadministration.com/k12-makes-assessment-shifts/), these challenges are apparent in every classroom nationwide. Notably, there is a clear separation between standardized tests and everyday assessments. Each has its unique issues. For example, standardized tests are often [scrutinized for their efficacy in addressing educational challenges](https://www.americanprogress.org/article/future-testing-education-effective-equitable-assessment-systems/) but are heavily regulated. On the other hand, everyday classroom assessment has less oversight and much more theoretical and pedagogical debate. ### What Kind of Tests Are Students Taking? We are all too familiar with the many kinds of standardized tests that students take. We can remember state-administered and college entry exams (SAT/ACT) throughout our lives. [Standardized tests are not without their scrutiny](https://www.edweek.org/leadership/opinion-its-time-to-debunk-the-myths-about-standardized-tests/2022/03). Many states and institutions of higher learning are even beginning to question whether they need to happen. For example, a growing list of colleges no longer require the ACT or SAT for admissions. Even many of the [elite universities across the country have gone tests optional](https://www.crimsoneducation.org/us/blog/test-prep/the-complete-list-of-us-universities-going-test-optional-in-2021-22/). However, as institutions are making headway to challenge preconceived ideas on standardized testing, there is another form of testing garnering attention. Everyday assessment in the classroom is essential, and these assessments tell us what students know, what they need to work on, and how teachers can support them. #### Classroom Testing and Assessment The three kinds of assessment teachers have in their tool belts are diagnostic, formative, and summative assessment. In simple terms, this is what the three kinds of the assessment show teachers. 1. Diagnostic- take place before students engage in instruction about a subject. This assessment shows students’ background knowledge about a subject before they learn about it. 2. Formative – takes place between unit instruction on a topic. They show what students have learned and what they need to cover. 3. Summative – take place after the instruction of a topic, showing what students have learned throughout instruction. Each of these assessments has a place in the classroom and comes with unique sets of data for teachers to use. There is also much more flexibility in these tests. One interesting case that shed light on the challenges of classroom assessment was the COVID-19 pandemic. Many schools [canceled summative assessments during the pandemic](https://thehill.com/opinion/education/594748-covid-is-forcing-k-12-schools-to-rethink-testing/) because of their inability to oversee effective examinations. This necessary change led many to ask- what is the role of assessment in our schools? ### What are you testing? On the standardized testing front, many parents are concerned that their students are learning how to test rather than learning materials and skills that will become apparent on standardized tests. [Opting out of standardized tests](https://www.usnews.com/education/k12/articles/opting-out-of-standardized-testing-what-to-know) has become a regular discussion in many households. Educators also have concerns about ‘teaching the test’ in standardized testing. The challenge for educators in everyday assessment is numerous as well. In some cases, teachers must track the data of their edtech assessment tools and use it to enhance classroom instruction. In others, teachers can access premade quizzes, homework, and exams through premade curricula such as textbooks. However, many teachers do not have access to additional assessment tools. School districts task these educators to create their resources for assessment purposes. This is where many debates between educators and education thought leaders occur. Because of the lack of standardization, there are a variety of opinions concerning their testing. Of course, the goal of an assessment is to ensure that students acquire new knowledge and skills. There has been a push to make assessments more tactical for teachers. In many educators’ perfect world, students would take an assessment, and the test results would allow the teacher to assess what content has yet to be mastered; however, with the complication of grades, time, and resources, that is not always achievable. ## Further Reading on Testing and Assessment If you are looking for resources on curriculum, below are a few edCircuit resources that can help you understand and improve curriculum planning in your home, classroom, or boardroom. - [5 Approaches to Improve Assessment and Promote Learning](https://edcircuit.com/five-approaches-to-improve-assessment-and-promote-learning/) – Authors share their approaches to improve assessment for learning rather than just assessment of learning. - [Crafting a New Approach to Assessment](https://edcircuit.com/crafting-a-new-approach-to-assessment/) – Michael Chiles, the author of The Craft of Assessment, examines a whole school approach to learning assessment. - [Breaking the Code of Education Assessment and Evaluation](https://edcircuit.com/breaking-code-of-education-assessment-and-evaluation/) – Brian Aspinall discusses hacking the classroom and the role that constructivist learning plays, rethinking assessment, and evaluation. - [Rigorous Assessments: Not This, But That](https://edcircuit.com/rigorous-assessments-education-not-this-but-that/) – Incorporating higher levels of thinking in assignments will ultimately lead to increased learning. - [4 Strategies for Formative Assessment ](https://edcircuit.com/four-strategies-formative-assessment-education/)– We need to know as much as possible about what and how students learn, which needs to occur continually. Effective formative assessment strategies can help us understand where students are learning and how we can help them move forward. - [Test Prep for Cognitive Testing – It’s a Myth](https://edcircuit.com/test-prep-for-cognitive-testing-its-a-myth/) – Many books are designed to help students score better on gifted cognitive tests. Many have concerns about test prep for cognitive testing. - [Testing: How Much Is Too Much?](https://edcircuit.com/assessments-too-much/) – Dissatisfaction with standardized testing is growing. Moving forward, the education industry faces challenges to balance helping students become rounded critical thinkers and having some kind of accountability system to measure results. Stay connected and join the Testing and Assessment conversation[ by subscribing to edCircuit](https://edcircuit.com/subscribe-to-edcircuit/). If you have thoughts on Testing and Assessment, apply to [become an edCircuit contributor](https://edcircuit.com/become-an-edcircuit-contributor/). Stay connected through [Facebook](https://www.facebook.com/edcircuit)|[Twitter](https://twitter.com/edCircuit)|LinkedIn - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden **Tags:** Headline, Student Success, Testing, Assessment, Theme --- ### [Teacher Mental Health: A National Dilemma](https://edcircuit.com/teacher-mental-health-a-national-dilemma/) **Published:** May 11, 2023 **Author:** Donald Perras **Excerpt:** This generation of educators is experiencing a rising level of stress that is affecting collective teacher mental health. **Content:** This generation of educators is experiencing a rising level of stress that is affecting collective teacher mental health. Student readiness to learn, achievement gap problems, curricula modifications, and evaluation standards, among others, are straining teachers’ psychological welfare. Federal and state mandates, parental expectations, and obsession with testing further complicate the profession. Inadequate university preparation, placement in chronically failing schools, and intense accountability measures erode teachers’ commitment and feelings of accomplishment. Our nation’s educational system depends on attracting teachers who can prepare students for productive adulthood. While a noble assumption, a significant proportion of public schools are struggling to accomplish this goal. Seeking bright, empathetic, and conscientious future candidates is a multi–faceted challenge. Adequate staffing is required to implement noteworthy agendas on school climate, instructional initiatives, and social–emotional programming. This dilemma will ultimately profoundly affect the unacceptable achievement gap plaguing America. ## Factors Affecting Teacher Mental Health A variety of significant factors are impacting educators’ professionalism and personal wellness. Family dynamics reflect a decline in parental investment in their children’s school readiness and personal accountability. Educating a generation of diverse learners has become dramatically more complex than in prior decades. Social -economics, racial inequity, psychological trauma, and national crises impact most students. Schools are challenged by both students’ academic requirements and socialization deficits, profoundly impacting instructional programming and social–emotional interventions. For example, approximately *20%* of children live in poverty, while *15 %* require special education services, fundamental deterrents to academic outcomes. Educating all learners is compromised by many complex factors that are resistant to change. ### External Variables & Teacher Mental Health External variables include social – economic – political factors linked to school funding, creating dramatic contrasts among and between communities in salaries, resources, and commitment to excellence. Deficient, uncompetitive compensation and challenging working conditions deter the hiring and retention of competent staff. Internal variables exist within the school setting but are equally detrimental to teachers’ stability. Students’ social-cultural identity, depressed language readiness, self–motivation defects, and analytic thinking skills weaken teachers’ power and talent. Differentiated instruction reflects a preference for personalized learning aligned with special education requirements, a dramatic shift in conventional teaching practices. Behavior management further disrupts academic progress, a serious deterrent to teachers’ coping ability. National Government 2022 survey data indicate a dramatic increase in classroom disruptions, disrespect, rowdiness, and use of electronic devices, resulting in proactive teacher mental health services. ### School-Based Stressors on Teacher Mental Health School-based stressors represent deteriorating physical environments, confusing administrative obligations, and erratic policies and procedures that frustrate teachers’ morale. Inadequate resources, insufficient staffing, and excessive curricula modifications, among others, are prevalent across the nation’s schools. Ideally, fostering innovative social-emotional programming identifies students’ unique identities that [improve school adjustment and bonding with peers](https://edcircuit.com/why-social-emotional-learning/). Implementing this valuable programming also requires greater teacher expertise. ## Teachers Need External Support Teachers’ determination, energy, and compassion quickly diminish without personal resilience and external support. Can a naturally competent educator create proactive responses to this scenario if lacking resources and specialists? Juggling remedial instruction alone is time-consuming, particularly for early career staff. This mandate has become normative across the country. Accordingly, Title One schools have an exceptionally high rate of teacher resignations, whereas rural schools have persistently struggled to hire enough teachers. A typical scenario involves an inexperienced teacher exposed to a class of needy students with a significant disparity of academic skills and immature behavioral self-control. Relying on personal intuition and a fraction of pre-service knowledge ultimately results in chronic frustration and disillusionment. ## Teacher Mental Health Requires Immediate Attention Unable to adopt a preventative approach eventually creates a reactive emotional interaction pattern that impacts instruction and classroom management. Expending energy to maintain discipline gradually depletes self-confidence and enthusiasm, a destructive outcome that frequently culminates in a resignation, especially without administrative support. This illustration is unfortunately prevalent throughout the nation’s schools, a major dilemma requiring immediate attention. Attracting capable individuals to a teaching career is becoming a major challenge because of these stressors, especially with the surge in the retirement of veteran educators. As evidence, enrollment in teacher preparation programs has dramatically decreased, further exaggerating the critical shortage of candidates. These programs generally offer training that is too theoretical, lacking sufficient exposure to contemporary instructional models, and minimal orientation to proactive classroom management interventions. ### Put Teachers in Positions to Succeed Student teaching placements and internships are frequently in communities with high-achievement schools that provide unrealistic expectations for future employment. Districts with histories of chronic failure and extreme staff turnover require another level of staff competence, idealism, and dedication to achieve success. Until we radically modernize teacher preparation, this dilemma will continue to seriously impact the availability and quality of graduates. Many perceive teaching as a less prestigious option because of insufficient financial compensation, political criticism, and societal apathy. Placing idealistic, humanitarian graduates in schools with diverse learners, limited resources, and constantly shifting obligations will deflate even the most talented prospects. ### Making Education a Priority Approximately *40%* of certified educators never enter the profession, often pursuing a career that extols the pursuit of lucrative self-gratification. This contributes to the shrinking pool of viable candidates for an occupation that requires altruistic motives. A national agenda to amplify the benefits of a career in education is mandatory to reverse this trend. Otherwise, the nation will fail to attain its goal of producing literate, socially conscious, skilled graduates to compete internationally. The seriousness of teachers’ mental health problems is plaguing the national agenda to improve schools’ productivity. Until school districts attend to this matter, the rate of staff dysfunction and turnover will continue to disrupt student achievement, an intolerable outcome for 21st-century education. - [ ![Donald Perras](https://edcircuit.com/wp-content/uploads/lovable-avatars/donald-perras-444.webp) ](https://edcircuit.com/author/dperras1yahoo-com/) [Donald Perras](https://edcircuit.com/author/dperras1yahoo-com/ "Donald Perras"): Author University preparation of special education professionals, So. Conn. State University, New Haven, 37 years \[retired in 2009\]. Independent educational consultant since mid – 1970s focused on differentiated instruction, classroom management, and teacher mental health practices. Coached approximately 1, 400 educational personnel in 320 CT schools/agencies. Designed, presented zoom webinars/personalized coaching since 2001 to multiple consultation sites. Spoken at regional/national conferences, on radio, TV on various topics. [ View all posts ](https://edcircuit.com/author/dperras1yahoo-com/ "View all posts") [ ](mailto:dperras1@yahoo.com) **Categories:** Educators, K-12 Teachers, Professional Development **Tags:** Headline, adult sel, Teacher Mental Health --- ### [Closing the Digital Divide for Parents: A COVID-19 Story](https://edcircuit.com/closing-the-digital-divide-for-parents-a-covid-19-story/) **Published:** February 10, 2021 **Author:** EdCircuit Staff **Excerpt:** The Resilient Schools Project is a Future of School initiative to assist schools and districts with developing an ongoing response to instruction disruptions during the 2020-21 school year. **Content:** By Antonio B. Boyd [Dorchester School District Two](https://www.ddtwo.org/) (Summerville, SC) is an award-winning school system near the Charleston, South Carolina area with more than 26,000 students attending district schools. The district has fifteen elementary schools, six middle schools, and three high schools that serve the suburban community of Summerville in Dorchester County. Recognized as a school system of excellence, Dorchester School District Two has been awarded district-wide National Accreditation from the Cognia Accreditation Commission. The district is committed to providing opportunities that ensure that students possess world-class skills and knowledge to be college and career ready. These goals parallel the tenets of the [Profile of the South Carolina Graduate](https://ed.sc.gov/about/profile-of-sc-graduate/) and shape the rigorous and relevant curriculum, as well as innovative programming, in kindergarten through twelfth grade. Dorchester School District Two is leading the way, every student, every day, through relationships, rigor, and relevance. As reported on the 2019 South Carolina report card, Dorchester School District Two achieved a graduation rate of 90.3%. In addition, the 2020 graduating classes of 1,773 students were offered a total of $40,970,507 in scholarships. The Dorchester County School District Two′s School Board recently announced that its students would remain in eLearning through the end of January. District officials say data shows COVID-19 activity in Dorchester County is spiking because of holiday traveling and gatherings. Also, District leaders realized that the students were technology savvy, but parents needed additional assistance. The District uses Modern Learning Specialists (MLS), or teachers who are very real versed in technology, to communicate with parents about technology. Theses MLS’s posted videos for parents but they were not utilized to the level that the district wanted, so they reached out to Future of School to see if we could facilitate additional training. The Resilient Schools Project is a Future of School initiative to assist schools and districts with developing an ongoing response to instruction disruptions during the 2020-21 school year. The District offers two options for students during COVID-19: **• eLearning** is the DDTwo instructional model used for COVID-19 and other emergencies. Students utilize district-issued devices at home to complete coursework and attend virtual meetings assigned by a teacher from their home school. At a time when it is deemed safe, students will then return to a physical classroom. **• Virtual Academy** is a DDTwo program. Students who choose Virtual Academy are committing to an online learning experience taught by a DDTwo teacher, but not necessarily one from the student’s home school. Students utilize district-issued devices at home to complete coursework and attend virtual class meetings. Teresa Kelly, the Dorchester District Two Parent Coordinator said that at first, she was hesitant about reaching out to Microsoft about training because she felt that Microsoft would not readily give this type of training for free. When she heard from Future of School that the Microsoft team was willing to train her parents, she literally shed tears. I asked Teresa a few questions: **What made the difference in the training that Microsoft provided?** Easy access for parents to the training and advertising. The parents appreciated that the training was from Microsoft and that it was a live training where parents could ask questions. The Microsoft trainer even modeled how to log on and answered all the parent’s technical questions. **What are you going to do next to continue this effort?** We surveyed the parents and collaborated with Microsoft to develop a parent boot camp to help the parents. Microsoft is willing to hold the trainings during evening hours. We are going to break the trainings up into K-1 and then 2nd through 12th grades because each group uses the same devices. Microsoft was so great they are planning parent-specific training during the boot camp. **What can other districts learn from what you have been able to accomplish?** Reaching the parents and helping them is greatly beneficial to the students. Partnering with Future of School and getting on ground access to Ed Tech partners like Microsoft will benefit every child! They are all our children. **More on the Microsoft Parent Training** Dorchester Two and Microsoft Education were pleased to present a series of training events that engaged parents in a multitude of Microsoft Team modules to provide support and understanding of their children’s virtual platform. This **FREE** training was for all Dorchester School District Two parents and guardians of students in PreK-12th Grade. The trainings were presented by a Microsoft Store Education Trainer and the program was coordinated by the Microsoft Store Education Specialist based out of Charlotte, North Carolina. Over 100 parents have been trained so far in the first three weeks of the program’s implementation. I spoke to the Microsoft Store Education team about the program: **What was the process to get the training started?** The process of getting training started always begins with a discovery call to gather relevant information and understand what each school needs. Identifying the needs of schools is the most critical starting point to providing them with support, and that starts with inquiry. What were the biggest needs identified when working with the parents? The biggest need was the parent’s understanding of how assignments work and the understanding that the only way to see their child’s schoolwork and classes was through their child’s account. **What were the parent’s knowledge levels and what recommendations would you have to close the knowledge gap?** The parent’s knowledge levels varied, but most were unfamiliar with the Teams platform. The only way to get through those knowledge gaps is to use the platform. It may also be helpful to give a one-pager to parents explaining how to access their child’s Teams account and other relevant information the school feels are important for parents to know. Providing a one-pager is something nice to have for the parents to refer to when they have a question or need guidance. **What was your biggest take away after implementing the training program?** The biggest take away was the parent’s understanding of assignments, how to turn them in, and how to access them. **Anything you can share with me for other districts that want to do similar trainings?** If other districts were to do parent training, I would recommend only doing one week’s worth of content with several options to attend: AM, PM, and weekend time, and just for one hour. I asked Amy Valentine, CEO at Future of School, about why Future of School started the Resilient Schools Project and she said, “Online and blended learning are not new to America, instead it is new to most Americans, especially parents! With unprecedented change already underway, schools and districts will need to be flexible and adaptable to provide a high-quality, equitable education for all learners.” She added, “As we progress through the Resilient Schools Project alongside our valued partner, the [Digital Learning Collaborative](https://www.digitallearningcollab.com/), we ARE supporting districts’ needs by helping them work together to understand how online content, technology platforms, ensuring equity and access, and other key issues will support their schools and students. We aim to address both the immediate needs and set up a foundation for long-term growth and success.” Cindy Ambrose, Executive Director of the Low Country Education Consortium, which works with four of the member RSP districts including Dorchester 2 said: “These are unprecedented times, and a facilitated, nationally-networked community focusing on our common problems of practice can be tremendously beneficial to schools and school systems.” *This article was originally published on [Getting Smart ](https://www.gettingsmart.com/2021/02/closing-the-digital-divide-for-parents-a-covid-19-story/?utm_campaign=coschedule&utm_source=twitter&utm_medium=Getting_Smart&utm_content=Closing%20the%20Digital%20Divide%20for%20Parents:%20A%20COVID-19%20Story)* **About the Author** Antonio B. Boyd is the Chief Operating Officer at Future of School, a national nonprofit focused on ensuring all students reach their unbounded potential. For more on the Resilient Schools Project go to: . 1. **edCircuit –** [Mind the Gap, Episode 16 – Doug Lemov on Why Championship-Level Teaching Is About Passion](https://edcircuit.com/mind-the-gap-episode-16-doug-lemov-on-why-championship-level-teaching-is-about-passion/) 2. **edCircuit –** [Embracing the Future of School Choice](https://edcircuit.com/embracing-the-future-of-school-choice/) 3. **edCircuit –** Easing the Cognitive Load on Students to Enable Deep Learning - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Community, Covid-19, Project-based learning **Tags:** Headline --- ### [Inclusive Design Made Practical - S2E15](https://edcircuit.com/inclusive-design-made-practical-s2e15/) **Published:** February 10, 2022 **Author:** EdCircuit Staff **Excerpt:** In this episode, our guests discuss some of the biggest challenges, and proven strategies to make learning more inclusive design practical. **Content:** *What are some proven strategies to make learning more inclusive design practical?*  Technology – when used thoughtfully – can have a tremendous impact in supporting districts’ goals around inclusive learning environments. What are the biggest challenges? We’re tackling these questions on the CoSN podcast with a panel of expert practitioners. Each of the guests are co-authors of the book [**Inclusive Learning 365: EdTech Strategies for Every Day of the Year**](https://inclusive365.com/). Listeners who want to pick up more strategies can find information at https://inclusive365.com The guests speak about developing an inclusive mindset and the importance of continuous learning and reflection, the most challenging aspects of promoting inclusion and how the challenges have shifted during the pandemic, why options that promote learner agency are critical, perspective shifts that have taken place in districts as a result of the pandemic, and more. ## Join the Conversation on Inclusive Design This episode of The CoSN Podcast is supported by Microsoft. Learn more at www.microsoft.com/education Engage further in the discussion on Twitter. Follow:[ @edCircuit](https://twitter.com/edCircuit) [@attipscast](https://twitter.com/attipscast) [@possbeth](https://twitter.com/possbeth) [@KarenJan](https://twitter.com/KarenJan) [@CoSN](https://twitter.com/CoSN) [@MicrosoftEDU](https://twitter.com/MicrosoftEDU) The CoSN Podcast is produced in partnership with [edCircuit](https://edcircuit.com/inclusive-design-made-practical-s2e15). To learn more about CoSN, visit www.cosn.org. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) - [ ![Mike Marotta](https://edcircuit.com/wp-content/uploads/2023/04/Mike-Marotta.jpeg) ](https://edcircuit.com/author/mike-marotta/) [Mike Marotta](https://edcircuit.com/author/mike-marotta/ "Mike Marotta"): Author Mike Marotta, ATP is the owner of Inclusive Technology Solutions, LLC. Mike has been the field of Assistive Technology for almost 30 years and his experience revolves around a vast array of accommodations for persons with disabilities and their family/support members. Mike believes that networking and information sharing are essential for successful evaluation, consideration, implementation and application of assistive technology. Mike was awarded the International Society for Technology in Education (ISTE) Inclusive Learning Network Outstanding Educator award for 2017. [ ](https://www.linkedin.com/in/mikemarottaatp/) [ View all posts ](https://edcircuit.com/author/mike-marotta/ "View all posts") - [ ![Chris Bugaj](https://edcircuit.com/wp-content/uploads/2023/04/Chris-Bugaj.jpeg) ](https://edcircuit.com/author/chris-bugaj/) [Chris Bugaj](https://edcircuit.com/author/chris-bugaj/ "Chris Bugaj"): Author Chris Bugaj is an inclusive technology facilitator, speech-language pathologist, and founding member of the Assistive Technology Team for Loudoun County Public Schools in Virginia. [ ](https://www.linkedin.com/in/chrisbugaj/) [ View all posts ](https://edcircuit.com/author/chris-bugaj/ "View all posts") [ ](https://sites.google.com/view/chrisbugaj) - [ ![Beth Poss](https://edcircuit.com/wp-content/uploads/2023/04/Beth-Poss.jpeg) ](https://edcircuit.com/author/beth-poss/) [Beth Poss](https://edcircuit.com/author/beth-poss/ "Beth Poss"): Author Beth Poss is an educational and technology consultant, accessibility and inclusion advocate, speech/language pathologist, and former assistant principal. [ ](https://www.linkedin.com/in/beth-poss-53b06792/) [ View all posts ](https://edcircuit.com/author/beth-poss/ "View all posts") - [ ![Karen Janowski](https://edcircuit.com/wp-content/uploads/2023/04/Karen-Janowski.jpeg) ](https://edcircuit.com/author/karen-janowski/) [Karen Janowski](https://edcircuit.com/author/karen-janowski/ "Karen Janowski"): Author Karen Janowski is an inclusive technology consultant and former adjunct professor at Simmons College in Boston, MA. [ ](https://www.linkedin.com/in/karen-janowski-57687bb/) [ View all posts ](https://edcircuit.com/author/karen-janowski/ "View all posts") **Categories:** Hidden --- ### [Inclusive Design Made Practical - S2E15](https://edcircuit.com/inclusive-design-made-practical-s2e15/) **Published:** February 10, 2022 **Author:** EdCircuit Staff **Excerpt:** In this episode, our guests discuss some of the biggest challenges, and proven strategies to make learning more inclusive design practical. **Content:** *What are some proven strategies to make learning more inclusive design practical?*  Technology – when used thoughtfully – can have a tremendous impact in supporting districts’ goals around inclusive learning environments. What are the biggest challenges? We’re tackling these questions on the CoSN podcast with a panel of expert practitioners. Each of the guests are co-authors of the book [**Inclusive Learning 365: EdTech Strategies for Every Day of the Year**](https://inclusive365.com/). Listeners who want to pick up more strategies can find information at https://inclusive365.com The guests speak about developing an inclusive mindset and the importance of continuous learning and reflection, the most challenging aspects of promoting inclusion and how the challenges have shifted during the pandemic, why options that promote learner agency are critical, perspective shifts that have taken place in districts as a result of the pandemic, and more. ## Join the Conversation on Inclusive Design This episode of The CoSN Podcast is supported by Microsoft. Learn more at www.microsoft.com/education Engage further in the discussion on Twitter. Follow:[ @edCircuit](https://twitter.com/edCircuit) [@attipscast](https://twitter.com/attipscast) [@possbeth](https://twitter.com/possbeth) [@KarenJan](https://twitter.com/KarenJan) [@CoSN](https://twitter.com/CoSN) [@MicrosoftEDU](https://twitter.com/MicrosoftEDU) The CoSN Podcast is produced in partnership with [edCircuit](https://edcircuit.com/inclusive-design-made-practical-s2e15). To learn more about CoSN, visit www.cosn.org. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) - [ ![Mike Marotta](https://edcircuit.com/wp-content/uploads/2023/04/Mike-Marotta.jpeg) ](https://edcircuit.com/author/mike-marotta/) [Mike Marotta](https://edcircuit.com/author/mike-marotta/ "Mike Marotta"): Author Mike Marotta, ATP is the owner of Inclusive Technology Solutions, LLC. Mike has been the field of Assistive Technology for almost 30 years and his experience revolves around a vast array of accommodations for persons with disabilities and their family/support members. Mike believes that networking and information sharing are essential for successful evaluation, consideration, implementation and application of assistive technology. Mike was awarded the International Society for Technology in Education (ISTE) Inclusive Learning Network Outstanding Educator award for 2017. [ ](https://www.linkedin.com/in/mikemarottaatp/) [ View all posts ](https://edcircuit.com/author/mike-marotta/ "View all posts") - [ ![Chris Bugaj](https://edcircuit.com/wp-content/uploads/2023/04/Chris-Bugaj.jpeg) ](https://edcircuit.com/author/chris-bugaj/) [Chris Bugaj](https://edcircuit.com/author/chris-bugaj/ "Chris Bugaj"): Author Chris Bugaj is an inclusive technology facilitator, speech-language pathologist, and founding member of the Assistive Technology Team for Loudoun County Public Schools in Virginia. [ ](https://www.linkedin.com/in/chrisbugaj/) [ View all posts ](https://edcircuit.com/author/chris-bugaj/ "View all posts") [ ](https://sites.google.com/view/chrisbugaj) - [ ![Beth Poss](https://edcircuit.com/wp-content/uploads/2023/04/Beth-Poss.jpeg) ](https://edcircuit.com/author/beth-poss/) [Beth Poss](https://edcircuit.com/author/beth-poss/ "Beth Poss"): Author Beth Poss is an educational and technology consultant, accessibility and inclusion advocate, speech/language pathologist, and former assistant principal. [ ](https://www.linkedin.com/in/beth-poss-53b06792/) [ View all posts ](https://edcircuit.com/author/beth-poss/ "View all posts") - [ ![Karen Janowski](https://edcircuit.com/wp-content/uploads/2023/04/Karen-Janowski.jpeg) ](https://edcircuit.com/author/karen-janowski/) [Karen Janowski](https://edcircuit.com/author/karen-janowski/ "Karen Janowski"): Author Karen Janowski is an inclusive technology consultant and former adjunct professor at Simmons College in Boston, MA. [ ](https://www.linkedin.com/in/karen-janowski-57687bb/) [ View all posts ](https://edcircuit.com/author/karen-janowski/ "View all posts") **Categories:** Hidden --- ### [Inclusive Design Made Practical - S2E15](https://edcircuit.com/inclusive-design-made-practical-s2e15/) **Published:** February 10, 2022 **Author:** EdCircuit Staff **Excerpt:** In this episode, our guests discuss some of the biggest challenges, and proven strategies to make learning more inclusive design practical. **Content:** *What are some proven strategies to make learning more inclusive design practical?*  Technology – when used thoughtfully – can have a tremendous impact in supporting districts’ goals around inclusive learning environments. What are the biggest challenges? We’re tackling these questions on the CoSN podcast with a panel of expert practitioners. Each of the guests are co-authors of the book [**Inclusive Learning 365: EdTech Strategies for Every Day of the Year**](https://inclusive365.com/). Listeners who want to pick up more strategies can find information at https://inclusive365.com The guests speak about developing an inclusive mindset and the importance of continuous learning and reflection, the most challenging aspects of promoting inclusion and how the challenges have shifted during the pandemic, why options that promote learner agency are critical, perspective shifts that have taken place in districts as a result of the pandemic, and more. ## Join the Conversation on Inclusive Design This episode of The CoSN Podcast is supported by Microsoft. Learn more at www.microsoft.com/education Engage further in the discussion on Twitter. Follow:[ @edCircuit](https://twitter.com/edCircuit) [@attipscast](https://twitter.com/attipscast) [@possbeth](https://twitter.com/possbeth) [@KarenJan](https://twitter.com/KarenJan) [@CoSN](https://twitter.com/CoSN) [@MicrosoftEDU](https://twitter.com/MicrosoftEDU) The CoSN Podcast is produced in partnership with [edCircuit](https://edcircuit.com/inclusive-design-made-practical-s2e15). To learn more about CoSN, visit www.cosn.org. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) - [ ![Mike Marotta](https://edcircuit.com/wp-content/uploads/2023/04/Mike-Marotta.jpeg) ](https://edcircuit.com/author/mike-marotta/) [Mike Marotta](https://edcircuit.com/author/mike-marotta/ "Mike Marotta"): Author Mike Marotta, ATP is the owner of Inclusive Technology Solutions, LLC. Mike has been the field of Assistive Technology for almost 30 years and his experience revolves around a vast array of accommodations for persons with disabilities and their family/support members. Mike believes that networking and information sharing are essential for successful evaluation, consideration, implementation and application of assistive technology. Mike was awarded the International Society for Technology in Education (ISTE) Inclusive Learning Network Outstanding Educator award for 2017. [ ](https://www.linkedin.com/in/mikemarottaatp/) [ View all posts ](https://edcircuit.com/author/mike-marotta/ "View all posts") - [ ![Chris Bugaj](https://edcircuit.com/wp-content/uploads/2023/04/Chris-Bugaj.jpeg) ](https://edcircuit.com/author/chris-bugaj/) [Chris Bugaj](https://edcircuit.com/author/chris-bugaj/ "Chris Bugaj"): Author Chris Bugaj is an inclusive technology facilitator, speech-language pathologist, and founding member of the Assistive Technology Team for Loudoun County Public Schools in Virginia. [ ](https://www.linkedin.com/in/chrisbugaj/) [ View all posts ](https://edcircuit.com/author/chris-bugaj/ "View all posts") [ ](https://sites.google.com/view/chrisbugaj) - [ ![Beth Poss](https://edcircuit.com/wp-content/uploads/2023/04/Beth-Poss.jpeg) ](https://edcircuit.com/author/beth-poss/) [Beth Poss](https://edcircuit.com/author/beth-poss/ "Beth Poss"): Author Beth Poss is an educational and technology consultant, accessibility and inclusion advocate, speech/language pathologist, and former assistant principal. [ ](https://www.linkedin.com/in/beth-poss-53b06792/) [ View all posts ](https://edcircuit.com/author/beth-poss/ "View all posts") - [ ![Karen Janowski](https://edcircuit.com/wp-content/uploads/2023/04/Karen-Janowski.jpeg) ](https://edcircuit.com/author/karen-janowski/) [Karen Janowski](https://edcircuit.com/author/karen-janowski/ "Karen Janowski"): Author Karen Janowski is an inclusive technology consultant and former adjunct professor at Simmons College in Boston, MA. [ ](https://www.linkedin.com/in/karen-janowski-57687bb/) [ View all posts ](https://edcircuit.com/author/karen-janowski/ "View all posts") **Categories:** Hidden --- ### [Western Governors University’s Teachers College Announces Launch of New Master’s Program in Learning Experience Design and Educational Technology](https://edcircuit.com/western-governors-universitys-teachers-college-announces-launch-of-new-masters-program-in-learning-experience-design-and-educational-technology/) **Published:** May 10, 2022 **Author:** EdCircuit Staff **Excerpt:** Western Governors University’s (WGU) Teachers College, the nation’s largest college of education, has launched a new Master of Science in Learning Experience Design and Educational Technology (MSLxDET). The program encompasses instructional design, design thinking, technology and learning science, while emphasizing approaches that place learners at the center of decision making, reaching beyond the tenets of traditional instructional design. **Content:** **Western Governors University’s Teachers College Announces Launch of New Master’s Program in Learning Experience Design and Educational Technology** *Innovative Program Emphasizes Design Thinking Approaches to Create Successful Student Learning Experiences* **SALT LAKE CITY (May 4, 2022)** — [Western Governors University’s (WGU) Teachers College](https://wgu.edu/online-teaching-degrees), the nation’s largest college of education, has launched a new Master of Science in Learning Experience Design and Educational Technology (MSLxDET). The program encompasses instructional design, design thinking, technology and learning science, while emphasizing approaches that place learners at the center of decision making, reaching beyond the tenets of traditional instructional design. “Given the pace of innovation in learning technologies and instructional design over the past few years, now is the right time to expand our academic portfolio with this new program,” said Dr. Mark Milliron, Senior Vice President of WGU and Executive Dean of the Teachers College. “The Teachers College has always been a leading innovator in next-generation teaching, and the MSLxDET is a perfect fit for current educators or professionals in other fields who are looking to take the next step in their careers.” The MSLxDET is offered in two tracks: the K-12 Learning Designer pathway, and the Adult Learning Designer pathway. These tracks allow students to specify if they are hoping to implement their learnings in an academic or workforce setting. The courses in the K-12 Learning Designer track focus on serving students in an educational setting, while the Adult Learning Designer pathway focuses on workforce development and adult education. A key feature of the program is student engagement in a design lab based on five-phases of design thinking models: empathize, define, ideate, prototype and test. As students move through the program, they will dive deeper into what learners see, feel, do, and say. Their observations within real learning spaces, interviews and focus groups will help them build learning-centered, evidence-based analysis and design skills. “The new program addresses shortages in the fast-growing instructional design and learning technology fields, where professionals need updated skill sets to create immersive and engaging learning experiences,” said Dr. Kim Round, Academic Programs Director and Associate Dean of the Teachers College. “We’re excited to be able to help students gain the skills needed to improve learning experiences and play a part in the evolving future of education.” In the last 20 years, WGU’s Teachers College has graduated more than 69,000 educators with licensed teachers in all 50 states, and currently enrolls more than 34,000 students. The college offers 21 bachelor’s degree programs and 19 master’s degree programs for teachers and leaders in K-12 and higher education. Based on an innovative competency-based education model that provides a student-centered Community of Care with a full suite of wrap-around support services and specialized faculty, the college enables students to progress through their courses as soon as they demonstrate skills mastery. The new MSLxDET program is currently enrolling students, with July 1 as its first class start date. To learn more details about the program, visit wgu.edu/learningxdesign. For additional insights from Dr. Milliron and Dr. Round on learning experience design, read this article on the Teachers College Learning Community website: [wgu.edu/blog/tclc/learning-experience-designers2202](https://www.wgu.edu/blog/tclc/learning-experience-designers2202). **About WGU** Established in 1997 by 19 U.S. governors with a mission to expand access to high-quality, affordable higher education, online, nonprofit WGU now serves more than 132,000 students nationwide and has more than 275,000 graduates in all 50 states. Driving innovation as the nation’s leading competency-based university, WGU has been recognized by the White House, state leaders, employers, and students as a model that works in postsecondary education. In just 25 years, the university has become a leading influence in changing the lives of individuals and families, and preparing the workforce needed in today’s rapidly evolving economy. WGU is accredited by the Northwest Commission on Colleges and Universities, has been named one of Fast Company’s Most Innovative Companies, and has been featured on NPR, NBC Nightly News, CNN, and in The New York Times. Learn more at [wgu.edu](https://www.wgu.edu/) and [wgu.edu/impact](https://wgu.edu/impact). - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** On the Wire --- ### [Today, Curriculum Is Everyone's Business](https://edcircuit.com/today-curriculum-is-everyones-business/) **Published:** March 10, 2020 **Author:** Charles Sosnik **Excerpt:** Once ruled by textbook giants, curriculum is now the Wild West of education—where digital design, innovation, and learner engagement decide who wins. **Content:** ![A black and white portrait of a man wearing a dark suit white shirt and tie seated and facing slightly to the left against a plain dark background](https://edcircuit.com/wp-content/uploads/2020/03/Sosnik-Curriculum.jpg "A black and white portrait of a man wearing a dark suit white shirt and tie seated and facing slightly to the left against a plain dark background | edcircuit")For those of you who are history buffs out there, you may remember a quote from our 30th president, Calvin Coolidge. Silent Cal, who was known for brevity in his speeches and dealings with the press, famously told the American Society of Newspaper Editors, “The Business of America is Business.” At the time he uttered those remarks, America was awash in the euphoria of the Roaring 20s. As Coolidge noted, American businessmen were obsessed with producing, buying, selling, investing and prospering in the world. It was a time that could be described as the Wild, Wild West of business. Comparing that to our industry, today’s roaring 20’s can be called the Wild, Wild West of education business. In the 1920s, the business of America was business. In the 2020s, the business of every school is curriculum. Last year, American schools spent $36.2 Billion on EdTech, including a whopping $11 Billion on Digital Curriculum alone. Individual districts averaged $10.1 Million on EdTech, and individual schools spent an average of $138 thousand each. In addition, $7.9 Billion was spent on non-digital (printed) resources, including institutional, school and teacher purchase of textbooks, workbooks, classroom resources, and other educational supplies and materials. These figures do not include any staffing or professional development costs associated with these purchases, which in some instances could nearly double the amounts. Setting aside the fixed costs of 70 percent for salaries and benefits, 11 percent for purchased services including food, transportation and janitorial services, 2 percent for tuition and related services and nearly 10 percent for capital outlay and debt interest, you can see that curriculum and associated technology takes up nearly all the discretionary funding that remains. Take out all the mandatory fixed costs, and curriculum touches virtually every dollar that is left. And within that remaining funding, it is more wide-open than it has ever been. For years, the curriculum spend was controlled by a handful of companies like Pearson, Houghton and McGraw. Textbook purchases were almost automatic, and each buy lasted five to seven years. The big publishers had a lock on that business. It was a pretty sweet gig for them, and it caused a stranglehold on quality and our learners suffered. When the digital revolution began in earnest in 2010, the big publishers digitized their wares and tried to buy up all their competition to kill it. Much like John D. Rockefeller who declared, “The American Beauty Rose can be produced in the splendor and fragrance which bring cheer to its beholder only by sacrificing the early buds which grow up around it,” Pearson and the other giant publishers tried hard to stamp out all the early morning buds around them. But ultimately there was too much talent out there, and better, more engaging software began to take a foothold in the market. By 2020, the giant publishers had lost their stranglehold on the American learner and are very close to collapsing under their own weight. Real digital courseware that incorporates highly skilled pro editing, graphic design and flawless navigation offers an immersive learning experience that matches the high level of user experience that learners get in their everyday lives. Designing for digital creates student agency and heightens achievement. Pro content ignites the learning process and expands the boundaries of instruction, allowing schools and districts to provide a content-rich experience for their learners. In a market split between curriculum and technology, it is the curriculum folks who call the shots. Ask any technology director. Even in decisions about hardware, the assistant superintendent for curriculum or the curriculum director almost always take the lead. That said, many smart districts are now combining the position as director of curriculum and technology. Who has the ultimate decision will vary widely by district, and there are often many people involved in the buying decision. If technology is involved, it’s a safe bet that the curriculum executives will have a say so. As large as the school curriculum market is, it is dwarfed by the growing consumer digital curriculum market, which is now at $21 Billion and growing 17 percent annually. As both markets mature, they are blurring the lines. Consumer-grade curriculum is finding its way into schools, and the 27 percent of students who matriculate from home or attend non-traditional schooling are accessing school materials. Where does one end and the other start? In the end, it won’t even matter. It will be one giant market, with few rules other than the best tech wins out. Like I said, it’s wide open. And it’s a seller’s market. School business is now the Wild, Wild West. And the business of schools is now curriculum. 1. **edCircuit –** Observable Barriers to Real Change in Education 2. **EdSurge –** [School Leaders Say Plan for Remote Teaching. But Take Care of Students First.](https://www.edsurge.com/news/2020-03-17-school-leaders-say-plan-for-remote-teaching-but-take-care-of-students-first) 3. **edCircuit –** [CoSN Podcast: S1E5, The Superintendent’s Role in Technology Leadership ](https://edcircuit.com/cosn-podcast-s1e5-superintendent-role-in-technology-leadership/) [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Charles Sosnik](https://edcircuit.com/wp-content/uploads/lovable-avatars/charles-sosnik-248.webp) ](https://edcircuit.com/author/charles-sosnik/) [Charles Sosnik](https://edcircuit.com/author/charles-sosnik/ "Charles Sosnik"): Author Charles is an education journalist and editor. He uses his deep roots in the education community to add context to the education narrative. He is a frequent writer and columnist for the NSBA Journal, eSchool News and EdCircuit. Charles is unabashedly Southern, and likes to say he is an editor by trade and Southern by the Grace of God. [ View all posts ](https://edcircuit.com/author/charles-sosnik/ "View all posts") [ ](mailto:csosnik@mindrocketmediagroup.com) **Categories:** Educators **Tags:** Headline --- ### [Easy EdTech Podcast – Everything Happening at FETC](https://edcircuit.com/easy-edtech-podcast-everything-happening-at-fetc/) **Published:** January 7, 2020 **Author:** EdCircuit Staff **Excerpt:** Monica Burns preview her presentations at the 2020 Future of Education Technology Conference (FETC). **Content:** In this episode of the Easy EdTech Podcast you’ll hear Monica Burns preview her presentations at the 2020 [Future of Education Technology Conference (FETC)](https://www.fetc.org/?utm_source=edcircut&utm_medium=blogarticle&utm_campaign=fetcspeakers) in Miami. You’ll also hear about lots of edtech topics and resources Monica is excited about this year with tips you can try out right away. FETC 2020 is coming up next week and Monica is excited to have been invited back as a featured speaker this year. This episode will serve as a preview of what she is going to be doing throughout the conference week. And if you’re not headed to FETC, this episode will serve as a way to get some new tips of things she is excited about in 2020, and get access to resources she’s sharing during her sessions. Use #FETC on Twitter and tag Monica [@ClassTechTips](https://twitter.com/ClassTechTips) to engage in the FETC conversation on site or at home. *This episode was originally published on Monica’s site,* [*Class Tech Tips*](https://classtechtips.com/2020/01/07/fetc-044/) ***The 40th anniversary Future of Education Technology Conference (FETC) will take place January 14-17, 2020 in Miami, Fla. Registration is now open at*** [Future of Education Technology Conference (FETC)](https://www.fetc.org/?utm_source=edcircut&utm_medium=blogarticle&utm_campaign=fetcspeakers) **[![Fetc 2020 40th anniversary](https://edcircuit.com/wp-content/uploads/2019/07/FETC40th-500x218.jpg "Logo for the 40th anniversary of the future of education technology conference fetc featuring bold text and a stylized fetc with an orange shape behind the letters | edcircuit")](https://www.fetc.org/?utm_source=edcircut&utm_medium=blogarticle&utm_campaign=fetcspeakers)** ### About Dr. Monica Burns ![A woman with long brown hair and blue eyes wearing a sleeveless ruffled denim blouse facing forward with a neutral expression against a plain white background](https://edcircuit.com/wp-content/uploads/2017/12/Monica-Burns-Headshot.jpeg "A woman with long brown hair and blue eyes wearing a sleeveless ruffled denim blouse facing forward with a neutral expression against a plain white background | edcircuit")Dr. Monica Burns is a curriculum and educational technology consultant, Apple Distinguished Educator and founder of [ClassTechTips.com](https://classtechtips.com/). As a classroom teacher, Monica used one-to-one technology to create engaging, standards-based lessons for students. Monica has presented to teachers, administrators and tech enthusiasts at numerous national and international conferences including SXSWedu, ISTE, and EduTECH. She is a webinar host for [SimpleK12](https://www.simplek12.com/) and a regular contributor to Edutopia. Monica is the author of Tasks Before Apps: Designing Rigorous Learning in a Tech-Rich Classroom (ASCD), #FormativeTech: Meaningful, Sustainable, and Scannable Formative Assessment with Technology (Corwin), Deeper Learning with QR Codes and Augmented Reality (Corwin), and co-author of Taming the Wild Text (Shell). Monica visits schools across the country to work with PreK-20 teachers to make technology integration exciting and accessible. She also provides support to organizations using technology to reach children and families in need. Her mission is to help educators place tasks before apps and promote deeper learning with technology. You can find out more about working with Monica, and her books and resources by visiting ClassTechTips.com. Follow Monica Burns on [Twitter](https://twitter.com/ClassTechTips). **Further Reading ### **“There’s a desperate need to rethink the very basic assumptions on which mass systems of public education have operated for a very long time.” – Sir Ken Robinson** ### Interview **Mind Rocket Media Group:** Sir Ken, we talked off-air about meeting a few years ago at the ASCD conference and speaking there amongst educators from around the country and the world. One thing that is interesting is the role that you and others like [Sugata Mitra](https://www.ted.com/speakers/sugata_mitra) play in the next chapter of education. Have you given much thought to the role motivation and the power of audible exchange that helps educators move forward and take action? **Sir Ken Robinson:** I’m asked a lot to talk to groups of educators around America and around the world, and that’s something I’ve done for a very long time. I was saying in a book I published a year or two ago called *“Creative Schools”* that a lot of people know the work I do through the talks I’ve given at TED. I’m delighted at the impact of those talks because they’ve spread far and wide. I think one of the reasons is that ─ and I heard a lot from teachers I’ve worked with ─ they feel that the things I say in those talks and in the books I’ve written are articulating, in some way, is what they have always felt and believed. I think that’s one role of being in the position that I find myself in ─ and that Sugata does as well. We’re able to articulate values and purposes in education that most educators feel very deeply. I think that’s inherently encouraging to people. I also have people saying to me that when they’ve seen the talks I’ve done, or they’ve read the things I’ve written, it helps them to feel they’re not alone in what they’re trying to get done in education. There are lots of wonderful people out there and a lot of them feel that they’re operating in a political headwind. That’s been true for the past 15 to 20 years where the culture of testing and standardization has made life very difficult for people in schools, and it’s done very little to improve what’s been going on in schools. I think what people feel in a curious way is that hearing other people say these things on a public platform gives them permission to make changes. I think that’s very important because I’m convinced that there is a need for profound change in a lot of what goes on in education. I never say that in criticism of teachers or of school principals or even of superintendents. That’s something in the political culture of education, the pressure on the system that gets in the way of what people feel they most urgently need to do in schools in making them more humane and more personal places. My argument is that there’s really a lot more room for innovation often than people suspect there is in schools. A lot of what goes on isn’t required by law. It’s more a function of habit and tradition and routine than anything else. So there’s a lot of room for innovation because people tell me that they feel encouraged to make changes, sometimes, because these sorts of things that I know the people are saying are possible. **MRMG:** We asked Sugata what TED Talk remains to be told or presented that has yet to be given the platform of a TED Talk He paused and he said, “I’m not pausing because I don’t know the answer. I’m pausing because I’m not sure how I can communicate this, understanding the gravity of what I’m about to say.” And he went on to say that he believes the TED Talk should be “Do we even need an education now?” **SKR:** Do you mean an education system? **MRMG:** An education, in general ─ in essence, that it was started as a way because we were disconnected as individuals. Our ability was to basically read books and get connected through the written word in that way, but we were not a connected society the way we are now. Because the system is so fraught with challenges, do we need a formal education system as it stands today? And is it okay to question that very thing? **SKR:** Sugata has shown through his work that not just kids but people in general, are perfectly capable of organizing their own learning, that people are natural learners. Left to their own devices, it’s extraordinary what even very young kids will figure out. At the moment, I’m working on a book on education for parents because I’m often asked by parents what’s the best thing they should be doing for their kids in respect of education. There are three terms which are often used interchangeably: One of them is learning. The other is education. The other is school. Learning is a very natural process. We’ve demonstrated all the time as human beings that we have a tremendous appetite for learning. Very young children are born with a rapacious appetite to discover the world around them. Learning is a process of acquiring new skills, knowledge, and understanding. We don’t need schools for people to do that. We learn in all sorts of ways on our own and in collaboration with other people. But I’m always keen to say this, that although learning is natural, much of what we do learn is cultural, and it’s a very social process for the most part. Even when we’re learning on our own, we’re learning from the people around us. The idea is that we’ve accumulated the materials that have aggregated around our adventures as species in coming to ourselves in the world. One way of defining education is that it’s an organized program of learning. People can organize their own programs of learning. It’s what self-education means. But we have developed these systems over a long time ─ national systems of education ─ on the basis that there are some things that, collectively, we want successive generations to learn, things that are important to us culturally or economically. And part of my case has been that the systems that we have now were developed in other times for other purposes and, in many ways, the systems themselves in their structures and ways of working are anachronistic and also obstructive to the realization of the talents and abilities that many people have within the competencies they need to acquire these days. School ─ I think of in a more narrow sense, but an important sense ─ is a community of learners because we do learn with and from each other. That’s what a school is. It’s a community of people who come together to learn with and from each other. I was asked recently if I thought schools still have a role. I do think that schools are important in that sense ─ the school as being a community of learners who come together to learn with and from each other. The thing is, we’ve come to associate schools with particular types of institutions which have developed over the past couple of hundred years. The school is a place where there are separate classes; different age groups; bells and whistles; schedules and time tables; and exams and tests. None of those things are necessary to the conception of a school and there are multiple examples of alternative school movements, in democratic school movements. Going way back before Summerhill and schools like that which has shown that schools can be much more self-organized by the people in them. I do see a place in schools. In fact, Sugata does, too, because the school in the cloud is still a school, and the kids that gather around the computers are self-organizing in groups of learners. They are schools effectively. I think there’s much more room now to rethink how schools function, how they work, how people do organize their own learning and a desperate need to rethink the very basic assumptions on which mass systems of public education have operated for a very long time. > **Very often, parents tend to think that the education they had is what their own children need. They, sometimes, collude in the pressures on kids in schools, particularly tests and exams, because they can’t see the alternative.** I don’t think we’re quite yet at the point where we can ─ in the interest of kids themselves ─ simply say we can get rid of any form of formal structure for schooling. I mean, that may be a long-term evolution of the way we approach learning and the tools that are available to us. I don’t think we’re quite there yet. But it’s certainly important that we should rethink the way schools currently operate and the way these systems have evolved and look at their strengths and weaknesses. They’re not without strengths ─ of course not. There are wonderful schools all over the place. But the dominant systems ─ perpetuated through public policies for education ─ tend to perpetuate practices which are unhelpful for most kids in the way they want to learn or certainly in helping them discover what their real personal individual talents and abilities are. **MRMG:** And would you agree that a lot of those policies are driven by perception in keeping parents from basically feeling like they can be connected through the physical walls of a school? If we’re going to realize some of the visionary statements and thoughts that you have written and spoken about, we have to do a better job of engaging and communicating with parents and caregivers in a way that brings them into the process in a more active way so that we’re not just relying on the schooling practices of when you and I went to school but of what can be in the future. **SKR:** The book I’m writing at the moment is addressed to parents because parents are deeply invested in how their kids are educated and what they expect to get from it. Very often, parents tend to think that the education they had is what their own children need. They, sometimes, collude in the pressures on kids in schools, particularly tests and exams, because they can’t see the alternative. We’re going to have to play this game and go along with it. And, sometimes, they think it’s the teacher’s or the school’s fault that there are such pressures on kids. And often educators themselves in schools regret and resent the way that education has become so reduced by the pressures of testing. So I do think we need a better conversation between parents and schools in planning how the future of education can evolve. And it’s not a new idea, by the way. In the sixties, seventies, and eighties when I was first getting involved in education in the UK, there were wonderful community schools. They were called “community schools.” They weren’t just places where the kids were sent. They were places where adults learned alongside their children, where people came in from the community with a whole range of different skills and contributions, where the boundaries between the school and the surrounding neighborhood were much more permeable than they are in many schools, still. I’m sure we need to engage parents much more productively in thinking about how schools can evolve because the irony is that although they often buy into the system as it is because they don’t see what the alternative can be, they are dissatisfied. They can feel the pressure on their own kids. There is so much evidence around now that children are being caused all sorts of unusual stresses and strains by the pressure of schools. The cultural context in which kids are learning today, the pressure through social media and so on, is creating all sorts of historically unprecedented pressures on our kids. Many more kids are suffering from stress and anxiety; they’re on anti-depressants. They’re suffering from bullying not just in person but online. It’s not all bleak and awful, but there are real stresses and strains out there which do have to be dealt with. Education should be part of the solutions to these things. And, too often, because of public policies ─ the testings and standardization ─ it’s become part of the problem. **[Subscribe to edCircuit](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** ### **Additional Sir Ken Robinson Video:** - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) - [ ![A man with short, light blonde hair and glasses, wearing a black shirt, is facing the camera and smiling slightly against a dark background.](https://edcircuit.com/wp-content/uploads/2024/02/Sir-Ken-Robinson.jpeg) ](https://edcircuit.com/author/sir-ken-robinson/) [Sir Ken Robinson](https://edcircuit.com/author/sir-ken-robinson/ "Sir Ken Robinson"): Author Sir Ken Robinson was a global authority on creativity, education, and human potential. Celebrated for his transformative TED Talk, “Do Schools Kill Creativity”, he collaborated with world leaders, educators, and organizations to champion the role of creativity in learning and life. An acclaimed author, his insights have shaped educational policies and practices worldwide. His legacy continues, with his final manifesto, “Imagine if… Creating A Future For Us All”, written with and completed posthumously by his daughter Kate. [ View all posts ](https://edcircuit.com/author/sir-ken-robinson/ "View all posts") [ ](https://www.sirkenrobinson.com/) **Categories:** Educators --- ### [Net Neutrality and Education](https://edcircuit.com/net-neutrality-and-education/) **Published:** November 22, 2017 **Author:** EdCircuit Staff **Excerpt:** Many academics say net neutrality is an essential part of the education system. **Content:** *How does the policy affect our students and schools?* ### edCircuit Breakdown Net neutrality is back in the news as the current administration in Washington appears to be favoring rolling back the regulations put in place by the previous administration. Academics at the recent annual EDUCAUSE conference made their case that net neutrality was good for education, [stressing its importance to higher education institutions, libraries and other public service organizations](https://www.edsurge.com/news/2017-11-03-academic-leaders-make-case-for-net-neutrality). Russ Jones makes the case that repealing net neutrality rules could dramatically affect education considering that as of 2014, over [300,000 students in the U.S.](https://www.huffingtonpost.com/entry/your-livelihoods-are-at-stake-net-neutrality-in-reality_us_590907f7e4b084f59b49fdc0) earned their K-12 education through online learning. Earlier this year, a group of higher education and library groups sent a letter to FCC chairman Ajit Pai, and Commissioners Mignon Clyburn and Michael O’Reilly, [urging them to uphold net neutrality](https://campustechnology.com/articles/2017/03/31/letter-from-higher-ed-and-library-groups-supports-net-neutrality.aspx), saying it is essential to protecting freedom of speech, educational achievement and economic growth ### edCircuit Analysis Net neutrality is back in the news again, as it appears that the current Chairman of the FCC, Ajit Pai, is leaning toward ending the policy put in place by the Obama administration in 2015. It was in that year that the internet quit being regulated as an information service and became classified as a utility. It appears that the current administration wants to shift it back to being an information service. ![Internet connection cord](https://edcircuit.com/wp-content/uploads/2017/11/internet-connection-375x500.jpg "Internet connection | edcircuit")Taking away the utility classification means that many regulations ensuring full access to the entire internet would be eliminated, opening the door for internet providers to block some websites and speed others up. Additionally, they could bundle services and charge customers for packages like cable companies do. You could end up paying extra for email, social media, news or entertainment packages. Some in education fear that large companies, for instance, an LMS company, could strike a deal with an internet provider, asking them to speed their service up to schools and throttle back competitor services, essentially eliminating a school or district from having a choice in which vendor they use. We’ll keep an eye on the situation, but one thing is clear, if the change is made, it could be a fundamental shift in how schools and higher ed institutions get access to information. **Author** Jim Reams is a marketing, communications and strategy consultant with over 25 years experience in both in-house and agency settings. He has specialized in EdTech and the education industry since 2009. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Market Trends **Tags:** Popular --- ### [A Simple Idea Motivates a Community](https://edcircuit.com/orange-reading-challenge/) **Published:** January 15, 2018 **Author:** EdCircuit Staff **Excerpt:** The Orange Page Turners Reading Challenge is getting kids to read more. **Content:** https://vimeo.com/248250886 **A reading challenge for students became a city-wide competitionIn a world of data points and standardized test scores, it becomes harder and harder to find stories about educators that have motivated an entire community. Such is the case with Karen Harris, Director of English Language Arts and Testing for Orange Board of Education in Orange N.J.** ![Schoolgirl reading a book in class](https://edcircuit.com/wp-content/uploads/2018/01/schoolgirl-reading-a-book-in-class-333x500.jpg "Schoolgirl reading a book in class | edcircuit")Karen saw a problem in the Orange schools when it came to reading proficiency. After some thought, she came up with the idea of the [Orange Page Turners Reading Challenge](https://www.orange.k12.nj.us) to get kids to read more. She made sure it was voluntary, so it didn’t feel like just another assignment. Karen wanted it to be engaging and fun, choosing to include the adults of the school in the challenge to support the kids’ mission She pitched it to the superintendent who suggested, why just involve kids and adults at school – why not bring in the entire community. The idea took off across the city, and in the first year, they surpassed their goal of one million pages read by more than two hundred thousand pages. “We had partners,” she says. “[ReadingPlus](https://www.readingplus.com/) and [Scholastic](https://www.scholastic.com/) were two of our vendor partners who not only supplied materials but helped us in this process. For example, Reading Plus is an online software system where children get to choose (reading material). Independent reading is a key component of Reading Plus. So we incorporated Reading Plus in our instructional day and encouraged kids to use it outside of our classrooms. And because they can choose whatever they want to read, it worked out very well.” In this interview, Karen tells the whole story of how a community coming together with a common goal took off. It is an inspiring account that will hopefully motivate others not to shy away from similar programs in the future. **About Karen Harris** ![Karen harris](https://edcircuit.com/wp-content/uploads/2018/01/rsz_karen_harris-e1516061594433.jpg "Karen harris | edcircuit")Karen Harris has been Director of English Language Arts & Testing for Orange Board of Education, Orange, NJ since July 2017. Previously, she served as the Special Assistant of Language Art Literacy at [Newark Public Schools](https://www.nps.k12.nj.us/) in Newark, NJ. Karen has worked for twenty years in public education. She is a New Jersey Core Advocate affiliated with Student Achievement Partners and has a Reading Specialist Certification in the state of New Jersey. **Author**Dr. Berger is one of many industry education correspondents for the [Mind Rocket Media Group](https://www.mindrocketmediagroup.com), An educator and former school administrator. He often hosts education panel discussions and develops strategic content. As an academic Dr. Berger is a guest lecturer at Vanderbilt University’s Owen Graduate School of Management. A former assistant principal, he has been an adjunct undergraduate professor and developer of online college courses. He is a passionate Detroit sports fan who has also adopted Nashville sports teams as his own. Contact the [Mind Rocket Media Group](https://www.mindrocketmediagroup.com) if you are interested in an industry interview and a placement on EdCircuit. **Further Reading** 1. **Tap Into East Orange/Orange** – [New Technology Helps Drive Impressive Reading Gains For Orange Township Students](https://www.tapinto.net/towns/east-orange-slash-orange/articles/new-technology-helps-drive-impressive-reading-gai-1) 2. **Markets Insider** – [Mark Cuban Pledges $35,000 To Global Reading Challenge For Libraries And Their Communities](https://markets.businessinsider.com/news/stocks/Mark-Cuban-Pledges-35-000-To-Global-Reading-Challenge-For-Libraries-And-Their-Communities-1008150349) 3. **Dispatch Argus** – [Online Reading Challenge at the Davenport Library](https://qconline.com/news/local/online-reading-challenge-at-the-davenport-library/article_3e4104a6-7573-55ec-9923-8e658db81de0.html) - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden **Tags:** Headline --- ### [IEEE Consortium for Learning Engineering is Attracting Leading Charter Members](https://edcircuit.com/ieee-consortium-learning-engineering-attracting-leading-charter-members/) **Published:** December 30, 2017 **Author:** EdCircuit Staff **Excerpt:** Technological innovation and excellence for the benefit of humanity **Content:** ![The image shows the ieee logo featuring a blue diamond with a white arrow symbol inside next to the bold blue letters ieee on a light background](https://edcircuit.com/wp-content/uploads/2018/01/1280px-IEEE_logo.svg_-500x162.png "The image shows the ieee logo featuring a blue diamond with a white arrow symbol inside next to the bold blue letters ieee on a light background | edcircuit")The Institute of Electrical and Electronics Engineers (IEEE) is the world’s largest technical professional organization for the advancement of technology. On December 7th, IEEE established a new industry consortium for Learning Engineering. Charter organizations include Google, IBM, Autodesk, Boeing and Concentric Sky. Other participating charter organizations include academic institutions and early stage technology companies. The IEEE Industry Connections Industry Consortium on Learning Engineering (ICICLE) is a community-based open platform established to define and encourage the profession of Learning Engineering. IEEE ICICLE is part of the IEEE Standards Association’s (IEEE-SA) Industry Connections (IC) program. Participation in ICICLE is far-reaching and is made up of leading organizations in industry, academia, and government. The Industry Connections Program assists in the incubation of new standards and related programs by encouraging organizations and individuals to work together to refine their thinking on developing technologies. “As innovative teachers, schools, and training departments deploy an ever-expanding array of new products and explore new ways of teaching and learning, the body of knowledge about how to use these technologies and how to design the increasingly complex information systems that result is the basis for a new engineering discipline,” Avron Barr, Chair of the IEEE Learning Technology Standards Committee. ![Logo for concentric sky featuring two overlapping circles on the left and the words concentric sky in black uppercase letters on the right](https://edcircuit.com/wp-content/uploads/2017/12/Concentric-Sky-Logo-e1513379261403.png "Logo for concentric sky featuring two overlapping circles on the left and the words concentric sky in black uppercase letters on the right | edcircuit")According to IEEE’s mission statement, its core purpose is to foster technological innovation and excellence for the benefit of humanity. It is one of the reasons that this new industry consortium is attracting strong support from companies like Concentric Sky. “We’re honored to have been invited to become founding members of IEEE’s new IC Industry Consortium for Learning Engineering,” said Wayne Skipper, Founder and CEO of Concentric Sky. “The mission of IEEE closely aligns with the values of our company, and we’re excited to offer our expertise in standards development to such an august body.” ![A stylized badger head in black and white inside a red hexagon with the word badgr in bold dark lowercase letters below the logo](https://edcircuit.com/wp-content/uploads/2017/09/Badgr_logo.png "A stylized badger head in black and white inside a red hexagon with the word badgr in bold dark lowercase letters below the logo | edcircuit")Concentric Sky’s [Badgr](https://info.badgr.io/) platform is an example of the types of new technologies that are advancing the ways people learn in school, at work and in other contexts. Badgr is an open-source achievement recognition and tracking system for issuing, organizing, and sharing Open Badges. Open Badges allow learners to accumulate verifiable digital credentials to demonstrate skill development and discover new learning pathways. Badgr was originally created to serve as the official reference implementation for Open Badges during Concentric Sky’s stewardship of the Badge Alliance in 2015 and is now a key part of the technology infrastructure for thousands of the world’s leading academic institutions. Educators, instructional system designers, researchers, and publishers are exploring an ever-expanding range of learning technologies and approaches. This exploration is increasing their ability to design better products and use them most effectively, which is the basis for the new Industry Connections Industry Consortium on Learning Engineering. ICICLE is a two-year project. It is chartered as an [IEEE Industry Connections entity-based program](https://standards.ieee.org/develop/indconn/groups.html) to develop open-source code, deliver white papers, and organize the first international conference on learning engineering. Its long-range objective is to bring the communities of industry, academia and government together to cultivate the discipline of Learning Engineering. All IEEE meetings are open to all interested parties and there is no participation fee. 1. **edCircuit –** [Concentric Sky and Portfolium Announce Partnership](https://edcircuit.com/concentric-sky-portfolium-announce-partnership/) 2. **Business Wire –** [IEEE Standards Association Propels Global Technology Innovation Into 2018](https://web.archive.org/web/20210226230222/https://www.businesswire.com/news/home/20171213005313/en/IEEE-Standards-Association-Propels-Global-Technology-Innovation) 3. **eSchool News –** [This “open” innovation may indicate the future of learning](https://www.eschoolnews.com/2017/12/12/open-badges-future-learning/) - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden --- ### [Literacy: It's Not Just for Language Arts](https://edcircuit.com/literacy-not-just-language-arts/) **Published:** November 30, 2017 **Author:** Ian Egan **Excerpt:** Literacy is critical in the language arts, science, math, robotics, and all the other subjects as well. **Content:** *Literacy is critical in math, science, social studies, robotics…* ![A stack of old worn books sits on a surface with a pair of round eyeglasses resting on top Two additional aged books lie beside the stack all against a neutral background](https://edcircuit.com/wp-content/uploads/2017/11/Book-Stack-1-500x298.jpg "A stack of old worn books sits on a surface with a pair of round eyeglasses resting on top Two additional aged books lie beside the stack all against a neutral background | edcircuit")As Directors of Curriculum for the [Cherry Hill Public School District](https://www.chclc.org/) in New Jersey, Dr. Farrah Mahan and Violeta Katsikis use the New Jersey Student Learning Standards (NJSLS) to guide their curriculum and instruction. They both feel an active responsibility in making sure that their teachers are teaching literacy in not only the language arts, but in science, math, robotics, and all the other subjects upheld in the state standards. As Dr. Mahan notes, the new science standards demand that student present evidence to prove their hypothesis. It’s a process that promotes literacy, connecting with scientific and engineering terms while teaching students to formulate coherent arguments and presentations to support their conclusions. The world is changing faster than curriculum can be updated. Professional development for teachers is therefore critical as teachers need to be self-reliant and motivated. The staff has an essential voice in the content of the curriculum chosen. Master instructors fine-tune the state standards and create lessons based on what kind of students are sitting in front of them each year. The teachers consider many factors including time of day, which of the 19 schools they are teaching in, and dozens of other considerations that affect the relationship between student and teacher every minute of every day. The district must feel confident in their network of teachers to employ this method of curriculum and must supply targeted, specific, personalized and intensive professional development. As a result, everyone in the Cherry Hill district is a teacher of 21st Century skills in the classroom. ![A surreal scene with glossy reflective spheres and geometric shapes floating in a warm toned abstract environment Light reflections and shadows create a futuristic dreamlike atmosphere](https://edcircuit.com/wp-content/uploads/2017/11/Spheres-500x281.jpg "A surreal scene with glossy reflective spheres and geometric shapes floating in a warmtoned abstract environment Light reflections and shadows create a futuristic dreamlike atmosphere | edcircuit")The teachers are allowed significant autonomy but Dr. Mahan says for the teacher, understanding the standards is more important than understanding the curriculum. “There is always a confusion concerning ‘This program is your curriculum,” says Dr. Mahan. “This is a misnomer. You have a curriculum, and you purchase a program with supplemental materials to SUPPORT it.” The Cherry Hill district doesn’t use a one-size-fits-all program for its K-12 instruction and curriculum; it uses several different programs based on the need, the student level of proficiency and instruction, and the teacher. There are over 11,000 students speaking 50 different languages in the district, so there isn’t a blanket program that covers all contingencies and needs. They use programs that teach strategies and skills in phonics, psychological awareness, spelling, and handwriting. The online platforms are vital because they allow the student to work from home, and they enable the student to receive feedback, so they continue to learn and improve outside of the classroom. As both Ms. Katsikis and Dr. Mahan talk about in the interview, it’s not just the words or symbols on the page or the computer screen; they visit all 19 schools and walk through the classrooms, the spaces themselves, to look for evidence of literacy. Like Dr. Mahan says, “What gets monitored gets done.” ### About Dr. Farrah Mahan and Violeta Katsikis **![A woman with straight shoulder length black hair smiles at the camera She is wearing a bright red top and is posed in front of a plain light colored background](https://edcircuit.com/wp-content/uploads/2017/11/Farrah-Mahan-360x500.jpg "A woman with straight shoulderlength black hair smiles at the camera She is wearing a bright red top and is posed in front of a plain lightcolored background | edcircuit")Dr. Farrah Mahan** is the Director of Curriculum for the [Cherry Hill Public School District](https://www.chclc.org/). Prior to taking on this role, she served as an elementary principal for ten years. She has worked in the district for 14 years. She earned her undergraduate degree in Elementary Education and History as well as a Master of Arts degree in Educational Leadership from Monmouth University. Dr. Mahan attended the [University of Pennsylvania](https://www.upenn.edu/) from 2003 to 2006 where she earned her Doctor of Education. Follow Cherry Hills Schools on Twitter **![A woman with long brown hair smiles at the camera She is wearing bright pink lipstick has well defined eyebrows and is accessorized with a pearl necklace and pearl earrings The background is softly lit](https://edcircuit.com/wp-content/uploads/2017/11/Violeta-Katsikis-354x500.jpg "A woman with long brown hair smiles at the camera She is wearing bright pink lipstick has welldefined eyebrows and is accessorized with a pearl necklace and pearl earrings The background is softly lit | edcircuit")Violeta Katsikis** has served the students and staff of the [Cherry Hill Public School District](https://www.chclc.org/) for the past fifteen years. She has taught multiple grades, supported teachers as a Literacy Teacher Coach, and currently serves as one of the K-12 District Supervisors of Curriculum and Instruction. She holds a Masters Degree in Education and a Reading Specialist certification from Holy Family University, as well as a Bachelor’s Degree in Psychology and Elementary Education certification from [Rutgers University](https://www.rutgers.edu/). Follow Violeta Katsikis on Twitter This interview was originally posted in the [Huffington Post](https://www.huffingtonpost.com/entry/directors-of-curriculum-bringing-literacy-to-all-subjects_us_5a1c9c88e4b09413e786ae58) by Dr. Rob Berger. **Author**Dr. Berger is one of many industry education correspondents for the [Mind Rocket Media Group](https://www.mindrocketmediagroup.com), An educator and former school administrator. He often hosts education panel discussions and develops strategic content. As an academic Dr. Berger is a guest lecturer at Vanderbilt University’s Owen Graduate School of Management. A former assistant principal, he has been an adjunct undergraduate professor and developer of online college courses. He is a passionate Detroit sports fan who has also adopted Nashville sports teams as his own. Contact the [Mind Rocket Media Group](https://www.mindrocketmediagroup.com) if you are interested in an industry interview and a placement on EdCircuit. **Further Reading** 1. **The New York Times –** [How to Get Your Mind to Read](https://www.nytimes.com/2017/11/25/opinion/sunday/how-to-get-your-mind-to-read.html) 2. **edCircuit –** [Harnessing The Three Domains Of Reading](https://edcircuit.com/harnessing-three-domains-reading/) 3. **The Tennessean –** [Nashville has a long way to go on child literacy](https://www.tennessean.com/story/opinion/2017/11/18/nashville-has-long-way-go-child-literacy/869458001/) - [ ![Ian Egan](https://edcircuit.com/wp-content/uploads/lovable-avatars/ian-egan-231.webp) ](https://edcircuit.com/author/ian-egan/) [Ian Egan](https://edcircuit.com/author/ian-egan/ "Ian Egan"): Author [ View all posts ](https://edcircuit.com/author/ian-egan/ "View all posts") [ ](mailto:ianegan@yahoo.com)[ ](https://edcircuit.com/) **Categories:** edLeaders, Administrators, Interviews **Tags:** Headline --- ### [A Plan to Avoid the Curriculum in the Suitcase Syndrome](https://edcircuit.com/avoid-curriculum-suitcase-syndrome/) **Published:** November 22, 2017 **Author:** EdCircuit Staff **Excerpt:** A blueprint for technology and education to create long-term relationships between businesses and schools. **Content:** **A discussion with technology and education expert Dr. Matt Harris ![Colorful illustration of jakarta landmarks including monas istana merdeka taman mini wayang puppets the national museum and the ragunan zoo animals with jakarta written in bold red script](https://edcircuit.com/wp-content/uploads/2017/11/Jakarta_illustration.jpg "Colorful illustration of jakarta landmarks including monas istana merdeka taman mini wayang puppets the national museum and the ragunan zoo animals with jakarta written in bold red script | edcircuit")** ***Hear more from Dr. Matt Harris and other innovative analysts, thought leaders, and educators at the [2018 Future of Education Technology Conference (FETC)](https://www.fetc.org/), January 23-26 in Orlando, Florida. Learn more [here](https://fetc.org/).*** Recently, I sat down with Dr. Matt Harris, Deputy Head of School for Learning Technology at the British School Jakarta. Matt has worked with schools and Ministries of Education in Europe, the Middle East, Africa, North America, Australia, and Asia. He has also worked directly with over 25 international education organizations including the [International Baccalaureate](https://web.archive.org/web/20241009231009/https://www.ibo.org/), accrediting agencies, and regional organizations. Dr. Harris has a global perspective on learning and how technology in the classroom impacts not just the teachers and the student through their curriculum but by extension the leadership and the local community. Dr. Harris points out that in many schools in underdeveloped and remote areas, teachers and students stay on staff for only two or three years on average. It’s a phenomenon he calls “Curriculum In A Suitcase,” referring to lesson plans and instructional expertise leaving when the teacher does. ![A group of ten shiny silver spheres arranged in a circle around a single red sphere at the center all on a glossy white surface](https://edcircuit.com/wp-content/uploads/2017/11/leadership_technology_schools-500x417.jpg "A group of ten shiny silver spheres arranged in a circle around a single red sphere at the center all on a glossy white surface | edcircuit")It also creates a gap between the school leadership and education businesses supplying ed tech. As budgets are used to address immediate needs and issues, the school ends up owning tech tools and curriculum no one uses after the instructor has moved on. After all, as Dr. Harris notes, the success of any program (academic, technological, etc.) completely depends on the value and the understanding of the long-term impact the leadership puts on it. He asks, “How do you create something that has a sustainable impact and lasts beyond the individual instructor, becoming part of a school’s DNA?” His answer was to found the *Blueprint For Technology and Education*, which hopes to bridge that gap and create a common language and understanding between the school leadership and tech businesses. *Blueprint* seeks to create a long-term relationship and understanding between businesses and schools, creating a blanket roadmap of a school’s needs and wants and providing ed tech vendors a local context. School leadership thereby meets both their long-term ed tech and curriculum needs while getting more “bang for their buck” by having the vendor address their specific needs, rather than forcing an existing round-peg tech tool solution to fit into the square-peg need or issue. *![A wooden surface with two overlapping blue graph paper sheets the top sheet has the word plan written in white chalk letters in the top right corner](https://edcircuit.com/wp-content/uploads/2017/11/blueprint_plan_education_tech-500x417.jpg "A wooden surface with two overlapping blue graph paper sheets the top sheet has the word plan written in white chalk letters in the top right corner | edcircuit")The Blueprint For Technology and Education* also informs businesses of the individual obstacles schools face with local power and tech infrastructure, import and export issues with customs enforcement, and any other unique requirement to get the ed tech product into a teacher’s hands. Dr. Harris is moderating six different panels made up of over 18 international education experts at the [Future of Education Technology Conference](https://www.fetc.org/) (FETC) in Orlando, Florida in January 2018. The panels, with experts on school models and curriculum from all over the world, will be discussing how technology affects the more than 9000 international schools across the globe. Dr. Harris invites anyone with interest to sit in on and contribute to the discussions at [FETC](https://www.fetc.org/). **About Dr. Matt Harris:** ![A man with short dark hair wearing a dark suit light blue shirt and no tie is smiling at the camera against a plain light background](https://edcircuit.com/wp-content/uploads/2017/11/Matt_Harris_headshot_1.jpeg "A man with short dark hair wearing a dark suit light blue shirt and no tie is smiling at the camera against a plain light background | edcircuit")Matt Harris, Ed.D. is the Deputy Head of School for Learning Technology at the British School Jakarta. In his role, Dr. Harris works with all students, parents, teachers, and administrators to enhance teaching and learning while improving the schools use of technology and data for operations. His work also expands the use of libraries, Digital Citizenship, information literacy, STEM, and other digital resource across all grade levels. Dr. Harris is also known for his conference speaking, written works, and consulting practice in educational technology, data systems, and school leadership. He has worked with schools and Ministries of Education in the Europe, Middle East, Africa, North America, Australia, and Asia. He has also worked directly with over 25 international education organizations, including the IB, accrediting agencies, and regional organizations. Dr. Harris is an Apple Distinguished Educator, Microsoft Innovative Education Expert, Google Certified Educator, and Common Sense Media Certified Teacher and Administrator. Learn more about Dr. Matt Harris at his website[ mattharrisedd.com](https://mattharrisedd.com/) and follow him on Twitter [![Fetc 2018 logo](https://edcircuit.com/wp-content/uploads/2017/10/FETC-2018-LOGO.png "Fetc 2018 logo | edcircuit")](https://fetc.org/)Dr. Matt Harris will be moderating a series of panels at the upcoming ***[2018 Future of Education Technology Conference (FETC)](https://www.fetc.org/), January 23-26 in Orlando, Florida.*** **Author** Dr. Berger is one of many industry education correspondents for the [Mind Rocket Media Group](https://www.mindrocketmediagroup.com), An educator and former school administrator. He often hosts education panel discussions and develops strategic content. As an academic Dr. Berger is a guest lecturer at Vanderbilt University’s Owen Graduate School of Management. A former assistant principal, he has been an adjunct undergraduate professor and developer of online college courses. He is a passionate Detroit sports fan who has also adopted Nashville sports teams as his own. Contact the [Mind Rocket Media Group](https://www.mindrocketmediagroup.com) if you are interested in an industry interview and a placement on EdCircuit. 1. **Forbes –** Unbundling School Technology Purchases 2. **Quartz –** Digital technology can help reinvent basic education in Africa 3. **edCircuit –** [Are you ready to Shift Your Paradigm of Learning and Leadership?](https://edcircuit.com/paradigm-shift-learning-and-leadership/) - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden **Tags:** Headline --- ### [It Could Be Worse?](https://edcircuit.com/it-could-be-worse/) **Published:** November 21, 2017 **Author:** Ian Egan **Excerpt:** Assessment is restorative when it is inclusive of all learners. **Content:** *Intentional assessment is inclusive of all learners By Laura Greenstein* ![Illustration of five human figures on ascending steps labeled below average satisfactory very good excellent outstanding Each figure gets progressively darker with the outstanding figure in blue at the top step](https://edcircuit.com/wp-content/uploads/2017/11/Grade-Steps-500x291.png "Illustration of five human figures on ascending steps labeled below average satisfactory very good excellent outstanding Each figure gets progressively darker with the outstanding figure in blue at the top step | edcircuit")Take a moment to think about your worst test. For me it was Macroeconomics. Unable to understand concepts such as GDP Deflator and Quantity Equation, I memorized parts of the text and got accused of plagiarism. Fortunately, it was an understanding professor who explained why I might like Microeconomics better. His feedback included relevant advice for achieving my goals. And I was grateful! For many students, the word test conjures up feelings of fear and images of failure. Especially for those whose COMT\* gene predisposes them to stress. Assessment, on the other hand, reduces stress, emphasizes progress, and engages learners. What would be worse? A multiple-choice test on content knowledge or an assessment of applying what you’ve learned about boosting student success. Consider these **two questions:** **1.)** What percent of individuals have the COMT gene version that predisposes them to stress? a.) 11% b.) 24% c.) 47% d.) 73% **2.)** If you know that many students become highly stressed by tests and measures, explain, two steps you can take to reduce those stress levels? Each step should be explained in no more than 2 to 3 sentences. ### Intentional Assessment When assessment is restored to its original intent-meaning to assist and guide by being close at hand- students are less fretful and more willing to try. Basically, addressing the social and emotional underpinnings of learning leads to more successful outcomes. When viewed in this light, the emphasis changes from tests that exclude learners to assessment that supports all learners. This necessitates an adjustment to the lens of assessment from the final scores to an appraisal of progress. Assessment is restorative when it is inclusive of all learners. Ask any teacher to point out her superstars and she can readily identify her top achievers. But what about Alex who is struggling to learn math yet is always willing to redo his work as well as share his meager lunch with a kind word and smile. Or Bettina, who does her homework, when she doesn’t have to watch her three younger siblings while her mom works two jobs. These students may not have the highest numerical averages, but they work hard and demonstrate hard-earned skills for success. Ask Regina, who knew little English at the beginning of the school year, is still reading 2 levels below grade level, but understands that progress is most important for her success. Assessment must be inclusive of all learners while providing access to each learner. All students can be successful. It depends on the lens through which we view them. Consider how you assess and report student success. Do you take a close-up view, primarily data-driven, sometimes producing walls of data and report cards that mystify even the most measurement-savvy parents? Does it take a bigger picture view that emphasizes student engagement and measures of growth over final scores? We have literally tons of data, but the lingering question is how it is being used to benefit today’s students? Consider steps you can take to move the meter from the left to the right side of this chart. There is space in each section to record your thoughts, recommendations, and action plans. Restoring balance in assessment doesn’t mean seesawing from side to side. Rather it means seeking ways to move teaching, learning and assessment practices to the right side of the chart. It means moving the fulcrum in service of the best types and outcomes of assessment, and in doing so, meet the needs of our students while making the best use of sound assessment practices. **![A comparison table showing characteristics of less balanced and restorative versus more balanced and restorative learning approaches including structured vs Flexible sequences schedules objectives assessments methods and outcomes](https://edcircuit.com/wp-content/uploads/2017/11/Snip20171121_4.png "A comparison table showing characteristics of less balanced and restorative versus more balanced and restorative learning approaches including structured vs Flexible sequences schedules objectives assessments methods and outcomes | edcircuit")** ### Restoring Balance Students are most successful when there are varied and variable measures across a spectrum of learning outcomes. When assessment is infused throughout teaching and learning, a continuous pulse of learning is taken. In this way, responses can be designed to meet the needs of all learners. For Sumina who is creative, illustrating her understanding of chemical reactions comes easy, while Rilez, who has memorized the periodic table, needs help making sense of it. ![A pair of blue eyeglasses with a magnifying glass on the left lens showing an eye and the right lens showing a pencil marking red xs on a grid of yellow squares](https://edcircuit.com/wp-content/uploads/2017/11/Watching-500x262.png "A pair of blue eyeglasses with a magnifying glass on the left lens showing an eye and the right lens showing a pencil marking red xs on a grid of yellow squares | edcircuit")Please don’t misunderstand my intention or interpret this as a one-sided position. Rather take it as advocacy, guidance, and encouragement for finding balance in assessment. Consider your students, the types of assessment given to them and how learning outcomes are reported. Flip your thinking from external testing mandates to your student’s needs; from narrow data analysis to broadband assessments; and from summative measures to progress being made towards mastery. In this way, assessment will be restored to its intended purpose. **COULD ASSESSMENT BE BETTER? Of Course!** For more technical insights try **Author** Laura Greenstein has been an educator for over 30 years serving as a teacher, department chair, program manager, and school leader in multiple grades and subjects. In addition, she teaches Measurement, Evaluation, and Assessment, as well as Teaching, Learning, and Assessing in the Digital Era to graduate and undergraduate students at the University of New Haven and the University of Connecticut. She is the author of numerous books and articles on assessment, including [What Teachers Really Need to Know about Formative Assessment](https://amzn.to/3VJ9v7g) from ASCD, Assessing 21st Century Skills with Corwin, [Sticky Assessment](https://www.routledge.com/Sticky-Assessment-Classroom-Strategies-to-Amplify-Student-Learning/Greenstein/p/book/9781138640917) from Routledge, and soon to be published Restorative Assessment with Corwin. Laura is the founder of the [Assessment Network](https://www.assessmentnetwork.net), a respected resource for straightforward information, resources, and perspectives. You can find Laura on [MyEdExpert.com](https://myedexpert.com/vendor/Laura-Greenstein/) You can connect with her on Twitter or [Facebook](https://www.facebook.com/Assessment-Network-125801370781372/) **Further Reading** 1. **New York Times –** [Why Can Some Kids Handle Pressure While Others Fall Apart?](https://www.nytimes.com/2013/02/10/magazine/why-can-some-kids-handle-pressure-while-others-fall-apart.html) 2. **Psychology Today –** [Expressive Writing Liberates the Mind from Chronic Worrying](https://www.psychologytoday.com/blog/the-athletes-way/201709/expressive-writing-liberates-the-mind-chronic-worrying) 3. **Chicago Tribune –** [No worse fate than failure’: How pressure to keep up is overwhelming students in elite districts](https://web.archive.org/web/20190429050255/https://www.chicagotribune.com/suburbs/anxietyhigh/ct-teen-anxiety-part-one-tl-1116-20171120-story.html) - [ ![Ian Egan](https://edcircuit.com/wp-content/uploads/lovable-avatars/ian-egan-231.webp) ](https://edcircuit.com/author/ian-egan/) [Ian Egan](https://edcircuit.com/author/ian-egan/ "Ian Egan"): Author [ View all posts ](https://edcircuit.com/author/ian-egan/ "View all posts") [ ](mailto:ianegan@yahoo.com)[ ](https://edcircuit.com/) **Categories:** Hidden **Tags:** Headline --- ### [Nudging Towards Success](https://edcircuit.com/nudging-towards-success-student-assessment/) **Published:** March 13, 2018 **Author:** Ian Egan **Excerpt:** Effective assessment means that students understand the learning intentions and how their learning will be appraised. **Content:** *Effective assessment for student ownership and success by Laura Greenstein* ![A beige box with brown text reads nudges wanted Leave your jackhammers at home bring your ceaselessly supple minds Be ready to adjust your perspective and actions use with discretion and good sense](https://edcircuit.com/wp-content/uploads/2018/03/Snip20180313_1.png "A beige box with brown text reads nudges wanted Leave your jackhammers at home bring your ceaselessly supple minds Be ready to adjust your perspective and actions use with discretion and good sense | edcircuit") ### Definition: **![The image shows the word nudge in bold with its pronunciation nəj shown below it followed by the label verb There is also a speaker icon indicating audio pronunciation](https://edcircuit.com/wp-content/uploads/2018/03/nudge3.png "The image shows the word nudge in bold with its pronunciation nəj shown below it followed by the label verb There is also a speaker icon indicating audio pronunciation | edcircuit")Nudge:** Touch or push lightly; gently prod or urge into action; get someone’s attention. As in: She nudged him towards the teacher’s desk; He nudged his teammates to run a little faster; it took a little nudge from my mother to finish my homework. ### Etymology: 1600s (Verb) Scandinavian: nugge, nyggje to jostle. Icelandic: nugga to rub 1800s Yiddish: stem of *nudyen* to bore or weary. Polish: *nudzić,* [*nudnik*](https://www.dictionary.com/browse/nudnik), a pest Current Nudge (verb) to pester or nag or give a push. Noodge/Nudge (noun) someone who pesters or whines: What a nudge they are! She gave my leg a nudge under the table. 2000s Nudge Theory: In behavioral science and economics it means using suggestion and positive feedback to achieve non-forced compliance that changes short-term behavior in support of long-term goals. ### Nudging Assessment ![A colorful word cloud centered on assessment with related terms like testing feedback achievement grades criteria and reliability in various sizes and colors on a white background](https://edcircuit.com/wp-content/uploads/2018/03/Testing-Word-Cloud.jpg "A colorful word cloud centered on assessment with related terms like testing feedback achievement grades criteria and reliability in various sizes and colors on a white background | edcircuit")Effective assessment means that students understand the learning intentions and how their learning will be appraised. They have multiple ways to show what they have learned and take increasing responsibility for their learning outcomes. In these settings, assessments are supportive of students, focus on visible and achievable expectations, engage learners, are consistent, reasonable, and emphasize improvement over final scores. Rather than a jackhammer, consider a velvet mallet, or a gentle nudge under the desk. Nudging assessment means providing opportunities for student ownership and success. It is an essential element of restorative assessment. As Richard Thaler and Cass Sunstein (2008) explain “Putting fruit at eye level counts as a nudge, banning junk food does not.” ### Five ways to use assessment to nudge student’s success 1. Encourage students to **annotate selected choice** questions: Misunderstandings become more visible when they elaborate on their thinking. Honoré says, “I know the meaning of the word in the first part of the question, but not sure about the second. If lack of exercise means the same as sedentary, then the statement is true.” 2. Incorporate **choice in extended response questions**: In social studies, students choose which president’s actions to summarize, critique, or compare during a specific era. In health, they decide the nutrients they want to encourage others to be sure to include in their diet. In science, they select, analyze, and contrast properties of gases using a table or graphic organizer. 3. **![A hand is writing the word assessment in blue capital letters with a blue line drawn underneath the word on a white background](https://edcircuit.com/wp-content/uploads/2018/03/Assessment.jpg "A hand is writing the word assessment in blue capital letters with a blue line drawn underneath the word on a white background | edcircuit")Give students a role in constructing test and assessments**. They can write questions and use them in a game-format class review. Include some of the questions in the test: Watch for their delight when they see ones they wrote or know the answers to others. Confidence is a morale booster that encourages students to push the boundaries of their learning. 4. **Review using material that will be included in the assessment, just in a different format**. For example, in the review ask students to match cloud formations with weather predictions. Then, on the test, they label three cloud formations and explain which one is most likely to result in rain before long. Repetition and reinforcement is another essential element in remembering and recalling learning. 5. Rely on **respectful nudging**, meaning offering guidance on solutions and supportive interventions. If students are providing peer feedback, suggest sentence starters that are respectful and empathetic. For example, “Your work made me understand…, but I’m still wondering….” Help them motivate others through constructive feedback such as “Your opening sentence really grabbed me; can you also explain how the character’s actions led to the outcome.” Model ways to use words of encouragement to strengthen learning as in: “You have so many creative ideas: Which one do you want to dig into more deeply?” Keep in mind that parents can be the best nudges when done right. My parents would tell stories about how someone in our extended family got accepted to college because they were hard-working. Rather than a jackhammer, they relied on stories, examples, and parables, for life’s lessons. ![Silhouette of a human head filled with colorful gears with a thought bubble above it symbolizing thinking brainstorming or mental processes](https://edcircuit.com/wp-content/uploads/2018/03/Cogs.png "Silhouette of a human head filled with colorful gears with a thought bubble above it symbolizing thinking brainstorming or mental processes | edcircuit")To summarize, nudges are most effective when they have a track record such as those that build confidence or strengthen ownership. The best ones are: - Aligned with and responsive to the learning intentions - Feasible in the moment - No or low cost - Designed with options and choices - Presented developed and displayed through multiple channels: words, voice, images, and examples ### Learn more at: [Small Nudges Can Push Students in the Right Direction, Sarah Sparks, EdWeek](https://www.edweek.org/ew/section/multimedia/small-nudges-can-push-students-in-the.html?cmp=eml-enl-eu-news2&M=58271733&U=83632) Thaler, R, and Sunstein, C. (2008) *Nudge: Improving decisions about health, wealth, and happiness.* Penguin Books Nudge Theory at [https://en.wikipedia.org/wiki/Nudge\_theory](https://en.wikipedia.org/wiki/Nudge_theory) **Author** Laura Greenstein has been an educator for over 30 years serving as a teacher, department chair, program manager, and school leader in multiple grades and subjects. In addition, she teaches Measurement, Evaluation, and Assessment, as well as Teaching, Learning, and Assessing in the Digital Era to graduate and undergraduate students at the University of New Haven and the University of Connecticut. She is the author of numerous books and articles on assessment, including [What Teachers Really Need to Know about Formative Assessment](https://amzn.to/3VJ9v7g) from ASCD, Assessing 21st Century Skills with Corwin, [Sticky Assessment](https://www.routledge.com/Sticky-Assessment-Classroom-Strategies-to-Amplify-Student-Learning/Greenstein/p/book/9781138640917) from Routledge, and soon to be published Restorative Assessment with Corwin. Laura is the founder of the [Assessment Network](https://www.assessmentnetwork.net/), a respected resource for straightforward information, resources, and perspectives. You can find Laura on [MyEdExpert.com](https://myedexpert.com/vendor/Laura-Greenstein/) You can connect with her on Twitter or [Facebook](https://www.facebook.com/Assessment-Network-125801370781372/) **Further Reading** 1. **Edutopia –** [Encouraging Students to Own Their Work](https://www.edutopia.org/article/encouraging-students-own-their-work-joshua-block) 2. **Teach.com –** [Motivating Students](https://teach.com/what/teachers-change-lives/motivating-students/) 3. **The Teaching Center –** [Increasing Student Participation](https://teachingcenter.wustl.edu/resources/teaching-methods/participation/increasing-student-participation/) - [ ![Ian Egan](https://edcircuit.com/wp-content/uploads/lovable-avatars/ian-egan-231.webp) ](https://edcircuit.com/author/ian-egan/) [Ian Egan](https://edcircuit.com/author/ian-egan/ "Ian Egan"): Author [ View all posts ](https://edcircuit.com/author/ian-egan/ "View all posts") [ ](mailto:ianegan@yahoo.com)[ ](https://edcircuit.com/) **Categories:** Educators, K-12 Teachers **Tags:** Headline --- ### [Courageous Assessment](https://edcircuit.com/courageous-assessment-education/) **Published:** January 3, 2018 **Author:** Ian Egan **Excerpt:** Assessment becomes more transparent and meaningful when it delivers visible insight into student’s thinking. **Content:** *Assessment is meaningful when it shows insight into a student’s thinking by Laura Greenstein* ![A young child wearing blue goggles and green floaties smiles widely while swimming in a pool next to a colorful inflatable](https://edcircuit.com/wp-content/uploads/2018/01/Floaties-500x375.jpg "A young child wearing blue goggles and green floaties smiles widely while swimming in a pool next to a colorful inflatable | edcircuit")Does being fearless, knowing how to dog paddle and wearing floaties prepare you for a 50-meter freestyle? If that were a standardized test question and a student selected “True” their answer would most likely be marked wrong. Students rarely have opportunities to explain their reasoning. But, what if Amara explained that she had been taught to visualize her success, learned the rules for the specific race (she actually participated in a dog paddle race) and to ease up on the intensity of practice shortly before the event? Rather than relying on the shallow end of numerical scores, consider how assessment becomes more transparent and meaningful when it delivers visible insight into student’s thinking. In general, teachers receive minimal preparation in assessment, measurement and evaluation. Too often, the powerful voices behind data-driven learning believe that if teachers are given detailed data reports and collaboratively study the reams of data, learning outcomes will improve. Like jumping into the deep end of the pool without preparation, knowing data but not understanding assessment leads to misinterpreting the overwhelming glut of assessment data. The result is inaccurate decisions about students and inadequate insight into what they know and can do. ### **Assessment Literacy** ![A row of students in uniform sit at desks in a classroom viewed from behind focused on writing during an exam or test The image is in black and white](https://edcircuit.com/wp-content/uploads/2018/01/Exam-500x375.jpg "A row of students in uniform sit at desks in a classroom viewed from behind focused on writing during an exam or test The image is in black and white | edcircuit")Developing assessment literate teachers, rather than expanding standardized testing, is essential to the success of every student. At the heart of assessment literacy is an understanding of the purpose of assessment, how to interpret and utilize data appropriately, and ways to provide opportunities for all students to succeed. Standardized tests have a purpose in providing large-scale measures that summarize big-picture outcomes. However, there is no place for high-stakes tests that rate schools, judge teachers, and regulate students’ learning. Rather, it is in the classroom that assessment literate teachers cultivate assessment capable learners. Similar to successful swimmers, these students can: Set goals, develop actionable plans, improve skills, monitor headway and adjust the course of learning. Assessment capable teachers and students have the skills to successfully navigate the deep end of thinking and learning. ### **For assessment literate teachers, these are the essentials:** 1. Relying on high-quality assessments that align with the purpose and intentions of teaching and learning. 2. Incorporating multiple types of measures from selected choice to graphic displays and justification of conclusions. 3. Assessing throughout learning taxonomies; from content knowledge to the analysis of evidence and production of original ideas. 4. Communicating results and outcomes in ways that are understandable and actionable by students and parents. 5. Emphasizing progress and improvement in order to support and encourage student’s continuing success. ### **For assessment capable students it means:** 1. ![A teacher and several young students sit around a classroom table working together on an activity with small wooden sticks Papers and pencils are scattered on the table and the group appears engaged and focused](https://edcircuit.com/wp-content/uploads/2018/01/Student-e1515010552969-500x309.jpg "A teacher and several young students sit around a classroom table working together on an activity with small wooden sticks Papers and pencils are scattered on the table and the group appears engaged and focused | edcircuit")Understanding the learning goals and intentions: Using their own words to explain what, why and how they will learn. 2. Identifying and acting on the steps and resources they need to build their learning. 3. Monitoring their progress against specific indicators: This may be accurate use of content vocabulary or clarity and specificity in their learning journal. 4. Anticipating and utilizing constructive feedback from teacher, peers and self-reflection that is specific to process and products of learning. 5. Improving learning outcomes by understanding and correcting missteps and misunderstandings. ### **Together assessment literate teachers and students:** 1. Collaboratively develop, identify and share understanding of learning intentions. 2. Continuously compare outcomes to intentions. 3. Recognize their location on the sequence of learning outcomes. 4. Identify lingering gaps and misunderstandings. 5. Collaboratively decide on interventions to resolve missteps and close gaps. ### **Things I’ve learned about assessing courageously, responsibly, and respectfully** - ![A historical painting shows an official kneeling and presenting a document to a seated ruler while another attendant stands nearby The scene includes a red desk with writing tools in front of the ruler](https://edcircuit.com/wp-content/uploads/2018/01/Imperial-Exams-e1515011757442-500x385.jpg "A historical painting shows an official kneeling and presenting a document to a seated ruler while another attendant stands nearby The scene includes a red desk with writing tools in front of the ruler | edcircuit")It’s not the best practice to throw your student into the deep end to see if they can swim. - We all need floaties from time to time - Other times dog paddling is sufficient - Sometimes we must be prepared to swim the distance - Everyone can reach their finishing line with just-right support, monitoring of progress, reasonable assessments and constructive feedback. - Sometimes students would rather run or fly than swim to their goal. There are also those who want to meander down their own stream, dive into the Hadal Zone or skyrocket towards unknown galaxies. ### **Are you and your students ready to dive in?** [Enrichment: What Teacher Preparation Programs Teach About K-12 Assessment ](https://www.nctq.org/dmsView/What_Teacher_Prep_Programs_Teach_K-12_Assessment_NCTQ_Report) **Author** Laura Greenstein has been an educator for over 30 years serving as a teacher, department chair, program manager, and school leader in multiple grades and subjects. In addition, she teaches Measurement, Evaluation, and Assessment, as well as Teaching, Learning, and Assessing in the Digital Era to graduate and undergraduate students at the University of New Haven and the University of Connecticut. She is the author of numerous books and articles on assessment, including [What Teachers Really Need to Know about Formative Assessment](https://amzn.to/3VJ9v7g) from ASCD, Assessing 21st Century Skills with Corwin, [Sticky Assessment](https://www.routledge.com/Sticky-Assessment-Classroom-Strategies-to-Amplify-Student-Learning/Greenstein/p/book/9781138640917)from Routledge, and soon to be published Restorative Assessment with Corwin. Laura is the founder of the [Assessment Network](https://www.assessmentnetwork.net/), a respected resource for straightforward information, resources, and perspectives. You can find Laura on [MyEdExpert.com](https://myedexpert.com/vendor/Laura-Greenstein/) You can connect with her on Twitter or [Facebook](https://www.facebook.com/Assessment-Network-125801370781372/) **Further Reading** 1. **Edutopia –** [Courageous Conversation: Formative Assessment and Grading](https://www.edutopia.org/blog/courageous-conversation-andrew-miller) 2. **Brookings –** [Education assessment in the 21st century: New technologies](https://www.brookings.edu/blog/education-plus-development/2017/02/27/education-assessment-in-the-21st-century-new-technologies/) 3. **EdWeek –** [The Fatal Flaw of Educational Assessment](https://www.edweek.org/ew/articles/2016/03/23/the-fatal-flaw-of-educational-assessment.html) - [ ![Ian Egan](https://edcircuit.com/wp-content/uploads/lovable-avatars/ian-egan-231.webp) ](https://edcircuit.com/author/ian-egan/) [Ian Egan](https://edcircuit.com/author/ian-egan/ "Ian Egan"): Author [ View all posts ](https://edcircuit.com/author/ian-egan/ "View all posts") [ ](mailto:ianegan@yahoo.com)[ ](https://edcircuit.com/) **Categories:** edLeaders, Administrators **Tags:** Headline --- ### [CoffeEd: Sprinting Toward a Bionic Future](https://edcircuit.com/sprinting-toward-bionic-future/) **Published:** November 20, 2017 **Author:** EdCircuit Staff **Excerpt:** Dr. Ayanna Howard, as a teacher and lecturer, is a storyteller. A huge science fiction fan growing up, she was determined at an early age that she was going to build a bionic woman after being inspired by the television show of the same name. At the time she did not know that the technology she would need to make someone better, stronger, and faster through biomechanical improvements was only the figment of a writer’s imagination and had yet to be invented. **Content:** ## A leading mind in robotics and artificial intelligence discusses education ![A humanoid robot with blue and white body parts crouches in a sprinters starting position on a reflective black surface poised and ready to launch forward against a dark background](https://edcircuit.com/wp-content/uploads/2017/11/Bionic-Man-500x281.jpg "A humanoid robot with blue and white body parts crouches in a sprinters starting position on a reflective black surface poised and ready to launch forward against a dark background | edcircuit")Dr. Ayanna Howard, as a teacher and lecturer, is a storyteller. A huge science fiction fan growing up, she was determined at an early age that she was going to build a bionic woman after being inspired by the television show of the same name. At the time she did not know that the technology she would need to make someone better, stronger, and faster through biomechanical improvements was only the figment of a writer’s imagination and had yet to be invented. But Ayanna was always good at math; in middle school, at the age of 12 she loved to design, build, and tinker with simple engines and machines. Her academic career started to ascend, so she started mapping her path to build a bionic woman. She worked for [NASA](https://www.nasa.gov/) for 12 years and then entered the academic world as a professor and researcher, building her expertise in robotics and engineering the entire way. She has made significant contributions in the technology areas of artificial intelligence, computer vision, and robotics in her professional career. Dr. Howard is currently a Professor and the [Linda J. and Mark C. Smith Endowed Chair in Bioengineering ](https://howard.ece.gatech.edu/)at the [School of Electrical and Computer Engineering at the Georgia Institute of Technology](https://www.ece.gatech.edu/). Dr. Howard talks about her early passions for science, technology, and math. ![A 3d stick figure sits and looks worried on a large red downward pointing arrow symbolizing a decline or decrease The background is white](https://edcircuit.com/wp-content/uploads/2017/11/Failing-500x292.jpg "A 3d stick figure sits and looks worried on a large red downwardpointing arrow symbolizing a decline or decrease The background is white | edcircuit")She says, “We have to teach the student from a very early age how to learn from failure. We have to teach them not to give up so easily. Too many give up too soon before the lesson is learned. We need to teach them that there is an out, a next, a way BEYOND the problem.” Dr. Howard shares the importance of realizing early in life that real learning comes from trying, failing and then trying again. She speaks about being the “smart nerd” in a school that concentrated on sports, and being defined by her mathematical acumen… and the shock of getting to college and discovering that she was defined as being a black woman first and mathematician second, and feeling the pressure and the struggle to justify her enrollment. She discusses her belief in the necessity to teach students to persevere, to hang on and learn from their failures and hardships. She says, “They need to understand that sustained growth comes from accepting the vulnerability in not knowing the answers, and stretching learning in middle school and high school better prepares students for the increased pressures of higher education.” ### About Dr. Ayanna Howard Dr. Ayanna Howard is an educator, researcher, and innovator. Her academic career is highlighted by her focus on technology development for intelligent agents that must interact with and in a human-centered world, as well as on the education and mentoring of students in the engineering and computing fields. Dr. Howard has made significant contributions in the technology areas of artificial intelligence, computer vision, and robotics. Her published research, currently numbering over 200 peer-reviewed publications, has been widely disseminated in international journals and conference proceedings. She has over 20 years of R&D experience covering a number of projects that have been supported by various agencies including: National Science Foundation, Procter and Gamble, NASA, ExxonMobil, Intel, and the Grammy Foundation. She continues to produce novel research and ideas focused on applications that span from assistive robots in the home to therapy gaming apps to remote robotic exploration of extreme environments. By working at NASA before entering the academic world, she brings a unique perspective to the academic environment. Currently, Dr. Howard is Professor and Linda J. and Mark C. Smith Endowed Chair in Bioengineering in the School of Electrical and Computer Engineering at the Georgia Institute of Technology. She also holds the position of Associate Chair for Faculty Development in ECE and Director of the [Human-Automation Systems Lab (HumAnS)](https://humanslab.ece.gatech.edu/). In 2015, she founded and now directs the $3M traineeship initiative in healthcare robotics and functions as the lead investigator on the [NSF undergraduate summer research program in robotics](https://sure.robotics.gatech.edu/). She received her B.S. from [Brown University](https://www.brown.edu/), her M.S.E.E. from the[ University of Southern California](https://www.usc.edu/), her Ph.D. in Electrical Engineering from the University of Southern California, and her M.B.A. from [Claremont University, Drucker School of Management](https://www.cgu.edu/school/drucker-school-of-management/). To date, her unique accomplishments have been highlighted through a number of awards and articles, including highlights in [TIME Magazine](https://content.time.com/time/specials/packages/article/0,28804,1995235_1995380_1995386,00.html), [Black Enterprise](https://www.blackenterprise.com/technology/meet-dr-ayanna-howard-roboticist-ai-scientist-and-old-school-blerd/), and [USA Today](https://www.usatoday.com/), as well as being named a [MIT Technology Review](https://web.archive.org/web/20221020010145/https://www2.technologyreview.com/tr35/profile.aspx?TRID=295) top young innovator and recognized as one of the 23 most powerful women engineers in the world by Business Insider. In 2013, she also founded Zyrobotics as a university spin-off and holds a position in the company as Chief Technology Officer (CTO). Zyrobotics, LLC is currently licensing technology derived from her research and has released their first suite of mobile therapy and educational products for children with differing needs. From 1993-2005, Dr. Howard was at NASA’s Jet Propulsion Laboratory, California Institute of Technology, where she was a Senior Robotics Researcher and Deputy Manager in the Office of the Chief Scientist. She has also served a term as the Associate Director of Research for the [Georgia Tech Institute for Robotics and Intelligent Machines](https://www.robotics.gatech.edu/) and a term as Chair of the multidisciplinary [Robotics Ph.D. program at Georgia Tech](https://www.robotics.gatech.edu/education/phd). - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden **Tags:** Headline --- ### [Future of Education Technology Conference Names Weird Enough Productions 2018 PitchFest Winner](https://edcircuit.com/fetc-names-weird-enough-productions-2018-pitchfest-winner/) **Published:** January 31, 2018 **Author:** EdCircuit Staff **Excerpt:** 1st Place Weird Enough Productions bringing media literacy to the forefront of educators’ minds. **Content:** ***Georgia-based startup combines education on media literacy with original content to provide a full-service solution to media misrepresentation.*** ![Logo for the 2018 fetc pitchfest featuring bold black letters f t c with a red and orange diamond shape and et in white script all within a gold circular background](https://edcircuit.com/wp-content/uploads/2017/12/fetc-pitchfest_logo_2018-copy-500x436.jpeg "Logo for the 2018 fetc pitchfest featuring bold black letters f t c with a red and orange diamond shape and et in white script all within a gold circular background | edcircuit")January 31, 2018 **PALM BEACH GARDENS, Fla**.―At the 38th National [Future of Education Technology Conference (FETC)](https://fetc.org/), 11 of the best-of-the-best startups nominated by industry accelerators competed in the 2018 FETC PitchFest, an event where a panel of expert judges evaluated the hottest tools and resources coming to the EdTech market. After two days of competition, [Weird Enough Productions](https://www.weirdenoughproductions.com/), a Georgia-based company combining education on media literacy with original content to provide a full-service solution to media misrepresentation, was named the winner. Weird Enough Productions was represented in the PitchFest by CEO Tony Weaver, Jr., a 2018 *Forbes 30 Under 30* awardee. As a reward, the company was extended a private meeting to present their product to the highest district-level academic and technology leaders plus a complimentary booth space for FETC 2019. “This year’s FETC PitchFest was a wonderful competition between 11 of the most interesting and innovative start-ups I’ve seen in a long time,” said Rebecca McKenna, VP of Global Events for LRP Conferences. “We were impressed by each of the presentations but, when each group had its say, there was agreement that Weird Enough Productions stood apart. We would like to congratulate Tony and the Weird Enough Productions team on their victory, we look forward to seeing them again in the 2019 FETC Expo Hall, and we’d like to invite all innovative EdTech companies to join us next January in Orlando.” ![Fetc pitchfest winner](https://edcircuit.com/wp-content/uploads/2018/01/WeirdEnoughProductions_LOGO-500x442.png "Weirdenoughproductionslogo | edcircuit")At FETC, Weird Enough Productions introduced its new learning tool, [Get Media L.I.T.](https://lit.weirdenoughproductions.com/), which uses superheroes and comic books to teach students how to combat fake news. Get Media L.I.T. teaches students how to recognize media bias, identify reliable sources, and create media of their own to uplift their communities while also improving literacy rates, classroom engagement, and standardized test scores. “I’m glad that we were able to bring media literacy to the forefront of educators’ minds. In the age of fake news, students need a way to healthily engage with media content,” said Weaver. “Everything that we’re teaching students about coding and technology will be for naught if we do not first equip them to deconstruct the media images they’re bombarded with daily. I was humbled by the opportunity to participate in the competition and even more grateful for the chance to share an issue I’m passionate about with education industry leaders.” Arc Capital Development and FETC partnered to present the PitchFest with the goal of identifying and showcasing the next generation of innovators, allowing these startups to share their cutting-edge products and services with a community of more than 10,000 professionals representing districts, schools, and classrooms. Weird Enough Productions and the other 10 competitors―3DBear, 5 More Minutes Ltd, Agents of Discovery, CAPIT Learning, CatchOn, E4Effort, FuzePlay, Orange Neurosciences, TippyTalk, and Wibbu―represented the best-of-the-best startups nominated by industry accelerators. “Arc Capital Development truly enjoyed our partnership with FETC to present the 2018 Pitchfest competition and highlight such innovative EdTech companies,” said Rita Ferrandino and Kevin Custer, Founding Principals of Arc Capital Development. “One thing we can say for sure after having observed two days of presentations: These companies certainly did represent the best-of-the-best in education startups, and we are excited to see the next steps each takes from here. We’d like to offer our congratulations to Weird Enough Productions on being named the winner, and we look forward to seeing what innovations are presented during next year’s competition.” Exhibit space is now available for FETC’s 39th annual event, to take place January 27 – 30, 2019, at the Orange County Convention Center in Orlando, Fla. The 2019 Expo Hall will expand in size, enabling even more exhibitors to participate. The 2019 FETC Expo will once again feature the FETC PitchFest competition and the Startup Pavilion, a designated area to learn about the newest companies emerging in the EdTech marketplace. To learn more about exhibiting opportunities and reserve your spot, visit [fetc.org/exhibit](https://web.archive.org/web/20240523225915/https://www.fetc.org/exhibit). ### **![Logo with an orange gradient background displaying the words national fetc in bold letters with a red orange and yellow tilted square behind the stylized et in fetc](https://edcircuit.com/wp-content/uploads/2018/01/National_FETC_Orange-500x500.jpg "Logo with an orange gradient background displaying the words national fetc in bold letters with a red orange and yellow tilted square behind the stylized et in fetc | edcircuit")About the Future of Education Technology Conference (FETC)** The Future of Education Technology Conference (FETC) annually attracts thousands of education and technology leaders from around the world. Delivering strategies and best practices for student success and schoolwide advancement, FETC is known as one of the nation’s premier education technology events. Recognized for its outstanding program year after year, FETC provides CTOs, CIOs, Innovation Directors, Special Ed/Pupil Services Directors, Early Childhood Directors, Media Specialists, Technologists, Administrators and other Educators, the opportunity to explore the most effective integration of technology across the curriculum — from PK-12 — through premium sessions, intensive workshops, various concurrent sessions, live demonstrations of several hundred hardware and software products, plus much more. ### **About LRP Conferences** LLC LRP Conferences, LLC, an affiliate of LRP Publications, produces more than a dozen professional conferences and trade shows annually including: Campus Technology Conference, Ergonomics Conference & ErgoExpo, Future of Education Technology Conference (FETC), Recruiting Trends Conference, Talent Acquisition Tech Conference, and Women Leaders in Education Conference. ### **![Lrp publications logo](https://edcircuit.com/wp-content/uploads/2017/12/lrplogo.gif "Lrplogo | edcircuit")About LRP Publications** LRP Publications, founded in 1977 by Kenneth Kahn, is a broad-based media company serving business and education professionals. Specializing in the fields of education administration, education law, education technology, federal employment, human resources, workers’ compensation and disability, the company publishes hundreds of books, pamphlets, newsletters, videos and online resources on various topics including Title 1 and Special Education. Additionally, LRP publishes two industry-leading magazines: *Human Resources Executive*® and *Risk & Insurance*®, plus delivers top-quality training and professional development with eLearning, conferences and tradeshows including: HR Technology Conference & Exposition®, National Institute on Legal Issues of Educating Individuals with Disabilities®, National Workers’ Compensation and Disability Conference® & Expo and dozens more. For a complete list of LRP products, eCourses and conferences, please visit [www.lrp.com](https://www.lrp.com). ### **Media Contacts:** Rennette Fortune LRP Publications P: 561.622.6520 C: 561.373.9870 E: [www.LRP.com](https://www.lrp.com) MindRocket Media Group, Inc. E: 1. **edCircuit –** [FETC Announces Nine STEM Excellence Awards Finalists for 2018](https://edcircuit.com/fetc-stem-excellence-awards/) 2. **edCircuit –** Sir Ken Robinson to Keynote 2018 Future of Education Technology Conference 3. **The Huffington Post –** [Inspiring Young Minds to Solve the Challenges of the World with Technology](https://www.huffingtonpost.com/entry/inspiring-young-minds-to-solve-the-challenges-of-the_us_5a218676e4b05072e8b56895) - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden --- ### [32 New EdTech Products Will Be Introduced at the 2018 Future of Education Technology Conference](https://edcircuit.com/32-new-edtech-products-2018-future-of-education-technology-conference/) **Published:** January 24, 2018 **Author:** EdCircuit Staff **Excerpt:** January 23 – 26, 2018 at the Orange County Convention Center in Orlando, Florida **Content:** ***Exhibiting companies will present their latest innovations in virtual reality, assessment, device management, instructional technology, robotics, and more.*** January 24, 2018 **![Fetc 2018 logo](https://edcircuit.com/wp-content/uploads/2017/10/FETC-2018-LOGO.png "Fetc 2018 logo | edcircuit")PALM BEACH GARDENS, Fla.―The National [Future of Education Technology Conference (FETC)](https://fetc.org/) announced 29 exhibiting companies who will introduce a total of 32 new products at the 38th annual event, January 23 – 26, 2018 at the Orange County Convention Center in Orlando, Fla. The conference will feature an Expo Hall with more than 400 exhibiting companies presenting solutions in 3D printing, robotics, assessment, software, and much more, to go along with the conference program featuring more than 600 expert-led learning opportunities. The new products to be unveiled feature cutting-edge technology and include solutions to some of the most pressing issues faced by classrooms, schools, and districts.** ![Text stating january 23 26 2018 Orange county convention center Orlando fla](https://edcircuit.com/wp-content/uploads/2017/10/FETC-2018-Event-Dates.png "Text stating january 2326 2018 Orange county convention center Orlando fla | edcircuit")“We’re pleased and excited that so many of our exhibiting companies have chosen to present their innovative new products at FETC 2018,” said Rebecca McKenna, VP of Global Events for LRP Conferences. “These products don’t just highlight impressive, cutting-edge technology, but present solutions to issues that are of tremendous importance to schools and educators. We look forward to seeing these exciting products in action!” The new products being introduced at FETC feature innovative solutions for device management, storage, and charging; improving the after school pick-up process; assessment in the age of ESSA; improving instruction for people with Learning Differences and Dyslexia; teaching coding skills; and more. The following 29 exhibitors will be unveiling a total of 32 new products at FETC 2018: [**Afinia 3D**](https://afinia.com/) **Booth 858** Afinia 3D will be introducing two new products at FETC. The first is the Dobot Magician 4-Axis Robotic Arm. The Dobot can manipulate objects, write and draw, and even 3D print. It has a graphical programming environment, multiple tool heads, and the capability to work with the Arduino platform. With Dobot’s exclusive tutorials and lessons, the Magician is the ideal way to learn about robotic arms, hardware development, coding, and automation. The second new product is the new Emblaser 2 Laser Cutter-Engraver. The Emblaser 2 is perfect for the classroom with its low price and high-quality features, such as a large work area, fan-powered exhaust, and air-assist cutting. The system is powered by a laser diode, which is simpler to maintain than a CO2 laser, and is fully enclosed with safety switch to disengage the laser if the door is opened. [**Alive Studios**](https://alivestudiosco.com/) **Booth 1453** Alive Studios will introduce their My Letters Alive Student Journals, which will help early learners master the 26 letters of the English alphabet. Alive Studios’ free mobile app makes the journals come alive in 3D for an engaging and interactive experience in the classroom or at home. It introduces and reinforces letters and letter sounds, teaches proper letter formation, encourages creative writing, promotes family engagement, and uses the device camera for photos with 3D animals. [**Bretford Manufacturing, Inc.**](https://www.bretford.com/) **Booth 1135** Bretford will be introducing Juice™ Mobile Power, which turns a single wall outlet into a powerful, flexible mobile charging solution, providing safe DC charging for an entire classroom. With its innovative, portable design, it provides educators with the power and flexibility to arrange and re-arrange rooms without compromising access to power, and without the cost of an expensive classroom overhaul. Juice Mobile Power requires little set-up, allowing educators greater flexibility to provide access to power for entire classrooms in minutes. [**ByteSpeed**](https://www.bytespeed.com/) **Booth 254** ByteSpeed will introduce the VR Cart, designed for classroom convenience. The VR Cart easily moves educational VR setups from one classroom to another without the hassle of a new setup and calibration of the learning space. The VR Cart houses a complete VR setup with a spacious work surface and an enclosed locking cabinet for secure system storage. [**Capit Learning**](https://capitlearning.com/) **Booth 2011H** Capit Learning will introduce their Chrome-enabled version of CAPIT Reading, which delivers a competency-based digital phonics curriculum, with actionable student data in literacy sub-skills. It teaches phonics in a new way, teaching kids to read and helping to raise their test scores. CAPIT Reading was previously only available for the iPad, but with the new version students can access the program on all Chromebooks, laptops, and desktops with a Chrome browser, making this program accessible to far more schools and classrooms. [**E4Effort**](https://e4effort.com/) **Booth 2011J** E4Effort will introduce its system, which improves student motivation and overall learning by raising the status of the second metric – student effort. If students don’t pay attention, they can’t learn. E4Effort is used to measure and report student effort in four categories. Students earn badges and “Effort Shares” that they track on their student portal. Teachers may make “Buyback” offerings, which students redeem from their portal. The E4Effort System supports PBIS and compliments standards-based grading. [**ELB Education**](https://www.elbeducation.com/) **Booth 2221** ELB Education will introduce two new products at FETC. The first is the Prowise Proline+ Series of interactive flat panels, which have 4K/UHD resolution, 20 points of touch, a built-in sound bar, new writing technology (ProWrite Ink), and an industry-leading seven-year warranty. Available in two models, the ProLine+ panel and the value-based EntryLine UHD panel, the series represents the very best in next generation touchscreens. The second new product is the Prowise rolling Asset Charge & Storage (rACS) cart. Perfect for the classroom, the cart provides a safe and secure place to store and charge up to 36 Chromebooks or other personal devices. It features a superior design, computer-controlled power supply, and lockable doors with convenient cable storage. With a five-year comprehensive warranty, it makes classroom device management affordable and easy. [**FuzePlay**](https://fuzeplay.io/) **Booth 1455** FuzePlay will introduce Zubi Flyer, a smart toy that combines physical play and online learning in a fun and simple way. Students can play Zubi Flyer by pushing buttons or waving the included magnet wand, and can also plug it into a computer to modify game code or program a game of their own. Zubi Flyer makes learning electronics and coding easy for both kids and adults. [**iBenzer**](https://ibenzer.com/) **Booth 552** iBenzer® will introduce Hexpact™, the world’s first Macbook® shield with the ability to dissipate the force of impact. Continuing in their role as a leader in the vertical category, iBenzer has revolutionized Macbook protection to provide the maximum level of defense and offer their end user consumers a better and more effective product. **Inquire** **Booth 2512** Inquire will introduce Inquire IQ3*,* a multimedia recording and streaming management system designed to facilitate 504 meetings, disciplinary hearings, teacher and student evaluations, and much more. Inquire allows real-time communication, documentation and recording, collaboration, and evaluation, resulting in a seamless workflow and an increased productivity and level of student success. The cloud-based, multimedia management system uses an Android or iOS application, allowing schools to live stream, record, create bookmarks and notes, and even geotag events. [**LocknCharge**](https://www.lockncharge.com/) **Booth 452** LocknCharge will introduce the Putnam 16 Charging Station, designed in collaboration with Putnam City Schools in Oklahoma to support their digital learning initiatives. “There aren’t many vendors that would take the time to really listen to our vision and allow us to create a solution that perfectly meets the needs of our teachers,” said Cory Boggs, executive director of information technology at Putnam City Schools. The station stores, secures, and charges 16 iPads simultaneously. [**Nutri-Link Technologies**](https://www.nutri-linktechnologies.com/) **Booth 2012** Nutri-Link Technologies will introduce Curb-Smart, a solution to make the daily pick-up process easier, less frustrating, and more secure for schools. Now more than ever, parents and guardians are conscious of safety risks to their children. Schools are held accountable for ensuring safe transportation for students, and parents are increasingly opting to pick children up themselves, or have another relative or guardian pick up. Curb-Smart is the worry-free way to manage this process. [**Orange Neurosciences**](https://www.orangeneurosciences.ca/) **Booth 2011C** Orange Neurosciences will introduce ReadON, a revolutionary SaaS-based cognitive platform for people with Learning Differences (PwLD) and Dyslexia. ReadON is a remediation that will reduce or eliminate the need for supplemental accommodation in schools and colleges, providing significant benefits by increasing the school pass rates, preparing better employment opportunities, increasing working potential of PwLD, and provide a boost to the economy. ReadON will reduce several mental health issues caused by learning differences. [**Padcaster**](https://www.padcaster.com/) **Booth 2319** Padcaster will introduce the brand new Padcaster Verse, a universal smartphone mount, designed to adjust for any smartphone. Users can attach Padcaster tripods, lights, lenses, microphones, and more to create professional video content that inspires with the device users already know and love, their smartphone. **PASCO** **Booth 2344** PASCO will introduce two new products at FETC. The first is the Wireless Colorimeter with Turbidity Sensor, the latest addition to PASCO’s affordable wireless sensor line. It gives teachers more functionality than any other colorimeter or turbidity meter at a lower cost. It measures absorbance and transmittance at 6 different wavelengths (ROYGBV) and measures the concentration of a solution— ideal for studying spectroscopy and reaction rates. Users can take it into the field for water quality analysis to measure the scattering effect of suspended particles. The second new product is the Wireless Weather Sensor with GPS, an all-in-one instrument with up to 17 different measurements for investigating environmental conditions. In logging mode, it can record data over long periods and the new map display allows students to analyze spatial data. Like all PASCO wireless sensors, it is designed for use with SPARKvue software, which is available for Mac or Windows computers or as a free app for Chromebooks, iOS, and Android. [**PikMyKid**](https://www.pikmykid.com/) **Booth 1546** PikMyKid will introduce SAFER (School Alarm For Emergency Response) as part of their continuing mission to create safer learning environments for kids. SAFER, a smartphone application, can be activated by any teacher, staff member, or the administration. All individuals in the group are instantly notified and proper protocols are pushed to every member’s device. SAFER is offered for free during FETC 2018 to all attendees who stop by PikMyKid’s Expo Hall booth for a demonstration. [**Promethean**](https://www.prometheanworld.com/) **Booth 110 and 114** Promethean will be introducing a new product that will be unveiled today. **Root Robotics** **Booth 635** Root will introduce its educational robot, which is on a mission to revolutionize the development of coding and problem-solving skills. Coders of any age or skill level can use Root as their creative tool to draw artwork, scan creations, play music, respond to touch and color, or use many of its other unique abilities, such as climbing walls. Root’s custom app transforms the skills required to code into real-world physical experiences using the robot’s 50+ sensors and actuators. [**Scantron**](https://www.scantron.com/) **Booth 2352** Scantron will introduce Ascensus, its reimagination of K-12 testing that provides a modern approach to digital assessment designed for the era of ESSA. Ascensus includes innovative item types, interactive student tools, accommodations for students with special needs, collaborative test development, modernized item banking, and increased test security options. Ascensus combines digital capabilities with proven, research-based measures of growth and skills for a solution capable of meeting the needs of schools and districts across the country. **SilverShield** **Booth 2413** SilverShield will introduce its visitor management system, the most customizable, versatile system on the market. SilverShield’s software is easily accessible on any electronic device. Key features include: instant sexual offender check, optional criminal background check, lockdown system with 911 silent alarm, customizable watch list, ID badges, and virtual academy. SilverShield’s system is appropriate for schools, medical facilities, gated communities, or any business that screens visitors and maintains visitor records. **SMART Technologies** **Booth 523, M1** SMART Technologies will introduce the new 86” SMART Board® 7000 series. This is the company’s flagship model and the only interactive display in education that supports simultaneous multi-user collaboration. The SMART Board 7000’s iQ technology provides PC-free embedded computing and one-touch access to a diverse suite of SMART applications and collaborative tools, including wireless screen sharing, built-in web browser, and a digital whiteboard. [**Tech Defenders**](https://www.techdefenders.com/) **Booth 558** Tech Defenders will introduce eduDEVICES, a service that allows schools to purchase refurbished devices (including Chromebooks, MacBooks, and more) in bulk for an affordable price. The goal of this new service is to allow schools greater flexibility in their budget while still providing quality education to students through technology. With every purchase, Tech Defenders guarantees a quick turnaround, positive support, and reliable service. [**Texthelp**](https://www.texthelp.com/en-us/) **Booth 1044** Texthelp will introduce EquatIO®, a software solution that enables students to create digital equations, formulas, and more on their computer. Students can type, hand-write, or dictate any expression, with no tricky math languages to master. They then insert the expression directly into G Suite or Microsoft Word. More than a replacement for pen and paper, EquatIO makes STEM subjects accessible, meeting the unique needs of all learners. This new tool is free for teachers to use. **TippyTalk** **Booth 2011F** TippyTalk will be introducing a new product that will be unveiled today. [**Tools4ever**](https://www.tools4ever.com/) **Booth 246** Tools4Ever will introduce ERAM, which provides clear insight into unstructured data and Active Directory group memberships. The increase of unstructured data in today’s average IT environment drastically increases the complexity of access management. Without a thorough software solution, it is impossible to determine that data is effectively managed. ERAM clearly shows who has access and how they obtained it, who should have access, who owns the data, who has tried to access it, and where sensitive information is stored. **VS America** **Booth 1553** VS America will introduce the TriUnion Table. Available in three heights (34 5/8, 41 ¾, 47 ¼ inches), this stand-at table is perfect for elementary, middle, and high schools. It’s light, easy to move, and adapts to the needs of every learning situation. The lower frame contains a foot rail in two heights, creating a comfortable foot rest. TriUnion tables can also be linked together in various configurations for larger groups, and the tabletop is available in an array of colors. [**Weird Enough Productions**](https://lit.weirdenoughproductions.com/) **Booth 2011L** Weird Enough Productions will introduce Get Media L.I.T., which uses superheroes and comic books to teach students how to combat fake news. Created by 2018 Forbes 30 Under 30 awardee Tony Weaver, Jr. Get Media L.I.T. teaches students how to recognize media bias, identify reliable sources, and create media of their own to uplift their communities while also improving literacy rates, classroom engagement, and standardized test scores. [**Wibbu**](https://www.wibbu.com/) **Booth 1254** Wibbu will introduce Ruby Rei: School Edition, an immersive ELL experience that exposes students to learning through engaging stories, exciting gameplay, and instructional activities. WIDA curriculum aligned, Ruby Rei offers reading, writing, listening, and speaking tools that support traditional methods alongside a comprehensive teacher’s book and dashboard for tracking progress. Learning is contextualized through Ruby’s advancing story and the beautifully rendered worlds she explores. Ruby Rei is a communication adventure of intriguing mysteries, colorful characters, and empathy-based puzzles. [**Zyrobotics**](https://zumolearning.com/) **Booth 2006** Zyrobotics will introduce STEM Storiez – Robot Play, an interactive book that exposes children to the amazing world of robots. The children’s story includes stunning visuals, animations, and sounds. Beautiful illustrations are used to guide children on a journey through the future of robots. Robot Play is designed to be interactive and engaging, while teaching early STEM concepts. Throughout the story, mini-games are used to progressively enhance the learning experience and create a kid-friendly environment. Attendees to the conference can learn about more new technologies by visiting the Startup Pavilion, located in the Expo Hall, where they can discover emerging companies, demo original products, and meet the entrepreneurs whose innovation is changing the marketplace. Educators can also attend the [FETC Pitchfest](https://www.einpresswire.com/article/423539495/innovative-startups-will-compete-in-the-2018-future-of-education-technology-conference-pitchfest) competition, where the best-of-the-best startups nominated by industry accelerators will present their products and solutions. Registration is open for the 2018 Future of Education Technology Conference. For additional information and to register, visit [fetc.org/register](https://fetc.org/register.html) or call toll-free 1-800-727-1227. **About the Future of Education Technology Conference (FETC)** ![Logo with an orange gradient background displaying the words national fetc in bold letters with a red orange and yellow tilted square behind the stylized et in fetc](https://edcircuit.com/wp-content/uploads/2018/01/National_FETC_Orange-500x500.jpg "Logo with an orange gradient background displaying the words national fetc in bold letters with a red orange and yellow tilted square behind the stylized et in fetc | edcircuit")The Future of Education Technology Conference (FETC) annually attracts thousands of education and technology leaders from around the world. Delivering strategies and best practices for student success and schoolwide advancement, FETC is known as one of the nation’s premier education technology events. Recognized for its outstanding program year after year, FETC provides CTOs, CIOs, Innovation Directors, Special Ed/Pupil Services Directors, Early Childhood Directors, Media Specialists, Technologists, Administrators and other Educators, the opportunity to explore the most effective integration of technology across the curriculum — from PK-12 — through premium sessions, intensive workshops, various concurrent sessions, live demonstrations of several hundred hardware and software products, plus much more. **About LRP Conferences** LLC LRP Conferences, LLC, an affiliate of LRP Publications, produces more than a dozen professional conferences and trade shows annually including: Campus Technology Conference, Ergonomics Conference & ErgoExpo, Future of Education Technology Conference (FETC), Recruiting Trends Conference, Talent Acquisition Tech Conference, and Women Leaders in Education Conference. **About LRP Publications** ![Lrp publications logo](https://edcircuit.com/wp-content/uploads/2017/12/lrplogo.gif "Lrplogo | edcircuit")LRP Publications, founded in 1977 by Kenneth Kahn, is a broad-based media company serving business and education professionals. Specializing in the fields of education administration, education law, education technology, federal employment, human resources, workers’ compensation and disability, the company publishes hundreds of books, pamphlets, newsletters, videos and online resources on various topics including Title 1 and Special Education. Additionally, LRP publishes two industry-leading magazines: *Human Resources Executive*® and *Risk & Insurance*®, plus delivers top-quality training and professional development with eLearning, conferences and tradeshows including: HR Technology Conference & Exposition®, National Institute on Legal Issues of Educating Individuals with Disabilities®, National Workers’ Compensation and Disability Conference® & Expo and dozens more. For a complete list of LRP products, eCourses and conferences, please visit [www.lrp.com](https://www.lrp.com). **Media Contacts:** Rennette Fortune LRP Publications P: 561.622.6520 C: 561.373.9870 E: [www.LRP.com](https://www.lrp.com) MindRocket Media Group, Inc. E: **Further Reading** 1. **edCircuit –** Sir Ken Robinson to Keynote 2018 Future of Education Technology Conference 2. **The Huffington Post –** [Inspiring Young Minds to Solve the Challenges of the World with Technology](https://www.huffingtonpost.com/entry/inspiring-young-minds-to-solve-the-challenges-of-the_us_5a218676e4b05072e8b56895) 3. **edCircuit –** [FETC Announces Nine STEM Excellence Awards Finalists for 2018](https://edcircuit.com/fetc-stem-excellence-awards/) - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden **Tags:** Headline --- ### [FETC Announces Nine STEM Excellence Awards Finalists for 2018](https://edcircuit.com/fetc-stem-excellence-awards/) **Published:** January 17, 2018 **Author:** EdCircuit Staff **Excerpt:** STEM education is one of the most important factors in preparing students for successful futures. **Content:** ***Finalists at elementary, middle, and high school levels will present their innovative approaches to STEM education to conference attendees.*** **January 17, 2018** **PALM BEACH GARDENS, Fla**.―The National [Future of Education Technology Conference (FETC)](https://fetc.org/) has announced the nine schools named finalists for the 2018 STEM Excellence Awards. FETC, the largest, national, independent education technology event, will introduce the finalists and unveil the winner at its 38th annual conference, to take place January 23-26, 2018, at the Orange County Convention Center in Orlando, Fla. The three finalists at each level—elementary, middle, and high school—will present their successful approaches to STEM education to FETC attendees and the winner will be formally announced on Friday, January 26, at the FETC STEM Excellence Awards Ceremony on the Keynote Stage. ![Fetc 2018 logo](https://edcircuit.com/wp-content/uploads/2017/10/FETC-2018-LOGO.png "Fetc 2018 logo | edcircuit")“In the 21st century global economy, innovative STEM education is one of the most important factors in preparing students for successful futures. Each of the nine STEM Excellence Awards finalists represents the very best in STEM instruction and serves as a shining example of what schools can accomplish with the right vision and leadership,” said Jennifer Womble, program chair of FETC. “We are impressed with the wonderful work each school has done to support their students and look forward to the start of FETC, where they’ll have the opportunity to share their successes with members of the global education community.” Throughout the conference, each finalist will present in the STEM Theater, located at Booth 2305 in the FETC Expo Hall. During these sessions, representatives from these schools will showcase their strategies for teaching STEM―which may include presentations about specific model programs or overall tips from their experiences―so that attendees from around the world can learn innovative ways to build their own successful STEM programs. The nine schools recognized as 2018 STEM Excellence Awards finalists are: ### Elementary School Division - **Buck Lake Elementary, Leon County Schools, Tallahassee, Fla.** - **Union Elementary STEM and Demonstration School, Sumner County School District, Gallatin, Tenn.** - **Liberty Elementary School, Loudon County Public Schools, South Riding, Va.** ### Middle School Division - **Christ the King Catholic School, Diocese of St. Augustine, Jacksonville, Fla.** - **Harpeth Hall School, private college preparatory school, Nashville, Tenn.** - **Washington Middle School, El Dorado Public Schools, El Dorado, Ark.** ### High School Division - **Lanier High School, Gwinnett County Public Schools, Sugar Hill, Ga.** - **Commonwealth Academy, independent preparatory school, Alexandria, Va.** - **All Saints Academy, independent preparatory school, Lakeland, Fla.** Each presentation given by the finalist schools will last for 30 minutes. The presentations will offer an opportunity for conference attendees who want to improve their own STEM practices to learn about lesson ideas, program successes, and implementation strategies. The STEM Excellence Awards are judged by a panel of seven high-ranking education professionals from across the U.S. The committee is comprised of the following: - **Timothy Childers, assistant principal for Technology Integration, L&N STEM Academy** - **Karie Huttner, education technology coordinator and math resource teacher, Verona Area School District** - **Dr. Carla Johnson, associate dean for Research, Engagement and Global Partnerships and professor of science education, College of Education, Purdue University** - **Todd Kennedy, manager of Technology Services, Golden Hills School Division No. 75** - **Lance Lennon, district technology director, Eagle Grove Community School District** - **Dr. Erin Peters-Burton, director and associate professor, Division of Educational Psychology, Research Methods and Education Policy, George Mason University** - **Mark Smith, executive director, Michigan Association for Computer Users in Learning (MACUL), and chair, FETC STEM Excellence Awards Committee** The panel evaluated more than 100 applications and, based on each school’s use of interdisciplinary curriculum, collaboration, design, problem solving, and the STEM experiences offered to their students, selected the finalists based on their innovation and educational impact. Registration is open for the 2018 Future of Education Technology Conference. For additional information and to register, visit [fetc.org/register](https://fetc.org/register.html) or call toll-free 1-800-727-1227. Learn more about the FETC Expo, including the Startup Pavilion, Pitchfest, and exhibiting companies at [www.fetc.org/expo](https://web.archive.org/web/20240614045607/https://www.fetc.org/expo). ### About the Future of Education Technology Conference (FETC) The Future of Education Technology Conference (FETC) annually attracts thousands of education and technology leaders from around the world. Delivering strategies and best practices for student success and schoolwide advancement, FETC is known as one of the nation’s premier education technology events. Recognized for its outstanding program year after year, FETC provides CTOs, CIOs, Innovation Directors, Special Ed/Pupil Services Directors, Early Childhood Directors, Media Specialists, Technologists, Administrators and other Educators, the opportunity to explore the most effective integration of technology across the curriculum — from PK-12 — through premium sessions, intensive workshops, various concurrent sessions, live demonstrations of several hundred hardware and software products, plus much more. ### About LRP Conferences LLC LRP Conferences, LLC, an affiliate of LRP Publications, produces more than a dozen professional conferences and trade shows annually including: Campus Technology Conference, Ergonomics Conference & ErgoExpo, Future of Education Technology Conference (FETC), Recruiting Trends Conference, Talent Acquisition Tech Conference, and Women Leaders in Education Conference. ### About LRP Publications ![Lrp publications logo](https://edcircuit.com/wp-content/uploads/2017/12/lrplogo.gif "Lrplogo | edcircuit")LRP Publications, founded in 1977 by Kenneth Kahn, is a broad-based media company serving business and education professionals. Specializing in the fields of education administration, education law, education technology, federal employment, human resources, workers’ compensation and disability, the company publishes hundreds of books, pamphlets, newsletters, videos and online resources on various topics including Title 1 and Special Education. Additionally, LRP publishes two industry-leading magazines: *Human Resources Executive*® and *Risk & Insurance*®, plus delivers top-quality training and professional development with eLearning, conferences and tradeshows including: HR Technology Conference & Exposition®, National Institute on Legal Issues of Educating Individuals with Disabilities®, National Workers’ Compensation and Disability Conference® & Expo and dozens more. For a complete list of LRP products, eCourses and conferences, please visit [www.lrp.com](https://www.lrp.com). ### Media Contacts: Rennette Fortune LRP Publications P: 561.622.6520 C: 561.373.9870 E: [www.LRP.com](https://www.lrp.com) MindRocket Media Group, Inc. E: **Further Reading** 1. **The Huffington Post –** [Inspiring Young Minds to Solve the Challenges of the World with Technology](https://www.huffingtonpost.com/entry/inspiring-young-minds-to-solve-the-challenges-of-the_us_5a218676e4b05072e8b56895) 2. **Nibletz –** FETC 2018 Will Be Here Before You Know It 3. **edCircuit –** Sir Ken Robinson to Keynote 2018 Future of Education Technology Conference - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden **Tags:** Headline --- ### [Innovative Startups Will Compete in the 2018 Future of Education Technology Conference Pitchfest](https://edcircuit.com/innovative-startups-will-compete-in-the-2018-future-of-education-technology-conference-pitchfest/) **Published:** December 28, 2017 **Author:** EdCircuit Staff **Excerpt:** 2018 FETC Pitchfest, a competition allowing educators and judges to determine the hottest tools and resources coming to the EdTech market. **Content:** **[![Logo for the 2018 fetc pitchfest featuring bold black letters f t c with a red and orange diamond shape and et in white script all within a gold circular background](https://edcircuit.com/wp-content/uploads/2017/12/fetc-pitchfest_logo_2018-copy-500x436.jpeg "Logo for the 2018 fetc pitchfest featuring bold black letters f t c with a red and orange diamond shape and et in white script all within a gold circular background | edcircuit")](https://web.archive.org/web/20190303191915/https://www.fetc.org:80/expo.html?)*The event presents an opportunity for educators, analysts, and investors to learn about trailblazing new technologies to transform education.*** **December 28, 2018** **PALM BEACH GARDENS, Fla**.―The National [Future of Education Technology Conference (FETC)](https://fetc.org/) announced 12 promising education technology startups who will participate in the 2018 FETC Pitchfest, a competition allowing educators and a panel of judges to determine the hottest tools and resources coming to the EdTech market. Partnering with Arc Capital Development, FETC will identify and showcase the next generation of innovators, allowing these startups to share their cutting-edge products and services with a community of more than 10,000 professionals representing districts, schools, and classrooms. The FETC Pitchfest has developed a reputation for being the ideal opportunity for industry analysts and investors to discover innovative new companies, investigate participants’ product offerings, and engage directly with the founders and creators. It is the only event where participating companies represent the best-of-the-best startups nominated by industry accelerators. “The FETC Pitchfest is exciting and important as it provides the opportunity to discover not only the many companies and technologies that are making a difference in education today, but also those that will propel us into the future of learning,” said Rebecca McKenna, VP of Global Events for LRP Conferences. “We are pleased to be partnering with Arc Capital Development for this year’s Pitchfest and we’re confident the participating startups will excite attendees and investors alike with their innovative solutions.” ![A hand holding a silver analog stopwatch with a white face black numbers and a winding crown against a blurred gray background](https://edcircuit.com/wp-content/uploads/2017/12/time-pitch-fest-500x333.jpg "A hand holding a silver analog stopwatch with a white face black numbers and a winding crown against a blurred gray background | edcircuit")Participating startups of the FETC Pitchfest will have five minutes to present and up to three minutes to answer questions from the judges. The unique panel of judges includes superintendents, administrators, and CIOs selected from a broad range of backgrounds in education and technology. The winner will be determined by the judges and audience polling. “Arc Capital Development is excited for this opportunity to work alongside FETC to highlight some of the most innovative new companies in education technology,” said Rita Ferrandino and Kevin Custer, Founding Principals of Arc Capital Development. “These companies have developed technology that is cutting-edge and demonstrates a clear understanding of the needs of schools and districts. We look forward to seeing how each group performs in the FETC Pitchfest competition.” FETC’s 38th annual event will take place January 23 – 26, 2018, at the Orange County Convention Center in Orlando, Fla., and will feature more than 600 expert-led learning opportunities along with an Expo Hall that will have more than 400 exhibiting companies presenting solutions in 3D printing, robotics, assessment, software, and much more. Another important section of the Expo Hall will be the Startup Pavilion, where attendees can discover emerging companies, demo original products, and meet the entrepreneurs whose innovation is changing the marketplace. In combination with the Startup Pavilion, the Pitchfest demonstrates FETC’s commitment to recognizing and highlighting the best new solutions in education technology. The preliminary round of the FETC Pitchfest will take place Wednesday, January 24, from 4:50- 6 p.m. in the FETC Expo Hall Booth #909. In the first round, competitors will have three minutes to pitch their product. The finals will take place Thursday, January 25 from 4-4:40 p.m. Companies will have five minutes to present and an additional three minutes to respond to judges’ questions. 2018 Participants are: - [**3DBear**](https://3dbear.io/) ― This Finland-based company provides a full classroom solution for teaching with the help of 3D printing, augmented reality, and virtual reality. - [**5 More Minutes Ltd**](https://www.teachergaming.com/) ― This company, based in Finland, will present their TeacherGaming solution, which elevates learning by combining quality games, ready-made lesson plans, and learning analytics into one package to make game-based learning accessible to all. - [**Agents of Discovery**](https://agentsofdiscovery.com/) ― This Canadian company will present their educational platform and mobile game that uses the latest innovations in augmented reality and interactive learning to facilitate play, thinking, and problem-solving. - [**CAPIT Learning**](https://capitlearning.com/) ― This Los Angeles-based group will present CAPIT Reading, a teacher-led, language-agnostic, foundational reading curriculum for K-2 students and older struggling readers. - [**CatchOn**](https://getcatchon.com/) – This company, based in Hong Kong, has created an easy-to-read dashboard that streamlines data and presents powerful information to show the most-used apps or favorite apps, quickly. - [**E4Effort**](https://e4effort.com/) ― This Minnesota-based startup will present their system that is used to increase student effort and motivation by measuring and reporting effort in four categories: Ready, Participation, On Task, and Behavior. - [**FuzePlay**](https://fuzeplay.io/) ― This company, based in Utah, develops tech toys that close skills gaps by inspiring play around futuristic technologies. - **Learnmetrics** ― The Chicago-based company has developed a fully customizable dashboard designed to help organizations turn learning data into a ‘GPS’ for their goals, operations and outcomes. - [**Orange Neurosciences**](https://www.orangeneurosciences.ca/) ― This AI-based tech company from Canada has developed an SaaS based cognitive platform, ReadON, a remediation designed to reduce or eliminate the need for supplemental accommodation in school and provide better outcomes for students with learning differences and Dyslexia. - **TippyTalk** ― This Ireland-based company’s technology allows a person with a verbal disability to communicate by translating pictures into text messages, which are then sent to a family member or caregiver’s phone. - [**Weird Enough Productions**](https://www.weirdenoughproductions.com) ― This Georgia-based company combines education on media literacy with original content to provide a full service solution to media misrepresentation. - [**Wibbu**](https://www.wibbu.com/) ― This company, based in the United Kingdom, creates digital resources for schools, including the new language learning video game, Ruby Rei, which uses the latest techniques in game-based learning to improve engagement levels, test scores and English language learner integration. Registration is open for the 2018 Future of Education Technology Conference. For additional information and to register, visit [fetc.org/register](https://fetc.org/register.html) or call toll-free 1-800-727-1227. Learn more about the FETC Expo, including the Startup Pavilion, Pitchfest, and exhibiting companies at [www.fetc.org/expo](https://web.archive.org/web/20240614045607/https://www.fetc.org/expo). ### ![Logo for the 38th national future of education technology conference fetc featuring bold black text and an orange accent on the e in fetc](https://edcircuit.com/wp-content/uploads/2017/10/FETC18-1.jpg "Logo for the 38th national future of education technology conference fetc featuring bold black text and an orange accent on the e in fetc | edcircuit")About the Future of Education Technology Conference (FETC) The Future of Education Technology Conference (FETC) annually attracts thousands of education and technology leaders from around the world. Delivering strategies and best practices for student success and schoolwide advancement, FETC is known as one of the nation’s premier education technology events. Recognized for its outstanding program year after year, FETC provides CTOs, CIOs, Innovation Directors, Special Ed/Pupil Services Directors, Early Childhood Directors, Media Specialists, Technologists, Administrators and other Educators, the opportunity to explore the most effective integration of technology across the curriculum — from PK-12 — through premium sessions, intensive workshops, various concurrent sessions, live demonstrations of several hundred hardware and software products, plus much more. ### About LRP Conferences LLC LRP Conferences, LLC, an affiliate of LRP Publications, produces more than a dozen professional conferences and trade shows annually including: Campus Technology Conference, Ergonomics Conference & ErgoExpo, Future of Education Technology Conference (FETC), Recruiting Trends Conference, Talent Acquisition Tech Conference, and Women Leaders in Education Conference. ### ![Lrp publications logo](https://edcircuit.com/wp-content/uploads/2017/12/lrplogo.gif "Lrplogo | edcircuit")About LRP Publications LRP Publications, founded in 1977 by Kenneth Kahn, is a broad-based media company serving business and education professionals. Specializing in the fields of education administration, education law, education technology, federal employment, human resources, workers’ compensation and disability, the company publishes hundreds of books, pamphlets, newsletters, videos and online resources on various topics including Title 1 and Special Education. Additionally, LRP publishes two industry-leading magazines: *Human Resources Executive*® and *Risk & Insurance*®, plus delivers top-quality training and professional development with eLearning, conferences and tradeshows including: HR Technology Conference & Exposition®, National Institute on Legal Issues of Educating Individuals with Disabilities®, National Workers’ Compensation and Disability Conference® & Expo and dozens more. For a complete list of LRP products, eCourses and conferences, please visit [www.lrp.com](https://www.lrp.com). ### Media Contacts: Rennette Fortune LRP Publications P: 561.622.6520 C: 561.373.9870 E: [www.LRP.com](https://www.lrp.com) MindRocket Media Group, Inc. E: 1. **edCircuit –** Sir Ken Robinson to Keynote 2018 Future of Education Technology Conference 2. **Nibletz –** FETC 2018 Will Be Here Before You Know It 3. **The Huffington Post –** [Inspiring Young Minds to Solve the Challenges of the World with Technology](https://www.huffingtonpost.com/entry/inspiring-young-minds-to-solve-the-challenges-of-the_us_5a218676e4b05072e8b56895) - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden --- ### [Roboticist and Engineer Dr. Ayanna Howard to Give STEM Keynote at 2018 Future of Education Technology Conference](https://edcircuit.com/roboticist-engineer-dr-ayanna-howard-stem-keynote-2018-future-education-technology-conference/) **Published:** October 10, 2017 **Author:** EdCircuit Staff **Excerpt:** FETC Jan 24-27, 2018 innovation, invention, and inclusive education for all learners **Content:** *Closing STEM keynote address Friday, January 26, 2018* ***Dr. Ayanna Howard, founder of Zyrobotics and one of the world’s most powerful and promising engineers, will discuss robots and their role in our future.*** October 10, 2017 PALM BEACH GARDENS, Fla.―The National [Future of Education Technology Conference (FETC)](https://fetc.org/) announced today that Dr. Ayanna Howard, an educator, researcher, and innovator noted for her ability to make STEM fun and accessible for children with disabilities, will deliver the closing keynote address on Friday, January 26, 2018, at the 38th annual event. The conference will take place January 23 – 26, 2018 at the Orange County Convention Center in Orlando, Fla. Howard, who is the co-founder and Chief Technology Officer (CTO) of Zyrobotics and a professor at the Georgia Institute of Technology (Georgia Tech), has been recognized as one of *Business Insider*’s 23 most powerful women engineers and was named a top young innovator by *MIT Technology Review*. She has made significant contributions in the technology areas of artificial intelligence, computer vision, and robotics, and specializes in intelligent technologies that must adapt to and function within a human-centered world. Howard’s FETC keynote, “The Value of Inclusive STEM Education: Robots and their Role in our Future,” will take a look at the recent upsurge in attention given to robots and artificial intelligence (AI) and their future role in our society. How do schools make robots―which, with intelligence, are advancing into beneficial, life-saving machines for assisting us in our everyday lives―accessible for the next generation of diverse students? Through lessons learned building robots that assist children with special needs, Howard will discuss the elements of intelligence, trust, and emotional empathy robots are emulating. The keynote will conclude with advice outlining how educators can best prepare students to embrace the inevitable future. ![Fetc 2018 logo](https://edcircuit.com/wp-content/uploads/2017/10/FETC-2018-LOGO.png "Fetc 2018 logo | edcircuit")“Throughout Dr. Ayanna Howard’s career, she has demonstrated a consistent commitment to many of the key ideals of FETC―among them innovation, invention, and inclusive education for all learners―and has done so with consistent success and much-deserved acclaim,” said Jennifer Womble, program chair of FETC. “We are honored and excited that Dr. Howard will share such a timely and forward-looking keynote with our 2018 conference attendees and we can’t wait to hear her insights on robots and their role in the future of society.” Zyrobotics, which Howard founded in 2013 as a Georgia Tech spin-off, provides inclusive mobile technologies that make learning accessible to all students. The company is currently licensing technology derived from her research and has released their first suite of mobile therapy and educational products for children with differing needs. In addition to her position as CTO for Zyrobotics, Dr. Howard is Professor and Linda J. and Mark C. Smith Endowed Chair in Bioengineering in the School of Electrical and Computer Engineering (ECE) at the Georgia Institute of Technology and holds the position of Associate Chair for Faculty Development in ECE and Director of the Human-Automation Systems Lab (HumAnS). In 2015, she founded and now directs the $3 million traineeship initiative in healthcare robotics and functions as the lead investigator on the National Science Foundation undergraduate summer research program in robotics. Prior to joining the faculty at Georgia Tech, Dr. Howard was a Senior Robotics Researcher and Deputy Manager in the Office of the Chief Scientist at NASA’s Jet Propulsion Laboratory. ![Text stating january 23 26 2018 Orange county convention center Orlando fla](https://edcircuit.com/wp-content/uploads/2017/10/FETC-2018-Event-Dates.png "Text stating january 2326 2018 Orange county convention center Orlando fla | edcircuit")FETC will be kicked off with an opening keynote from sought-after speaker and record-breaking TED Talk presenter [Sir Ken Robinson](https://sirkenrobinson.com/). Robinson will challenge attendees to personalize learning for all students and put students in an environment where they can operate creatively and discover their passions. Throughout the conference, educators will have the opportunity to choose from more than 600 learning opportunities focused on providing solutions to schools’ most pressing challenges and technological implementations. The conference’s five Future of Ed Tech program tracks―Administrator, Information Technology, Educator, Special Education, and Early Learning ― present specific, targeted content for each attendee’s unique learning needs and make it simple for participants to identify relevant sessions and develop a customized schedule. Registration is now open for the 2018 Future of Education Technology Conference. For additional information and to register, visit [fetc.org/register](https://fetc.org/register.html) or call toll-free 1-800-727-1227. The Super Saver rate is available until November 17, 2017. ### About the Future of Education Technology Conference (FETC) The Future of Education Technology Conference (FETC) annually attracts thousands of education and technology leaders from around the world. Delivering strategies and best practices for student success and schoolwide advancement, FETC is known as one of the nation’s premier education technology events. Recognized for its outstanding program year after year, FETC provides CTOs, CIOs, Innovation Directors, Special Ed/Pupil Services Directors, Early Childhood Directors, Media Specialists, Technologists, Administrators and other Educators, the opportunity to explore the most effective integration of technology across the curriculum — from PK-12 — through premium sessions, intensive workshops, various concurrent sessions, live demonstrations of several hundred hardware and software products, plus much more. ### ![Banner with a purple background displaying the text register now and save Www Fetc Org in bold white and orange letters](https://edcircuit.com/wp-content/uploads/2017/10/FETC-Registration.png "Banner with a purple background displaying the text register now and save Www Fetc Org in bold white and orange letters | edcircuit") ### About LRP Conferences LLC LRP Conferences, LLC, an affiliate of LRP Publications, produces more than a dozen professional conferences and trade shows annually including: Campus Technology Conference, Ergonomics Conference & ErgoExpo, Future of Education Technology Conference (FETC), Recruiting Trends Conference, Talent Acquisition Tech Conference, and Women Leaders in Education Conference. ### About LRP Publications LRP Publications, founded in 1977 by Kenneth Kahn, is a broad-based media company serving business and education professionals. Specializing in the fields of education administration, education law, education technology, federal employment, human resources, workers’ compensation and disability, the company publishes hundreds of books, pamphlets, newsletters, videos and online resources on various topics including Title 1 and Special Education. Additionally, LRP publishes two industry-leading magazines: *Human Resources Executive*® and *Risk & Insurance*®, plus delivers top-quality training and professional development with eLearning, conferences and tradeshows including: HR Technology Conference & Exposition®, National Institute on Legal Issues of Educating Individuals with Disabilities®, National Workers’ Compensation and Disability Conference® & Expo and dozens more. For a complete list of LRP products, eCourses and conferences, please visit [www.lrp.com](https://www.lrp.com). ### Media Contacts: Rennette Fortune LRP Publications P: 561.622.6520 C: 561.373.9870 E: [www.LRP.com](https://www.lrp.com) MindRocket Media Group, Inc. E: **Further Reading** 1. **edCircuit –** Sir Ken Robinson to Keynote 2018 Future of Education Technology Conference 2. **EdTech Magazine –** [FETC 2017: Q&A with Mike Meechin on Integrating Tech into the Classroom](https://edtechmagazine.com/k12/article/2017/01/fetc-2017-qa-mike-meechin-integrating-tech-classroom) 3. **EdTech Magazine** – [FETC 2017: New Technology for 21st Century Learners Takes Center Stage](https://edtechmagazine.com/k12/article/2017/01/fetc-2017-new-technology-21st-century-learners-takes-center-stage) - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Industry News, On the Wire --- ### [Passionate About Adult Literacy](https://edcircuit.com/passionate-about-adult-literacy/) **Published:** July 26, 2017 **Author:** Ian Egan **Excerpt:** A passion about adult literacy drives Dr. Rosa Cabrera. **Content:** https://vimeo.com/215835814 *A School Principal Inspired* Dr. Rosa Cabrera is a principal who believes the way to increase student achievement is to encourage, challenge and coach her teachers by giving honest feedback about their work. This Texas native, currently the principal at [Neely O’Brien Elementary School](https://www.kent.k12.wa.us/no) in Kent, Washington, started her education career as a kindergarten teacher in Killeen, Texas. While Rosa was teaching kindergarten, she discovered that her 32-year-old sister did not know how to read. The revelation opened her eyes and became the catalyst for her to pursue a leadership role in education. She works diligently to ensure that all children in her school are reading above or at their given level. Rosa has earned her superintendent certificate and is a member of the AASA/Howard University Urban Superintendents Academy cohort. Her goal on her path to superintendency is to get others to understand her vision and driving passion, despite that fact that they may have conflicting views. According to Rosa, inundating kids with content alone is not a successful learning method. It’s important to use technology and data to determine the best ways to meet the needs of children as learners. The future look bright for Rosa Cabrera and [Neely O’Brien Elementary School](https://www.kent.k12.wa.us/no) is lucky to have her as their passionate and thoughtful leader. **About Dr. Rosa Cabrera** ![A woman with straight black hair wearing a patterned blazer over a black top smiles while standing outdoors in front of tall green bushes](https://edcircuit.com/wp-content/uploads/2017/07/Dr.-Rosa-Cabrera.jpg "A woman with straight black hair wearing a patterned blazer over a black top smiles while standing outdoors in front of tall green bushes | edcircuit")Dr. Rosa Cabrera is the principal at [Neely O’Brien Elementary School](https://www.kent.k12.wa.us/no) in the [Kent School District](https://www.kent.k12.wa.us/) in Kent, Washington. The school has an enrollment of approximately 740 students in grades K – 6. Prior to going to Neely O’Brien, Rosa was principal at Nat Q. Henderson Elementary was the assistant principal at Isaacs Elementary School both part of the [Houston Independent School District](https://www.houstonisd.org/) (HISD). Rosa went to HISD from Killeen ISD where she was a Curriculum and Instruction Specialist and Trainer for Meadows Elementary School. She began her teaching career as a teacher at Ira Cross Elementary School. Rosa earned her Bachelor’s degree from [Tarleton State University](https://www.tarleton.edu/home/) and her Master’s degree in International Relations from [St. Mary’s University](https://www.stmarytx.edu/). She earned her Doctoral degree in Educational Administration from the University of Mary Hardin-Baylor, where she also earned her superintendent certificate. This article was originally published on Huffington Post **Author**Dr. Berger is one of many industry education correspondents for the [Mind Rocket Media Group](https://www.mindrocketmediagroup.com), An educator and former school administrator. His video interview work and conversational podcasts have been featured in various media outlets. He often hosts education panel discussions and develops strategic content. As an academic Dr. Berger is a guest lecturer at Vanderbilt University’s Owen Graduate School of Management. A former assistant principal, he has been an adjunct undergraduate professor and developer of online college courses. He is a passionate Detroit sports fan who has also adopted Nashville sports teams as his own. Contact the [Mind Rocket Media Group](https://www.mindrocketmediagroup.com) if you are interested in an industry interview and a placement on EdCircuit. **Further Reading** 1. **New Haven Register –** Turnover rises for urban superintendents 2. **Education Week –** [The Newest Trend in Data-Driven Decisionmaking](https://blogs.edweek.org/edweek/education_futures/2017/01/the_newest_trend_in_data-driven_decision_making_connecting_student_and_educator_growth.html) 3. **Charlotte Observer –** 5 ways to help bright low-income students to excel - [ ![Ian Egan](https://edcircuit.com/wp-content/uploads/lovable-avatars/ian-egan-231.webp) ](https://edcircuit.com/author/ian-egan/) [Ian Egan](https://edcircuit.com/author/ian-egan/ "Ian Egan"): Author [ View all posts ](https://edcircuit.com/author/ian-egan/ "View all posts") [ ](mailto:ianegan@yahoo.com)[ ](https://edcircuit.com/) **Categories:** Hidden --- ### [Combating Perceptions](https://edcircuit.com/combating-perceptions/) **Published:** July 21, 2017 **Author:** Ian Egan **Excerpt:** Dr. Tom Sisk’s goal is to have parents choose public education over private or homeschooling options. **Content:** https://vimeo.com/215547176 *A Leader Works with Lawmakers to Improve His District* Dr. Tom Sisk took over the job of superintendent of [Limestone County Schools](https://www.lcsk12.org/) in Athens, Alabama, in June 2012, by a unanimous vote of the school board. His leadership has brought about a complete restructuring of central office cabinet-level leadership, and identification of new revenue streams to support much-needed capital improvements. Tom has also championed a three-fold district curriculum focus: Embrace the Alabama College- and Career-Ready Standards (CCRS); Adopt best practices in school improvement and instruction; and Support 21st Century Learning with the 1:1 [Digital Passport Initiative](https://www.lcsk12.org/?DivisionID=14590&ToggleSideNav=) (DPI). Tom’s goal is to have parents choose public education over private or homeschooling options. To help achieve public school acceptance, his district has launched a virtual school program called the [Distance Learning Academy](https://www.lcsk12.org/?DivisionID=21635&ToggleSideNav=), which currently has 450 students statewide who physically do not attend Limestone County schools, but are considered Limestone County students. They have 400 more students in the application process, which is thoroughly vetted to ensure student success. They didn’t overlook the importance of face-to-face socialization in K-12 learning when designing their virtual school program. Field trips are scheduled and project-based learning programs are implemented on a regional basis. It allows students to learn and refine important social interaction skills that can sometimes be lacking in the relative isolation of the homeschooling environment. On account of the virtual school platform being only a year old, to some, there is an impression that the district is trying to poach students from other public school districts to receive additional funding. To combat this perception, Tom worked with the state legislature in the last session to have a virtual school law passed. The law requires all 136 school district in the state to have a virtual school policy which addresses territorial issues and concerns. It’s commitment to the big picture, as well as an impressive progressive attitude that makes Tom a top-flight superintendent. **About Dr. Tom Sisk** ![A man in a dark suit white shirt and red tie stands outdoors in front of greenery smiling slightly at the camera](https://edcircuit.com/wp-content/uploads/2017/07/Dr.-Tom-Sisk.jpg "A man in a dark suit white shirt and red tie stands outdoors in front of greenery smiling slightly at the camera | edcircuit")Dr. Tom Sisk has served as the Superintendent for Limestone County Schools in Athens, Alabama, since 2012. Tom was born in Ohio and grew up in rural West Virginia Tom earned an associate’s degree in secondary education from [Potomac State College of West Virginia](https://www.potomacstatecollege.edu/) in Keyser, and followed that up by completing his bachelor’s secondary education. He went on to earn a master’s degrees in special education at [West Virginia University](https://www.wvu.edu/). He began his career as a teacher in Virginia before moving to Alabama in 1995 to teach high school and coach at Foley High School. In 1999, Tom became Foley’s assistant principal, and later oversaw human resources for [Baldwin County Schools](https://www.bcbe.org/) in Bay Minette, Alabama. Follow Dr. Tom Sisk on [Twitter](https://twitter.com/supttomsisk?lang=en). This article was originally published on Huffington Post . **Author**Dr. Berger is one of many industry education correspondents for the [Mind Rocket Media Group](https://www.mindrocketmediagroup.com), An educator and former school administrator. His video interview work and conversational podcasts have been featured in various media outlets. He often hosts education panel discussions and develops strategic content. As an academic Dr. Berger is a guest lecturer at Vanderbilt University’s Owen Graduate School of Management. A former assistant principal, he has been an adjunct undergraduate professor and developer of online college courses. He is a passionate Detroit sports fan who has also adopted Nashville sports teams as his own. Contact the [Mind Rocket Media Group](https://www.mindrocketmediagroup.com) if you are interested in an industry interview and a placement on EdCircuit. **Further Reading** 1. **The Next Web –** [How a Virtual Education is Creating New Opportunities For K-12 Students](https://thenextweb.com/contributors/2017/05/29/the-virtual-high-school/#.tnw_9ZFEr8vK) 2. **Everett Herald –** [Home-based K-12 schools becoming popular in Washington](https://www.heraldnet.com/news/home-based-k-12-schools-becoming-popular-in-washington/) 3. **The Gazette –** [Iowa City musician says going online high school route helped her get to Juilliard](https://www.thegazette.com/subject/news/education/k-12-education/iowa-city-musician-says-going-online-high-school-route-helped-her-get-to-juilliard-20170531) - [ ![Ian Egan](https://edcircuit.com/wp-content/uploads/lovable-avatars/ian-egan-231.webp) ](https://edcircuit.com/author/ian-egan/) [Ian Egan](https://edcircuit.com/author/ian-egan/ "Ian Egan"): Author [ View all posts ](https://edcircuit.com/author/ian-egan/ "View all posts") [ ](mailto:ianegan@yahoo.com)[ ](https://edcircuit.com/) **Categories:** edLeaders, Administrators --- ### [Superintendent’s Unconventional Approach Paying Off](https://edcircuit.com/superintendents-unconventional-approach-paying-off/) **Published:** August 7, 2017 **Author:** EdCircuit Staff **Excerpt:** In this episode, Steve Thompson discusses his journey as a Superintendent at Willoughby-Eastlake Schools in Ohio since August of 2011. **Content:** Steve Thompson is not happy to just cruise along doing things the way they have always been done. The superintendent of Willoughby-Eastlake Schools in Ohio has made several bold moves over the years, moves many other superintendents and districts would dismiss as impossible. ## **Creating a STEM Campus** A few years ago, Steve noticed a building for sale in the community that happened to be the former headquarters of the power management company, Eaton. The district bought it for $3.8 million, which included all the state of the art technology inside the building, and opened a STEM and technology focused campus called the School of Innovation. The school has been wildly successful with extremely high levels of student engagement and off-the-charts results. Architects have projected that it would have cost the district $27 million to build the school from the ground up. ### **Success Academy** After acquiring the power management building, Thompson initiated the purchase of an old car dealership and opened a school called the Success Academy that focuses on trades such as auto collision repair, auto repair business technologies, welding, and cosmetology. The school has done wonders for a population of students who were previously uninterested in school and headed toward dropping out. It’s this kind of leadership that has taken the district from having an $87-million-dollar deficit in 2011 to now having cash reserves projected through 2022. The highly impactful moves sparked by Steve Thompson are paying off and providing a bright future for the families of the Ohio district. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) - [ ![A smiling, bald man in a gray suit and blue patterned tie stands outdoors in front of a stone wall and a white picket fence. Shrubs and greenery are visible in the background.](https://edcircuit.com/wp-content/uploads/2024/01/Steve-Thompson.jpeg) ](https://edcircuit.com/author/steve-thompson/) [Steve Thompson](https://edcircuit.com/author/steve-thompson/ "Steve Thompson"): Author Steve Thompson has been the Superintendent at Willoughby-Eastlake Schools in Ohio since August of 2011. Prior to this position, he served as Superintendent of Chagrin Falls Exempted Village Schools from 2007 to 2011, and Superintendent of West Liberty Salem Local Schools for six years prior to Chagrin Falls. Steve holds a Bachelor’s Degree in Elementary Education and Teaching from Heidelberg College and a Master’s Degree in Special Education from the University of Toledo. [ ](https://www.linkedin.com/in/steve-thompson-95903451/) [ View all posts ](https://edcircuit.com/author/steve-thompson/ "View all posts") **Categories:** Administrators, edLeaders, InFocus --- ### [Teaching Next Gen Entrepreneurs](https://edcircuit.com/teaching-next-gen-entrepreneurs/) **Published:** October 11, 2017 **Author:** Ian Egan **Excerpt:** EpiCenter Memphis is empowering 1,000 entrepreneurs to launch scalable businesses in Memphis by 2023. **Content:** *Can we teach someone to be the next Fortune 500 CEO?* by Hardy Farrow ![A digital illustration of a smiling man with short brown hair glasses and a brown shirt or jacket shown from the shoulders up against a plain light background](https://edcircuit.com/wp-content/uploads/2017/10/Bob-500x362.png "A digital illustration of a smiling man with short brown hair glasses and a brown shirt or jacket shown from the shoulders up against a plain light background | edcircuit") Meet Bob. Bob is a white guy who grew up in a good family and went to a good college. Bob worked in an industry for 15 years and then came up with a great idea that turned into a Fortune 500 company. Bob’s story is the classic entrepreneurship story we heard in the 1980s and 1990s. However, Bob’s story doesn’t represent the past 20 years of tech companies and the rise of female and minority-led companies. So, why are we still training students to be Bob? The great American cities of the 1950s and 1960s (Detroit, Cleveland, Pittsburgh) were built on strong industrial companies that had employees that worked their entire lives for one company. Our education system was formed around filling jobs for these industrial pipelines. As our economy has globalized and specialized, these companies struggle to fill jobs in the United States and these cities struggle to innovate. ![A smoke from the chimneys billow over st Petersburg 03 march 2005 Russia's greenhouse gas emissions fell by up to 38 percent between 1990 and 1999 due to its economic collapse in the early 1990s, according to a UN report, giving Moscow broad room to manoeuvre despite recent rapid economic growth. The Kyoto Protocol, the strictest environmental agreement concluded by the international community, entered into force thanks to its ratification by Russia in October 2004. AFP PHOTO / SERGEY KULIKOV / INTERPRESS (Photo credit should read SERGEY KULIKOV/AFP/Getty Images)](https://edcircuit.com/wp-content/uploads/2017/10/Industrial-Factories-500x324.jpg "A smoke from the chimneys billow over st | edcircuit")Memphis has chosen a different path than other cities in the heartland of America. Memphis has prioritized training the new generation of “Bobs” by helping them become entrepreneurs. EpiCenter Memphis is empowering 1,000 entrepreneurs to launch scalable businesses in Memphis by 2023. Over the past several years, I’ve worked with over 2,000 high school students with Let’s Innovate through Education and we’ve seen incredible results. Over 90 percent of students are showing extreme growth in career skills and 85 percent of our low-income students are showing persistence in graduating college within 4 years. Our vision is to radically disrupt poverty by creating the next generation of entrepreneurs who can create wealth in their own communities. We’ve been named one of the 20 ideas that can change the world by Forbes Magazine and one of the 5 most innovative teaching ideas by the Teach for America National Innovation Award. According to the [Kauffman Foundation](https://www.kauffman.org/), the average age of successful startup founders is age 40. High-growth startups are almost twice as likely to be launched by someone over 55 than between the age of 20 and 34. Why? These founders have had more experience in launching ideas, failing at them, and learning from them. ![Two hands with spread fingers appear to be holding or hovering around a large colorful translucent sphere with a rainbow gradient set against a white background](https://edcircuit.com/wp-content/uploads/2017/10/Fortune-Telling-500x347.jpg "Two hands with spread fingers appear to be holding or hovering around a large colorful translucent sphere with a rainbow gradient set against a white background | edcircuit") Imagine a world where we accelerated the process of failing and started students at age 16 instead of at age 31 with their first business. Instead of training students to be experts in industries that might not even exist in 20 years due to automation, we can train students to be multi-industry entrepreneurs. Like reading or math, the key to building entrepreneurs is longitudinal interventions that build habits and skillsets that can be applied over and over. According to Robert Fairlie and the GATE experiment, entrepreneurial education programs that are under 6 months in nature have no effect on business success in the long-run. We need to build interventions that expose students to networks, capital, and experiences that are real world and multi-year in nature. Due to how fast millennials change jobs and the growing scale of automation, the next generation of Fortune 500 CEO’s won’t be industry experts. Let’s start training students to be the leaders of tomorrow through learning how to fail and adapt ideas today. Let’s start building cities around the companies of the future. **Author** Hardy Farrow is the Executive Director of [Let’s Innovate through Education](https://www.litememphis.com/) (LITE) and a former[ Teach for America](https://www.teachforamerica.org/) teacher in Memphis. Hardy was named to the [Forbes 30 under 30 in Education](https://www.forbes.com/30-under-30-2017/education/) in 2017 and one of the [5 most innovative teachers in the country](https://www.symantec.com/connect/blogs/symantec-congratulates-2014-s-most-innovative-teachers) by Teach for America in 2014. **Further Reading** 1. **Memphis Daily News –** [LITE Memphis growing minority entrepreneurs from the ground up](https://www.memphisdailynews.com/news/2017/sep/23/widening-the-path/) 2. **The Daily News –** [Pamela Urquieta Paves Innovative Pathways](https://www.memphisdailynews.com/news/2017/sep/8/pamela-urquieta-paves-innovative-pathways/) 3. **The Guardian –** [Children are showing the kind of entrepreneurial spirit we mustn’t ignore](https://www.theguardian.com/small-business-network/2017/sep/27/children-entrepreneurial-spirit-sarah-willingham) - [ ![Ian Egan](https://edcircuit.com/wp-content/uploads/lovable-avatars/ian-egan-231.webp) ](https://edcircuit.com/author/ian-egan/) [Ian Egan](https://edcircuit.com/author/ian-egan/ "Ian Egan"): Author [ View all posts ](https://edcircuit.com/author/ian-egan/ "View all posts") [ ](mailto:ianegan@yahoo.com)[ ](https://edcircuit.com/) **Categories:** Community, Advocates **Tags:** Headline --- ### [People Make Successful EdTech Integrations Possible](https://edcircuit.com/people-make-successful-edtech-integrations-possible/) **Published:** January 12, 2023 **Author:** Stacy Hawthorne **Excerpt:** Many EdTech integrations fail to positively impact students and lose the trust of staff. This does not have to be the case. **Content:** ## How do you make EdTech integrations as successful as possible? In an effort to maintain educational progress for students during remote learning, schools and districts exponentially amplified their investment in education technology, and program success is dependent on how successful EdTech integrations are. EdTech is a large umbrella that includes devices for 1:1 programs, digital curriculum, video conferencing and collaboration apps, and even some [social-emotional learning (SEL) programs. ](https://edcircuit.com/how-edtech-can-promote-sel-equity-and-engagement/)The key is people make successful EdTech integrations possible. ### Data Behind Successful EdTech Integrations While these purchases were well-intentioned, the 2022 National Assessment of Educational Progress (NAEP) scores and results from state testing shows that millions of students have significant gaps in their learning or [unfinished learning](https://edcircuit.com/4-strategies-to-combat-unfinished-learning/). Schools across the U.S., including [Garland Independent School District](https://garlandisd.net/sites/default/files/2022-12/1_hard_copy_for_distribution.pdf) in Texas and [Cincinnati Public Schools](https://www.cps-k12.org/) in Ohio, are posting requests for proposals seeking professional services designed to help schools effectively integrate the educational technology that they have already purchased. As an educator who has focused on the successful integration of technology for over fifteen years, I know that it can be frustrating to see precious resources invested in what amounts to an EdTech *du jour* project. Many of these projects fail to positively impact student outcomes and, even worse, may deteriorate trust with staff and add to the frustration. This does not have to be the case. This three-part series will focus on insights and advice for EdTech integrations. ## Six Common Hurdles to EdTech Integration While there are dozens of hurdles to successful EdTech integrations, the [six most common ](https://stu.westga.edu/~ssynan1/Hew.pdf)include resources, institutional barriers, specific subject matter, attitudes and beliefs of stakeholders, knowledge and skill level of end-users, and assessment. ### Resources For EdTech Integration Resources not only include big-ticket items like time and money but also include readily available and accessible technical support. Support and coaching should be available when teachers need it. This often means having support available outside of traditional school hours. In this case, accessibility must be broadly interpreted to ensure that all stakeholders have support services that are aligned with their level of expertise. ### Institutional Barriers to Success Institutional barriers include leadership, planning, and time. Successful EdTech integrations allow various voices to be included in the planning and adoption process. They are supported and championed by people-centric leaders that encourage and herald the integration while helping the team see the value of the initiative. Adding EdTech onto an already full schedule is a recipe for failure. Instead, successful integrations embed time for learning, implementation, and assessment. ### Subject Matter Specificity Educators teach a variety of diverse subjects. For example, Lincoln High School in Portland offers more than 175 courses for high school students. EdTech integrations need to consider the subject matter that students are learning. While learning management systems (LMS) can increase accessibility in all subjects, there will be significant variation between an English course, an advanced science lab course, and a culinary arts course. The EdTech needs to be robust enough to support this variation. In some cases, specific resources are needed for specific courses. ### Beliefs of EdTech Integration Stakeholders Overlooking the attitudes, values, and needs of the people who are expected to interact with and utilize technology daily is a critical mistake. The essential concept to understand is that [EdTech integrations that put people](https://www.researchgate.net/profile/Mary-Burns-9/publication/289155667_Success_failure_or_no_significant_difference_Charting_a_course_for_successful_educational_technology_integration/links/62449cfa21077329f2e296a7/Success-failure-or-no-significant-difference-Charting-a-course-for-successful-educational-technology-integration.pdf) – staff, students, and parents – at the center of the integration process are the ones that will succeed. Teachers are more essential than technology when it comes to student learning. It is essential that teachers see how EdTech will amplify their abilities and effectiveness to get support for successful implementations. ### Knowledge and Skill of Users Educators have unique backgrounds and experiences that form the foundation of their knowledge and skill levels related to EdTech. As schools push for more learner-centric models of education, leaders must remember to put teachers at the center of the learning model regarding new EdTech. The next article in this series will discuss ideal practices for professional development to support EdTech integrations. Successful professional development understands the attitudes and beliefs of stakeholders and adjusts for the knowledge and skill level of end-users. ### Assessment’s Effect on EdTech Integrations While it is last on this list of barriers, assessment is essential to any EdTech integration. Assessment is not an event but a cycle that requires all stakeholders to be aligned on outcomes, adjustments, and weight. Assessment should include formative and summative evaluations. The final article in this series will focus on assessment models that support successful EdTech integrations. ## Create an Environment For Effective EdTech Integrations Setting up the right conditions for EdTech integrations is not impossible. Knowing and adjusting for barriers is just step one. After that, it is up to the entire school team to set up the right conditions to enable success. There has to be a clear vision for the technology. Layering EdTech without vision and buy-in is rarely going to be helpful. Designing the vision with formal and informal leaders is a key step to building support for the integration. This vision leads to a shared language for success. The vision and language set the parameters for aligning curriculum, instruction, and technology. All of these steps should ideally happen before the integration; however, that is not always the case. Regardless of where a school is in their EdTech integration journey, professional development and assessment are steps that can be implemented and enhanced. Professional development and assessment will be explored in depth in the next two articles in this series. - [ ![Stacy Hawthorne](https://edcircuit.com/wp-content/uploads/lovable-avatars/stacy-hawthorne-288.webp) ](https://edcircuit.com/author/hbtd29gmail-com-2/) [Stacy Hawthorne](https://edcircuit.com/author/hbtd29gmail-com-2/ "Stacy Hawthorne"): Author Dr. Stacy Hawthorne Clarity Innovations Creative Services Manager. In this role she manages multiple forms of design – : visual, interactive, learning, user experience, information, and instructional design – for Clarity’s K-12 edtech work. Prior to joining Clarity she was the Director of Online Programs for the Davidson Academy. She is an experienced educational strategist having implemented blended and online learning programs in public, parochial, and independent schools in California, Illinois, New Jersey, Texas, Nevada, Ohio Virginia, and Georgia. Several of the school districts with which she has worked are members of the Digital Promise League of Innovative Schools and one district was profiled by the U.S. Department of Education’s Future Ready campaign. Stacy began her consulting career with Evergreen Education Group, authors of Keeping Pace with Digital Learning. Previously, As the technology coordinator for a public school district, Stacy authored and implemented an Ohio Board of Regents Blended Learning Grant which created a transformative rotational blended model. Stacy also has several years of gifted education teaching experience which led her to her role today. Her doctorate is in Educational Technology and her dissertation focused on perceptions of gifted students taking online courses. She recently earned her CETL certification from CoSN. She has spoken at CoSN, DLAC, ISTE, iNACOL, OETC, and many other conferences. [ View all posts ](https://edcircuit.com/author/hbtd29gmail-com-2/ "View all posts") [ ](mailto:hbtd29@gmail.com) **Categories:** Administrators, Article Series, EdTech --- ### [Social-Emotional Learning- Feb 2023 Theme](https://edcircuit.com/feb-intro/) **Published:** February 3, 2023 **Author:** EdCircuit Staff **Excerpt:** How can social-emotional learning support students to develop interpersonal skills and self-management strategies for learning success? **Content:** Social-emotional learning, or SEL, has become a key topic across the K12 education and EdTech communities. As the education system strives to support children to grow academically, many have realized that certain barriers to academic success are tied to students’ social and emotional skills. Over the last decade, educators and edtech professionals have explored how to best support students to develop soft skills, emotional capacity, interpersonal skills, and self-management strategies. Much of this support had led to an increase in positive learning outcomes. It is clear that SEL has impacted student achievement and may be the key to solving issues across diverse learning journeys. In this article, we will explore a working definition of SEL, it’s impact on student learning, and strategies for implementation. Throughout February, edCircuit contributors will share their perspectives on Social Emotional Learning. ## **What is Social-Emotional Learning?** Social-emotional learning is a broad category for learning activities, programming, and lessons targeting students’ interpersonal and self-awareness. According to the Committee For Children, “People with strong social-emotional skills are better able to cope with everyday challenges and benefit academically, professionally, and socially. Further, effective problem-solving to self-discipline, from impulse control to emotion management and more, SEL provides a foundation for positive, long-term effects on kids, adults, and communities.” Although it may seem intuitive that children build interpersonal and self-awareness skills in school, it is not as cut and dry. Due to factors such as distance learning, many students don’t have the social apparatus they once had. The temporary loss of social interaction had many educators pushing for SEL implementation across the curriculum. ### **Five Core Competencies** Furthermore, built-in SEL learning can aid students’ development of the five core competencies. These core competencies are a framework for student’s ability to maneuver social and emotional moments. As explored in [this recent article by National University](https://www.nu.edu/blog/social-emotional-learning-sel-why-it-matters-for-educators/), the five core competencies of SEL are: - Self-awareness: the ability to realize the impact of your actions on others - Self-management: the ability to regulate and account for your actions, thoughts, and emotions. - Social awareness: the ability to think empathetically about the people you interact with and act in accordance with your impact on the other people in your environment. - Relationship skills: capability to maintain relationships through effective communication - Making responsible decisions: capacity to react positively and appropriately to disparate challenges. Undeniably, the growth of these competencies supports students in achieving academic excellence and personal growth. ## **Applicability of Social-Emotional Learning** Social-emotional learning can positively impact many challenges students face in their day-to-day lives and educational journeys. One major impact of SEL is the positive effects on [students’ mental health](https://edcircuit.com/student-mental-health-is-a-puzzle/). Students have been under tremendous stress over the past three years. From the [sudden change of distance learning](https://edcircuit.com/selchat-three-tips-to-process-change-and-loss/) to fears and anxieties over the COVID-19 pandemic students need SEL more than ever. Students need tools to learn to regulate, express, and cope with their emotions. As explored by Edutopia, a [trauma-informed approach to SEL](https://www.edutopia.org/article/trauma-informed-exercises-elementary-students) can help students develop tools for reducing stress and increasing academic performance. Although there has been [some criticism of SEL](https://www.edsurge.com/news/2022-09-30-demystifying-social-emotional-learning-and-the-controversy-surrounding-it), there is a relative consensus that supporting students’ emotional needs can improve their learning outcomes. If you are looking for resources on implementing an SEL strategy, below are a few edCircuit resources that can help you understand and implement SEL in your home, classroom, or boardroom. - [GUIDE TO 5 EVIDENCE-BASED PARENTING STRATEGIES ](https://edcircuit.com/guide-to-5-evidence-based-parenting-strategies/) - [HOW GENDER STEREOTYPES HURT CREATIVITY ](https://edcircuit.com/how-gender-stereotypes-hurt-creativity/) - [ACTIVITIES FOR CONNECTING WITH KIDS OVER THE HOLIDAYS](https://edcircuit.com/selchat-activities-for-connecting-with-kids-over-the-holidays/) - [WHY A GROWTH MINDSET FOR CREATIVITY IS ESSENTIAL](https://edcircuit.com/why-a-growth-mindset-for-creativity-is-essential/) - [ELIMINATE LOST POTENTIAL BY TEACHING MOTIVATION](https://edcircuit.com/eliminate-lost-potential-by-teaching-motivation/) Lastly, make sure to stay connected and join the conversation surrounding Social-Emotional Learning [by subscribing to edCircuit](https://edcircuit.com/subscribe-to-edcircuit/amp/). If you have thoughts on SEL, [apply to become an edCircuit contributor](https://edcircuit.com/become-an-edcircuit-contributor/amp/) to share your voice with our community. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Monthly Topic **Tags:** Headline, social emotional learning, SEL --- ### [BookNook Named ‘High-Quality Tutoring Program’ by Ohio Department of Education](https://edcircuit.com/booknook-named-high-quality-tutoring-program-by-ohio-department-of-education/) **Published:** November 18, 2022 **Author:** EdCircuit Staff **Excerpt:** BookNook, a leader in effective high-impact tutoring, has been named by the Ohio Department of Education as an approved provider of high quality tutoring programs.  **Content:** (OAKLAND, Calif.) November 17, 2022—[BookNook](https://www.booknook.com/), a leader in effective high-impact tutoring, has been named by the [Ohio Department of Education](https://education.ohio.gov/) as an [approved provider of high quality tutoring programs](https://education.ohio.gov/Topics/Learning-in-Ohio/OLS-Graphic-Sections/Resources/High-Quality-Tutoring-Options-in-Ohio/Approved-Vendor-Directory-High-Quality-Tutoring-Pr). Following the passage of Ohio House Bill 583, the legislature tasked the Ohio Department of Education to create a list of tutoring programs considered to be both high-quality and have the potential to accelerate learning for students. Further, the Ohio Department of Education aligned the selection criteria with their six “Key Components of High-Quality Tutoring” and include: - Use of high-quality instructional materials; - Instruction aligned with research on effective teaching and learning; - Integration of high-dosage tutoring practices; - Use of data-driven instruction; - Hiring quality tutors; and - Demonstrated effectiveness. The move is part of the [Future Forward Ohio Initiative](https://education.ohio.gov/Topics/Future-Forward-Ohio), which was launched to determine how best to spend federal funds to help students recover from the effects of COVID-19 and associate learning disruptions. Ohio school districts received more than $6.6 billion in COVID relief funds that can be spent on tutoring or other learning resources, with approximately $4 billion unspent. Defined as at least 3 hours a week or 56 hours in 30 weeks, [research has demonstrated](https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_1.pdf) that high-dosage tutoring is capable of helping a wide range of students, including those who have fallen behind academically, make significant learning gains. “Every student deserves the opportunity to excel and personal, student-focused tutoring gives them that opportunity no matter what challenges they have faced in the past,” said Michael Lombardo, CEO and founder of BookNook. “We’re honored to be recognized by the Ohio Department of Education as a provider of high-quality tutoring, and we look forward to digging in and helping students get back on track no matter where they’re starting from.” This announcement by the Ohio Department of Education further builds on BookNook’s existing state level partnerships or inclusion on statewide approved provider lists in Texas, Rhode Island, and Michigan. To learn more about BookNook, visit [booknook.com](https://www.booknook.com/). **About BookNook** Founded in 2016, BookNook is an all-in-one tutoring solution, proven to increase student achievement through online tutors and engaging curriculum, fueled by our synchronous online learning platform. BookNook has quickly grown to partner with over 2,500 schools, across 38 states, receiving national recognition for its impact on students’ reading ability and unique equity-based pricing model. For more information, visit [www.BookNook.com](https://www.booknook.com/). - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** On the Wire **Tags:** Headline --- ### [ScribFolders from Scribbles Software Helps Schools Go Paperless](https://edcircuit.com/scribfolders-from-scribbles-software-helps-schools-go-paperless/) **Published:** September 20, 2022 **Author:** EdCircuit Staff **Excerpt:** ScribFolders, from Scribbles Software, is a cumulative records management system that simplifies the records access and filing process for school districts by allowing them to move all of their student information files online. **Content:** ***Online cumulative records management tool for schools saves time, money and space*** **Pineville, NC – September 20, 2022** – Scribbles Software, a leading provider of K-12 records and enrollment software, is offering a cumulative records management system that simplifies the records access and filing process for schools. ScribFolders allows school districts to move all of their student information files online as students matriculate, which means authorized personnel can have instant, secure online access to the information they need to support students. “Some of the biggest pain points for school districts who use paper records management systems are space requirements, security risks, long wait times to get needed records, and dealing with the inconvenience of housing records in different systems and locations,” said Marshall Simmonds, Scribbles VP of sales. “ScribFolders solves this issue. Moving to an online records management system also helps school districts better serve their families because as records accumulate from year to year, authorized staff members can access all the information that they need to support students quickly and easily, and districts can respond more quickly to records requests.” Scribbles Software focuses on paperless processes, data security, choice management programs, and cloud-based solutions. Its software helps schools streamline K-12 student records and enrollment through a single, accessible, cloud-based system. ScribFolders is one of several tools that support records management. It streamlines the filing process, eliminates the need for transporting files, and protects records from data losses due to human error or catastrophic events that would damage paper records. To use ScribFolders, districts upload their paper records to Scribbles’ secure, FERPA-compliant system. The electronic record follows the student from grade to grade allowing authorized personnel to have immediate access to information needed to support each student. It provides district-wide document management for student records. ScribFolders benefits include: - Reducing stress about the costs, space, risk and manual workflows needed to support paper file storage - Lessening the risks associated with paper storage while also ensuring compliance with state and federal regulations - Providing secure access to the data - Creating an easier, faster and more secure way to find files - Providing SIS integration and integration with Scribbles’ other products. “Prior to ScribFolders, we were managing student records in filing cabinets, record boxes, and stored in multiple locations. This is generally the status quo for the majority of school districts. We were no different. This is a heavy lift for any school district,” said Scott Hansen, chief technology officer for the School District of Manatee County in Florida. “The transition to ScribFolders has created a central location for all student records where we now can leverage appropriate security controls at the school and district level to ensure educators have access to these records in a timely and efficient manner. Project Digitize is a game changer as we move forward in our journey to digitize all active and inactive student records, including personnel records. This has been a total team effort across our district. We are very pleased that we selected Scribbles Software to be our partner in this journey of digitizing our records.” For more information about ScribFolders, visit https://go.scribsoft.com/your-last-folder. **About Scribbles Software** Scribbles Software partners with K-12 educational communities to enhance, streamline, and simplify their student records processes to strengthen the family engagement experience. The company has helped more than 10,000 K-12 schools and districts with its online student records management, enrollment systems, choice programs, lottery management, and reporting. Scribbles Software helps its district partners provide equitable, open access to school district resources to students, families, and community organizations– beginning with PreK enrollment and continuing with digital transcript orders post-graduation. [www.scribsoft.com](https://www.scribsoft.com/). - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** On the Wire --- ### [Innovative New Student Engagement Tools](https://edcircuit.com/marylands-wicomico-county-public-schools-adds-innovative-new-edtech-tools-to-high-school-curriculum-to-more-deeply-engage-students-in-science/) **Published:** November 1, 2022 **Author:** EdCircuit Staff **Excerpt:** Maryland’s Wicomico County Public Schools Adds New Innovative Student Engagement Tools to High School Curriculum to More Deeply Engage Students in Science **Content:** **Charlotte, NC (Tuesday, November 1, 2022)—**Maryland’s Wicomico County Public Schools (WCPS) today announced an expansion of its long-term partnership with Discovery Education that is adding innovative new edtech resources to the district’s high school science curriculum. In this latest phase of collaboration, [Discovery Education](https://www.discoveryeducation.com/)’s [*Pivot Interactives*](https://www.pivotinteractives.com/?utm_source=de_marketing&utm_medium=press_release&utm_campaign=2022_q4_k12_wcps) are helping educators in the district’s high school Chemistry and Physics classes actively engage students in the exploration of scientific phenomena while developing their scientific practice. Discovery Education is the worldwide edtech leader whose state-of-the-art digital platform supports learning wherever it takes place. Located on Maryland’s Eastern Shore, Wicomico County Public Schools is a nationally recognized school district serving approximately 15,000 PK-12 students. District teachers, students, and staff have earned numerous honors and awards in their continuing dedication to “Excellence in Education”. Recently, WCPS administrators sought high-quality digital resources aligned to Next Generation Science Standards that would support students’ development of scientific and engineering practices and grow their understanding of key concepts and knowledge. Following a careful review of potential solutions, district administrators selected Discovery Education’s *Pivot Interactives* for use in high school Chemistry and Physics classes. *Pivot Interactives*, which [joined the Discovery Education family of services](https://www.discoveryeducation.com/details/clearlake-capital-backed-discovery-education-acquires-pivot-interactives/) in 2022, makes teaching science with active learning and scientific phenomena engaging and easy. Launched in 2012 by two visionary educators, Pivot Interactives provides users with more than 14,000 authentic, interactive video-based science activities crafted by Pivot’s expert curriculum team and teacher community. These resources, tied to state and national standards, are infused with research-based teaching practices and are simple to integrate into instruction. *Pivot Interactives* activities offer opportunities for students to explore and learn for themselves. The service’s built-in tools—including IRISTM, a first-of-its-kind color and light gauge—make for quick and accurate measurements. A unique interface allows students to change what happens in the video and see how that change affects the outcome. Easy to follow instructions guide students through data collection, measurement, data analysis, and interpretation, while feedback provided by both open-ended and auto-graded questions reinforces correct ideas. “At Wicomico County Public Schools, we’ve made it our mission for students to ‘Do Science,’” said Science Supervisor Hemalatha Bhaskaran. “We create learning environments in which students will learn through active engagement in science and engineering practices. *Pivot Interactives* provides students with new opportunities to immerse themselves in these practices and explore scientific phenomena—such as volcanos or the phases of the Moon—in new and exciting ways. The new opportunities this partnership offers our students are incredible.” To recognize the full return on their district’s edtech investment, Discovery Education provided educators using *Pivot Interactives* professional learning focused on integrating these resources into instruction. Effective professional development maximizes the power of these resources, increases student engagement in learning, and supports students’ continued academic development. Educators across WCPS already use [Discovery Education’s K-12 learning platform](https://www.discoveryeducation.com/features/?utm_source=de_marketing&utm_medium=press_release&utm_campaign=2022_q4_k12_wcps) to create engaging classroom learning activities for all students. Connecting educators to a vast collection of high-quality, standards-aligned content, ready-to-use digital lessons, intuitive quiz and activity creation tools, and professional learning resources, Discovery Education provides an enhanced learning platform that facilitates engaging, daily instruction in any environment. These resources, sourced from trusted partners, are aligned to state and national standards, and help educators bring the outside world into teaching and learning every day. “Discovery Education is excited to deepen its long-term partnership with Wicomico County Public Schools,” said Eric Rhoades, Discovery Education’s National Partnerships Manager for Pivot Interactives. “The addition of Pivot Interactives to the district’s suite of digital resources will deepen student engagement in Chemistry and Physics. I look forward to supporting Wicomico’s talented team of educators as they work these resources into students’ daily lessons.” For more information about Discovery Education’s [award-winning](https://www.discoveryeducation.com/details/discovery-education-recognized-by-siia-for-multiple-awards/?utm_source=de_marketing&utm_medium=press_release&utm_campaign=2022_q4_k12_wcps) digital resources and professional learning services, visit [www.discoveryeducation.com](https://www.discoveryeducation.com/?utm_source=de_marketing&utm_medium=press_release&utm_campaign=2022_q4_k12_wcps), and stay connected with Discovery Education on social media through [Twitter](https://twitter.com/discoveryed?utm_source=de_marketing&utm_medium=press_release&utm_campaign=2022_q4_k12_wcps) and [LinkedIn](https://www.linkedin.com/company/discoveryed). \### **About Discovery Education** Discovery Education is the worldwide edtech leader whose state-of-the-art digital platform supports learning wherever it takes place. Through its award-winning multimedia content, instructional supports, and innovative classroom tools, Discovery Education helps educators deliver equitable learning experiences engaging all students and supporting higher academic achievement on a global scale. Discovery Education serves approximately 4.5 million educators and 45 million students worldwide, and its resources are accessed in over 100 countries and territories. Inspired by the global media company Discovery, Inc., Discovery Education partners with districts, states, and trusted organizations to empower teachers with leading edtech solutions that support the success of all learners. Explore the future of education at [www.discoveryeducation.com](https://www.discoveryeducation.com/). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden --- ### [Motor City MadHouse - are school closures a new trend](https://edcircuit.com/motor-city-madhouse/) **Published:** January 26, 2017 **Author:** EdCircuit Staff **Excerpt:** Detroit schools closing due to underfunding and horrible conditions **Content:** Nobody is calling the Motor City one of America’s great cities anymore. In fact, it looks like the state of Michigan is throwing in the towel as well. Last week, Governor Rick Snyder’s office announced the closing of [38 under-performing schools](https://www.mlive.com/news/index.ssf/2017/01/see_which_28_michigan_schools.html) – 25 of which are in Detroit. A friend of mine, Lacetia Walker, MTSS District Trainer and Coach for the Detroit Public Schools, tells me the following fast facts: - Currently, in the [Detroit Public School](https://www.detroitnews.com/story/news/local/michigan/2017/01/23/detroit-schools/96971270/) system, there are 264 teacher vacancies of which 54 are special education teachers. - Of those, 163 classrooms are being manned by substitute teachers. - Detroit has many excellent, qualified, advanced degreed teachers; - However, many class sizes are over the limit. Some are as high as 44 – 45 kids in a classroom. - Teachers are not being given preparation periods because they have no relief. - Teachers have been frozen at the same pay steps for 8 years. - There was a 10 percent pay cut – health costs doubled. - Teachers loaned the district $10,000 to prevent other teachers from being laid off. However, after getting the money - The district laid teachers off anyway - Michigan has more for-profit charter operators than any other state as of 2013 (National Education Policy Center) - Many of these are not regulated by the state. These conditions are particularly egregious to me, having grown up and spent the best years of my life in Michigan. There is a special vibe in Detroit, and despite the common wisdom, Detroit is coming back through grass root, neighborhood efforts. It saddens me that the state would give up on these neighborhoods and condemn them to death. The law states that before a school can close, a nearby school must be found that has better academics. Of course, the definition of a nearby school is somewhat nebulous. The school is the center of a community, and if the school is left to broken windows and weeds the neighborhood will follow. Shame on Michigan for not being able to improve these schools. The business of education is just not that hard. Let’s not blame the principals or the community, and let’s certainly not blame the students. The state needs to quit underfunding these schools. Most are in poor African American neighborhoods already facing financial difficulties. Michigan has a responsibility to fund every one of its schools equally, and to put in place the quality teachers and programs necessary to make each a success. It is the state’s most solemn responsibility. This is not simply a Detroit problem, or a Michigan problem. We, as Americans, should feel the pain of these families whose students are about to be displaced from their neighborhoods. It is a national shame, and the shirking of responsibility by the state’s education officials is nothing less than criminal. In 2013, Michigan Gov. Rick Snyder and former U.S. Secretary of Education Arne Duncan visited Thirkell Elementary. That year, the school was ranked No. 1 in Michigan in a study that examined poverty levels and student achievement. Now, Thirkell is among 38 listed for closure by the state in 2017. How can a school that was ranked the best in the state be declared un-savable just three years later? It boggles the mind. So you know, Thirkell is listed on the [greatschools.org](https://www.greatschools.org/) website, but has mixed reviews. Here’s how the school’s website describes itself: “The undisputed, top elementary school in the state, Thirkell was selected as the No. 1 school in Michigan by the Mackinac Center for Public Policy and the No. 1 school in the city by Excellent Schools Detroit. The rankings are based on the [Michigan Educational Assessment Program](https://www.michigan.gov/mde/0,4615,7-140-22709_70117---,00.html) (MEAP) and confirm Thirkell as an educational pillar in the city of Detroit for nearly 100 years. So, scrap Thirkell, huh? A charter school organization, the Great Lakes Education Project, has been very vocal about closing the schools. “Enough is enough, and we call on Natasha Baker and the State Reform Office to close these ‘worst of the worst’ schools,” the group’s executive director Gary Naeyaert said in a prepared statement. I agree with one thing. Enough is enough. Let’s keep these schools open and stop failing our children. Our government has two primary responsibilities, educating our children and providing for the national defense. I couldn’t fathom our government saying that the Army is failing so we are going to move our soldiers to the Navy because that is a nearby branch and national defense will be just as good. It is patently absurd. So is saying that it is impossible to educate our children where they live. Come on, Michigan. For the love of Detroit, let’s get it together. *This post was originally published on [The Huffington Post](https://www.huffingtonpost.com/entry/5887eb23e4b05a82fd5b3014?timestamp=1485453881816). **Further Reading** 1. **The Detroit News:** [Reactions strong to possibly closing 24 Detroit schools](https://www.detroitnews.com/story/news/local/michigan/2017/01/23/detroit-schools/96971270/) 2. **MLive –** [See which 38 Michigan schools are at risk of state closure](https://www.mlive.com/news/index.ssf/2017/01/see_which_28_michigan_schools.html) 3. **MLive –** [Closing Detroit schools would create ‘education deserts,’ says teachers union](https://www.mlive.com/news/detroit/index.ssf/2017/01/closing_detroit_schools_would.html) 4. **Great Lakes Education Project –** GLEP Calls for Closure of 38 Chronically-Failing Schools - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Community, Advocates **Tags:** Headline --- ### [Navigating Chaos - The New 21st Century Skill](https://edcircuit.com/navigating-chaos/) **Published:** February 1, 2017 **Author:** EdCircuit Staff **Excerpt:** Deeper learning guided by teachers and personalized by students **Content:** ![Galaxy](https://edcircuit.com/wp-content/uploads/2017/02/Snip20170201_130-500x311.png "A bright colorful nebula in space with vibrant blue and orange clouds of gas and dust surrounded by numerous small white stars against a black background | edcircuit") The problem with the 21st century is that it won’t stand still. Just when the goal came into focus — get students ready to be ‘globally competitive’ and prepare them for ‘tomorrow’s world’ by teaching problem-solving, collaboration, communication, and design skills — the planet decides to accelerate into its next phase. A confluence of events is laying this bare. Tectonic shifts in every country. Media and technology spreading great truths, no truths, and ‘in-between’ truths. Policies, pronouncements, acts of violence, [fake news](about:blank), shining examples of care, and a daily stream of circus-like news events flowing like a fire hose into everyone’s device. Adding to the mix is a constant revelation: What lay invisible or static for centuries—whether gender fluidity or male dominance or the size of the universe or humanity’s hidden impulses — has entered the public sphere for discussion and examination. Mapped out mathematically, the pattern would be clear: Chaos. *Chaos,* in its ancient Greek form, meant a ‘gap’ or void. That is what we have. The rules have changed, but new rules have not been invented. And, chaos has yielded a predictable outcome: The human psyche has been rattled. In the absence of established norms, respectful discourse and consensus problem solving are fading to black, replaced by argument and extreme views. Instinctual, hard-wired emotions rise up. The optimistic desire to create a harmonious global society founded on inclusion, diversity, tolerance, and a unified approach to an endangered planet becomes a competitor to the darker urge to protect home, hearth, and loved ones from unsettling life change, threat, and ‘otherness.’ So let there be no mistake: At its deepest level, we’re now embarked on a fundamental human conversation about love and fear. Also, as educators, let there be no mistake: This conversation will be front and center for the next two decades or so. Business as usual, especially in the education sector in its industrial form, is done. Events mandate that education speed up its transformation from a system of compliance to a problem-solving enterprise. And, with this unsettling feeling bone-deep, teachers will need to do a deep dive and give students a lot more practice in preparation for global world 2.0. Our young people have been presented with a new set of operational truths, and we must respond by teaching them a new skill: Navigating chaos. To do that — and hold up our part of the conversation — some shifts in our own thinking is in order. ### **Turn Project-Based Learning into a governing philosophy.** Education worldwide is properly tracked to teach students to think independently by engaging them more often in project-based learning and inquiry. So, our instincts are sound. But PBL is much more than a project design process, to be used when a teacher decides to stop ‘regular’ instruction’ and ‘do’ a project. The philosophy of PBL, with its focus on the process of discovery and teacher as guide, is a suitable umbrella that embraces personalization, design thinking, maker spaces, visible thinking, growth mindset, 21st-century skills mastery, technology, student-led instruction, and blended learning. A highly-qualified PBL teacher is a highly qualified 21st-century teacher. It’s time to establish PBL as our mental model of teaching and learning. ### **![Social emotional strength](https://edcircuit.com/wp-content/uploads/2017/02/triumph-learning-500x498.png "Silhouette of a person standing with arms outstretched in front of radiating words describing positive personality traits such as honest loyal strong and creative on a black and white circular background | edcircuit")Merge student voice with social-emotional strengths.** Beyond PBL, two trends are visible in education: Student voice and social-emotional learning. Underlying these trends is a powerful impulse to prepare young people to self-direct their learning. But no one does this without personal preparation. Young people are being asked to devise a new set of global rules while flying an airplane that requires immediate attention and may not have capable adult pilots. Keeping us aloft will require knowledge, wisdom, and personal courage. That tells us we’d better focus on character as much as calculus. ### **Shift from critical thinking to non-binary thinking.** Young people must be ready to navigate a standards-less world in which nothing seems inevitable. They will not be able to rely on authority for answers, nor will they easily find a consensus on the best choices for going forward, nor will strict logic apply. More than ever, they will need to use non-binary thinking to navigate the world of chaos — and it will not be sufficient to rely on vague, undefined terms such as *critical thinking*. Instead, challenge students to solve and resolve ambiguous problems. Have them design and test solutions. Use the deeper learning model to put significant issues on their plate — and give them time to delve into the problem. Teach them to navigate the multi-polar chaos and choose their sources wisely. And note to self: This requires teachers who know and value the right sources. If you can’t discern fake news from sincere attempts at reporting and analysis, you should not teach. ### **Tap the group/global mind to solve and create** The deeper meaning behind PBL is that it allows students to engage in social learning, where discourse, sharing, and deep collaboration tap the power of a group to explore curiosity, resolve issues, make moral judgments, and enhance thinking quality. A necessary first step is to stop thinking in terms of cooperative learning or group work. Our goal is not to teach students to ‘get along’; it is to set up the conditions and expectations for deep collaboration and innovation. Think in terms of teams. Teach protocols and visible thinking routines. Don’t reward students who just show up and don’t disrupt. Put them on a rubric that tests their willingness and ability to engage their peers in meaningful intellectual work. ### **Exchange standards for meaningful learning** Stop believing that better standards, or doing away with standards, or testing standards, or any system that revolves around constant chatter about standards, will save the day. We must find a way to avoid inviting coverage from teachers and a checklist mentality from students. Time for subject matter experts to let go of teaching and testing every detail. Time for politicians to take on a learner’s perspective. Time to start teaching people instead of information. Time to minimize the curriculum and go interdisciplinary. Time to insist on helping students learn to engage in complex problem solving by moving daily work in the direction of inquiry, questioning, challenge, and defense. Time to reframe standards as a set of guidelines for personal rigor, accountability, and intellectual grasp. The mantra: Chaos is not compatible with fixed, written standards that define what one ought to know. We should aim at something more fluid and personal. ### **Stand for love…oppose with love** Morality is on the table now. The drama of competing world views will not play out without conflict, sometimes intense conflict. All of us, young and old, will be tested as to our regard for humanity’s diverse viewpoints. Yet, we will need to find our moral center and stand for our version of truth. There is only ONE version that all can agree to: unconditional acceptance of each other. Those who cannot accept that must be opposed firmly, but with respect. This is the most difficult lesson at a time of chaos: No one can see clearly, so everyone has a viewpoint. Each must be respected, but each of us must imprint the chaos with a sincere and truthful view. It’s a test, folks. ### **Offer hope** How did the Greeks see it? Well, out of *Chaos* eventually evolved *Gaia,* a sense of each and wholeness. So we must offer a way forward and light at the end of the tunnel. Mathematically, chaotic patterns resolve themselves into stable patterns that represent a new, evolved, and more orderly environment. I believe we should help young people see beyond the moment and understand that a powerful new world can emerge from present circumstances. It’s always darkest before dawn, as they say. 1. edCircuit [SEL and PBL: Let’s Have One Conversation](https://edcircuit.com/sel-and-pbl-lets-have-one-conversation/) 2. SEEN Magazine RIGOROUS STUDENT-CENTERED CLASSROOMS FOR THE NEW ECONOMY 3. Ed Week [Five Tips for Integrating Project-Based and Social-Emotional Learning](https://www.edweek.org/tm/articles/2016/04/26/five-tips-for-integrating-project-based-and-social-emotional.html) - [ ![Thom Markham](https://edcircuit.com/wp-content/litespeed/avatar/d7c076ce7e3a5a4c8393b12e70266f45.jpg?ver=1788450924) ](https://edcircuit.com/author/thom-markham/) [Thom Markham](https://edcircuit.com/author/thom-markham/ "Thom Markham"): Author Thom Markham, Ph.D., is an author, keynoter, consultant, and a founding father of PBL. He offers world class work to web, online training in PBL for teachers and schools through www.pblglobal.com. Follow Thom Markham on [Twitter](https://twitter.com/thommarkham) and sign up for the Online PBL Course Library. [ View all posts ](https://edcircuit.com/author/thom-markham/ "View all posts") **Categories:** K-12 Teachers, Project-based learning **Tags:** Headline --- ### [Effective Professional Development in Schools: What Works?](https://edcircuit.com/effective-professional-development-schools/) **Published:** February 27, 2017 **Author:** Barbara R. Blackburn **Excerpt:** Effective Professional Development to improve your school. Plan your efforts, design accountability, and follow up on your plan. **Content:** “Effective Professional Development is critical if you want to improve your school”. While working on my doctorate, I studied schools that had won a national award for their staff development. From that, I learned there are **seven** key elements of effective staff development. ## **Key Elements of Effective Staff Development** 1. Clear purpose linked to research, student data, goals and needs 2. Accountability through classroom use of ideas and impact on students 3. Development of a common, shared language 4. Shared decision-making which includes an emphasis on teacher input 5. Incorporation of relevant, practical, hands-on activities 6. Integration of opportunities for follow-up and application 7. Strong leadership and a positive, collegial atmosphere It’s important as you plan your professional development that it links to your specific goals. Too often, I’ve seen schools jump on the latest bandwagon, which doesn’t link to their school’s focus. The best way to plan staff development is to assess your goals and needs first, then find professional development that supports them. It’s also critical that you assess your student data as part of the planning process to ensure your needs are met. Finally, any professional development should be research-based. I spoke with a principal recently who was excited about a new initiative for the school. When I asked her what research it was based on, she said, “I know several other schools that are using it, so it must be good.” Effective professional development is based on solid research. ## **Accountability through classroom use of ideas and impact on students** If you want your professional development to last, you’ll need to build in accountability. Part of that is through impact on students, whether standardized testing or other forms of assessment, but you’ll also want to hold teachers accountable for the use of material presented. When I present at schools, I ask teachers to implement at least one idea in the following two weeks. I also request that the principal follow-up with each teacher to ensure they tried an idea. Despite their best efforts, teachers may not follow-up without accountability. There are simply too many things to do. ## **Development of a common, shared language** One purpose of professional development is to develop a common, shared language among all stakeholders. The focus of most of my writing and training is rigor. In the majority of schools I work with, there are varying perspectives of rigor. Rarely is there a consensus as to the definition of rigor. One of our goals is for everyone to share a common understanding by the end of the workshop. This makes their next steps easier. ## **Shared decision-making which includes an emphasis on teacher input** During the planning process, include teachers in the decision-making. I remember when I was teaching. The majority of our professional development was decided at the district office. We were simply told what to do. I’m a supporter of district-wide efforts, but whether the decision is made at the district or school level, teacher input is critical to ensure long-term support. ## **Incorporation of relevant, practical, hands-on activities** The best staff development is active, rather than passive. No one wants to listen to a lecture, being told what he or she is doing wrong and what he or she should change. Teachers want professional development that is positive and relevant to their needs, and they want to engage in learning in active ways. It’s interesting to me that we promote active learning for students, but oftentimes we do the opposite for teachers. This is one of the reasons teacher input during planning is important. Teachers are very quick to ask questions to ensure active learning and relevance. ## **Integration of opportunities for follow-up and application** Although I have mentioned professional development in terms of workshops earlier in this article, there are a variety of types of professional development. Some of the most powerful learning occurs through book studies, walk-throughs with follow-up discussions and faculty sharing sessions. Although effective as stand-alone professional development, they are particularly useful as follow-ups to training. Without follow-up and application opportunities, initiatives tend to fade away. As you assess your professional development, include these opportunities in your initial plan to ensure they will occur. ## **Strong leadership and a positive, collegial atmosphere** Finally, the most effective professional development is supported by strong leadership and a collegial climate. First, leadership is critical. For all of the other characteristics to occur, there must be a strong leader. And leadership does not come just from the school principal. As I noted when discussing relevant, practical activities, teacher leadership is also important. Whether you have a formal professional development committee or informal discussions with teachers, be sure to build teacher leadership. Teacher leaders can be your strongest allies when implementing change. Also, your professional development is more likely to be successful if there is an overall positive school climate. When teachers enjoy working together, they are more supportive of your efforts for change. ## **Conclusion** Effective professional development is critical if you want to improve your school. However, you must plan your efforts, design accountability and follow-up into your plan, build a common language, ensure active learning and use strong leadership and a positive school climate to ensure success. 1. **School News Network –** [Reversing Academic Decline: How One School Did It](https://www.schoolnewsnetwork.org/index.php/2016-17/reversing-academic-decline-how-one-school-did-it/) 2. **edCircuit –** [Using Twitter to Supercharge Your Professional Development](https://edcircuit.com/using-twitter-to-supercharge-your-professional-development/) 3. **SEEN Magazine** **–** FUEL GREAT TEACHING THIS SCHOOL YEAR [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Barbara R. Blackburn](https://edcircuit.com/wp-content/uploads/lovable-avatars/barbara-r-blackburn-358.webp) ](https://edcircuit.com/author/barbara-r-blackburn/) [Barbara R. Blackburn](https://edcircuit.com/author/barbara-r-blackburn/ "Barbara R. Blackburn"): Author Barbara R. Blackburn, Ph.D., a Top 30 Global Guru, is a best-selling [author of 30 books](https://amzn.to/3OSxFd1), including the bestseller *Rigor is NOT a Four-Letter Word*, *Rigor for Students with Special Needs, Seven Strategies for School Improvement* and the *Rigor in the Remote Classroom*. An internationally recognized expert in the areas of rigor, motivation and leadership, she regularly collaborates with schools and districts for on-site and online professional development. Barbara can be reached through her website: [www.barbarablackburnonline.com](https://www.barbarablackburnonline.com/). [ View all posts ](https://edcircuit.com/author/barbara-r-blackburn/ "View all posts") [ ](mailto:bcgroup@gmail.com) **Categories:** Professional Development **Tags:** Headline --- ### [Arizona School District Expands Partnership with Leading EdTech Company to Enhance Science Education](https://edcircuit.com/arizona-school-district-expands-partnership-with-leading-edtech-company-to-enhance-science-education/) **Published:** November 30, 2023 **Author:** EdCircuit Staff **Excerpt:** Arizona’s Pendergast Elementary School District Expands Partnership with Leading EdTech Company to Enhance Science Education in Grades K-5. **Content:** **Charlotte, NC (Thursday, November 30, 2023)**—K-5 educators across [Arizona’s Pendergast Elementary School District](https://www.pesd92.org/) (PESD92) are enhancing science instruction thanks to a new collaboration with worldwide edtech leader [Discovery Education](https://www.discoveryeducation.com/). In this latest phase of PESD92’s multiyear partnership with Discovery Education, students and teachers in K-5 classrooms districtwide now have access to the company’s award-winning [Mystery Science](https://www.discoveryeducation.com/programs/science/mystery-science) product. With these new digital resources, educators are empowered to ignite student curiosity and more deeply engage young learners in science instruction as they explore the natural world. In 1885, the district was established in a Central Arizona farming community to serve 100 students in one school building. Today, PESD92 covers 20 square miles and serves the communities of Phoenix, Glendale, and Avondale, providing excellent educational opportunities for approximately 8,300 preschool through eighth grade students on 12 campuses. PESD92 is a high-performing, collaborative community preparing students to compete in a globally connected society. To support that mission, the district sought engaging digital resources that would empower students to explore, problem-solve, design, and innovate in a safe, caring environment. Following an extensive evaluation of viable solutions, PESD92 selected [Discovery Education’s Mystery Science](https://www.discoveryeducation.com/programs/science/mystery-science) for use in the district’s K-5 classrooms. Mystery Science, a winner of [SIIA’s Best Science Instructional Solution CODiE award for Grades PK-8](https://www.discoveryeducation.com/details/discovery-education-recognized-by-siia-for-multiple-awards/), provides K-5 educators simple-to-use, open-and-go, hands-on lessons that inspire students to love science. Each lesson begins by posing a question commonly asked by young students. Students then explore these questions through interactive videos featuring real-world visuals fostering a sense of wonder and actively supporting student engagement in the accompanying discussion prompts. Mystery Science simplifies prep for teachers, making the integration of this resource into classroom instruction simple. Plus, all K-5 science lessons are now available in Spanish, with accompanying videos featuring authentic Spanish narration and Spanish text-on-screen for discussion questions, vocabulary words, and step-by-step instructions. Editable, ready-to-use worksheets and assessments are also available in both English and Spanish. Mystery Science joins a suite of innovative Discovery Education services already in use across the district. Among the Discovery Education resources used by PESD92 teachers and students is [Discovery Education *Experience*](https://www.discoveryeducation.com/experience/), a curated collection of high-quality, grade-level appropriate, digital content aligned to Arizona’s rigorous K-12 Academic Standards that is made available to public schools statewide by Arizona’s Department of Education. In addition, PESD92 educators also use Discovery Education’s [Social Studies Techbook](https://www.discoveryeducation.com/programs/social-studies/techbook/) to create engaging learning experiences focused on the Social Studies. A standards-aligned, core-curricular resource, Social Studies Techbook uses an inquiry-based approach to enhance literacy and critical thinking skills, allowing students to approach topics in the Social Studies through the 5Es: Engage, Explore, Explain, Extend, and Evaluate. Finally, PESD92 uses DreamBox Math by Discovery Education to foster the conceptual understanding, self-assurance, and motivation students need to develop a deep understanding of complex mathematical ideas. A web-based program for students in grades K-8, Dreambox Math adapts and differentiates in real-time based on students’ answers and problem-solving methods. “We are excited to deepen our collaboration with Discovery Education to enhance science instruction in our K-5 classrooms,” said Dr. Catherine Linddhardt, PESD92’s STEAM and Technology Integration Specialist. “Discovery Education’s classroom-tested resources will increase our teachers’ ability to ignite younger students’ curiosity and drive deeper engagement in instruction.” All educators using Discovery Education’s digital resource have access to the [Discovery Education Network](https://www.discoveryeducation.com/community). A global community of education professionals, the Discovery Education Network connects members across school systems and around the world through social media, virtual conferences, and in-person events, fostering valuable idea sharing and inspiration. “Discovery Education is proud to expand our partnership with the Pendergast Elementary School District,” said Alex Porpora, Discovery Education’s District Partnership Manager. “The team at PESD92 has laid out a truly innovative vision for the thoughtful integration of edtech into instruction, and we are pleased to support their efforts to bring this vision to life.” For more information about Discovery Education’s [award-winning](https://www.discoveryeducation.com/company/awards/) digital resources and professional learning solutions visit [www.discoveryeducation.com](https://www.discoveryeducation.com/), stay connected with Discovery Education on social media through [X (formerly Twitter)](https://www.twitter.com/discoveryed?utm_source=de_marketing&utm_medium=press_release&utm_campaign=2023_q4_k12_pesd92), [LinkedIn](https://www.linkedin.com/company/discoveryed?utm_source=de_marketing&utm_medium=press_release&utm_campaign=2023_q4_k12_pesd92), [Instagram](https://www.instagram.com/discoveryed/?utm_source=de_marketing&utm_medium=press_release&utm_campaign=2023_q4_k12_pesd92), [TikTok](https://www.tiktok.com/@discoveryed?utm_source=de_marketing&utm_medium=press_release&utm_campaign=2023_q4_k12_pesd92), and [Facebook](https://www.facebook.com/discoveryed/?utm_source=de_marketing&utm_medium=press_release&utm_campaign=2023_q4_k12_pesd92). - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** On the Wire **Tags:** Headline --- ### [Riverside Insights Debuts CogAT.com Portal to Support Strengths-based, Differentiated Learning that Helps All Students Thrive](https://edcircuit.com/riverside-insights-debuts-cogat-com-portal-to-support-strengths-based-differentiated-learning-that-helps-all-students-thrive/) **Published:** October 10, 2023 **Author:** EdCircuit Staff **Excerpt:** Riverside Insights Debuts CogAT.com Portal to Helps All Students Thrive. **Content:** *New CogAT in the Classroom Initiative Offers Resources for Teachers, Administrators and Parents to Optimize Powerful Cognitive Abilities Test Data and Foster Positive Learning Environment* [Riverside Insights](https://riversideinsights.com/home)®, a leading developer of research-based assessments and analytics, today introduced [www.CogAT.com](https://www.cogat.com), a new microsite to support Riverside’s CogAT® in the Classroom initiative. This online portal provides resources to transform Cognitive Abilities Test™ (CogAT) assessment data into tailored classroom instruction that enables all students to thrive. Designed for teachers, administrators and parents, CogAT.com’s tools support a positive learning environment by encouraging differentiated learning through a strengths-based lens. “Data collected as part of the CogAT is extremely powerful, yet most school districts are not optimizing its use to better understand how all students learn, then applying that in the classroom,” said Dr. Joni Lakin, professor at the University of Alabama and co-author of the CogAT. “Riverside’s CogAT in the Classroom initiative is making it easier than ever to use CogAT data effectively in the classroom to maximize student growth. On CogAT.com, we provide the tools that teachers, administrators and parents need to better understand the abilities of each student coupled with actionable strategies that will benefit every learner in the classroom.” Using CogAT ability data and CogAT in the Classroom resources, educators can evaluate student potential using both abilities and achievement data and differentiate instruction based on students’ cognitive reasoning strengths. Infusing ability data into the classroom environment helps teachers build a holistic understanding of each student’s potential and create tailored classroom instruction to provide more opportunities for all students to excel. CogAT.com includes resources for: - Teachers – The Ability Profile™ Finder offers instructional recommendations and strategies for each unique Ability Profile. Sample lesson plans show how to infuse CogAT data into differentiated instruction. Teachers also can access resources that outline proven strategies for easily grouping students of like abilities, while providing best practices, case studies and on-demand mini-modules that show CogAT in the Classroom in action. - Administrators – A Gifted Coordinator Toolkit highlights best practices for using ability data in a multi-tiered system of supports (MTSS), supporting emerging bilinguals in gifted education, and clustering and grouping students to maximize their learning. A Local Norms Tool enables administrators to calculate local norms in their district or school, giving more students the opportunity to receive advanced placement services. And an Ability and Achievement Tool combines multiple measures to identify gaps in student potential and performance. - Parents – Articles on how to understand ability data, as well as what parents can do to support learners at home and foster student strengths. “CogAT traditionally has been used to identify gifted students, but by assessing all students, we can understand their verbal, quantitative and non-verbal reasoning abilities to better target strengths and opportunities in a more equitable way,” said Monica Simonds, M.Ed., Director of Advanced Learning Programs and Services for the Richardson (Texas) Independent School District. “CogAT in the Classroom is helping us flip the script and move from deficit-based to strengths-based instruction, creating a more positive and effective learning environment for students and teachers.” To learn more about the CogAT in the Classroom initiative, Riverside Insights has developed a series of on-demand webinars. CogAT.com will be home to a growing resource library designed to support teachers and leaders with actionable insights, make teachers’ lives easier and help educators understand the power of using CogAT data in the classroom for all learners. Visit [www.cogat.com](https://www.cogat.com) for more details. **About Riverside Insights** Riverside Insights, one of the nation’s leading and most long-standing developers of research-based assessments, is led by a powerful mission: to provide insights that help elevate potential and enrich the lives of students, clinical patients, employees, and organizations globally. For more information, visit [www.RiversideInsights.com.](https://www.riversideinsights.com) - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** On the Wire **Tags:** Headline --- ### [Aperture Education to Provide Free Access to EdSERT for Educators](https://edcircuit.com/aperture-education-to-provide-free-access-to-edsert-for-educators/) **Published:** April 3, 2023 **Author:** onthewire **Excerpt:** “The impact of adding EdSERT for our school staff has taken us to a higher level.” **Content:** [Aperture Education](https://web.archive.org/web/20230930025141/https://apertureed.com/edsert/), the leading provider of research-based social and emotional learning (SEL) assessments for K-12 schools, today announced free access to Educator Social and Emotional Reflection and Training (EdSERT) for the 2023-2024 school year. This holistic approach to SEL enhances educators’ understanding and capacity to teach and model SEL to students, while providing tools to support their own well-being. “It is becoming increasingly clear that shortcomings in social and emotional learning are having a negative and long-lasting impact on students and educators. Students continue to struggle in the post-COVID era, while educators, who often lack adequate training in SEL, are feeling burned out and leaving the profession in record numbers,” said Aperture Education CEO Jessica Adamson. “By providing a comprehensive and aligned approach to SEL for both students and educators with our Aperture System, we want to empower teachers with the tools they need to achieve success in the classroom at no extra charge.” In a 2022 report, the National Education Association found that [55% of educators are thinking of resigning from the profession](https://www.nea.org/advocating-for-change/new-from-nea/nea-real-solutions-not-band-aids-will-fix-educator-shortage#:~:text=A%20National%20Education%20Association%20(NEA,earlier%20than%20they%20had%20planned.). And almost as many of K-12 educators and staff said they “always” or “very often” feel burned out at work, making it the profession with the highest burnout rate in the country, according to the [2022 Gallup Panel Workforce Study](https://news.gallup.com/poll/393500/workers-highest-burnout-rate.aspx). At the same time, the National Center for Education Statistics (NCES) reports that 87% of public schools reported that the COVID-19 pandemic has negatively impacted student socio-emotional development, increasing incidents of classroom disruptions from misconduct, disrespect toward teachers and staff, and other negative behaviors. EdSERT can help school systems address these challenges by providing a more thorough understanding of essential social and emotional competencies through: - Eight engaging learning modules based on CASEL™ and DESSA competencies - Self-reflective social and emotional surveys that provide educators with an understanding of their own strengths - SEL strategies to strengthen personal social and emotional development and teaching practices for the classroom EdSERT is an ideal tool at a time when school districts and leaders see a great need in training teachers to deliver SEL effectively. EdWeek’s recent market brief, [New Directions in Social-Emotional Learning: What’s Next for the K-12 Market](https://marketbrief.edweek.org/special-report/special-report-school-districts-want-sel-products-programs/), revealed that 65% of leaders believe that the biggest barrier to incorporating SEL into the school day is lack of adequate training for teachers. EdSERT enables educators to acquire a more thorough understanding of essential social and emotional competencies so they can provide better explicit SEL instruction as well as identify opportunities for integrating SEL principles and practices across the curriculum. Aperture is in the process of accreditation with a goal to provide CEUs for EdSERT by the fall 2023. EdSERT is available at no charge to new Aperture Education customers and existing customers that opt-in to the offering for the 2023-2024 school year. Usage of EdSERT by an unlimited number of users will save school districts tens to hundreds of thousands of dollars annually. “The impact of adding EdSERT for our school staff has taken us to a higher level,” said Carla Truttman, director of Siskiyou County Office of Education in Yreka, Calif. “We’ve been utilizing Aperture in our schools for the past 18 months and it has been amazing to watch educators become intentional about using SEL teaching strategies. EdSERT encourages school staff to live and improve their own SEL skills, which they then model for their students, which is a far more effective teaching tool than talking about how to behave. As a bonus, school staff stress levels have decreased and their happiness increased as they’ve worked on the adult SEL in the EdSERT modules.” For more information or to access EdSERT at no charge, please visit [https://www.apertureed.com/edsert](https://web.archive.org/web/20231002180123/https://apertureed.com/edsert/?utm_campaign=edsert&utm_source=kickstart&utm_medium=press_release&utm_content=more_info_text_hyperlink) **About Aperture Education** Aperture Education has empowered nearly 8,500 schools and out-of-school time programs across North America to measure, strengthen, and support social and emotional competence in K-12 youth and educators. The Aperture System includes the DESSA suite of strength-based assessments, CASEL™-aligned intervention strategies, and robust reporting, all in one easy-to-use digital platform. This system enables education leaders to make strategic, data-based decisions about SEL within their organizations. Aperture has supported more than one million students in their social and emotional growth and continues to develop innovative solutions to bring the whole child into focus. To learn more, visit [www.ApertureEd.com](https://www.apertureed.com). - [ ![onthewire](https://edcircuit.com/wp-content/uploads/lovable-avatars/onthewire-383.jpg) ](https://edcircuit.com/author/onthewire/) [onthewire](https://edcircuit.com/author/onthewire/ "onthewire"): Author [ View all posts ](https://edcircuit.com/author/onthewire/ "View all posts") [ ](mailto:onthewire@edcircuit.com) **Categories:** Hidden --- ### [The Rise of Robotics: Why Every School Needs a Robotics Club](https://edcircuit.com/the-rise-of-robotics-why-every-school-needs-a-robotics-club/) **Published:** June 2, 2025 **Author:** EdCircuit Staff **Excerpt:** Robotics clubs are transforming education by blending engineering, coding, creativity, and competition to spark confidence and real-world skills. **Content:** ## **A Brief History: How Robotics Entered the Classroom** Robotics in education isn’t new—but its momentum has never been stronger. The seeds were planted in the late 1980s and early ’90s when programmable [LEGO](https://www.lego.com/en-us) kits and early computer science curricula found their way into pioneering schools. But it wasn’t until the 2000s, with the launch of the [**FIRST Robotics Competition**](https://www.firstinspires.org/robotics/frc) and [**VEX Robotics,**](https://www.vexrobotics.com/) that robotics became more than a fun project. It became a movement. Today, robotics clubs are among the[ fastest-growing extracurricular activities in STEM](https://magnascientiapub.com/journals/msarr/sites/default/files/MSARR-2024-0027.pdf). Fueled by industry demand, student interest, and a rapidly evolving tech landscape, robotics has gone from fringe elective to flagship STEM program in schools across the country. ## **More Than Gears and Code: What Robotics Teaches Students** Robotics isn’t just about building a machine that moves—it’s about building young minds and empowering futures. Students in robotics clubs learn mechanical engineering, computer science, and electronics—but they also gain vital life skills: - **Collaboration** – Teams must work like startups, blending design, coding, strategy, and testing under tight deadlines. - **Creative problem solving** – Robots don’t always work on the first try, and that’s the point. - **Confidence** – There’s a deep pride in seeing something you’ve built compete and succeed on a public stage. - **Persistence** – Trial and error isn’t failure—it’s learning in motion. Educators report that students in robotics clubs often show significant improvements in classroom engagement, attendance, and leadership. It becomes a passion, not just an activity. ## **The Thrill of the Competition** Few events match the electricity of a student robotics competition. Picture this: bright lights, roaring crowds, and the sharp buzz of countdown clocks echoing across an arena. Teams in matching T-shirts huddle over laptops and tools, rushing to tweak motors or rewrite code seconds before their robot hits the field. When the match begins, the room explodes with energy. Robots zip across the floor, complete tasks, navigate obstacles, and battle it out for precision and strategy. The crowd cheers like it’s the championship game—and for these students, it is. These events blend sportsmanship and STEM, adrenaline and analytics. And beneath the fun, real opportunity pulses: scholarships, internships, even job offers await students who excel. ## **Commitment Beyond the Bell** What many don’t see is the after-school grind. Robotics clubs often meet for hours after dismissal, on weekends, and during school breaks. Students pour themselves into their projects, spending months designing, testing, and perfecting their robots. Teachers and mentors serve as coaches, engineers, counselors, and inspiration. This commitment requires schools to provide real support. That means funding for parts and travel, spaces to build safely, and time within already packed schedules. ## **Robotics for Everyone: Inclusion, Equity, and the Rise of Girls in STEM** One of the most powerful aspects of robotics is how it opens doors. Robotics clubs have become hubs of inclusivity, attracting students from all backgrounds—artists, tinkerers, gamers, writers, coders, and those who never saw themselves as “tech people.” Most notably, robotics is helping close the gender gap in STEM. Girls are leading teams, designing complex systems, and presenting at national competitions. Organizations like [**Girls Who Code**](https://girlswhocode.com/), **FIRST Ladies**, and [**She Can STEM** ](https://shortyawards.com/12th/she-can-stem)are reshaping the narrative and empowering young women to claim space in engineering and tech. Representation matters—and when students see someone like themselves building a robot, they realize: ***I can do this too.*** ## **Safety First: Duty of Care** With moving parts, tools, soldering irons, and power supplies, [robotics programs require strong safety protocols and adult oversight](https://learn.sciencesafety.com/product/robotics/). Educators, administrators, and district leaders must ensure: - **Proper safety training** for all students working with tools or electricity. - **Clear supervision** policies with adult mentors present during all sessions. - **Emergency preparedness**, including eyewash stations, gloves, and PPE. - **Maintenance and storage** protocols to prevent accidents with equipment. Establishing and enforcing a [*duty of care* ](https://learn.sciencesafety.com/product/duty-of-care/)isn’t optional—it’s essential. Schools must treat robotics labs like science labs: high-interest, high-impact spaces that demand responsible oversight. ## **Fueling the Future of STEM** Robotics programs are proof that students will rise to the challenge when given the opportunity. These clubs attract a diverse range of learners who might not otherwise engage deeply in STEM. They turn curiosity into competence and tinkering into transformation. Administrators, superintendents, and policy makers should view robotics not as an “extra,” but as a **core investment** in the future. These clubs prepare students not just for careers in STEM, but for a world that demands innovation, empathy, and collaboration. ## **Why Robotics Clubs Matter Now More Than Ever** In a time when students face immense academic and social pressures, robotics provides purpose, connection, and joy. It’s hands-on learning with high-stakes results, where every student’s skillset is valued. So if your school doesn’t yet have a robotics club, the question isn’t *why start one?*—it’s *how soon can we get one off the ground?* [EHS RaptorMedia](https://www.youtube.com/@ehsraptormedia2847) [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Innovation **Tags:** Headline --- ### [GB Labs Releases NebulaNAS, Cloud Storage Designed Exclusively to Meet the Demands of Media Production](https://edcircuit.com/gb-labs-releases-nebulanas-cloud-storage-designed-exclusively-to-meet-the-demands-of-media-production/) **Published:** September 3, 2024 **Author:** EdCircuit Staff **Excerpt:** Launching at IBC2024, GB Labs NebulaNAS Enables Technical Leaders and Producers to Support Creative Collaboration in the Cloud **Content:** **VALENCIA, CA — Sept. 3, 2024 —** [GB Labs](https://www.gblabs.com/), the leader in intelligent, centralized media storage, today announced the launch of [NebulaNAS](https://www.nebulanas.com/), a transformative new cloud storage solution developed from the ground up for media and production professionals. NebulaNAS fills a longtime need for producers, artists, editors, and others who have had to rely on either on-prem storage that is ill-equipped to handle today’s remote production workflows or cloud storage that wasn’t designed for creative collaboration. NebulaNAS accommodates the unique demands of media production operations, which deal with all manner of video, strict deadlines, stringent security requirements, ever-changing workflows, and a growing remote workforce. It provides users with cloud flexibility, on-prem-like performance, global access and collaboration, and enterprise security. ***Visit GB Labs at IBC2024, Stand 7.A09a*** At IBC2024, businesses, creative teams, and IT leaders will learn about the four critical benefits provided by NebulaNAS: - **Media Centricity:** Designed by media professionals for the most demanding workflows, NebulaNAS supports all creative and management tools used today — at any frame rate, file size, format, or bit rate. - **Cloud Flexibility:** NebulaNAS operates across a distributed cloud architecture, providing added security and operational uptime and improving performance by better managing data across thousands of distributed servers. Users will benefit from the solution’s scalability, the flexibility to add local and NVMe caching storage, and the ability to mount drives seamlessly, mirroring existing work styles. - **Local Performance / Global Collaboration:** To end users, NebulaNAS operates as if it is on-prem storage but with several advantages, including the ability to interact with the storage from anywhere in the world, collaboration in near real time with other users regardless of their location, and minimal learning curve. Applications like online editing fly because users access only the bits of files they need instead of an entire file all at once. - **Enterprise Security:** In addition to the file management system’s distributed nature and 256-bit AES encryption, NebulaNAS maintains file access and credential control regardless of the user’s location. The audit management system maintains historical data showing who interacted with which files, when, and from what location. With NebulaNAS, chief technology officers, technical directors, and other professionals in the media and entertainment space can feel confident in moving on-prem production storage to the cloud, knowing it will meet the business’s needs while supporting collaboration for creative production teams. Producers can be sure their distributed teams can work reliably and securely from anywhere with the speed, performance, ease of use, and flexibility they demand. NebulaNAS will launch at IBC2024. Attendees are invited to GB Labs stand 7.A09a for a full demonstration. More information is available at NebulaNAS.com. **About GB Labs** GB Labs is the global leader in intelligent and scalable shared storage to power and protect creative workflows. Supporting virtually any media workflow, from ingesting and editing 4K/8K video and data to post-production and long-term archive, GB Labs provides safe, secure, reliable, and incredibly fast and flexible solutions for primary, backup, or archive storage. The company’s comprehensive offering and unique storage ecosystem empower users to increase efficiency and productivity. Providing flexibility for any organization that operates with a distributed workforce — from the small post house to the global media organization — GB Labs’ unique storage technologies facilitate seamless media workflows with fast, intuitive access worldwide. *All trademarks referenced herein are the property of their respective owners.* **Follow NebulaNAS** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** On the Wire --- ### [TinkRworks Introduces Two New Projects That Inspire STEAM Learning Through Drawing and Music](https://edcircuit.com/tinkrworks-introduces-two-new-projects-that-inspire-steam-learning-through-drawing-and-music/) **Published:** August 14, 2024 **Author:** EdCircuit Staff **Excerpt:** For each project kit, TinkRworks provides all of the essential components to ensure a successful STEAM implementation. **Content:** *Tech-A-Sketch for grades 3-5 and TinkRsynth for grades 6-8 enable students to explore their creativity and real-world STEAM applications* **ELMHURST, Ill. — Aug. 14, 2024** **—** Mixing art and music into STEM instruction provides an effective way to inspire creative and critical thinking and create richer learning experiences for students. [TinkRworks](https://tinkrworks.com/) has introduced two new projects — Tech-A-Sketch and [TinkRsynth](https://tinkrworks.com/tinkrsynth/) — to help elementary and middle schools engage students in hands-on STEAM learning. Designed for grades 3-5, Tech-A-Sketch combines a classic drawing toy with electronics and coding to teach a variety of STEAM concepts. In this project, students assemble a handheld drawing device, complete with a programmable LCD display, buttons, and knobs. As students create their digital device and unique artist palette, they explore the science of displays, X-Y coordinates, plotting basic shapes, creating brushes, and more. They can then apply what they learned through a customizable, one-of-a-kind drawing experience. TinkRsynth is a project for grades 6-8 that reinforces the fundamentals of coding through music. Students create a sound mixing board to produce, manipulate, and synthesize sounds. They do this by programming the board to combine various electrical waves to create sound for their unique instruments. Along the way, they explore the properties and physics of sound waves. In addition, they get to use their instruments to learn about rhythm, chords and melodies, and to compose music. To demonstrate what they learned, students can orchestrate a solo performance or form an ensemble with classmates. “Hands-on projects give all students the opportunity to build essential skills and envision how STEM can be part of their futures,” said TinkRworks CEO Dr. Chad Stevens. “Whether students are building a digital toy to create their own drawings or developing a device that allows them to make their own music, they can see the connections between what they’re learning and real-world applications. Those connections not only make learning fun, they make learning stick.” For each project kit, TinkRworks provides all of the essential components to ensure a successful STEAM implementation. Both Tech-A-Sketch and TinkRsynth include a curriculum overview, curriculum map, instructional slides, programming challenges, activity guide, and student assessments. **About TinkRworks** TinkRworks is a supplemental K-8 STEAM solution that supports project-based learning and transforms learners into innovators. It includes a standards-rich curriculum, innovative hands-on project kits, professional development, and a web-based learning platform and coding environment that students use to bring their projects to life. TinkRworks comes ready to teach and can be implemented in a variety of settings, including classrooms, makerspaces, after school programs, and summer school. For information, visit [TinkRworks.com](https://tinkrworks.com/). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** On the Wire --- ### [NIMS Releases New Industrial Robotics Standards and Credentials with Support from Universal Robots and Intelitek](https://edcircuit.com/nims-releases-new-industrial-robotics-standards-and-credentials-with-support-from-universal-robots-and-intelitek/) **Published:** May 8, 2024 **Author:** EdCircuit Staff **Excerpt:** NIMS is a 501(c)3 nonprofit that was formed in 1995 to develop and maintain a globally competitive American workforce. **Content:** **May 8, 2024 – Chicago IL, Fairfax VA, Derry, NH, Novi MI** – NIMS is excited to announce a major development in industry-recognized standards and credentials with the release of the **NIMS Industrial Robotics Discipline**! [NIMS](https://www.nims-skills.org/) has partnered with [Universal Robotics](https://www.universal-robots.com/), a leading robotics vendor, and [Intelitek](https://intelitek.com/), an industry education provider who work with Yaskawa robotics to jointly develop the standards. Both companies can deliver the training and tools to complete the NIMS Robotics Operator credential and will continue to work with NIMS on additional credentials for the robotics series. The NIMS approach to developing industry standards and ensuring alignment is grounded in its dynamic duty-based framework, where each duty is an individual standard that can be updated independently from any other standards. NIMS duties are defined by “statements of responsibility”, and each responsibility houses a list of relevant task-based standards. These duties define what industry professionals can agree on and the tasks are selected based on company specific workplace activities. This link between responsibilities and tasks empowers you to choose the right mix of tasks for a job while ensuring comprehensiveness. “Most robotics vendors offer certifications, but these are vendor-specific. With NIMS credentials, candidates earn credentials recognized by the entire industry and schools can use any equipment they choose. NIMS credentials apply to any vendor because it focuses on the most important aspects of mastering disciplines within manufacturing, best practices and critical thinking.” said Montez King, Executive Director of NIMS. “Credentials from NIMS have the unique characteristic of being driven by industry needs and not by any specific vendor,” said Corey Adams from Universal Robotics. “We are fully supportive of this initiative,” said Tony Oran, CEO of Intelitek. “We are aligned to NIMS Industrial Technology Maintenance as well as NIMS Industry 4.0 Credentials and this is a huge addition to the portfolio.” To view or survey NIMS duty-based standards visit our Interactive Standards Viewer (ISV). Watch the video on the Welcome page to learn more about dynamic standards. NIMS Performance Measures (PMs) include task-based standards. To view PMs and learn more about the PM evaluation software, visit [https://www.myststech.org](https://www.myststech.org/) and watch the Smart Training Solutions (STS) video for Educators. NIMS provides this evaluation software to educators at no cost. Together, NIMS, UR, and Intelitek are revitalizing what credentialing can be. **About NIMS** NIMS is a 501(c)3 nonprofit that was formed in 1995 to develop and maintain a globally competitive American workforce. The vision of NIMS is to build a globally competitive American workforce through collaboratively established industry standards, proven training frameworks and processes that dynamically respond to our technology-driven economy. Our mission is to help organizations improve overall performance by executing and validating training with practical experiences that reflect what individuals and teams will face on the job, and to recognize all stakeholders for their success. Learn more at: [https://www.nims-skills.org](https://www.nims-skills.org/) **About Universal Robots** Universal Robots is a leading provider of collaborative robots (cobots) used across a wide range of industries and in education. Founded in 2005 and headquartered in Odense, Denmark, Universal Robots aims to create a world where people work with robots, not like robots. Its mission is simple: Automation for anyone. Anywhere. Since introducing the world’s first commercially viable cobot in 2008, Universal Robots has developed a product portfolio reflecting a range of reaches and payloads and has sold over 75,000 cobots worldwide. An extensive ecosystem has grown around the company’s cobot technology creating innovation, choice for customers and a wide range of components, kits, and solutions to suit every application. Learn more at: [www.universal-robots.com](https://cts.businesswire.com/ct/CT?id=smartlink&url=http%3A%2F%2Fwww.universal-robots.com&esheet=53969194&newsitemid=20240501811331&lan=en-US&anchor=www.universal-robots.com&index=25&md5=be8cfe2e3c66e5e9fe04c8b0618f2756) **About Intelitek** Intelitek is at the forefront of training for STEM and CTE. With a focus on Kindergarten to Career the company offers CoderZ, a fun and equitable gamified for STEM and Computer Science to Industry 4.0 education for CTE. For four decades, the company’s innovative learning solutions have provided learners across the globe with the competencies needed for in-demand careers in production. Driven by its pedagogic commitment to students’ career readiness and lifelong learning skills, the company develops state-of-the-art tools and technologies for engineering, manufacturing, automation, and robotics technologies. These technologies, along with Intelitek’s programs, empower instructors and inspire students to pursue careers in cutting-edge businesses. For more information go to: [https://www.intelitek.com](https://www.intelitek.com/) [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** On the Wire --- ### [Georgia’s Downtown Academy Partners with Global Edtech Leader](https://edcircuit.com/georgias-downtown-academy-partners-with-global-edtech-leader/) **Published:** March 12, 2024 **Author:** EdCircuit Staff **Excerpt:** Georgia's Downtown Academy has announced a partnership with Discovery Education, which will provide teachers with access to digital products. **Content:** **Charlotte, NC (Tuesday, March 12, 2024)**— Georgia’s Downtown Academy today announced a new partnership with global edtech leader [Discovery Education](https://www.discoveryeducation.com/). Thanks to this new collaboration, Downtown Academy’s teachers will soon have access to a suite of award-winning digital products that nurture each learner’s curiosity and support the creation of dynamic digital learning experiences for all students. Downtown Academy began as an initiative of Downtown Ministries to better serve the children of Athens, Georgia. After years of building relationships with the families in the community through sports and after-school programs, Downtown Ministries believed that offering a Christian education option serving the families of K-5 students in their community would help in its goal of investing in the next generation of leaders. The Downtown Academy staff are dedicated to supporting the growth and development of each student so that they reach their fullest potential. To achieve this goal, school leaders sought a suite of high-quality digital resources that empower teachers to create engaging lessons connecting classroom instruction to the outside world. Following a comprehensive review process, Downtown Academy selected Discovery Education as their digital content provider. Among the digital resources selected by the school are: [Discovery Education *Experience*](https://www.discoveryeducation.com/experience/). Connecting educators to a vast collection of high-quality, standards-aligned content, ready-to-use digital lessons, intuitive quiz and activity creation tools, and professional learning resources, Discovery Education *Experience* provides a powerful K-12 learning platform that facilitates engaging instruction in any environment. These resources, sourced from trusted partners, are aligned to state and national standards, and help educators bring the outside world into teaching and learning every day. Through expanded, lasting partnerships with Microsoft Teams, Google Classroom, Schoology, Canvas, Brightspace, and Clever, integrating Discovery Education’s learning platform into existing Information Technology architecture is easier than ever. [Discovery Education Science Techbooks](https://www.discoveryeducation.com/programs/science/). The Discovery Education Science Techbook series is a comprehensive, research-backed science solution for grades K-12. Used in classrooms across the United States, the Science Techbooks drive engagement with exclusive, phenomena-based, interactive digital content and companion printed resources. The virtual and hands-on investigations, STEM (Science, Technology, Engineering and Math) activities, and instructional supports within Techbook enhance the delivery of impactful, blended instruction, in person or at a distance. Available with the Science Techbooks are coordinated teacher guides offering unit, concept, and lesson overviews, standards connections, and differentiation activities that inform instructional planning and guide three-dimensional learning. Teacher editions also provide flexible pacing options, embedded teacher notes, and pathways for learning that support diverse learners. [Mystery Science](https://www.discoveryeducation.com/programs/science/mystery-science). Mystery Science provides K-5 educators simple-to-use, open-and-go, hands-on lessons that inspire students to love science. Each lesson begins by posing a question commonly asked by young students. Students then explore these questions through interactive videos featuring real-world visuals fostering a sense of wonder and actively supporting student engagement in the accompanying discussion prompts. Mystery Science simplifies prep for teachers, making the integration of this resource into classroom instruction simple. Plus, all K-5 science lessons are available in Spanish, with accompanying videos featuring authentic Spanish narration and Spanish text-on-screen (for discussion questions, vocabulary words, and step-by-step instructions). Editable, ready-to-use worksheets and assessments are also available in both English and Spanish. [Social Studies Techbook](https://www.discoveryeducation.com/programs/social-studies/techbook/). Discovery Education’s Social Studies Techbook is a standards-aligned, core-curricular resource that uses an inquiry-based approach to enhance literacy and critical thinking skills, allowing students to approach inquiry through the 5Es: Engage, Explore, Explain, Extend, and Evaluate. From stories of ancient cultures to current events, this comprehensive digital textbook takes concepts off the pages and brings lessons to life. In addition, users of this resources enjoy access to two Lexile levels of core content, authentic Spanish translation, 180 additional languages through Google Translate, and innovative strategies for teaching all students. “One of Downtown Academy’s core values is partnership,” said Xernona Thomas, Principal. “We believe that the greatest results and progress come from connection and cooperation across a wide range of partners. We are living this value through our new partnership with Discovery Education, as we believe the digital learning experiences our teachers will build with these new high-quality resources will help our students meet their goals. We look forward to getting these resources into the hands of our teachers.” All Downtown Academy educators enjoy access to the [Discovery Educator Network](https://www.discoveryeducation.com/community). A global community of education professionals, the Discovery Educator Network connects members across school systems and around the world through social media, virtual conferences, and in-person events, fostering valuable idea sharing and inspiration. “Discovery Education is proud to partner with Downtown Academy,” said Kimberly McCullough, Discovery Education Account Executive. “Their innovative approach to serving their community is an inspiration and we are excited to support their work to help all their students live up to their fullest potential.” For more information about Discovery Education’s [award-winning](https://www.discoveryeducation.com/company/awards/) digital resources and professional learning solutions visit [www.discoveryeducation.com](https://www.discoveryeducation.com/) and stay connected with Discovery Education on social media through [X (formerly Twitter)](https://www.twitter.com/discoveryed?utm_source=de_marketing&utm_medium=press_release&utm_campaign=2023_q4_k12_hncs), [LinkedIn](https://www.linkedin.com/company/discoveryed?utm_source=de_marketing&utm_medium=press_release&utm_campaign=2023_q4_k12_hncs), [Instagram](https://www.instagram.com/discoveryed/?utm_source=de_marketing&utm_medium=press_release&utm_campaign=2023_q4_k12_hncs), [TikTok](https://www.tiktok.com/@discoveryed?utm_source=de_marketing&utm_medium=press_release&utm_campaign=2023_q4_k12_hncs), and [Facebook](https://www.facebook.com/discoveryed/?utm_source=de_marketing&utm_medium=press_release&utm_campaign=2023_q4_k12_hncs). [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** On the Wire **Tags:** Headline --- ### [Bluum Launches Innovative Esports, STEAM, and Security Solutions](https://edcircuit.com/bluum-launches-innovative-esports-steam-and-security-solutions/) **Published:** January 18, 2024 **Author:** EdCircuit Staff **Excerpt:** Bluum to partner with schools in solving some of their biggest challenges, the edtech provider is offering customizable kits to help educators. **Content:** **PHOENIX, Ariz. (Jan. 18, 2024)** — At its recent Impact 2024 conference, [Bluum](https://www.bluum.com/), a leading provider of education technology, unveiled five new solutions designed to address the biggest challenges in education today. The latest customizable selections of hardware, software, and services from Bluum aim to help educators increase and improve enrollment, keep schools safe and informed, and deliver curriculum innovation for K-12 and higher education. “Bluum is on a never-ending mission to help improve learning and access to education,” said Bluum CRO Scott Pintsopoulos. “With the new solutions we unveiled at Impact 2024, we are poised to partner with educational institutions to solve some of the toughest challenges facing teachers and learners today.” Bluum’s diverse range of new offerings include best in class brands addressing everything from stem to school safety. - The new Esports solution is designed to enhance student engagement and build a sense of community, effectively tapping into the growing interest in gaming. This innovative strategy not only boosts enrollment figures but also fosters a dynamic learning environment, aligning education with evolving trends and student interests. - The new school safety solution provides comprehensive cyber and physical security solutions to ensure a secure learning environment. Bluum’s cybersecurity offerings include strategic planning for educational leaders and tools that safeguard sensitive information, shielding schools from digital threats and ensuring the integrity of educational data. Advanced physical security measures, ranging from access control systems to surveillance technologies, empower schools to proactively address safety concerns, creating a protected space for students and staff while keeping stakeholders well-informed about potential risks and responses. - Bluum’s new curriculum innovation for primary schools packages offer a diverse range of tailored solutions that integrate STEM tools and hands-on learning opportunities to increase student engagement and foster curiosity and critical thinking skills among the youngest learners. - New curriculum innovation solutions for intermediate schools enable educators to create dynamic and interactive lessons, fostering student engagement and critical thinking, empowering educators to deliver innovative content by ensuring that students are equipped with the digital skills they need to succeed in an ever-evolving world. - Bluum’s curriculum innovation for higher education packages allow colleges and universities to integrate hybrid and blended collaborative learning tools and personalized learning experiences with their curriculum. Bluum selected the quality products in each package to help each school or district achieve its specific goals, and also offers a range of services to ensure that the new tools are ready to go on day one and continue to provide value day after day. Bluum’s support services include the following: - [White glove services](https://www.bluum.com/services/white-glove) make deployment easier, faster, and less costly. Bluum’s customized configuration solutions help IT teams focus on keeping classrooms running smoothly. - [Bluum Shield](https://www.bluum.com/services/warranties-repair) is an original equipment manufacturer warranty extension that provides comprehensive coverage to minimize learning interruptions, maximize the value of every technology investment, and lower the total cost of ownership. - [Strategic planning services](https://www.bluum.com/services/planning-service) customize solutions to fit the specific needs and goals of each organization. - Funding advisory services help schools and districts find, apply for, and use available funds they may not be aware of. - Bluum’s professional development offerings include coaching via onsite, remote, and asynchronous learning options. Current research shows that ongoing support for instructional integration of technology tools empowers teachers to maximize learning outcomes, increase efficiency, and provide access to learning to meet individual student needs. “We know that your teachers, your students, and your community are unique, and that even if you share common challenges with other educators, the solutions to those problems are unique,” said Emily Cook, Bluum’s vice president of educational services. “That’s why Bluum is committed to listening, learning, and collaborating with each partner to assess their particular needs and goals, then plan and implement a solution designed for success as they’ve defined it.” For more information, visit [Bluum.com](https://www.bluum.com/offerings). **About Bluum** Bluum is a leader in providing innovative technology solutions for education. We believe in creating engaging, inspiring, and safe learning environments that make education more accessible to all students to better equip them for the future. Through its wide range of [best-in-class solutions](https://www.bluum.com/brands), Bluum is committed to helping educators and students realize their full potential through technology to improve learning. Visit [Bluum](https://www.bluum.com/) to learn more. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** On the Wire --- ### [Lexia Celebrates 40th Anniversary](https://edcircuit.com/lexia-celebrates-40th-anniversary/) **Published:** January 9, 2024 **Author:** EdCircuit Staff **Excerpt:** Since its founding in 1984, Lexia has grown from a home-based business in Lincoln, Mass., to a company serving more than 6.8 million students nationwide. **Content:** *Company’s singular focus on literacy and full spectrum of professional learning, curriculum and embedded assessment solutions has helped millions of learners read, write and speak with confidence* **BOSTON (Jan. 9, 2024)** –[ Lexia](https://www.lexialearning.com/?utm_campaign=24_com_c6_40th-anniversary_fx_px_lnk_other_jan_news-release&utm_source=other&utm_medium=hyperlink&utm_content=required&utm_term=&cid=), a [Cambium Learning Group brand](https://www.cambiumlearning.com/), is celebrating its 40th anniversary as a leader in science of reading-based solutions. Since its founding in 1984, Lexia has grown from a small home-based business in Lincoln, Massachusetts, to a company with nearly 1,000 employees currently serving more than 6.8 million students and over 620,000 educators across more than 23,000 schools nationwide. Lexia was founded by the late Bob Lemire, an investment adviser and land-use consultant whose son had been diagnosed with dyslexia. Lemire realized many other children with reading difficulties did not have the resources and guidance he’d been able to provide for his son. He founded Lexia with the help of technology expert Dr. Littleton Meeks and Dr. Edwin Cole, a noted neurologist, head of the Reading Clinic at the Massachusetts General Hospital, and founder of several schools for students with dyslexia. “Back then, leveraging technology for explicit, systematic, and personalized instruction was a novel concept for schools and educators. It was out on the fringes,” said Lexia President, Nick Gaehde who joined the company as its head in 2005. Nevertheless, in the year following its founding, Lexia won a major grant from the National Institute of Child Health and Human Development to fund product research, design, and development. The company’s efforts were so successful that in 1992, it expanded its focus from students with dyslexia to all beginning and struggling readers. Over the years, it has added both classroom and professional development resources to help educators successfully deliver literacy education based on the science of reading research. “The fact that we have remained completely focused on literacy makes us unlike anyone else,” stated Gaehde. The company has made several strategic decisions that have strengthened and refined its focus on literacy over the years. Among those strategic milestones was first joining with language learning system creator Rosetta Stone Inc. in 2013, and then becoming part of education technology and services provider Cambium Learning Group in 2020, and integrating with reading intervention provider Voyager Sopris Learning. “In terms of technology companies, Lexia is now one of the biggest literacy providers in the market,” said Gaehde. Lexia has consistently researched the efficacy of its products for more than three decades, resulting in a 2018 “Strong” rating, the highest standard of evidence as defined by the Every Student Succeeds Act (ESSA). “Our team is highly dedicated and has provided the most effective products for students and educators in today’s classrooms,” said Gaehde. “They have consistently done an absolutely phenomenal job of providing teachers with the knowledge they need to improve student outcomes.” Over the decades, the company has introduced technologies to make its science of reading-based approach easier to administer in classrooms. Three particularly noteworthy milestones are the company’s launch of its adaptive learning model in 2007, its introduction of the Lexia Assessment Without Testing real-time evaluation feature in 2015 (patented in 2017), and its addition of the LETRS *(Language Essentials for Teachers of Reading and Spelling)* comprehensive professional learning solution as part of the Lexia brand family in 2022. As the company has enhanced its technologies and expertise, it has upgraded its suite of Lexia products and services. Current offerings include: - [Lexia Core5 Reading](https://www.lexialearning.com/core5), to support differentiated literacy instruction for students of all abilities in grades pre-K–5 - [Lexia PowerUp Literacy](https://www.lexialearning.com/powerup), to help struggling and nearly-proficient readers in grades 6-12 - Lexia Academy professional learning courses for educators covering grades K–6 to support students’ English language development through academic conversations - [Lexia English Language Development](https://www.lexialearning.com/lexia-english), supports Emergent Bilingual students’ English language acquisition through academic conversations - [Lexia LETRS](https://www.lexialearning.com/letrs) provides early childhood and elementary educators and administrators with comprehensive professional learning on the science of reading - [Lexia Aspire Professional Learning](https://www.lexialearning.com/aspire), introduced in 2023 to help educators understand and apply the science of reading in grades 4-8 to accelerate students’ literacy skills Currently, the company’s major objective is further helping educators to understand and apply the science of reading. “Our top priority now is to make sure that what teachers are learning through their professional development translates into classroom practice, and that classroom practice translates into student performance,” Gaehde said. “It always comes back to the individual,” he continued. “If you think about a second grader who started using a Lexia product back in 1984, where is that individual now? And where would they be without the support they were given? As much as we talk about the broad impact, it always comes back to the kind of impact we’ve had on individual lives.” \# # # **About Lexia** Lexia®, a Cambium Learning Group brand, is a leader in science of reading-based solutions. For 40 years, the company has focused on pre-K-12 literacy and today provides solutions for students and educators. With a complete offering of professional learning, curriculum, and embedded assessment, Lexia helps more learners read, write, and speak with confidence. For more information, visit [www.lexialearning.com](https://www.lexialearning.com/). **About Cambium Learning Group** Cambium Learning Group is the education essentials company, providing award-winning education technology and services for K-12 educators and students. With an intentional collection of respected global brands, Cambium serves as a leader, helping millions of educators and students feel more seen, valued, and supported every day. In everything it does, the company focuses on the elements that are most essential to the success of education, delivering simpler, more certain solutions that make a meaningful difference right now. To learn more, visit [www.cambiumlearning.com](https://www.cambiumlearning.com/) or follow Cambium on Facebook, LinkedIn, and Twitter. The Cambium family of brands includes: Cambium Assessment, Lexia®, Learning A-Z®, Voyager Sopris Learning®, ExploreLearning®, Time4Learning®, and Kurzweil Education®. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay up to date on all of our shows, podcasts, news, and thought leadership articles.** - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) - [ ![Charlotte Andrist](https://edcircuit.com/wp-content/uploads/lovable-avatars/charlotte-andrist-465.webp) ](https://edcircuit.com/author/charlottenickelcommpr-com/) [Charlotte Andrist](https://edcircuit.com/author/charlottenickelcommpr-com/ "Charlotte Andrist"): Author Charlotte Andrist is CEO Nickel Communications. Nickel Communications focuses exclusively on the education technology industry and builds marketing communications strategies through proven PR and social media techniques with a constantly evolving personalized approach based on each organization’s goals. Nickel Communications drives greater awareness among key stakeholders to meet every organization’s unique goals. [ View all posts ](https://edcircuit.com/author/charlottenickelcommpr-com/ "View all posts") [ ](mailto:charlotte@nickelcommpr.com)[ ](https://nickelcommpr.com) **Categories:** On the Wire **Tags:** Headline --- ### [Student Data Privacy: What Schools Collect & Why It Matters](https://edcircuit.com/student-data-privacy-what-schools-collect-why-it-matters/) **Published:** January 5, 2026 **Author:** EdCircuit Staff **Excerpt:** Learn what student data schools collect—academic, behavioral, device, and health info—and why student data privacy matters for families and school safety. **Content:** **[Student data privacy](https://studentprivacy.ed.gov/) is becoming a serious concern as schools collect more information from students and their families than most people realize.** Nearly every part of the school day leaves a digital record, and districts often store that information for years. Families rarely see how wide this net is, or how much of it is managed by private companies. ### **Student Data Privacy What Schools Are Collecting** **Academic data.** Beyond grades and test scores, learning platforms track how long a student spends on each question, the order they click through tasks, and whether they reread certain passages. **Behavior and discipline records.** Schools log suspensions, tardiness, and behavior notes. Some systems include narrative descriptions that follow students from school to school. **Device and network activity.** When students use school-issued laptops or connect to district Wi-Fi, the system logs browsing history, search terms, app activity, and sometimes even keystroke data. These tools are often installed for safety monitoring but collect far more than families expect. **Communications.** Email, chats, and messages inside learning platforms are archived, including drafts that were never sent in some systems. **Biographical and demographic information.** Enrollment platforms store addresses, family contact information, languages spoken, race, disability status, and income-related data needed for federal reporting. **Health and wellness data.** Records include immunizations, nurse visits, counseling notes, and special-education documents. Some districts use third-party screening tools that collect student responses to emotional or mental-health surveys. **Campus security data.** Cameras, door-entry systems, and bus trackers create logs of student movement. A few districts also use facial-recognition or audio-detection tools. **Family information.** Parent contact details, custody documents, and financial forms tied to lunch or fee programs are stored in the same databases. ### **Why Districts Gather All This Information** Districts usually [collect data for practical reasons](https://ewa.org/educated-reporter/how-school-districts-are-using-education-data): compliance with state and federal rules, monitoring threats or self-harm indicators, improving instruction, or running transportation and attendance systems. Each system makes sense on its own, but together they create extensive records that few districts have the staff or safeguards to manage well. ### **The Risks to Students and Families** **Data breaches.** School districts are frequent cyberattack targets. Breaches can expose Social Security numbers, health records, and years of personal information, opening the door to identity theft or fraud that may go unnoticed for years. **Oversurveillance.** Monitoring tools often flag innocent searches or normal teenage behavior. These errors can become part of a student’s record, sometimes affecting discipline or services later. **Unclear or unexpected data sharing.** Vendors may use de-identified data for product development or research. Districts may share records with outside agencies. Families usually aren’t told when this happens. **Long-term consequences.** Old behavior notes, inaccurate flags, or archived messages can follow students through grade levels or into adulthood if they aren’t deleted or reviewed. **Equity concerns.** Students from low-income families rely more on school devices, which means schools log more of their activity. Students with disabilities and multilingual learners often face increased monitoring as well. **Loss of trust.** When families learn how much data is collected, many feel blindsided. Students may change how they research or communicate because they think someone is always watching. ### **Why the Problem Is Growing** Districts adopted dozens of new digital tools during remote learning, often without vetting how those tools use data. Many schools have small IT teams and outdated systems that can’t keep up with current security threats. Meanwhile, federal privacy laws were written long before modern tracking technologies existed, leaving many gaps. ### **What Strong Protection Should Look Like** - Limit collection to what is genuinely needed for teaching, safety, or operations. - Set strict rules for vendors, including encryption, deletion timelines, and bans on secondary use. - Invest in stronger cybersecurity and regular system updates. - Tell families exactly what is collected, who sees it, and how long it’s stored. - Offer alternatives when possible for tools that track extensive behavior. - Teach students how their data is used and how to protect themselves online. ### **Student Data Privacy: Bottom Line** Schools now hold some of the most [detailed records](https://www.parentcenterhub.org/records/) that exist about children and their families. Most of it is collected for good reasons, but the risks are real. Protecting student data privacy requires stronger oversight, clearer communication, and updated laws that recognize how much of students’ lives are now captured by educational technology. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, Hot Topics - controversial **Tags:** Headline --- ### [ChanceLight Behavioral Health, Therapy & Education](https://edcircuit.com/mark-claypool-chancelight-behavioral-therapy-education/) **Published:** February 16, 2017 **Author:** EdCircuit Staff **Excerpt:** Impacting over 20,000 students ChanceLight provides behavioral health, pediatric therapies, and special education services across the U.S. **Content:** Working as a social worker in the 1990s, Mark Claypool felt children in Tennessee weren’t getting the support they needed. So he decided to start a company that would provide that support through a variety of vehicles, without putting up barriers based on funding or geography as often existed at the time. Seventeen years later, he’s grown ChanceLight Behavioral Health, Therapy and Education into a company with more than $150 million in annual revenue that provided behavioral health, pediatric therapies and special education services to more than 20,000 students in 2016. A lover of history, Claypool unwinds from his day job with a good historical book or TV show or, on the weekends, some fulfilling woodworking. **Talk to me a bit about the founding of the company. What led you to create this business?** I founded the company in 1999. I was a social worker working for the state of Tennessee. I just felt like there was a large gap in services for children. We were at that point removing a lot of children from homes for a variety of reasons and placing them in institutions that were very expensive and, in my opinion, very ineffective at that point. I really wanted to build a company that was focused on the needs of kids first. **Can you talk a little bit about the rebranding you did a little more than a year ago?** We had this phenomenally sexy name of Educational Services of America, which told everybody absolutely nothing about what we did. We wanted to have a name that we could go more to our customers with that said we do this breadth of work, not just one thing. And so that was the impetus for changing the name; we wanted a name that was much more specific, but was also much more about behavior. **Where will we find you a typical Saturday?** You would find me more than likely in my home woodshop. **Has that always been a hobby of yours?** Probably for the last 20 years. My wife and I when we were first married started renovating houses and had to learn how to do a lot of things that way, and it sort of translated into a hobby. It’s a lot of fun. It’s relaxing. **What’s the thing you’re most proud of that you’ve built?** I make pens and little things, nothing terribly monumental. It’s just fun to relax and actually do something with your hands and kind of see a finished product. We have the great satisfaction of seeing children make progress and getting the great feeling off of that, but it’s good to do something with your hands every once in a while. **Do you read much?** I read a lot. History is another one of my hobbies. ·- I’m reading a wonderful book on Winston Churchill right now. In terms of business books, I’m also a consumer of those with some regularity. Anything Jim Collins wrote, I think they’re just very well thought-out books. **Did you see any big holiday movie releases?** Well, we saw “Rogue One.” I’m a huge Star Wars nerd, so we saw that on opening night. I loved it. **When you were a kid, what did you want to be when you grew up?** An astronaut. **When did you decide that was not the future for you?** When I figured out that to be an Air Force pilot at the time was probably the precursor to being an astronaut, and I had terrible vision and I was a chubby kid. Neither of those things were going to work really well for that, so I gave up on that. **Do you travel a lot?** I do. **Where’s your favorite place that you’ve traveled to?** Well, I travel for business. I don’t travel for pleasure a lot because after I travel for business I just want to stay home. I do spend a lot of time in California and Arizona, some lovely places, but I’m usually working. **Do you have any pets?** I have a Labrador retriever, Daisy. She’s 2 years old. **What’s your morning routine?** I get up at 6 a.m., drink coffee, read my Bible, check my emails, eat breakfast, get ready for work, get to the office by 8:30 a.m. **What was the first job you ever had?** I was doing a lot of handyman work for a fella who owned rental properties. He would send me in when tenants left to clean out the house, tear up everything, tear out the carpet so he could come in with a crew and do renovations. **MARK CLAYPOOL** **Age:** 52 **Title:** Founder and CEO Company: ChanceLight Behavioral Health, Therapy & Education **Address:** 1321 Murfreesboro Pike, Ste. 702, Nashville 37217 **Web**: Chancelight.com **Employees**: 2,800 **Hometown**: Nashville **Education**: Middle Tennessee State University, BA and MA Source: Nashville Business Journal [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Business, Industry News, On the Wire --- ### [Nation’s School System Leaders Convene in New Orleans for AASA’s 2017 National Conference on Education](https://edcircuit.com/nations-school-system-leaders-convene-in-new-orleans-for-aasas-2017-national-conference-on-education/) **Published:** February 15, 2017 **Author:** Dr. Berger **Excerpt:** School leaders meeting at 2017 AASA conference to discuss education agenda **Content:** *National Superintendent of the Year to be Announced* **Alexandria, Va. – February 1, 2017 –** Scores of America’s foremost thought leaders in public education—our nation’s superintendents—will convene in New Orleans, La., March 2-4, 2017, for the National Conference on Education, hosted by AASA, The School Superintendents Association. School system leaders from diverse communities across the country will present case studies and engage in a dialogue on behalf of the 50,000,000 students in our public schools. Topics on the agenda include curriculum and instruction; digitizing education; equity; leadership for equality; personalizing education; principal supervision initiatives; and superintendent/school board relationships. “For generations, AASA has been bringing together the sharpest minds in education for this event,” said Daniel A. Domenech, executive director, AASA. “We’ve been delivering world-class education speakers, and thought-provoking sessions and agendas that have been rich in inspiration and content. This year’s meeting promises to be no different.” On Day No. 1 of the conference, the 2017 National Superintendent of the Year will be announced. The four finalists include: - Barbara Jenkins, Orange County Public Schools, Orlando, Fla. - Stewart McDonald, [Kodiak Island Borough School District](https://www.kibsd.org/), Kodiak, Alaska - James Merrill, [Wake County Public School System](https://www.wcpss.net/), Cary, N.C. - Matthew Utterback, North Clackamas School District, Milwaukie, Ore. AASA’s 2017 National Superintendent of the Year Finalists” Political commentators James Carville and Mary Matalin will serve as keynote speakers (March 4) during the conference. Other general session speakers include James Vollmer, the president of Vollmer Inc. (March 2) and cultural diplomat Ravi Hutheesing (March 3). Nearly 40 superintendents who have completed the rigorous [National Superintendent Certification Program](https://www.aasa.org/superintendent-certification.aspx) will be recognized for their achievement. Through AASA’s in-depth curriculum, dynamic in-person sessions, one-on-one mentoring and long-term professional networks, the program delivers the comprehensive leadership development early career leaders need. In addition, more than 40 educators (including 11 superintendents) will be recognized for completing the AASA Urban Superintendents Academy with [Howard University](https://www.aasa.org/content.aspx?id=36289) and the University of Southern California. This program offers a dynamic approach to urban superintendent preparation to bolster the effectiveness of school district leadership in our nation’s urban areas. For the second year in a row, superintendents who are social media novices, experts or somewhere in between, are invited to take advantage of AASA’s Social Media Lounge, which can be found on the conference’s showroom floor, right outside the Knowledge Exchange Theater. Following the success of last year’s Social Media Lounge, this year’s installment will feature new faces and opportunities for attendees to learn about the latest social media tools and best practices being used in school districts; gain hands-on social media assistance; make new connections; participate in unique contests and giveaways; and take advantage of photo and video opportunities. Superintendents are encouraged to stop by the lounge during the conference. They can also engage with their peers by using the hashtag [\#NCE17](https://twitter.com/search?q=%23NCE17&src=typd) in their Twitter and Facebook posts. From start to finish, educators will have the opportunity to follow the activities and conversations through AASA’s *Conference Daily Online*. The award-winning publication provides a comprehensive look at the conference proceedings, including coverage of key speakers, award winners and AASA governance activities, plus photo and video galleries. For more information about the 2017 National Conference on Education, visit https://nce.aasa.org/. **About AASA** [AASA, The School Superintendents Association](https://www.aasa.org/), founded in 1865, is the professional organization for more than 13,000 educational leaders in the United States and throughout the world. AASA advocates for the highest quality public education for all students, and develops and supports school system leaders. James Minichello **–** Director, Communications & Marketing **–** (office) [703-875-0723](tel:(703)%20875-0723) (mobile) [703-774-6953](tel:(703)%20774-6953) **–** AASA, The School Superintendents Association **–** 1615 Duke Street **–** Alexandria, VA 22314 [Join AASA ](https://my.aasa.org/AASA/My-AASA/Join-AASA/AASA/MyAASA/Join-AASA.aspx) | [Access My AASA Portal ](https://my.aasa.org/) | [Visit AASA.org](https://www.aasa.org/) **Further Reading** 1. **edCircuit –** [Two Critical Leadership Roles: Parents & Teachers](https://web.archive.org/web/20211206062801/https://edcircuit.com/two-critical-leadership-roles-parents-teachers/) 2. **The Washington Post –** School district chiefs: Proposed Medicaid changes would hurt poor children and students with disabilities 3. **The Huffington Post –** [Reflecting On The Needs Of School Districts](https://www.huffingtonpost.com/entry/5898f1d9e4b02bbb1816be0a) - [ ![Dr. Berger](https://edcircuit.com/wp-content/uploads/lovable-avatars/dr-berger-197.webp) ](https://edcircuit.com/author/dr-rod-berger/) [Dr. Berger](https://edcircuit.com/author/dr-rod-berger/ "Dr. Berger"): Author Dr. Berger is one of many contributors to edCircuit. As an academic, Dr. Berger is a former assistant principal, and he is currently a managing partner at Reignlight and hosts a unique podcast, Headroom. He is a passionate Detroit sports fan who has also adopted Nashville sports teams as his own. [ View all posts ](https://edcircuit.com/author/dr-rod-berger/ "View all posts") [ ](mailto:rod@mrmg.com) **Categories:** Hidden --- ### [Becoming a Teacher and a Leader In Today's Classroom](https://edcircuit.com/becoming-a-teacher-and-a-leader-in-todays-classroom/) **Published:** March 15, 2017 **Author:** Ian Egan **Excerpt:** Educators taking a more active role in improving school learning **Content:** *Teachers as leaders as teachers as leaders* By Howard Pitler ![Two human heads made of interlocking gears face each other with gears appearing to transfer from one head to the other symbolizing sharing knowledge ideas or communication The image has a sepia toned background](https://edcircuit.com/wp-content/uploads/2017/03/leadership-teaching-learning-500x286.jpg "Two human heads made of interlocking gears face each other with gears appearing to transfer from one head to the other symbolizing sharing knowledge ideas or communication The image has a sepiatoned background | edcircuit")We know from research that a building administrator’s impact on student achievement is significant. [A 2011 report from the Wallace Foundation](https://www.wallacefoundation.org/knowledge-center/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning-2nd-Ed.pdf) found there was an empirical link between school leadership and improved student achievement. Yes, building leadership matters. A good building administrator sets the environment and the expectations for learning for all. When I started my career as a teacher last century, there was a clear division between the principal and the teacher. The principal made the rules and the teacher colored between the lines. In today’s schools, every person involved in the education of our next generation is a leader, either intentionally or unintentionally. We lead by modeling the behavior we would like to see in the best of others. We lead by looking at a situation we find less than ideal and working to improve it. Leadership is not just a title. And yet, many teachers feel as though they are merely cogs in a machine over which they have no control. Schools today are more complex than ever before. Expectations are higher and competition between schools – public and private – is ever increasing. The leadership and responsibility for student learning must be a collaborative effort between all educators. Just like everyone in the classroom is at times a learner and at times a teacher, every adult in a school is at times a leader and at times a follower. ### **What are some attributes of a teacher leader?** ![A colorful word cloud centered around collaboration featuring related terms like teamwork communication group success skills organization technology and business in various font sizes and colors](https://edcircuit.com/wp-content/uploads/2017/03/collaboration-teamwork-500x444.jpg "A colorful word cloud centered around collaboration featuring related terms like teamwork communication group success skills organization technology and business in various font sizes and colors | edcircuit")A teacher leader is a **true expert in the classroom**. You may not have all the answers, but you know more about your students, know their data better and understand them as individuals better than anyone else. Experts are **always striving to improve** ­– be it an Olympic athlete, a pro basketball player or a master teacher. A teacher leader is always looking to improve not only their personal pedagogy, but also the pedagogy of those they work with. Teacher leaders are always **positive and solutions oriented.** While it might be tempting to sit in the teachers’ lounge and join in the conversation about how bad things have become, a leader doesn’t dwell on the negative but instead is looking for possible solutions. Blaming and complaining doesn’t move the conversation forward. A teacher leader will **rise above the fray.** With every change in leadership, a new principal, new superintendent, or newly elected school board or governor, new initiatives are bound to appear. When new problems loom on the horizon a true leader looks for solutions rather than focus on negatives. The newly adopted teacher evaluation model is flawed becomes what are the positives of the model? The new adopted school calendar provides too few days for professional development becomes how can we use existing time more efficiently to make up for the loss of a PD day? A teacher leader works to keep everyone focused on what truly matter – the students. ### **How does someone become a teacher leader?** The Teacher Leadership Exploratory Consortium has identified seven domains of teacher leadership: **![A man in a blue suit stands facing a large wall made of interlocking gears and cogs which are arranged to resemble a human face](https://edcircuit.com/wp-content/uploads/2017/03/Teacher-leadership-training-417x500.jpg "A man in a blue suit stands facing a large wall made of interlocking gears and cogs which are arranged to resemble a human face | edcircuit")Domain I:** Fostering a Collaborative Culture to Support Educator Development and Student Learning **Domain II:** Accessing and Using Research to Improve Practice and Student Learning **Domain III:** Promoting Professional Learning for Continuous Improvement **Domain IV:** Facilitating Improvements in Instruction and Student Learning **Domain V:** Promoting the Use of Assessments and Data for School and District Improvement **Domain VI:** Improving Outreach and Collaboration with Families and Community **Domain VII:** Advocating for Student Learning and the Profession Teachers should look at their own practice and honestly reflect on the extent to which they are fulfilling the functions of each of the teacher leadership domains. For example, in Domain II, accessing and using research to improve practice and student learning, there are four functions: ![Two trees shaped like human heads face each other with their roots underground intertwined in a handshake symbolizing connection and communication](https://edcircuit.com/wp-content/uploads/2017/03/Collaboration-teaching-comming-together-500x464.jpg "Two trees shaped like human heads face each other with their roots underground intertwined in a handshake symbolizing connection and communication | edcircuit")**A.)** Assists colleagues in accessing and using research to select appropriate strategies to improve student learning **B.)** Facilitates the analysis of student learning data, collaborative interpretation of results, and application of findings to improve teaching and learning **C.)** Supports colleagues in collaborating with the higher education institutions and other organizations engaged in researching critical educational issues **D.)** Teaches and supports colleagues to collect, analyze, and communicate data from their classrooms to improve teaching and learning. ![Water reflection](https://edcircuit.com/wp-content/uploads/2017/03/teacher-leader-improving-500x353.jpg "| edcircuit")Start your personal reflection by turning each of these functions into questions. For example, “How do I assist colleagues in accessing and using research. . .?” How can I be more impactful in this area? Being a good teacher in the classroom is a necessary and important part of the job – necessary but not sufficient. In the increasingly complex and demanding job of education, every teacher should take an active role in improving and pushing the system to improve. Teachers need to see themselves as teacher leaders rather than merely cogs in a machine in which they have little control. Leaders don’t create followers — they create more leaders. Be a leader! **Author** *Howard Pitler, Ed.D. is an author of [Classroom Instruction that Works, 2nd edition.](https://www.ascd.org), [Using Technology with Classroom Instruction that Works](https://amzn.to/3hfjz95), and [A Handbook for Classroom Instruction that Works, 2nd edition](https://www.ascd.org/Publications/Books/Overview/A-Handbook-for-Classroom-Instruction-That-Works-2nd-Edition.aspx). He has worked with teachers and administrators internationally for over a decade to improve outcomes for kids.* *He was named a National Distinguished Principal be NAESP and is an Apple Distinguished Educator. He can be reached at , on [Twitter](https://twitter.com/hpitler?lang=en), or on his website, www.hpitler.com.education a more meaningful experience for learners. His book, [Level Up Your Classroom](https://amzn.to/3Fzpj70), about gamified instruction, was published by ASCD in 2016* **Further Reading** 1. **edCircuit-** [Two Critical Leadership Roles: Parents & Teachers](https://web.archive.org/web/20211206062801/https://edcircuit.com/two-critical-leadership-roles-parents-teachers/) 2. **The Huffington Post-** [The National Teacher of the Year Program Advantage](https://www.huffingtonpost.com/entry/the-national-teacher-of-the-year-program-advantage_us_5890c71be4b04c35d5835329) 3. **Ed Week-** [How to Be a Leader of Teacher Leaders: Building an Infrastructure for Improvement](https://www.edweek.org/tm/articles/2016/11/28/how-to-be-a-leader-of-teacher.html) - [ ![Ian Egan](https://edcircuit.com/wp-content/uploads/lovable-avatars/ian-egan-231.webp) ](https://edcircuit.com/author/ian-egan/) [Ian Egan](https://edcircuit.com/author/ian-egan/ "Ian Egan"): Author [ View all posts ](https://edcircuit.com/author/ian-egan/ "View all posts") [ ](mailto:ianegan@yahoo.com)[ ](https://edcircuit.com/) **Categories:** Educators, K-12 Teachers **Tags:** Headline --- ### [Home Alone in 2025: How Technology Would Ruin Every Scene](https://edcircuit.com/home-alone-in-2025-how-technology-would-ruin-every-scene/) **Published:** December 26, 2025 **Author:** EdCircuit Staff **Excerpt:** A funny look at Home Alone in 2025 and how modern technology, apps, and AI would unravel every iconic moment before the Wet Bandits even reach the driveway. **Content:** [*Home Alone* ](https://www.imdb.com/title/tt0099785/)works because [Kevin McCallister](https://homealone.fandom.com/wiki/Kevin_McCallister) is completely isolated in a world without smartphones, smart homes, or an app screaming, “You forgot your kid again.” Drop the same plot into 2025 and everything falls apart in minutes. Kevin wouldn’t be fighting burglars. He’d be battling push notifications and trying to turn off parental controls. Let’s revisit the classic, scene by scene, and watch how modern tech would absolutely ruin—sorry, **fix**—the entire movie. ## **Airport Chaos: No Chance With Modern Apps** In the original, the McCallisters oversleep, sprint through the airport, shove half their extended family into vans, and somehow still catch a flight. Today, none of that chaos survives contact with reality. Every airline app sends reminders like: **“Your flight is at 8:00. Confirm all travelers. Did you forget… a human?”** If [Kate](https://homealone.fandom.com/wiki/Kate_McCallister) ignored that, the airline’s AI assistant would gently roast her: **“You purchased nine child tickets. I detect eight children. Would you like help locating the missing one?”** Kevin wouldn’t be forgotten. He’d be on a group chat receiving video messages from the airport while eating cereal. Plot ruined in 12 seconds. ## **Kevin Wandering the House: Shut Down by Ring Cameras** In 1990, Kevin walks downstairs completely free. In 2025, his house looks like a security showroom. Every entrance has a [Ring](https://ring.com/home-security-cameras) camera. The stairs have a sensor. Even the dog (that they don’t have) would probably have a GPS tag. The moment Kevin moves: **RING CAMERA:** “Motion detected. Small snack-seeking creature.” **ALERT TO MOM:** “Your youngest is in the kitchen. Also, he’s eating marshmallows.” Kate would call immediately: **“Kevin, are you home alone?”** **“Looks like it.”** **“Stay there. And don’t touch the air fryer.”** Mystery solved. Movie over. ## **Food and Survival: Kevin Outsources Everything** In the original *Home Alone*, Kevin buys groceries like a miniature accountant: coupons, milk, a giant bag of detergent. Today? He wouldn’t even pretend. He’d open his phone: - Pizza → DoorDash - Toothbrush → Amazon same-day - Milk → Target pickup - Ice cream → Drone drop-off He’d hit “leave at door,” take the bags inside, and spend the rest of the day watching YouTube tutorials about booby traps he’ll never build. The only danger he faces is delivery fees. ## **The Wet Bandits vs. 2025 Surveillance** [Harry](https://homealone.fandom.com/wiki/Marv_Murchins) and [Marv](https://homealone.fandom.com/wiki/Marv_Murchins)—our beloved [Wet Bandits](https://homealone.fandom.com/wiki/Wet_Bandits)—spend the movie creeping through the neighborhood like two men allergic to subtlety. In 2025? They wouldn’t last one driveway. A Ring camera catches Harry in his fake police costume and uploads it instantly: - “Pretty sure this guy sold me expired coupons.” - “His badge looks printed.” - “Is this a new reboot? Should I call someone?” Meanwhile, Marv would wander past another camera, stare directly into it, and become a neighborhood meme: **“When you realize crime is harder than it looked on YouTube.”** By the time they reach the McCallister house, every neighbor already tagged them in a safety alert. ## **Kevin’s Battle Plan, Upgraded by AI** In 1990, Kevin builds traps with household items and pure chaos energy. In 2025, he’d still love traps—but he’d let AI do half the work. **KEVIN:** “Hey SmartHome, start Operation Don’t Let the Weird Guys In.” **AI:** “Activating porch floodlights. Projecting hologram party. Starting audio: adults loudly arguing about property taxes.” Instead of a cardboard Michael Jordan on a train track, Kevin runs an AI-generated hologram holiday party, complete with shadows and fake laughter. Harry and Marv would take one look and leave immediately. ## **The Furnace Monster: Updated for Modern Convenience** The original furnace scene is childhood fear at its finest. In 2025: **FURNACE:** “Maintenance alert. Your heat system feels overwhelmed today.” **KEVIN:** “Can you… not do the scary noise thing?” **FURNACE:** “Reduced sound mode enabled.” Done. No trauma. ## **The Aftershave Scream: TikTok Would Love It** Kevin’s aftershave scream is iconic. In 2025, an AI grooming app would warn him: **“This contains alcohol. There may be screaming. Also, you’re eight.”** He’d ignore it. The scream would be recorded automatically and posted as: **\#HolidayPainChallenge** Millions of views. Maybe merch. ## **Buzz’s Tarantula: Now Trackable** [Buzz](https://homealone.fandom.com/wiki/Buzz_McCallister) definitely has a smart tracker on his tarantula today. The moment it escapes: **BUZZ’S PHONE:** “Your tarantula is on the move. Estimated destination: Kevin’s nightmares.” Kevin would track it through the app and still choose never to enter Buzz’s room again. ## **Ornaments on the Floor: Smart Floors End That Scene** In the movie, Marv steps barefoot on glass ornaments and screams like a man who regrets every life choice. Today, the smart floor would alert Kevin: **“Pressure detected at the window. Intruder weight: about 170 pounds. Also, barefoot. Recommend moral support.”** Kevin would shrug and go back to eating mac and cheese. ## **The Wet Bandits’ Signature Crime Backfires Instantly** They leave sinks running to flood houses. In 2025, the water company immediately notices: **CITY WATER ALERT:** “Unusual usage detected. Please confirm you’re not creating a small ocean.” A city worker shows up before the Wet Bandits leave the property. ## **Police Response: 2025 Edition** In the original, police are slow and confused. In 2025, Kevin taps a single button: **“Suspicious activity at my home.”** A drone arrives in under a minute, spotlight blazing. Harry waves at it. The drone does not wave back. The Wet Bandits go straight to jail. Kevin goes back to snacks. ## **Social Media Ends the Plot Instantly** Kevin would post: **“Home alone. Parents forgot me. Honestly this is incredible.”** Within minutes: - Relatives - Neighbors - That guy Kate met once at Costco all message her: **“Um… is this real???”** She calls him. Plot dissolves. No burglars. No drama. Just a viral moment. ## **The EdTech Angle: Kevin as a 2025 Student** Kevin in 2025 has: - three devices - learning apps - an AI tutor - a parent portal monitoring everything He’d be doing homework between telling his smart devices to scare away burglars. Even the AI tutor would get involved: **“Nice job on math. Also, two intruders are creeping toward your porch.”** ## **Would Home Alone Even Work Today?** Let’s be honest: not really. Technology would fix everything before it becomes interesting. But imagining Kevin armed with apps, smart devices, AI voices, and endless delivery options is its own kind of comedy. If *Home Alone* were made now, the real challenge wouldn’t be stopping burglars. It would be Kevin convincing his parents he didn’t spend the day ordering snacks and pranking delivery drivers with AI voice clones. **[Rotten Tomatoes Classic Trailers](https://www.youtube.com/@RottenTomatoesCLASSICTRAILERS) – [Home Alone (1990) Trailer #1 | Movieclips Classic Trailers](https://www.youtube.com/watch?v=jEDaVHmw7r4)** [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hot Topics - controversial, Movies and Film **Tags:** Headline --- ### [InformED Report: DeVos Confirmation Controversy](https://edcircuit.com/informed-report-devos-confirmation-controversy/) **Published:** February 14, 2017 **Author:** EdCircuit Staff **Excerpt:** Betsy DeVos controversy and the impact of the international ban on students overseas (even with the 9th circuit stay) **Content:** ### **![The seal of the u S Department of education featuring a large green tree with roots and leaves in front of a yellow sunburst on a blue background encircled by the words department of education united states of america](https://edcircuit.com/wp-content/uploads/2017/02/Education-Department-DeVos-495x500.png "The seal of the u S Department of education featuring a large green tree with roots and leaves in front of a yellow sunburst on a blue background encircled by the words department of education united states of america | edcircuit")Trump’s pick for education is accused of plagiarizing answers to questionnaire for her confirmation hearing – including one answer lifted from an Obama official** Nikki Schwab | The Daily Mail | [Twitter](https://twitter.com/nikkischwab?lang=en) President Donald Trump’s pick for secretary of education, Betsy DeVos, appears to have done a cut-and-paste job when answering written questions posed to her by U.S. senators. The Washington Post discovered lifted sentences and phrases in written answers DeVos submitted to the Senate Health, Education, Labor and Pensions Committee’s ranking Democrat, Sen. Patty Murray. One of the clearest examples of plagiarism came from DeVos likely copying an answer from the writing of a top Obama administration official. To read more visit [The Daily Mail](https://www.dailymail.co.uk/news/article-4176886/Trump-s-pick-education-accused-plagiarizing-answers.html) **01/31/2017 | Washington, DC | The Times Picayune** ### **Betsy DeVos clears one confirmation hurdle: 6 takeaways** Danielle Dreilinger | The Times Picayune | [Twitter](https://twitter.com/djdreilinger?lang=en) A Senate committee approved President Donald Trump’s education secretary nominee Betsy DeVos on Tuesday (Jan. 31), moving her along to the full Senate. DeVos advocates for nontraditional school options: independently run public charters and private school vouchers. The uproar surrounding her appointment has been fierce, as shown by two emails sent to NOLA.com | The Times-Picayune Monday afternoon. Their subject lines: “1,450,000+ Petition Senate to Block Betsy DeVos” “Support for DeVos Continues to Grow” The 12-11 vote from the Health, Education, Labor and Pensions committee fell along party lines. But that doesn’t mean the proceedings went as expected. To read more visit The Times Picayune **![A map highlighting seven countries in dark red across north africa and the middle east including libya sudan yemen iran iraq syria and somalia Surrounding countries are shown in light gray](https://edcircuit.com/wp-content/uploads/2017/02/international-education-500x246.png "A map highlighting seven countries in dark red across north africa and the middle east including libya sudan yemen iran iraq syria and somalia Surrounding countries are shown in light gray | edcircuit")01/31/2017 | Washington, DC | The 74** ### **What Trump’s Ban Means for 17,000 Students From 7 Nations — and the Future of the U.S. Tech Industry** Mark Keierleber | The 74 | [Twitter](https://twitter.com/mkeierleber?lang=en) President Trump’s immigration ban was billed as a critical measure to keep out foreign threats, but when the executive order was issued on Friday, international students were among those who found themselves in the crosshairs of a new policy that barred citizens of seven majority-Muslim countries from entering the United States. Media reports and social media posts have documented the stories of dozens of students and academic researchers who were prevented from getting on flights to the U.S. or deported after landing at American airports. To read more visit [The 74](https://web.archive.org/web/20250616071555/https://www.the74million.org/article/what-trumps-ban-means-for-17000-students-from-7-nations-and-the-future-of-the-us-tech-industry/) ### **School Offers ‘Refugee Scholarship’ in Protest of Trump Order** Lauren Camera | U.S. News | [Twitter](https://twitter.com/laurenonthehill?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor) Wheaton College in Massachusetts is planning to offer a full scholarship to a refugee escaping conflict, with a preference to students from the seven Muslim-majority nations outlined in President Donald Trump’s executive order on immigration. “We are establishing the Wheaton Refugee Scholarship as a way of adding our voice to the chorus of people across the country who are calling for the immigration ban to be lifted,” college president Dennis Hanno said Tuesday in a statement. To read more visit U.S. News **![Person in athletic clothing sitting on the ground outdoors tying the laces of a running shoe with one foot extended toward the camera and sunlight in the background](https://edcircuit.com/wp-content/uploads/2017/02/health-and-education-500x330.png "Person in athletic clothing sitting on the ground outdoors tying the laces of a running shoe with one foot extended toward the camera and sunlight in the background | edcircuit")01/31/2017 | UK | The Telegraph** ### **National school exercise scheme launched in bid to tackle childhood obesity** Harry Yorke | The Telegraph | [Twitter](https://twitter.com/harryyorke1?lang=en) A new exercise regime which allows teachers and parents to monitor pupils’ activities throughout the school day is being rolled out across the country in a bid to eradicate childhood obesity. Launched on Tuesday, the Health Active Schools Systems (HASS) – devised by the children’s activity provider Fit For Sport – will provide schools with reports charting the activity of individual children on a daily basis. It comes as a report published last week by the Royal College of Paediatrics and Child Health revealed that 40 percent of children in the country’s most deprived areas were diagnosed as overweight or obese in 2016 – compared to just 27 percent in more affluent areas. To read more visit The Telegraph 1. **MLive –** [What to expect now that Betsy DeVos is U.S. education secretary](https://www.mlive.com/news/index.ssf/2017/02/what_to_expect_now_that_betsy.html) 2. **The New York Times –** Betsy DeVos, Pick for Secretary of Education, Is the Most Jeered 3. **The Washington Post –** Universities tell judge travel ban hurts schools, students 4. **edCircuit –** [International Students Going Incognito](https://edcircuit.com/international-students-going-incognito/) - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** InformED Report **Tags:** Popular --- ### [10 Local Conditions Needed to Scale Competency Education](https://edcircuit.com/10-conditions-scale-competency-education/) **Published:** February 23, 2017 **Author:** Dr. Berger **Excerpt:** District leaders can increase graduation rates and improve academic outcomes with competency education **Content:** *The districts to watch* By Jesse Moyer ### This is part three of a three-part series Across the country, school districts, principals, and teachers are working to increase graduation rates and improve academic outcomes, while closing achievement gaps and fill an increasingly prevalent jobs skills gap. Districts have a unique opportunity to forge a new path to personalized learning. With competency education, district leaders can help ensure all students are prepared for success after high school graduation. ### Building the right environment and learning from success While federal and state policymakers can help build supportive policy environments for competency education, districts are closest to the schools, students, and educators. Districts have the opportunity to set the vision for personalized learning while creating a culture that is supportive of building leadership and teachers as they work to pursue this vision. To build and scale competency-based learning environments, the right conditions are needed. While each community is unique, the conditions for success are applicable across unique environments. This proves true through the research on which [KnowledgeWorks](https://www.knowledgeworks.org/) has focused throughout the past few years. As an organization that believes research and policy must be grounded in best practice, we’ve talked with teachers, principals and district leaders throughout the country. Through these conversations, we’ve aimed to understand better what conditions or environments are necessary to successfully implement and scale competency-based education at a district level. ### The 10 District Conditions for Scaling Personalized Learning From this research came our District Conditions for Scaling Personalized Learning, a list of conditions that, when implemented, will allow districts to scale personalized learning and help every student thrive. There are bright spots for personalized learning across the country, some of which we will highlight with each condition below. **1. Curriculum:** Curriculum must be aligned to the district’s vision for teaching and learning, and it should be reviewed regularly to ensure alignment. Learning targets included should be consistent and easily understood for every student, although the ways in which students meet these targets may differ in order to provide a personalized learning experience for each student. Students should be able to set personal goals, and then educators can help foster engagement. Spirit Lake, Iowa, and Lawrence Township, Indiana, are focusing on multiple pathways and community-level partnerships that align to the curriculum, allowing students to follow areas they are passionate about, explore new topics or career paths, gain post-secondary credit at local higher education institutions and get on-the-job training through internships. **2. Instruction:** Having effective instructional practices go hand-in-hand with having a flexible and learner-centered curriculum. Instruction must be rigorous and relevant to students’ needs and interests. This will also help teach students how to learn, shifting from a teacher-led to student-led instructional model. While districts should set the vision and the desired outcomes for a competency-based system, details about specific instructional strategies should be left to schools. In [Bartholomew County, Indiana](https://www.bcsc.k12.in.us/), and [Kettle Moraine, Wisconsin](https://www.kmsd.edu/), the district clears barriers to give schools space to determine instructional details that align with the overall vision. **3. Comprehensive Assessment System:** Each district should implement a comprehensive assessment system that is aligned with the district’s vision for teaching and learning. Assessments should include formative, interim, and summative assessments. Instant feedback from ongoing embedded assessments should be used to monitor student progress and adjust day-to-day learning activities. [Napa Valley Unified School District (NVUSD)](https://www.nvusd.k12.ca.us/) in California is focused on implementing district-wide, technology-infused teaching and learning with an expressed focus on 21st-centry skills. With that approach, the district focused on bringing coherence to the system, which led them to focus on common data and a gradebook that blends content and skills. Additionally, NVUSD implemented digital portfolios that aligned with what students need to achieve. **4. Learning Environments:** Districts should cultivate in- and out-of-school learning environments that support high expectations for all students while fostering a culture of trust, support, equity, and inclusiveness. Flexibility and malleability are key components of learning environments for competency-based learning. It’s important to create space that can accommodate collaborative time, individual learning time and presentation time. In Bartholomew County, Indiana, the district built Columbus Signature Academy in an old auto parts warehouse. The building has flexible, glass classrooms that allow for multi-purpose use and greater transparency. **5. Student Supports:** Students should get the supports and interventions they need to be successful when they need them, instead of after a summative assessment at the end of the year. These supports should be informed by instant feedback based on frequent formative assessments and, to the extent possible, be embedded in learning. In Wisconsin, the [Cooperative Educational Service Agency (CESA) #1](https://web.archive.org/web/20240826165527/https://www.cesa1.k12.wi.us/) is actively working to support students through shorter feedback cycles, which allows for more effective differentiation of instruction and deeper personalization. **6. Professional Development:** Each district should offer job-embedded professional development that aligns with the district’s vision for teaching and learning. The professional development program should foster a culture of collaboration and continuous improvement while also leveraging technology that creates a customized experience for each teacher that is available at any place and time. CESA #1 in Wisconsin has implemented a system where educators earn badges for professional development opportunities. This allows educators to create professional portfolios of badges that display what credentials they’ve earned as in-service educators. Additionally, CESA #1 offers a technological platform where educators can share lesson plans, assessments, and best practices, and they can reach out to peers with questions. **7. Leadership Development:** A district should have a leadership development program that identifies and trains leaders at the classroom, school, and district level. This includes involving educators and other staff members in the visioning process, strategic planning, partnership cultivation and curriculum review. One of the most important steps of any leadership plan is identifying promising individuals within the district. In Kentucky’s Fayette County Schools, schools identify potential leaders – rather than the district level – in order to ensure that a new leader is compatible with the school and learning environments in which they will be working. **8. Technology Policy:** A sound technology policy is becoming increasingly prevalent in today’s connected society. Students are plugged in 24 hours per day, seven days per week. Asking them to unplug and leave the technology they’ve grown up within lockers or outside school is one of the quickest ways to make school irrelevant for them. Districts must have a technology policy that allows for safe access to the internet at all times of the school day. Districts should also address deficiencies in infrastructure in order to support a more connected student population at scale. **9. Comprehensive Data Systems:** Districts should maintain a comprehensive data system consisting of learning management, assessment, and student information systems. These systems should be able to track student achievement history, teacher comments, supports and interventions, and other indicators while protecting student-level privacy. The key to personalized learning is the use of data to construct personalized learning plans based on information gathered from assessments and other learning activities. For this to work effectively, educators, parents, and students should have continuous access to a comprehensive data system that includes learning management, assessment, and student-level information. Of course, this system must protect student data and identity at all costs. **![Rope knot](https://edcircuit.com/wp-content/uploads/2017/02/partnership-education-500x333.jpg "Partnership education | edcircuit")10. Partnerships:** Each district should cultivate partnerships with business, community, and higher education constituents in their communities (including local and county government, recreation, juvenile justice, faith-based, etc.). These entities should be involved in creating a district vision and strategic plan that is aligned with a broader economic and workforce development plan for the community. [Spirit Lake Community Schools](https://www.spirit-lake.k12.ia.us/) in Iowa offers internships, wrap-around services, and other opportunities to ensure college and career readiness for students, while also aiming to meet the economic and social needs of the community. District leaders are careful to ensure that all partnerships benefit not only the students but also the community partners. For more information about the necessary local conditions to successfully implement competency-based and personalized learning, check out District Conditions for Scale: A Practical Guide to Scaling Personalized Learning. **Additional Parts of the Series:** - [Part 1](https://edcircuit.com/a-new-federal-role-for-competency-education/) in the series: [A New Federal Role for Competency Education](https://edcircuit.com/a-new-federal-role-for-competency-education/) - [Part 2](https://edcircuit.com/state-flexibility-competency-education/) in the series: [Now is the time: State Flexibility to Implement Competency Education](https://edcircuit.com/state-flexibility-competency-education/) **Author** Jesse Moyer serves as the Senior Director of School Development for [KnowledgeWorks](https://www.knowledgeworks.org/) directing strategy for partnering with learning communities to advance their vision for personalized learning. Moyer, in particular, focuses recruiting districts who are interested in pursuing personalized learning as a way to serve all students. He has done extensive research on personalized and competency-based learning and authored national publications on the subject. 1. **iNACOL –** [Competency Works](https://www.competencyworks.org/) 2. **SEEN Magazine –** MARCHING TOWARDS COMPETENCY 3. **US Department of Education –** [Competency-Based Learning or Personalized Learning](https://web.archive.org/web/20220105110513/https://www.ed.gov/oii-news/competency-based-learning-or-personalized-learning) - [ ![Dr. Berger](https://edcircuit.com/wp-content/uploads/lovable-avatars/dr-berger-197.webp) ](https://edcircuit.com/author/dr-rod-berger/) [Dr. Berger](https://edcircuit.com/author/dr-rod-berger/ "Dr. Berger"): Author Dr. Berger is one of many contributors to edCircuit. As an academic, Dr. Berger is a former assistant principal, and he is currently a managing partner at Reignlight and hosts a unique podcast, Headroom. He is a passionate Detroit sports fan who has also adopted Nashville sports teams as his own. [ View all posts ](https://edcircuit.com/author/dr-rod-berger/ "View all posts") [ ](mailto:rod@mrmg.com) **Categories:** Hidden **Tags:** Headline --- ### [SEL and PBL: Let’s Have One Conversation](https://edcircuit.com/sel-and-pbl-lets-have-one-conversation/) **Published:** January 4, 2017 **Author:** Dr. Berger **Excerpt:** It’s clear that teaching a strengths-based version of SEL into schools won’t succeed by putting more posters on the walls of classrooms. **Content:** *Bringing Social Emotional and Project Based Learning together* By Thom Markham It’s always been of interest to me that an IQ test for students in 1910 contained questions such as this: *What is the relationship between a dog and rabbit?* Even more interesting is the correct answer at the time: *Dogs chase rabbits.* In 2016, such an answer would qualify the test taker for one of those scientific labels slapped on the supposedly deficient humans of the early 20th century, such as idiot and moron. Today, any 6th grader knows the right answer: *Dogs and rabbits are both mammals.* That’s one example of how our notion of ‘smartness’ depends on social expectations and the surrounding culture. It’s also a marker of how the scientific model has penetrated our thinking about learning over the last 100 years and led to a deeply-embedded cognitive version of schooling that relies on categorization and logic. It’s a cognitive bias that shows up everywhere in the academic curriculum.![Rabbit in the grass](https://edcircuit.com/wp-content/uploads/2017/01/stencil.default-68-1-1-500x333.jpg "A brown rabbit sits in green grass holding a small white flower in its mouth with a blurred green background | edcircuit") The problem is this, however: Our old notion of intelligence is no longer useful. Managers in private sector industries contend with this daily, as they try to tap the personal strengths of employees to improve communication and collaboration skills, deepen engagement in the company mission, and develop self-motivated leaders. They have increasingly turned to research into positive psychology and strengths-based thinking to give employees more autonomy, meaningful work, and opportunities for personal as well as professional growth—the kind of ‘thrive and drive’ mentality described by Daniel Pink in his books Drive and a Whole New Mind. The challenge for managers is that no driver’s manual exists for teaching this emerging form of intelligence. Training works, up to a point, but intangibles of personality can’t be easily condensed into a set of bullet points or addressed through one-day workshops. The same dilemma applies to teachers who practice project based learning (PBL), which mirrors industry preparation by focusing on skills, process, and performance rather than testing and recall. To succeed, PBL must also tap into personality, hidden strengths, and emotional intelligence—the kinds of attributes and assets that lead to peak performance. This is a core challenge for a PBL teacher. In fact, I would argue that this is education’s foremost challenge at the moment: How to bring forth, make visible, and support social-emotional strengths critical to success in life and work in today’s world. It’s clear that teaching a strengths-based version of SEL into schools won’t succeed by putting more posters on the walls of classrooms. Nor can schools issue a textbook on the subject. We need a more powerful method—and I suggest that the path forward is to integrate the process of PBL with the practice, mastery, and reflection on SEL strengths. There is good news here: PBL is becoming wildly popular. When done well, PBL offers students well-structured opportunities to learn problem solving, collaboration, and critical thinking skills that result in deeper learning, greater satisfaction, and better preparation for the world at large. That’s a great start, but the next step is to power up PBL by paying attention to a second trend, also visible, but less developed: The rapid rise of social-emotional learning (SEL) as a key driver of student success. I use the term *‘less developed’* because much of the conversation around SEL still suffers from a cognitive bias hangover and the notion that emotions are a negative factor in learning. Obviously, it’s important to support students’ emotional well-being, but it’s critical now to transition to a strengths-based approach and focus on key intelligent behaviors such as curiosity, empathy, resiliency, social awareness, and self-management. > It’s clear that teaching a strengths-based version of SEL into schools won’t succeed by putting more posters on the walls of classrooms. That’s a bit of a journey, but I’d suggest that PBL teachers can help shift the mindset by taking three steps: 1. **Focus on core factors.** Over the past decade and a half, I’ve seen how well executed PBL can provide a *joyful* learning experience for students. When projects offer the right mix of challenge, engagement, and personalized support, blended with a motivating, meaningful learning experience that reaches deep into the soul, joy is the outcome. You can see it bubble up in the animated faces, big smiles, body language, and open-hearted response of students at the end of a good project. In other words, we’ve reached the whole child. This outcome can be explained by a little observed fact: PBL relies on the same conditions necessary for anyone to develop a ‘drive and thrive’ outlook: Experiencing mastery; finding meaning and fulfillment; and having a constructive relationship to a caring adult mentor. These are the *exact* three factors critical to effective PBL, which cannot succeed without a strong teacher-student relationship, a challenging, meaningful problem to be solved, and broad-based assessments that emphasize mastery and growth over time. 2. **Redefine rigor** PBL draws its power from the mantra that drove education reform in the last decade: *rigor, relevance, and relationship*. PBL offers more relevant education by infusing learning with greater authenticity and meaning. Plus, attention to student-centered teaching methods reflects the desire to develop productive, positive teacher-student relationships. But something’s missing—and the gap tells us why performance lags in many projects: The concept of *rigor* remains static. Rigor is still associated exclusively with curriculum, information mastery and testing. Whether it’s the quantity of problems assigned for homework, the amount of reading required for the next day, or the ‘hardness’ of the test, rigor is defined in industrial terms. In the human performance field, rigor is a measure of personal performance, not a standard to quantify how much information has been learned. A PBL teacher can make this crucial shift by envisioning a *mastery* goal for students: *To become a rigorous person*. 3. **Make challenge the heart of PBL** Right now, not all PBL is equal. Too often, the goal is to cover standards under the guise of ‘student-centered instruction.’ Ultimately, however, I foresee that PBL will continue to evolve and become a consensus teaching philosophy designed to challenge students to go beyond standards and become designers, inventors, and deeper thinkers. Attaining this goal begins with [high quality project design](https://web.archive.org/web/20170405185244/https://pblglobal.com:80/blog/seven-steps-to-high-quality-pbl/) that challenges students, stimulates deep inquiry, and requires them to demonstrate their mastery of skills and applied knowledge. Particularly, taking time to draft a deeper-learning driving question is the key to establishing the challenge. ‘How can I prevent global warning?’ is quite different from ‘How can I take specific actions within my community that contribute to lessening the effects of climate change?’ The latter question inspires deeper thinking and engagement, and thus the level of mastery at the end. Most important, however, a meaningful challenge inherently invites students to bring internal assets and strengths to the project—to bring their best. When students engage the world through authentic learning, have the opportunity learn and contribute, and can display their knowledge, they go through a growth process that makes visible the strengths that students will need for a successful future. **Author** Thom Markham, CEO of PBL Global, is the author of [Redefining Smart](https://web.archive.org/web/20210805110953/https://us.corwin.com/en-us/nam/redefining-smart/book243799) and a respected international school consultant who has assisted over 300 schools and nearly 6000 teachers across five continents in implementing project based learning, 21st century competencies, and successful inquiry-based systems of teaching and learning. PBL Global offers the Project Based Learning Master Teacher Library of online courses, as well as coaching and strategic consulting. Email or follow [@thommarkham](https://www.twitter.com/). **Further Reading** 1. **Chalkbeat** – [Beyond the three Rs: Schools sharpen focus on social and emotional learning in 2016](https://www.chalkbeat.org/posts/co/2016/12/21/beyond-the-three-rs-schools-sharpen-focus-on-social-and-emotional-learning-in-2016/) 2. **Greenwich Free Press** – [Parenting Matters: Stanwich School to host 6-week social and emotional learning course for parents and their young children.](https://greenwichfreepress.com/schools/parenting-matters-stanwich-school-to-host-6-week-social-and-emotional-learning-course-for-parents-and-their-young-children-78645/) 3. **TES** –[ Project-based learning: an alternative to GCSE resits?](https://www.tes.com/news/further-education/breaking-views/project-based-learning-alternative-gcse-resits) - [ ![Dr. Berger](https://edcircuit.com/wp-content/uploads/lovable-avatars/dr-berger-197.webp) ](https://edcircuit.com/author/dr-rod-berger/) [Dr. Berger](https://edcircuit.com/author/dr-rod-berger/ "Dr. Berger"): Author Dr. Berger is one of many contributors to edCircuit. As an academic, Dr. Berger is a former assistant principal, and he is currently a managing partner at Reignlight and hosts a unique podcast, Headroom. He is a passionate Detroit sports fan who has also adopted Nashville sports teams as his own. [ View all posts ](https://edcircuit.com/author/dr-rod-berger/ "View all posts") [ ](mailto:rod@mrmg.com) **Categories:** Hidden **Tags:** Headline --- ### [Shifting the Paradigm of the Classroom to Respond to the Demands of a Global World](https://edcircuit.com/shifting-the-paradigm-of-the-classroom-to-respond-to-the-demands-of-a-global-world/) **Published:** January 3, 2017 **Author:** Dr. Berger **Excerpt:** As school systems become more globally competent and teachers become more knowledgeable and gain comfort with infusing global competence into the classrooms, students are expected to expand their knowledge incrementally as well. **Content:** *Is America ready?* By Dr. Margy Jones-Carey College and career ready, 21st-century skills, flipping the classroom, problem-based learning, and preparing students to work in a global world permeate the conversations about education in the United States. These discussions are often had with teachers and school leaders in meetings, professional learning opportunities and even in conversations with those outside school systems. These “catch phrases” are really about shifting the paradigm of the traditional classroom and curriculum to respond to the changing world facing today’s students. In 2005, Friedman published the book “*The World is Flat*”. So many of us read this book and we had “aha” moments as we read. It was as though we hadn’t really noticed that technology had allowed for a new way of working, communicating and sharing information in a micro-second with someone across the world. While the book shares much more about the changes that come with a global economy, there is little doubt in anyone’s mind in 2016, that the way in which we communicate, shop, learn and work, does not look much like what it did even a decade earlier. So, as educators, we have to make the paradigm shifts necessary to ensure we are bringing the needed skills to our students. Let’s take a closer looks at those “catch phrases”. The discussion on 21st century skills is often framed into four categories: Collaboration and team work, creativity and imagination, critical thinking and problem solving. Often educators think in terms of how to use technology to support these skills within our current classroom paradigms. Yet, if we are to isolate 21st century skills to just reframing our current classroom paradigms, we will have missed out on responding to the globalization of the world that our students are destined to work in. The work of [TeachThought](https://www.teachthought.com) has offered 4 categories that seem to make it easier to see how to shift the paradigm of classrooms to respond to the needs of a global world: Self-knowledge, human citizenship, critical literacy and transitional literacy. **Self-Knowledge** In order to shift the paradigm, it is important that we offer educators the opportunity to assess their own knowledge of the culturally diversified classrooms of schools today. Once educators are given the opportunity to self-reflect on their own knowledge, schools must then be willing to allow educators the time and the training to fill in those learning gaps. The old adage “You can’t teach what you don’t know” is often forgotten in the quest to shift the paradigm more quickly. This often leads to the resistance that makes changing the curriculum and classrooms almost impossible. Realization of the need to change most often occurs when someone is allowed time to self- reflect. Therefore the first step in shifting the paradigm is to allow educators to analyze where they are on a global competency continuum. The University of North Carolina at Chapel Hill has developed a simple tool for doing just that. The Globally Competent Teaching Continuum allows for individuals to gauge their own global competence through self- assessing in 12 categories. > As school systems become more globally competent and teachers become more knowledgeable and gain comfort with infusing global competence into the classrooms, students are expected to expand their knowledge incrementally as well. Included in these categories is reflecting on one’s own knowledge of how to assess students in the area of global competence. Once this assessment is completed, an educator can then begin to look for opportunities to close those identified gaps through research, professional learning and sharing with other educators. There are many resources available to support educators from places such as the Asia Society, National Educators Association and World Savvy. Schools that have forged ahead in valuing the idea of creating globally competent students have found their success heightened when they work with problem or project based learning. When working with students across all age groups, engaging them in solving a world problem or a globally minded project that involves a place other than the United States, forces the students to expand their knowledge of other countries beyond “food, flags, and festivals”. **Bringing Global Competence to the Classrooms** Let’s think about changing the design of the traditional fourth-grade science unit on weather. Applying the backward planning model to the lesson includes adding a new outcome: Developing the basic global knowledge of students. Once educators determine that this is an essential outcome of the lesson, it can become as important to the learning as the current objectives of the unit. As the primary instruction on cloud formations is completed, the modified lesson includes a new way to assess student learning. Students are to work in groups to look at the cloud formations in different parts of the world through the use of online weather applications. Once the students have begun to better understand what different types of clouds mean for the upcoming weather, you can have students predict the weather in those regions. Once they have a prediction, students engage in a discussion on the implications for the industries that dominate those countries or regions. While this activity may be considered to be at the global exposure level, you are moving students on a continuum of broadening their knowledge of the world around them. The foundation is being set. The classroom paradigm is beginning to change. If we think about developing global competence on a continuum, educators can then expand how they work with students across the grade levels and subject areas. As school systems become more globally competent and teachers become more knowledgeable and gain comfort with infusing global competence into the classrooms, students are expected to expand their knowledge incrementally as well. Engaging high school students in discussions on world historical events can sometimes be difficult. It might be interesting in a high school history class to take textbooks or news articles from the United States and from countries to see how they report on an event in history such as the end of World War I, World War II, the resignation of Richard Nixon or the events of 9/11. From these textbooks/articles, educators can begin to explore the cultural differences between the United States and other countries along with examining how patriotism influences textbooks and articles. The students are charged with becoming investigative reporters and are asked to determine the accuracy of the texts or articles and discuss what in their background and knowledge is bringing them to their conclusion. Depending on how far you take this assignment, you just might cover all four of the From these textbooks/articles, educators can begin to explore the cultural differences between the United States and other countries along with examining how patriotism influences textbooks and articles. The students are charged with becoming investigative reporters and are asked to determine the accuracy of the texts or articles and discuss what in their background and knowledge is bringing them to their conclusion. Depending on how far you take this assignment, you just might cover all four of the *TeachThought* components. **The Shift Takes Time** In the end, the shift of a paradigm begins with small changes. Embracing the need to develop a globally competent curriculum and classroom begins with minor adaptations to existing lessons by expanding the countries/regions assigned in existing projects, bringing in articles and source documents from other countries and using available videos and applications that bring the world into the classroom and engage students in global problem solving and expanded discussions. For those who want to see how your own skills and knowledge are changing, each semester commit to taking the self-assessment. As you see how quickly small changes demonstrate marked improvement in your own journey to become globally competent you will also see the paradigm of the classroom changing and expanding. That is what we call success! As you see how quickly small changes demonstrate marked improvement in your own journey to become globally competent you will also see the paradigm of the classroom changing and expanding. That is what we call success! **Author** Dr. Margaret Jones-Carey has been a public school educator for more than 30 years. She has held the titles of teacher, principal, coordinator of financial services, director of technology and curriculum, chief academic officer, executive director and assistant/associate superintendent. Dr. Jones-Carey is an Assistant Professor and Program Director for the Educational Leadership Program at St. Bonaventure University. Dr. Jones-Carey has presented internationally on topics such as 21 century learning, using Academic Vocabulary to improve edTPA results, using teacher leaders to infuse global competence in schools and is currently working on developing professional learning opportunities for educators around teacher pedagogical practices, teacher leadership and global competency. Dr. Jones-Carey remains passionately committed to developing future teachers and leaders. **Further Reading** 1. **CNN** – [Singapore teens top global education ranking as US lags](https://www.cnn.com/2016/12/06/world/pisa-global-education-rankings/) 2. **Bucknell University** – Bucknell Students Reflect on Global Education Through Photography 3. **The Economist** – [What the world can learn from the latest PISA test results](https://www.economist.com/news/international/21711247-reforming-education-slow-and-hard-eminently-possible-what-world-can-learn) - [ ![Dr. Berger](https://edcircuit.com/wp-content/uploads/lovable-avatars/dr-berger-197.webp) ](https://edcircuit.com/author/dr-rod-berger/) [Dr. Berger](https://edcircuit.com/author/dr-rod-berger/ "Dr. Berger"): Author Dr. Berger is one of many contributors to edCircuit. As an academic, Dr. Berger is a former assistant principal, and he is currently a managing partner at Reignlight and hosts a unique podcast, Headroom. He is a passionate Detroit sports fan who has also adopted Nashville sports teams as his own. [ View all posts ](https://edcircuit.com/author/dr-rod-berger/ "View all posts") [ ](mailto:rod@mrmg.com) **Categories:** Global, Project-based learning **Tags:** Headline --- ### [Teacher Perspective: In Sync with EdTech](https://edcircuit.com/teacher-perspective-in-sync-with-edtech/) **Published:** January 12, 2017 **Author:** Dr. Berger **Excerpt:** Educators finding new methods to engage students with Google Doc approach **Content:** *Educators finding new methods to engage students* By Meredith Allen Soundtrap was first created by musicians for musicians in Stockholm, Sweden circa 2012. Increased classroom practices using this DAW (Digital Audio Workstation) has now transcended to all content areas, abilities and locations….what is this and why would we be using it in schools?! Soundtrap is an easy-to-use, online recording studio that can be used across any device to create audio without the necessity of being in the same physical space as your collaborator(s). No more anechoic rooms, mixing consoles, orientation sessions or booking appointments. That’s all fine and good for musicians and music producers, but what about this “across-content” classroom business I spoke of earlier that is influencing our schools at exponential rates in 2017? Now that Soundtrap has put these once-complicated, hard-to-obtain tools in the hands of babes, babes can now benefit for the first time – from their phones, Chromebooks, computers or tablets. And those same babes can create in minutes (it’s that easy!) and invite other babes (from other schools, states, countries!) to collaborate on their project – in real, friggin’ time. I know, it’s incredible. Basically this is a Google Doc for audio recording. It has never been done and is now being done beautifully by Soundtrap. What does this mean for our schools? - School districts can now **connect** and **create** with other school districts. Think about how impactful this could be to our rural districts. - Students can keep creating outside of the 45-minute class period – on their own phone or at home…as long as they have an internet connection. Heck, they could even work on their project from their dentist’s computer if it was online (and said dentist was ok with their computer being hijacked:-) - Budding musicians and music producers now have access to a very robust platform, bridging the gap between secondary and post-secondary school programs which will continue to cultivate their passions through school. - Speech Language Pathologists have an easy-to-use tool to capture and archive student progress, as well as have an opportunity to invite parents and teachers to access their audio growth portfolio. - Foreign language teachers have a slick way of recording their voice (or student’s voice) and inviting collaborators to add comments and/or edit in real time or asynchronously. - Countless uses in music classrooms…rehearsal recordings to evaluate and reflect on, practice tool using accompaniments, audition recordings, composition projects, playing assessments, etc. - Interviews, podcasts, commercials….the list just keeps going on. Soundtrap is about all about creating and connecting. It is simple yet monumental, and this is the time to take hold and experience. The most recent NMC/CoSN Report: 2016 K-12 Edition, which examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry in schools, understands the importance. This report charts the horizon for emerging technologies in school communities across the globe by an organization that has the world’s longest-running exploration of technology trends in education. One major mid-term trend from this report that focuses on driving EdTech adoption in the next 3-5 years…..yep, you called it: **Collaborative Learning**. This social construct places the learner at the center, encourages interaction, group work and develops solutions to actual, real-world problems. When applied in the spirit of deeper collaboration, technology can unite students around big ideas and projects, while integrating web-based resources that will expand their learning. Digital tools are fundamental ingredients in the facilitation of collaborative learning approaches, offering platforms for communication and activities in synchronous as well as asynchronous environments. Cloud computing has been particularly lauded for its role in bolstering collaboration as it instills unlimited potential for teacher, student, and parent communication. People can easily access and share learning materials with each other, making updates in real time….\[encouraging\] increased student achievement, discussion, confidence, and active learning. (NMC/CoSN Horizon Report, 2016, p. 12) There it is. And that, my dear friends, is why I shout [Soundtrap](https://soundtrap.com/edu) from the rooftops. \**Editors note*– Allen’s original post provided to edCircuit with permission to republish. You can learn more about Allen here. **Author** Meredith Allen has served as an Instructional Technology Consultant for Prairie Lakes Area Education Agency in Iowa. Preceding her consulting, Meredith taught instrumental music, K-7 technology and facilitated a Virtual Reality Education Pathfinders program in a rural Midwest district. She also served on the District Leadership Team, served as the district’s Technology Integrationist, and assisted with implementation of the district’s 1:1 computing initiative. In addition to her passion for music education, Meredith has strong interests in elementary coding and is a CS Fundamentals Facilitator for Code.org. She also is certified in the Instructional Practices Inventory, reflecting her strong desire for classrooms that foster deeper student engagement. Meredith has a Master’s of Science in Technology for Education and Training and participated in the 2016 Iowa cohort of the National Teacher Leadership Initiative, a joint endeavor of the National Education Association, the Center for Teaching Quality, and The National Board for Professional Teaching Standards. Her current role as Educational Ambassador with the collaborative online audio recording studio Soundtrap, is a beautiful marriage of her passions: music, education & technology. Her charge is creating deeper learning through student-centered, problem-based learning experiences that result in student agency and authentic work. **Further Reading** 1. **The Huffington Post** – [The Fascinating Power of Music that Connects the World: Meet Per Emanuelsson, CEO of Soundtrap, Moving Full STEAM Ahead](https://www.huffingtonpost.com/robyn-shulman-/the-fascinating-power-of-_b_10357424.html) 2. **Michigan State University Today** – [ENDOWMENT SUPPORTS MORE DIVERSE FUTURE FOR MUSIC EDUCATION](https://web.archive.org/web/20200115235924/https://msutoday.msu.edu/news/2017/endowment-supports-more-diverse-future-for-music-education/) 3. **YAHOO Finance** – Music Monday celebrates Canada’s 150th anniversary with new anthem by Juno award-winning duo - [ ![Dr. Berger](https://edcircuit.com/wp-content/uploads/lovable-avatars/dr-berger-197.webp) ](https://edcircuit.com/author/dr-rod-berger/) [Dr. Berger](https://edcircuit.com/author/dr-rod-berger/ "Dr. Berger"): Author Dr. Berger is one of many contributors to edCircuit. As an academic, Dr. Berger is a former assistant principal, and he is currently a managing partner at Reignlight and hosts a unique podcast, Headroom. He is a passionate Detroit sports fan who has also adopted Nashville sports teams as his own. [ View all posts ](https://edcircuit.com/author/dr-rod-berger/ "View all posts") [ ](mailto:rod@mrmg.com) **Categories:** Product Reviews, Augmented and virtual reality, STEAM in Education --- ### [InformED Report 10/27/16](https://edcircuit.com/informed-report-102716/) **Published:** October 27, 2016 **Author:** EdCircuit Staff **Excerpt:** 09/22/2016 | Houston, TX | Houston Chronicle **Content:** **![Graph texas vs Rest of u S](https://edcircuit.com/wp-content/uploads/2016/10/Snip20161026_61-500x251.png "Line graph showing high school graduation rates from 1994 to 2014 for texas and the rest of the u S Both lines trend upward until about 2002 after a policy change texas drops while the rest of the u S Remains steady | edcircuit")09/22/2016 | Houston, TX | Houston Chronicle** ## **How Texas keeps tens of thousands of children out of special education** Brian M. Rosenthal | Houston Chronicle | [Twitter](https://twitter.com/brianmrosenthal?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor) During the first week of school at Shadow Forest Elementary, a frail kindergartner named Roanin Walker had a meltdown at recess. Overwhelmed by the shrieking and giggling, he hid by the swings and then tried to escape the playground, hitting a classmate and biting a teacher before being restrained. The principal called Roanin’s mother. “There’s been an incident.” Heidi Walker was frightened, but as she hurried to the Humble school that day in 2014, she felt strangely relieved. She had warned school administrators months earlier that her 5-year-old had been diagnosed with a disability similar to autism. Now they would understand, she thought. Surely they would give him the therapy and counseling he needed. Walker knew the law was on her side. Since 1975, Congress has required public schools in the United States to provide specialized education services to all eligible children with any type of disability. But what she didn’t know is that in Texas, unelected state officials have quietly devised a system that has kept thousands of disabled kids like Roanin out of special education. To read more visit [Houston Chronicle](https://web.archive.org/web/20231208185924/https://www.houstonchronicle.com/denied/) ## **What Texas did to its special education students** Valerie Strauss | The Washington Post | [Twitter](https://twitter.com/valeriestrauss?lang=en) An investigation by the Houston Chronicle has revealed that unelected state officials in Texas “arbitrarily decided what percentage of students should get special education services” more than a decade ago and then began auditing school districts that did not comply. Their efforts, which started in 2004 but have never been publicly announced or explained, have saved the Texas Education Agency billions of dollars but denied vital supports to children with autism, attention deficit hyperactivity disorder, dyslexia, epilepsy, mental illnesses, speech impediments, traumatic brain injuries, even blindness and deafness, a Houston Chronicle investigation has found. The newspaper’s reporter, Brian Rosenthal, found that state officials set a cap of 8.5 percent of students who should receive special-education services, far lower than the national average. According to the U.S. National Center for Education Statistics, the overall percentage of those being served in programs for students with disabilities was 12.9 percent in 2012-13, the most recent year for which statistics are available, down 13.8 percent in 2004-05. In 2015, the 8.5 percent was reached for the first time, dropping from 12 percent a dozen years ago, the newspaper reported. To read more visit [The Washington Post](https://web.archive.org/web/20210731033607/https://www.washingtonpost.com/news/answer-sheet/wp/2016/09/18/what-texas-did-to-its-special-education-students/?postshare=3041474297752761&tid=ss_tw) **09/27/2016 | Washington, DC | POLITICO** ## **Fleeting mentions of education in first debate** Michael Stratford | POLITICO | [Twitter](https://twitter.com/mstratford?lang=en) — Clinton talked most about education, bringing up the issue on several occasions, though only briefly. She twice mentioned “debt-free college” as part of her solution to improve the economy and she pledged to invest in education for middle-class workers. And she also pledged to help “people refinance their debt from college at a lower rate.” — Clinton suggested that Trump doesn’t pay any federal income tax, adding that would mean he doesn’t chip in for a range of government services. That includes “zero for schools,” she said. — Trump said that the country needs “new schools” as well as an array of other infrastructure improvements like hospitals and airports. He lamented “we don’t have the money because it’s been squandered on so many of \[Clinton’s\] ideas.” To read more visit POLITICO ## **Here’s where Hillary Clinton and Donald Trump stand on education** Abby Jackson | Business Insider | [Twitter](https://twitter.com/abbyjax) Education policy has largely been a second-tier issue in the 2016 presidential election. Hillary Clinton and Donald Trump, the Democratic and Republican presidential nominees, have focused their comments and discussions mostly on issues like national security, trade, and an email scandal. Still, in Trump’s case, education discussions have followed him as he remains enmeshed in multiple lawsuits filed by former students of Trump University that accuse him of defrauding thousands of customers with worthless classes on real estate and investing. In any case, both Trump and Clinton have given some indication about the issues they would back in the White House. Here’s where the candidates fall on the big education issues. To read more visit [Business Insider](https://www.businessinsider.com/hillary-clinton-and-donald-trump-on-education-issues-2016-9) **![Crushing student debt](https://edcircuit.com/wp-content/uploads/2016/10/Snip20161026_64.png "A large bag labeled $ student debt crushes a distressed person beneath it while scattered books and papers lie around them | edcircuit")09/30/2016 | Washington, DC | Fortune** ## **For-Profit Colleges Account for a Third of All Federal Student Loan Defaults** Lucinda Shen | Fortune | [Twitter](https://twitter.com/ShenLucinda?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor) Over one-third of federal student loan defaults can be attributed to students at for-profit schools. Students at for-profit colleges accounted for 35% of defaults during the three year period starting in 2013—down from 44% two years earlier, according to new data from the Department of Education, released Wednesday. Though it should be noted that students at for-profit colleges account for just 26% of all borrowers. The report measured the number of students or former students who had failed to make a payment for 360 consecutive days since the loan was first issued during the fiscal year ending September 2013. That comes at a time the DoE has been increasingly cracking down on for-profit colleges such as ITT Technical Institute, DeVry, Corinthian Colleges, and Brown Mackie College. Critics have accused for-profit institutions of deceiving consumers and pushing low-income students into costly loans. To read more visit [Fortune](https://fortune.com/2016/09/29/student-loan-defaults-2/) ## **Warren Blasts Dept of Ed. for ‘Hounding’ Students Defrauded by For-Profit School** Lauren McCauley | Common Dreams | [Twitter](https://twitter.com/lmccauley9) Sen. Elizabeth Warren (D-Mass.) is taking a stand for the tens of thousands of students who, first, were defrauded by the now-defunct, for-profit Corinthian College system and now, according to an investigation by her own staff, are being “hounded” by the U.S. Department of Education (DOE) to pay off those debts. In a searing letter (pdf) to DOE secretary John King on Thursday, Warren said that the department’s student loan bank is pushing nearly 80,000 former Corinthian College students into some form of debt collection, despite assurances that they would be eligible for loan discharges. “It is unconscionable that instead of helping these borrowers, vast numbers of Corinthian victims are currently being hounded by the Department’s debt collectors,” she wrote, “many having their credit slammed, their tax refunds seized, their Social Security and Earned Income Tax Credit (EITC) payments reduced, or their wages garnished—all to pay fraudulent debts that, under federal law and the Department’s own policies, are likely eligible for discharge that thus, invalid.” To read more visit [Common Dreams](https://www.commondreams.org/news/2016/09/30/warren-blasts-dept-ed-hounding-students-defrauded-profit-school) ## **For-profit colleges: 6 things to ask before enrolling** Katie Lobosco | CNN Money | [Twitter](https://twitter.com/KatieLobosco?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor) For-profit colleges have a ton of critics who’ve accused schools of luring in low-income students with false promises and then providing a subpar education. The government found that to be true at the now defunct network of Corinthian Colleges. And ITT Tech, which shut down this year, was facing numerous lawsuits that claimed it misled prospective students about how many graduates actually found employment in their fields of study. The government believes some students were so wronged, that it’s forgiving their student debt. DeVry University and the Education Management Corporation, which owns the Art Institutes, Argosy University, Brown Mackie College, and South University, have also been sued for deceiving students. To read more visit CNN Money *InformED Report is brought to you in cooperation with American ED TV and [MindRocket Media Group](https://www.mindrocketmediagroup.com/)* - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden --- ### [InformED Report 11/3/16](https://edcircuit.com/informed-report-11316/) **Published:** November 3, 2016 **Author:** EdCircuit Staff **Excerpt:** Germany proves tuition-free college is not a silver bullet for America’s education woes **Content:** ##### **Germany proves tuition-free college is not a silver bullet for America’s education woes** Jon Marcus | Quartz | [Twitter](https://twitter.com/jonmarcusboston) Claudia Niessler wouldn’t have attended a university that charged tuition, though even without it, her living expenses in college require her to work as many as 20 hours a week at a supermarket. Stefan Steinbock pipes in that having to pay tuition would discourage people with good grades but low incomes from getting university degrees. Eliminating financial stress means he can focus on his academics. But Peter-André Alt contends that being unable to charge tuition means universities are overcrowded and thinly stretched. Meanwhile, hard-pressed taxpayers are unfairly forced to fill the void, even if they don’t go to college or have kids who do. Niessler and Steinbock are students at Freie Universität in Berlin; Alt is the university’s president. Together, they embody the surprising ambivalence, unexpected nuances, and general pros and cons of a tuition-free university in Germany, a model proposed in the US by Democratic presidential candidate Hillary Clinton. To read more visit Quartz ##### **Clinton touts debt-free college plan. Here’s how she’d pay for it.** Danielle Douglas-Gabriel | The Washington Post | [Twitter](https://twitter.com/DaniDougPost) Hillary Clinton said during the debate that as president, tuition at public colleges and universities would be free for students from households earning up to $125,000, as part of a far-reaching $450 billion higher education plan. So how would she pay for that? Clinton’s campaign has said the candidate would reinstitute Ronald Reagan-era cuts on itemized tax deductions for high-income families. The Democratic nominee initially proposed a $350 billion plan, dubbed the New College Compact, that would provide money to states that guarantee “no-loan” tuition at four-year public universities and community colleges. States that enroll a high number of low- and middle-income students would receive more money, as would those that work with schools to reduce living expenses. Clinton is also promising to let students and parents refinance education loans to lower their interest rates. To read more visit [The Washington Post](https://web.archive.org/web/20201108151427/https://www.washingtonpost.com/politics/2016/live-updates/general-election/real-time-fact-checking-and-analysis-of-the-final-2016-presidential-debate/clinton-touts-debt-free-college-plan-heres-how-shed-pay-for-it/) ##### **Welfare Funds for Students Far From Welfare** Andrew Kreighbaum | Inside Higher Ed | [Twitter](https://twitter.com/kreighbaum) With the state experiencing huge revenue shortfalls during the recession in the late 2000s, Michigan lawmakers got creative with their budget process. Their maneuvering led the state to direct federal welfare funds to state college tuition grants — one of a handful of options to tackle a huge state budget shortfall. But nearly a decade later, that budget tactic has become a permanent feature of Michigan’s funding of higher education. That means that at least a portion of federal money designated for safety net spending in the state is going to the children of middle- and upper-income families attending institutions in the state like Aquinas College, Albion College and Kalamazoo College — an arrangement that is getting new scrutiny. According to the Michigan Department of Treasury, more than $93 million of Michigan’s allocation of funds from the Temporary Assistance for Needy Families (TANF) program goes to tuition grants, and more than $40 million went to private institutions in the fiscal year 2016. Advocates for college access and private institutions that benefit from the tuition grants say what’s needed in Michigan isn’t removal of those welfare dollars but expanding support for higher education overall. To read more visit [Inside Higher Ed](https://www.insidehighered.com/news/2016/10/18/michigans-use-welfare-funds-private-college-tuition-grants-gets-new-scrutiny) ##### **In Texas, Families With Special Education Needs Feel Their Kids Are Getting Shortchanged** Bill Zeeble | KERA News | [Twitter](https://twitter.com/bzeeble) Texas has the lowest special education enrollment numbers in the nation. Parents of some special needs students say they’ve spent years fighting with Texas schools to get services for their kids — services schools are required to provide under federal law. Last month, the Houston Chronicle reported that for 12 years, Texas intentionally delayed or withheld special education services to save money. Federal authorities now say Texas needs to justify their policies. Some parents feel stuck in the middle. Rosly Espinoza first suspected something was up with her middle daughter, Citlali, in pre-kindergarten. Citlali wasn’t paying attention and sometimes acted out. Through a translator, Espinoza says it got worse in first grade. “It all started with school issues,” Espinoza says. “Lack of interest, teachers’ notes coming home with behavior notes.” Espinoza asked school officials to evaluate her daughter, but they didn’t. That test is required before a student gets special education services. Last year, in second grade, she says things got worse. “She stopped paying attention in class,” Espinoza says. And she was “harassing other children. On some occasions she would scream, yell.” To read more visit KERA News ##### **Families in Flint say there’s a special education crisis that’s about to get worse** Bryce Covert | ThinkProgress | [Twitter](https://twitter.com/brycecovert?lang=en) Nakiya Wakes’s two children have long lived with learning challenges: her eldest daughter, 17 years old, has epilepsy, and her seven-year-old son has ADHD. But they still both loved going to school in Flint, Michigan. That changed after their struggles became compounded, Wakes says, by the water contamination crisis that exposed all residents to lead poisoning. Wakes began noticing that her daughter was no longer able to comprehend her reading. Her son started having behavioral issues. The year before the water crisis, Wakes says he was suspended once; this last year, he was suspended over 50 times. Wakes started contacting the school to ask for an Individualized Education Program, or IEP, for her son to document and address his needs. But she says the school fought her until the end of the year. “I felt like they were trying to deny my son his education,” she said on a call with the media. In the meantime, he kept being suspended, and now he doesn’t want to go to school at all. “He was the type that if the bus comes and he misses it, he’s crying because he loved school,” she said. “But now my son doesn’t like school anymore.” “I feel like everyone has let us down,” she added. “We didn’t ask to be poisoned, and these kids need their education.” Now residents like Wakes are taking aggressive steps to ensure their children get the educational services they need in the wake of the water crisis. Flint families, along with the ACLU of Michigan and attorneys from White & Case and the Education Law Center, announced a proposed class-action lawsuit on Tuesday that alleges the state and the Flint school system were already violating the law before the crisis by having inadequate services for children with special needs — violations that are all the worse now with so many more children potentially in need. To read more visit ThinkProgress ##### **Education Company to Pay $4.3 Million in Settlement With New York State** Kate Taylor | The New York Times | [Twitter](https://twitter.com/katetaylornyt) A for-profit network of schools and the family behind it have agreed to pay New York State more than $4.3 million in a settlement after having spent state funds, intended to pay for special education preschool, on credit card bills, maintenance of a boat and a son’s law school tuition, as well as claiming false tax deductions, the office of the state attorney general, Eric T. Schneiderman, said on Wednesday. The education company, K3 Learning Inc., is owned by Michael Koffler. His sons, Daniel and Brian Koffler, are its president and its chief technology officer. Michael Koffler also owns Sunshine Developmental School, a special education preschool program based in Queens. Federal law mandates that states provide special education preschool, and New York is one of a few states that do so by funding private contractors, many of them for-profit companies. Contractors are expected to track their expenses and submit reports to the State Education Department annually, seeking reimbursement. The cost of providing special education preschool has ballooned in recent years, particularly in New York City, where the city administers the reimbursements. Some companies have been found to have inflated expenses or diverted state money for their private use. To read more visit [The New York Times](https://www.nytimes.com/2016/10/20/nyregion/education-company-to-repay-4-3-million-in-settlement-with-new-york-state.html) ##### **Google: Race, gender gaps persist in computer science education** Jessica Guynn | USA Today | [Twitter](https://twitter.com/jguynn?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor) New research from Google shows that black students are less likely to have computer science classes in school and are less likely to use computers at home even though they are 1.5 times more interested in studying computer science than their white peers. The findings are part of a report released Tuesday by Google in partnership with Gallup that puts the spotlight on the racial and gender gap in K-12 computer science education. Google says its aim with the research, which surveyed thousands of students, parents, teachers, principals and superintendents, is to increase the numbers of women, blacks and Latinos in computer science. Computer science classes are popping up in K-12 schools around the country. The growing effort is coming from many quarters — the National Science Foundation, the College Board, Freada Kapor’s SMASH Academy, Black Girls Code, Girls Who Code, Code.org and major tech companies such as Google — all searching for the best way to put computers and computer know-how in the hands of kids from all racial, ethnic and socioeconomic backgrounds. On Monday, a coalition of computer scientists released a framework for what K-12 students should know about computer science. To read more visit [USA Today](https://www.usatoday.com/story/tech/news/2016/10/18/google-gallup-computer-science-girls-blacks-hispanics/92335498/) ##### **A Plan to Teach Every Child Computer Science** Emily Deruy | The Atlantic | [Twitter](https://twitter.com/emily_deruy) More and more jobs are requiring some knowledge about how computers work. Not just how to start one up and surf the web, but how they actually run, how—at the simplest level—a series of inputs leads to a series of particular outputs. Yet, across the United States, few children are being taught even the basics of computer science. It’s a discipline left largely to the self-motivated YouTube watchers and the kids lucky enough to be born into tech-minded families with resources. According to a new national survey from Google and Gallup, just more than half of seventh- through 12th-grade students attend a school that offers a dedicated computer-science class. Black students are less likely than their white peers to have access to such courses, and teachers and parents are more likely to tell boys that they would be good at computer science than they are girls. That a disproportionate number of technical workers at companies like Google, Apple, and Facebook are white and male is no surprise. To read more visit [The Atlantic](https://www.theatlantic.com/education/archive/2016/10/a-plan-to-teach-every-child-computer-science/504587/) *InformED Report is brought to you in cooperation with American ED TV and [MindRocket Media Group](https://www.mindrocketmediagroup.com/)* - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden --- ### [Where Do We Draw the Line? Free Speech in U.S. Schools](https://edcircuit.com/where-do-we-draw-the-line-free-speech-in-u-s-schools/) **Published:** September 4, 2016 **Author:** EdCircuit Staff **Excerpt:** edCircuit Opinion It was a very eventful year for The Foundation for Individual Rights in Education, commonly referred to as FIRE. There has been a great deal of pressure on Colleges and Universities to publicly confront issues amongst the student body including race, sexual assault, gay rights and politically correct comments. Many would argue that these institutions are getting too involved, others say that they are not intervening enough. **Content:** ## **edCircuit Opinion** It was a very eventful year for The Foundation for Individual Rights in Education, commonly referred to as FIRE. There has been a great deal of pressure on Colleges and Universities to publicly confront issues amongst the student body including race, sexual assault, gay rights and politically correct comments. Many would argue that these institutions are getting *too* involved, others say that they are not intervening *enough*. Although one question that has frequently been raised is: are students still allowed to practice their First Amendment rights in school? [The Atlantic](https://www.theatlantic.com/education/archive/2014/04/do-students-still-have-free-speech-in-school/360266/) reported that many administrators are taking advantage of laws put in place to protect faculty and other students. There have been instances of students being suspended for posting comments on social media that the school did not like. Do you agree with colleges regulating student’s verbal expressions? When are school’s justified to punish students based off of their verbal actions? Comment below. ## **At a Glance:** - The Foundation for Individual Rights in Education (FIRE) has forced Colleges and Universities to publicly confront national issues such as race, sexual assault, gay rights and politically correct speech in college life - Laws are in place which allows schools to punish any speech as long as they can cite “intimidation.” ## **Around the Web:** ##### **Fighting for Free Speech on America’s Campuses** Cecilia Capuzzi Simon | The New York Times The free-speech watchdog FIRE is a familiar irritant to college administrators, but until this past year, the rest of the country wasn’t paying much attention. An “epic” year is what Greg Lukianoff, president and chief executive of the Foundation for Individual Rights in Education, calls it. Colleges and universities were forced to publicly and painfully deal with a confluence of national issues — race, sexual assault, gay rights, politically correct speech — mirrored and magnified in the microcosm of campus life. Finally, FIRE’s activism was syncing with the zeitgeist, in part because of Mr. Lukianoff’s role in framing the public interpretation of the campus turmoil. It was Mr. Lukianoff who made the argument, in a widely read opinion piece in The Atlantic, that today’s students are “coddled” and demanding protections against offensive words and ideas at the expense of intellectual rigor and the First Amendment. It was also Mr. Lukianoff who happened to be at Yale during the infamous Halloween costume shout-down of Prof. Nicholas Christakis, and whose viral video of it appeared to vividly illustrate his observations that many college students don’t understand what freedom of speech is, and who it applies to. Freedom of speech, he said, is not an “intuitive” concept, and Americans take its benefits for granted. “I think everyone understands that they have a free-speech right, but they don’t necessarily understand why you should have one,” he said, sitting in his eighth-floor office in FIRE’s satellite space in Washington. Mr. Lukianoff, a First Amendment lawyer who joined FIRE in 2001 after a stint at the American Civil Liberties Union, has been on an “ongoing campaign to trick people” into understanding those rights. The ultimate goal? “Change the culture,” he said, adding quickly. “I am under no illusion that I can do that, but I keep trying.” The read more visit The New York Times ##### **Do Students Still Have Free Speech in Schools?** David R. Wheeler | The Atlantic In 1965, when Mary Beth Tinker was 13 years old, she wore a black armband to her junior high school to protest the Vietnam War. The school promptly suspended her, but her protest eventually led to a landmark Supreme Court case: Tinker v. Des Moines. In their verdict, the court vindicated Tinker by saying students do not “shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.” The 7-2 ruling ushered in a new era of free speech rights for students. First Amendment advocates basked in the glow of the Tinker decision for decades. However, the Internet has since complicated the meaning of the ruling, and those same advocates now worry students’ rights to freedom of speech are again under attack. Schools regularly punish students for online comments, even if those comments are made away from school property and after school hours. Although some administrators target cyber-bullies, others punish students whose only offense is posting an online comment that the school doesn’t like. The situation has inspired Tinker herself to tour the nation’s schools to revive student speech rights, nearly 50 years after her famous protest. To read more visit [The Atlantic](https://www.theatlantic.com/education/archive/2014/04/do-students-still-have-free-speech-in-school/360266/) - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** College Professors, Federal, Community, Students, Parents, Advocates, Around the Web, Legislation --- ### [From Shackles to School: Should Prisoners Have Access to Education?](https://edcircuit.com/from-shackles-to-school-should-prisoners-have-access-to-education/) **Published:** September 9, 2016 **Author:** Meghan Keates **Excerpt:** By Meghan Keates **Content:** By Meghan Keates I’m a huge fan of TED Talks, and the other day I watched one in particular that left me thinking. In an emotionally charged speech entitled “How we’re priming some kids for college – and others for prison,” urban sociologist Alice Goffman states that there are two major institutions in the U.S. which guide today’s youth on the path to adulthood: college and prison. As she explains, the contrast between the two couldn’t be starker. “Young people on this journey are meeting with probation officers instead of with teachers, they’re going to court dates instead of to class; their junior year abroad is instead a trip to the state correctional facility.” It is a disturbing reality for too many of today’s young adults, who find themselves in prison – in many cases, for minor offenses – and are eventually released back into society lacking in both skills and education. These are the facts: at this moment, there are over [2.3 million](https://www.prisonpolicy.org/reports/pie2016.html) people incarcerated in the United States. On average, it costs the government over [$30,000](https://web.archive.org/web/20250121050557/https://smartasset.com/insights/the-economics-of-the-american-prison-system) per year just to house a single inmate. At the same time, the majority of states annually spend less than $10,000 per student on K-12 public education. Two-thirds of prisoners are rearrested within three years of release. And even though integrating education into a prisoner’s sentencing has been proven to drastically reduce recidivism rates and increase the likelihood of meaningful employment upon release, Pell Grants have become nearly impossible for inmates to obtain due to the damage of the Tough on Crime era. ##### **The Path to Mass Incarceration** On June 19th, 1986, Len Bias, a first-team All-American college basketball forward at the University of Maryland, died of a cocaine overdose. This tragic event caught the media’s attention and quickly became politicized during the midterm elections. Seeing an opportunity to recover from their soft-on-crime reputation, Democrats introduced a bill which pushed for mandatory minimum sentences for drug offenses. This bill became a catalyst for the Tough on Crime era. The Tough on Crime movement caught steam when Ronald Reagan signed the Anti-Drug Abuse Act of 1986. This law increased funding for new prisons and created mandatory minimum sentencing for drug offenders. The majority of mandatory minimum laws only apply to [drug-related](https://famm.org/mandatory-minimums/) crimes, leading to inflexible sentencing and a drastic increase in state and federal prison populations. The Clinton administration’s signing of the Violent Crime Control and Law Enforcement Act of 1994 led to the devastating loss of Pell Grants for prisoners and overly [harsh](https://www.theatlantic.com/politics/archive/2014/04/a-timeline-of-the-rise-and-fall-of-tough-on-crime-drug-sentencing/360983/) punishment for nonviolent offenders, meaning that more people were given prison sentences, and less were being educated. The Department of *Corrections* shifted it focuses on punishment. More and more funds were taken away from educational opportunities and instead were being allocated to building in-demand prisons, pushing drug-related crime laws, and more. By 2003, Congress created, increased or expanded nearly 40 mandatory minimum sentences. It seems that Tough on Crime was the one policy that everyone could agree upon. The incarceration rate in the U.S. has grown by [700%](https://www.ted.com/talks/alice_goffman_college_or_prison_two_destinies_one_blatant_injustice?language=en#t-115977) because of the laws Congress enacted during the Tough on Crime Era. The majority of whom are expected to be rearrested due to a lack of education and support upon release. ##### **Public vs. Private** To accommodate such a high volume of prisoners, private facilities emerged, which attempted to ease the burden on Government-run prisons. What initially appeared to be a positive change, resulted in a correctional system which ultimately relies on hindering educational opportunities for inmates. There are stark differences between public and private prisons. Public prisons are government owned and have one [intent](https://www.investopedia.com/articles/investing/062215/business-model-private-prisons.asp): to house and rehabilitate. The latter, private prisons, are quite the opposite. These corporate owned institutions have a different [end goal](https://www.investopedia.com/articles/investing/062215/business-model-private-prisons.asp) in mind, and that’s to profit from each and every individual sitting in their cells. The business model of private prisons offers ZERO incentive for educational programs, mostly because it costs them even more if prisoners leave prepared for reintegration into society. Why? Because they not only have to fund program costs, but the implementation of educational opportunities in the rehabilitation process ultimately confirms that detainees are less likely to return within three [years](https://web.archive.org/web/20240713010633/https://www.ed.gov/news/press-releases/us-department-education-launches-second-chance-pell-pilot-program-incarcerated-individuals) of release. It means less funding from the federal government, less profit gain for their shareholders, and an unwanted plug on the stream of cash cows coming through their doors. ![Since 1980 california built 22 prisons and 1 university](https://edcircuit.com/wp-content/uploads/2016/09/Snip20160909_31-1.png "An art installation shows 22 orange prison uniforms on one wall and a single black graduation gown on the other under the words since 1980 california built 22 prisons 1 university | edcircuit")The time and resources which were being invested into public and private prisons were not resulting in a decrease in crime OR recidivism rates. Instead, we’ve seen an astounding [2.3 million](https://www.prisonpolicy.org/reports/pie2016.html) people fill prisons across the U.S., leading to $39 billion annually for the average U.S. taxpayer. I believe that it is education – not incarceration -which can improve public safety. Politicians appear to agree. The Obama Administration has selected sixty-seven colleges and universities across twenty-seven states to participate in the [Second Chance Pell Pilot Program](https://web.archive.org/web/20240713010633/https://www.ed.gov/news/press-releases/us-department-education-launches-second-chance-pell-pilot-program-incarcerated-individuals), which aims to “create a fairer, more effective criminal justice system, reduce recidivism, and combat the impact of mass incarceration on communities.” It has been proven that incarcerated individuals who participated in correctional education were [43% less likely](https://web.archive.org/web/20240713010633/https://www.ed.gov/news/press-releases/us-department-education-launches-second-chance-pell-pilot-program-incarcerated-individuals) to return to prison within three years than prisoners who didn’t participate in correctional education programs. The [Pell Grants](https://web.archive.org/web/20240713010633/https://www.ed.gov/news/press-releases/us-department-education-launches-second-chance-pell-pilot-program-incarcerated-individuals), or a subsidy from the federal government which financially supports students pursuit of a postsecondary education, will help inmates gain employment, support their families, and ultimately turn their lives around. ##### **Turning *Inmates* into *Students*** The best way to decrease recidivism rates is to provide inmates with marketable skills that will help them build careers upon their release. We’ve all heard it before; the path to success is through hard work and education. This would involve re-starting prison education programs which were nearly erased for inmates during the Tough on Crime movement. Efforts have been made in the past. For instance, The New Yorker reported on Governor Andrew Cuomo’s 2014 prison education proposal by saying: New Yorkers pay about $60,000 per inmate per year — a considerable burden, given that 40 percent of those who are released return within three years, most for economically driven crimes. But inmates who attend privately financed college classes before release fare much better. A prison education program created by Bard College in 2001 boasts a remarkable recidivism rate of 4 percent for inmates who merely participated in the program and 2.5 percent for those who earned degrees in prison. Also, research has shown that the public saves $4 to $5 in reimprisonment costs for every $1 it spends on prison education. This program would have cost $1 million, a very small piece of the state correction’s budget of $2.8 billion to finance college education programs behind bars. $60,000 to house an inmate is *a lot* of taxpayer money. You’ve heard the statistics: 2.3 million people incarcerated in the United States and another 7 million on probation or parole. You do the math. What’s the best way to make up for this loss? Turn detainees into marketable employees through education so they are well equipped to become taxpaying citizens upon release, instead of falling into the vicious cycle of imprisonment. Give young “adults” the opportunity to earn their high school diploma and a higher education. Do not let the label “prisoner” dehumanize an individual and sway you in favoring limited educational resources for detainees. They are incarcerated *citizens*, and the vast majority will once again join the masses and be labeled as simply: citizens. So you may ask, why education? I ask, why not? ##### **Final Thoughts** - Should prisoners with long-term or life sentences have access to education? - Should prisons practice transparency, and allow the community where these prisoners will eventually be released-to play a role in the decision-making process? - How will President Obama’s Pell Grant impact Federal Pell Grant availability for low-income families? *View Alice Goffman’s TED Talk below:* - [ ![Meghan Keates](https://edcircuit.com/wp-content/uploads/lovable-avatars/meghan-keates-223.webp) ](https://edcircuit.com/author/meghan-keates/) [Meghan Keates](https://edcircuit.com/author/meghan-keates/ "Meghan Keates"): Author Editorial Writer [ View all posts ](https://edcircuit.com/author/meghan-keates/ "View all posts") [ ](mailto:mkeates87@gmail.com) **Categories:** Hidden --- ### [Kids Who Code: Why Schools Should Make Basic Coding Mandatory](https://edcircuit.com/kids-who-code-why-schools-should-make-basic-coding-mandatory/) **Published:** August 5, 2016 **Author:** EdCircuit Staff **Excerpt:** Current lesson plans allow students to, memorize the subject matter instead of honing their computational thinking skills. **Content:** One thing that has remained true throughout the years is that the American people demand job creation. But are the American people prepared to fill the jobs that will become available to them? According to Quartz’s article *American Schools Are Teaching Our Kids How To Code All Wrong* there will be one million jobs in computing that will be *unfilled* by 2020. What are we doing wrong? Perhaps the answer can be found by analyzing schooling for current students. The TIMES explains that today’s youth are simply not being taught programming languages. They’re not equipped for the emerging modern world because there’s no one preparing them. Douglas Rushkoff argues that schools need to incorporate computer programming into the core curricula or face being left behind. While some schools have responded by integrating computing into their curricula, many have voiced that these measures have been ineffective. Current lesson plans allow students to simply, memorize the subject matter instead of honing their computational thinking skills. Other learning platforms, such as coding camps, teach participants the language behind their favorite video games. In doing so, they grab their students’ attention more effectively. What do you think? Do you believe that coding should be mandatory in schools? ## **At a Glance:** - Many students are being taught to memorize coding tutorials. Instead, they should be learning computer programming and computational thinking. - Our schools need to [incorporate computer programming](https://time.com/2881453/programming-in-schools/) into the core curriculum or get left behind. - Programming languages could soon become as familiar in the classroom as French and computer science a literacy skill as essential as reading and writing. ## **Around the Web:** ##### **American schools are teaching our kids how to code all wrong** Idit Harel *|* Quartz The US Department of Labor projects that one million jobs in computing will go unfilled by 2020. These are good jobs, jobs that would allow economic mobility and great earning potential over the course of a career. We know why these positions aren’t being filled—a lack of skilled candidates. In response, there has been a national movement to teach computing to students in schools across the country. Many organizations, including my own company, are up for the challenge. Our country must make a commitment to teaching every child computer science. That doesn’t mean teaching watered down content and using simple coding apps but a strong curriculum that leads students to achieve real *deep and broad* mastery of computer science. To read more visit Quartz ##### **Why Basic Coding Should Be a Mandatory Class in Junior High** Tim Bajarin *|* TIME One of the roles our education system is supposed to play is to prepare kids to be responsible citizens, with the skills needed to be successful in adulthood. All of the various classes — starting in kindergarten, where they lay out the fundamentals of reading, writing, sharing and even early math — are designed to be a set of building blocks of knowledge. Each consecutive year introduces new blocks in kids’ education, designed to get them ready for life so that they’re capable of earning a living. For some reason, all of the classes I took from about third grade forward are still burned into my mind. Even today, I can go back in time and remember how my fifth-grade teacher got me interested in math or how my seventh-grade teacher’s method of teaching Spanish crippled my ability to learn that language due to his “repetitive” teaching methods. However, one class in seventh grade has become very important to me, as I use the skills I learned in that class every day of my life: That class was my typing class. I can still envision that class as if it were yesterday, with my seat in the middle of the first row, learning to touch-type on an IBM Selectric typewriter. I even remember the line I had to type over and over again as part of a test to determine how fast I typed: “Now is the time for all good men to come to the aid of their country.” I can still touch-type that sentence today in about five seconds. Back then, the goal was to touch type at about 90 words per minute. To read more visit [TIME ](https://time.com/2881453/programming-in-schools/) ##### **The seven-year-olds who are learning how to code** Sunny Freeman | The Star First and second-graders are racing from one side of the room to another, comparing designs of the buttons they’ve created, howling at their wacky ad-libs — and poking a robot in the eye. It may sound like a typically chaotic Toronto classroom, but these kids are actually learning the building blocks of computer programming at a one-day Kids Learning Code camp — one of the many being held throughout the city this summer. They learn the basics by dragging and dropping simple instruction boxes into blocks of code that tell a computer what to do. And the toys they work with show them an immediate, tangible result from their commands. Ruby, Scratch, and Unity might sound foreign. But for the next generation, such programming languages could soon become as familiar in the classroom as French and computer science a literacy skill as essential as reading and writing. To read more visit The Star [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Educators, K-12 Teachers, Op-Ed --- ### [The Power of the Visual Presentation: Reasons to Revamp Your Lectures](https://edcircuit.com/the-power-of-the-visual-presentation-reasons-to-revamp-your-lectures/) **Published:** September 2, 2016 **Author:** EdCircuit Staff **Excerpt:** edCircuit Opinion: To many, the thought of lecturing in front of a large group of people is incredibly daunting. For educators, this is their everyday reality. It’s easy to assume that skilled public speakers are naturally talented and that effective communications are a rare group of outspoken and articulate individuals. The reality is that one’s ability to present in an engaging and persuasive way must be learned and frequently practiced. Without this skill, it’s easy to lose your audience’s attention. The Atlantic published that many college lectures today are deemed as dull. **Content:** ## **edCircuit Opinion:** To many, the thought of lecturing in front of a large group of people is incredibly daunting. For educators, this is their everyday reality. It’s easy to assume that skilled public speakers are naturally talented and that effective communications are a rare group of outspoken and articulate individuals. The reality is that one’s ability to present in an engaging and persuasive way must be learned and frequently practiced. Without this skill, it’s easy to lose your audience’s attention. The Atlantic published that many college lectures today are deemed as dull. Research has shown that students [tune out](https://www.theatlantic.com/education/archive/2016/07/eliminating-the-lecture/491135/) after only 15 minutes of a lecture. With the average college class lasting approximately 80 minutes, there are 65 minutes of unproductive teaching. Professors are often not being taught how to present in a new and interesting way. Have you ever witnessed a presenter [read directly from their notes](https://www.theguardian.com/education/2016/jun/04/aphantasia-no-visual-imagination-impact-learning?CMP=share_btn_tw)? That’s what we are trying to prevent. Do you feel that traditional lectures should be eliminated? If not, what are ways that teachers can re-engage students and prevent the elimination of lectures? ## **At a Glance** - Research shows that in a lecture, students “[tune out](https://www.theatlantic.com/education/archive/2016/07/eliminating-the-lecture/491135/)” after 15 minutes - A growing body of evidence shows that [mental imagery](https://www.theguardian.com/education/2016/jun/04/aphantasia-no-visual-imagination-impact-learning?CMP=share_btn_tw) can [accelerate learning and improve the performance](https://bmcmedicine.biomedcentral.com/articles/10.1186/1741-7015-9-75) of all sorts of skills. ## **Around the Web:** ##### **Should Colleges Really Eliminate the College Lecture?** Christine Gross-Loh | The Atlantic As a doctoral candidate interviewing at a liberal-arts college some years ago, I rambled, waded through pages of notes, and completely lost my train of thought at one point during my job presentation. Even though I was eventually offered the position, I was keenly aware that, despite interviewing for a job in which I’d have to stand in front of students day after day, I’d never been trained in giving a lecture—and it showed. But that lack of training is not unusual; it’s the norm. Despite the increased emphasis in recent years on improving professors’ teaching skills, such training often focuses on incorporating technology or flipping the classroom, rather than on how to give a traditional college lecture. It’s also in part why the lecture—a mainstay of any introductory undergraduate course—is endangered. For some years now, students in MIT’s introductory physics classes, for example, [have had no lectures](https://web.mit.edu/edtech/casestudies/teal.html), and physics departments at institutions around the country have been following suit. But while the movement to eliminate the college lecture first gained traction among physics professors, including the Stanford Nobel laureate Carl Wieman and Harvard’s Eric Mazur (a proponent of “peer instruction” who has compared watching a lecturer in learning physics to watching a marathon on TV to learn how to run), it has expanded beyond the sciences. Getting rid of the college lecture entirely is the mission of a broad group of educators. To read more visit [The Atlantic](https://www.theatlantic.com/education/archive/2016/07/eliminating-the-lecture/491135/) ##### **If you can’t imagine things, how can you learn?** Mo Costandi | The Guardian Never underestimate the power of visualisation. It may sound like a self-help mantra, but a growing body of evidence shows that [mental imagery](https://plato.stanford.edu/entries/mental-imagery/) can [accelerate learning and improve the performance](https://bmcmedicine.biomedcentral.com/articles/10.1186/1741-7015-9-75) of all sorts of skills. For athletes and [musicians](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3680781/), “going through the motions,” or mentally rehearsing the movements in the mind, is just as effective as physical training, and motor imagery can also help stroke patients regain function of their paralysed limbs. For most of us, visual imagery is essential for memory, daydreaming, and imagination. But some people apparently lack a mind’s eye altogether, and find it impossible to conjure up such visual images – and their inability to do so may affect their ability to learn and their educational performance. Firefox co-creator Blake Ross recently described [how it feels to be blind in your mind](https://www.facebook.com/notes/blake-ross/aphantasia-how-it-feels-to-be-blind-in-your-mind/10156834777480504/), and his surprise at the revelation that other people can visualise things. “I can’t ‘see’ my father’s face or a bouncing blue ball, my childhood bedroom or the run I went on ten minutes ago,” he wrote on Facebook. “I thought ‘counting sheep’ was a metaphor. I’m 30 years old, and I never knew a human could do any of this. And it is blowing my goddamned mind.” To read more visit [The Guardian](https://www.theguardian.com/education/2016/jun/04/aphantasia-no-visual-imagination-impact-learning?CMP=share_btn_tw) - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Around the Web, Educators, College Professors, Students --- ### [From Phys.org: Probing question: Is art an essential school subject?](https://edcircuit.com/from-phys-org-probing-question-is-art-an-essential-school-subject/) **Published:** May 27, 2015 **Author:** EdCircuit Staff **Excerpt:** For decades, "reading, writing, and 'rithmetic" were considered the most fundamental subjects in American K-12 schools. These days, in order to boost our nation's global competitiveness, many schools and colleges are emphasizing STEM subjects—Science, Technology, Engineering, and Math—over the liberal and fine arts. The White House has even announced the goal of increasing by one million the number of students who receive undergraduate degrees in STEM subjects over the next decade.Read the rest of the story at Phys.org **Content:** by Melissa Beattie-Moss For decades, “reading, writing, and ‘rithmetic” were considered the most fundamental subjects in American K-12 schools. These days, in order to boost our nation’s global competitiveness, many schools and colleges are emphasizing STEM subjects—Science, Technology, Engineering, and Math—over the liberal and fine arts. The White House has even announced the goal of increasing by one million the number of students who receive undergraduate degrees in STEM subjects over the next decade. Read the rest of the story at Phys.org - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Around the Web, Curriculum Models, Educators, K-12 Teachers --- ### [From The Economist: The $1-a-week school](https://edcircuit.com/from-the-economist-the-1-a-week-school/) **Published:** August 3, 2015 **Author:** EdCircuit Staff **Excerpt:** Photo Credit: Godot13Private schools are booming in poor countries. Governments should either help them or get out of their way.Read the rest of the story at The Economist. **Content:** [Photo Credit: Godot13](https://creativecommons.org/licenses/by-sa/3.0/deed.en) Private schools are booming in poor countries. Governments should either help them or get out of their way. Read the rest of the story at The Economist. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Around the Web, Community, Global, School Models --- ### [Personally Identifiable Information (PII) in Education Today](https://edcircuit.com/personally-identifiable-information-pii-in-education-today/) **Published:** January 13, 2026 **Author:** EdCircuit Staff **Excerpt:** Personally Identifiable Information (PII) in education is increasingly at risk as cyberattacks rise. Schools must strengthen security and transparency now. **Content:** Personally Identifiable Information (PII) in education refers to any data—direct or indirect—that can identify a student or employee. This includes traditional records such as names, addresses, birthdates, and Social Security numbers, but it also includes a wide array of newer digital data: learning analytics, device logs, behavioral patterns, biometrics, medical notes, IEP details, and even browsing history from school-issued devices. Together, these data points form a highly detailed profile of a child’s identity and daily life. Protecting that identity has become one of the [most urgent responsibilities in K–12 education](https://latechnet.com/insight/best-practices-for-handling-student-pii). Schools now collect and store more sensitive information than ever before, yet the systems, vendors, and tools used to manage that data have expanded dramatically—and not always with adequate safeguards. Every login, every digital assignment, every AI-powered app, and every cloud-based service creates new data trails that must be secured. What many families do not realize is that their child’s personal information often travels beyond the district’s servers and into complex vendor ecosystems. As cyberattacks on school districts accelerate, transparency and stronger protections are no longer optional—they’re essential. ## **Why Personally Identifiable Information (PII) Has Become a Prime Target** Hackers increasingly[ target school districts](https://www.npr.org/2024/03/12/1237497833/students-schools-cybersecurity-hackers-credit) because they combine rich data with limited cybersecurity resources. Schools hold valuable information but rarely have the staffing, funding, or monitoring capabilities of hospitals, financial institutions, or large corporations. ### **1. Schools Store Enormous Amounts of Sensitive Personally Identifiable Information** Districts manage data sets that touch nearly every part of a student’s life: - Legal names and demographic details - Addresses and family contact information - Birth certificates and Social Security numbers - Academic history and discipline records - Disability documentation and IEP plans - Medical alerts and health information - Photos, videos, and audio recordings - Employee payroll and HR data - Device logs, browsing history, and keystroke data - Biometric identifiers (fingerprints, facial recognition, etc.) This breadth of information is [extremely profitable for cybercriminals](https://deepstrike.io/blog/data-breaches-education-2025). Student identities, in particular, can be used for years before fraud is detected. ### **2. EdTech Vendors Multiply Privacy Risks** A typical school district may [rely on hundreds of digital tools](https://www.k12dive.com/news/school-districts-ed-tech-use/685995/)—learning management systems, reading apps, math platforms, AI tutors, browser extensions, communication systems, testing portals, and classroom add-ons. Every new tool introduces: - a new database - a new third-party vendor - a new privacy policy - a new set of risks Many “free” apps monetize through aggressive data collection, and not all vendors clearly disclose what they gather, how long they store it, or whether they use subcontractors. Parents almost never see the full map of where their child’s information goes. ### **3. District Cybersecurity Resources Are Often Limited** Most K–12 IT teams face: - understaffing - aging infrastructure - limited budgets - constant device maintenance - insufficient cybersecurity training Human error—especially phishing—is still the most common cause of breaches. ## **A Real Example: The 2025 PowerSchool Data Breach** In 2025, a major breach [involving the PowerSchool platform](https://www.nbcnews.com/tech/security/powerschool-hack-data-breach-protect-student-school-teacher-safe-rcna189029) exposed student and staff data across multiple school systems. Although the scope varied by district, many families learned for the first time that their children’s academic records, demographic details, and unique identifiers were stored in external cloud systems rather than solely in district databases. The incident disrupted communication systems, interrupted access to instructional platforms, and raised serious questions about vendor security. More importantly, it forced districts and parents to confront a difficult truth: **outsourced data is still district responsibility**, and vendor trust must be earned, not assumed. The breach marked a turning point, prompting schools to reexamine vendor vetting procedures, strengthen[ Data Privacy Agreements (DPAs)](https://ironcladapp.com/journal/contracts/what-is-a-data-processing-agreement-dpa), and modernize cybersecurity infrastructure. > **“A child’s identity should never be collateral damage in the digital age.”** ## **Indirect Identification: A Growing Hidden Risk** Parents often assume that if a name isn’t attached, the data is harmless. Unfortunately, modern analytics can re-identify individuals using indirect data points such as: - birthdate + home zip code - device usage patterns - classroom schedules - location metadata from apps - search queries - assignment timestamps - participation in specific programs These data trails can reveal a child’s identity, habits, vulnerabilities, and daily routines—even without direct identifiers. This is why schools must protect not only traditional records but also behavioral and digital usage data. ## **AI Tools and the New Generation of Personally Identifiable Information** The rise of artificial intelligence in education has expanded what counts as student data. AI tutoring platforms, writing tools, adaptive reading systems, and behavior-tracking dashboards generate and store: - student responses - reading patterns - writing tendencies - error analysis - predicted performance - voice recordings - engagement analytics Some AI tools retain data indefinitely unless districts negotiate deletion timelines. Others may use student inputs to improve their algorithms unless privacy agreements prevent it. As AI becomes essential to instruction, districts must understand: - what data AI models collect - where models store it - whether student data trains the AI - how long AI tools retain information - whether vendors use subcontractors AI brings innovation—but it must bring transparency, too. ## **Legal Protections: FERPA, COPPA, and CIPA** While federal laws provide guardrails, they do not fully reflect the complexities of modern EdTech ecosystems. ### **FERPA** Protects education records and grants families the right to review, amend, and limit disclosures. But [FERPA](http://studentprivacy.ed.gov/ferpa) was written decades before cloud computing and AI, leaving gray areas around analytics, algorithms, and third-party subcontractors. ### **COPPA** Governs [data collection from children under 13](https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa). Schools can consent for instructional purposes, but many families never realize this is happening. ### **CIPA** Addresses filtering and [internet safety](https://www.fcc.gov/consumers/guides/childrens-internet-protection-act). It does not govern data collection practices by vendors. Districts must therefore build privacy systems that go **beyond** compliance. ## **Best Practices for Protecting Personally Identifiable Information in Schools** Leading districts are strengthening their approach through a combination of technology, training, and communication. ### **1. Minimize Data Collection** Only collect what is truly necessary. Less data means less exposure. ### **2. Deploy Modern Cybersecurity Tools** Key protections include: - [multi-factor authentication](https://www.cisa.gov/MFA) - encryption at rest and in transit - endpoint monitoring - network segmentation - regular patching - offline backups - zero-trust access models Cybersecurity is now student safety. ### **3. Train Staff and Students** Most breaches begin with human error. Districts should implement: - phishing simulations - clear data handling expectations - FERPA and COPPA training - digital citizenship for students Culture matters as much as infrastructure. ### **4. Vet and Monitor Vendors** Districts need strong Data Privacy Agreements with: - deletion timelines - encryption standards - breach notification requirements - subcontractor disclosures - restrictions on data sharing or training AI models ### **5. Be Transparent with Families** Parents deserve clarity about: - what data is collected - where it goes - who stores it - how long it’s kept - whether vendors use data for analytics - what rights families have Trust grows from transparency. ## **Why This Matters for Parents** Long-term consequences of a breach can include: - damaged credit - blocked college financial aid - fraudulent medical or insurance records - long-term identity theft - emotional distress Parents can and should advocate for: - vendor transparency - cybersecurity funding - districtwide privacy policies - opt-out options - responsible AI adoption When families are informed, districts prioritize privacy. ## **Conclusion: Privacy Is Now a Core Part of Student Safety** Personally Identifiable Information (PII) is more than a record—it’s a child’s identity. As schools adopt more digital tools and AI systems, protecting that identity becomes both a moral responsibility and a safety imperative. By strengthening cybersecurity, improving vendor accountability, training staff and students, and communicating openly with families, districts can meet the moment. Protecting PII is not just compliance. It is a promise—to students, parents, and educators—that the technology supporting learning will always be secure, ethical, and worthy of trust. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Cybersecurity, Hot Topics - controversial **Tags:** Headline --- ### [A Wise Transition to College and Beyond](https://edcircuit.com/a-wise-transition-to-college-and-beyond/) **Published:** October 2, 2015 **Author:** David Greene **Excerpt:** Programs like WISE empower seniors to explore passions, develop life skills, and transition from classroom learning to purpose-driven adulthood. **Content:** *Professional development often addresses different approaches to pedagogy. High school teachers have unique needs in this area as they prepare their students for the academic and life challenges that lie ahead. An approach to consider is one that offers individualized experiential learning. Students can use what they’ve learned in the classroom as they enhance life skills to prepare to transition into the “real world.” Veteran educator David Greene explains more about this idea and one group that is creating that kind of learning experience for high school seniors.* by David Greene TWENTY years ago, kids from preschool through first and second grade spent much of their time playing: building with blocks, inventing, solving problems, drawing or creating imaginary worlds. My second grade teacher knew the secret to successful education almost 60 years ago. She knew that learning had to be fun and had to include playful exploration. I have often told teaching colleagues how we learned about the solar system by building and hanging one from our South Bronx ceiling, or about civil rights by writing letters to President Eisenhower during the Little Rock Arkansas incident. We even received a reply and were quoted in the New York Times. “Nevertheless, many educators want to curtail play during school,” says David Whitebread, a psychologist at Cambridge University. \[Children\] need to learn to persevere, to control attention, to control emotions. Kids learn these things through playing.” What is true for 4-5 year olds is as true for 17-18 year olds. As kindergarten is a transitional year from pre-school to formal school, senior year in high school is a transition to the more advanced learning of college and life. High school seniors also “need to learn to persevere, to control attention, to control emotions.” Seniors learn these things through experiences about which they are most passionate…Play of a different sort. We know that to succeed in college high school seniors must manage their own time, balance responsibilities, set priorities, and apply what they have learned to new situations or to solve new kinds of problems. There is no better way to transition from the authoritarian, schedule based, adult controlled, fact acquiring world of high school to the more flexible, student based, problem solving world of college than through experiential learning; what “play” was in kindergarten. An individualized passion-driven project with a mentor’s support develops traits a successful student needs to succeed in college and beyond. In Paul Tough’s *New York Times 2011* article “What If the Secret to Success Is Failure?” Angela Duckworth, of the University of Pennsylvania, states: “People who accomplished great things … often combined a *passion* *for a single mission* with an unswerving dedication to achieve that mission…” That can only be done experientially. Imagine a high school senior’s project entitled “Under the Scars.” She says to a public audience, “The people who smile the most are the ones that cry themselves to sleep. I was the light of my high school. I was always ‘happy’.” The public presentation of her project was “a very emotional, amazing experience. I made some people cry. I moved some people. My dad got emotional. I did, too. Many people came up to me after.” This project gave her the opportunity to explore depression, something she suffers from, and a subject she is passionate about. It motivated her to improve her grades from 60’s – 70’s to 80’s, 90’s and 100! She is now in college and pursuing a degree in psychology, with the goal to become a psychotherapist that works with people suffering from depression. As a result of her project she learned “There are a lot of kids in school that are depressed and no one knows” and that “WISE is a really good way to get your word out. It gives you a place for self-expression.” That is an example from the 42-year-old WISE Program. Schools working with this non-profit organization have always known that every student’s future is at risk unless we can address their deeply personal and unique need for an individualized learning experience—one that will provide the opportunity to explore and expand those essential character traits for success. Over 40,000 WISE seniors of all ability levels have created individualized real-world experiences exploring their passions outside the traditional classroom. They have learned to work independently and develop organizational, research, writing, and presentation skills necessary for college success as they ignite a lifetime of personal growth. More significantly, they have developed the openness, perseverance, courage, resilience, optimism, confidence, and creativity necessary for future success. Perhaps twenty years from now we can smile and say we realized the importance of play and experience as learning tools, both for 4-5 year olds and 17-18 year olds. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) to stay up to date on all of our shows, podcasts, news, and thought leadership articles. - [ ![David Greene](https://edcircuit.com/wp-content/uploads/lovable-avatars/david-greene-215.webp) ](https://edcircuit.com/author/david-green/) [David Greene](https://edcircuit.com/author/david-green/ "David Greene"): Author David Greene is a former Social Studies teacher and coach. He is also a program consultant for an organization that helps high schools create and run experiential learning programs for seniors. In addition, he is the author of “Doing the Right Thing: A Teacher Speaks,” is the former Treasurer of Save Our Schools and an active blogger and speaker. His blogs have appeared in Diane Ravitch’s website, EdCircuit, Education Weekly, US News and World Report, and the Washington Post. David writes opinon pieces for EdCircuit. – The opinions he expresses here are solely his own. [ View all posts ](https://edcircuit.com/author/david-green/ "View all posts") [ ](mailto:dgreene@edCircuit.com) **Categories:** Community --- ### [Are American Schools the Newest “Black Swan?”](https://edcircuit.com/are-american-schools-the-newest-black-swan/) **Published:** July 11, 2016 **Author:** EdCircuit Staff **Excerpt:** By Alex Terego Not everyone is aware of all the specifics, but there is a good chance that you are one of the majority of Americans that believe schools in the USA are not living up to their potential. You also might not be aware that American student’s psychological engagement with their education, especially in high school, is alarmingly low at 44%. Given that schools are underperforming, and that less than half of all high school students are engaged at school, it makes sense that increasing student engagement should be a priority since it would have a profound effect. My **Content:** #### By Alex Terego Not everyone is aware of all the specifics, but there is a good chance that you are one of the [majority of Americans that believe schools in the USA are not living up to their potential](https://www.huffingtonpost.com/2012/08/31/gallup-poll-results-show-_n_1844774.html). You also might not be aware that American student’s psychological engagement with their education, especially in high school, is alarmingly low at 44%. Given that schools are underperforming, and that less than half of all high school students are engaged at school, it makes sense that increasing student engagement should be a priority since it would have a profound effect. - My purpose in this editorial is to explore the root causes of high school student’s lack of ownership in their own education. - And to propose a grass-roots solution designed to help classroom teachers to encourage individual student buy-in (psychological engagement) with their ‘job’ thus achieving mass customization. **A BLACK SWAN?** In 2007 Nassim Nicholas Taleb wrote a book that, according to the New York Times, is one of the 12 most influential books since WWII. [Its name](https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=the+black+swan+book&tbm=shop&spd=8933313429014107703) is the Black Swan. A **Black Swan** is an unpredictable, rare, but nevertheless high impact event. Taleb used this historic term because once-upon-a-time everybody thought there was no such thing as a black swan, until someone discovered one. In this editorial I hope to demonstrate that our education system is just such a rare, slow motion and high impact event. I hope to show that this Black Swan event, however, is predictable; so let’s call it a **Gray Swan.** Also I hope to show that by identifying our schools as a the next ominously colored swan and by getting to the root causes we can mitigate the extreme impact a failing school system inevitably will have on all aspects of society inside the USA’s borders and in relation to our natural competitors. Finally I will offer solutions. **HOW TO RECOGNIZE A BLACK SWAN** A Black Swan has three properties. 1. It is rare. 2. Its impact is extreme. 3. It has retrospective predictability. A Black Swan is a rare million-to-one chance that with hindsight we should have seen coming. 9/11 for example. The enormous impact of 9/11, the Tsunami in Japan and the collapse of the stock markets in 2008 are still with us. The rise of ISIS in the past couple of years was, according to some pundits and scholars, unavoidable. In retrospect they were right. Taleb maintains that failure to recognize and anticipate Black Swans is based on what he calls **Ignorance Based Thinking.** By that he means that most people are happy thinking about things they know. It takes a different kind of thinking to think about what we don’t know, but we must make the effort to discover. We don’t know what we don’t know, and that can be deadly. It is important to deliberate on things that are not in our common experience. And that is what I am trying to do with regard to our schools. An investigation of our own ignorance has merit; in fact it can help us leverage good Black Swans such as the Internet and avoid extremely bad Black Swans such as Global Warming. After an event has wreaked havoc we will still try picking up the pieces and making promises to do a better job of seeing the next Black Swan coming. 20/20 hindsight is always helpful. But what seems to be happening is that we are using a very different kind of **Ignorance Based Thinking.** We are choosing not to accept the evidence if it does not fit with our short term goals. If I am a coal magnate and in my eighties then warnings about global warming are just inconvenient. If I am the coal magnate’s infant great grandson facing a life expectancy of a century or so global warming is a vital issue. Two simple questions will, when answered honestly by powerful elites or ordinary voters, identify a potential Black Swan. 1. Am I thinking long term? 2. Am I looking out for my own vested interests? **OUR K-16 SCHOOLS – A GRAY OR BLACK SWAN?** So, are you thinking long term when teaching, parenting, organizing or joining a union, administering, making policy or managing education? Or are you looking out for your vested interests when teaching, parenting, organizing or joining a union, administering, making policy or managing education? Before answering those questions, however, it makes sense for all the stakeholders to take a look at the purpose – the topmost goal – of education. And that goes for all stakeholders in our schools including those who no longer have children in school, or ever will, but who also pay taxes. In other words all American citizens, especially those with pensions and insurance that are dependent on a productive and growing America. Jonathan Cohen, cofounder and president of the [National School Climate Center writes](https://www.schoolclimate.org), “I think that my view, and most people’s view, is that the purpose of education is to support children in developing the skills, the knowledge, and the dispositions that will allow them to be responsible, contributing members of their community—their democratically-informed community. Meaning, to be a good friend, to be a good mate, to be able to work, and to contribute to the well-being of the community.” Others focus on the original purpose: schools were places to give every child the education they deserved and society needs them to possess regardless of their position in society. This way they and society both benefit; the students are prepared to inherit the future equipped with all the skills necessary, and each generation will prosper more than the one before. It is called ***perpetual progress*** and has been going on for a century and a half. There are plenty of stakeholders in our school system, which is supposed to be *a* virtuous circle. Taxpayers, parents or not, pay taxes levied by local, state and federal authorities. The school authorities receive the tax money, after expenses, and some more from gambling, again after expenses. They then hire the necessary people, buy supplies, technology and buildings and get to work. The hope is that businesses in the area will then hire them. **Is This Strategy Working Out As Intended?** With the Millennials – those born between the early eighties and early 2000s and already the largest cohort in working America – the picture is mixed at best. A significant percentage of [Millennials surveyed ](https://www.cnbc.com/2015/02/10/will-millennials-be-worse-off-than-their-parents.html)believed they are going to be better off than their parents. The evidence shows little statistical support for their optimism, however, with unemployment[ amongst Millennials](https://www.cnbc.com/2015/02/10/will-millennials-be-worse-off-than-their-parents.html) at 15% compared to about 4.9% nationally and with almost half of those in their early twenties [stuck in low wage jobs](https://www.cnbc.com/2015/02/10/will-millennials-be-worse-off-than-their-parents.html), it is difficult to come to any other conclusion than the one that would indicate the ***perpetual progress*** that has been in place for 150 years is grinding to a halt. **THE FUTURE** It will get worse for the working population for three reasons. - The student [debt bubble](https://schiffgold.com/commentaries/student-loan-bubble-quale/) is growing ($1.2 trillion and growing) and nothing is being done to avoid another bubble and burst. - Baby Boomers are [delaying their retirement](https://web.archive.org/web/20160407033902/https://advice.careerbuilder.com/posts/millennials-and-baby-boomers-a-tale-of-two-job-recoveries). - Baby Boomers, Gen-X and Millennials have all grown up in an education system that is seriously flawed and out of touch with the needs of business. The student debt bubble and the postponing of retirement by Boomers are both serious issues, but they are ancillary to my argument that it is the schools we should focus on to mitigate the effects of more oncoming Swans – whether they are Black or Gray. **SCHOOL REPORT** This is a sweeping statement – nevertheless it is obvious that schools are not playing their part in the *virtuous circle* and *perpetual progress* ideas that should underpin their role. Here are some statistics. If schools were playing their part we would be getting the results that [Finland](https://www.businessinsider.com/finland-education-school-2011-12?op=1) regularly does since implementing reforms 40 years ago. And they deliver education the opposite of the way American schools. [In 2016 ](https://www.bbc.com/news/business-26249042)we are now 25th in reading, 36th in math, and [28th in science](https://www.bbc.com/news/business-32608772). A recent Gallup Research poll found that almost half of all students lack hope for the future. Read that sentence twice! They are your children! And half of them feel hopeless! Half of all teachers leave within five years [citing working conditions and lack of a voice or autonomy](https://www.npr.org/sections/ed/2015/03/30/395322012/the-hidden-costs-of-teacher-turnover) in the way they do their job. Half of all Americans don’t consider today’s high school dropouts and graduates – most of the new people entering the workforce each year – to be ready for the [world of work](https://www.gallup.com/poll/156818/doubt-students-prepared-work.aspx). **SO WHAT ARE WE DOING THAT IS SO HARMFUL?** 1. Overemphasizing testing The centrality of testing to our system should be shocking, but instead is somehow [accepted as commonplace](https://hechingerreport.org/testing-taking-schools-teachers-one-school-explain/). This is a part of an open letter from a large group of New York City teachers. “This year in our school, as in schools across the country, we have seen the number of standardized tests we are required to administer grow sharply, from 25 to more than 50 (in grades 6-10). *In the next six weeks alone, each of our sixth-graders will be required to take 18 days of tests:* 3 days of state English tests, 3 days of state math tests, 4 days of new city English and math benchmark tests, and 8 days of new English, math, social studies and science city tests to evaluate teacher performance. Additionally, students who are learning English must spend 2-3 more days taking the NYSESLAT test for English Language Learners—a total of 21 days in just the next few weeks.” It is true that a lot of other countries also teach to the tests. The fact is that, although we test at a prodigious rate, the 25 other OECD countries that also [teach to the tests](https://www.bbc.com/news/business-32608772), test better than we do. In reading 16[ countries test better,](https://www.oecd.org/pisa/keyfindings/PISA-2012-results-US.pdf) 36 test better in math, and 27 test better in science. Does that sound like a successful return on investment to you? Or does that sound more like the “unilateral intellectual disarmament” that President Ronald Reagan’s commission on education report claimed was happening in1983? 1. Deemphasizing Thinking Skills Our schools are more like a game show where answers are more valuable than questions. It should be the other way round. Our schools and our society is all about answers. Answers are all around us. This is due to two factors: *Search Engines* and *Optical Character Recognition.* Search engines have become so good that the world’s data is literally at our fingertips; we no longer have to be able to read a map or a book to get answers. The effect of [optical character recognition](https://en.wikipedia.org/wiki/Optical_character_recognition) (OCR) has been more insidious. OCR itself is a Black Swan: an unpredictable, rare, but nevertheless high impact event. The law of unintended consequences applies to OCR in a big way. Let me explain. In the sixties OCR machines were deployed to recognize if an oval on a sheet of paper had been filled in or left blank. Voting machines in other words. Schools jumped on this. The cost savings of not having a teacher grade a paper were very attractive. But OCR was a binary technology: it could only recognize if an oval was blank or not. So tests had to be set or written in multiple choice format. “Which of the following options is true?” Schools began to realize that this was the best way to grade – cheap and accurate. So they modified the curriculum so that all knowledge was transmitted in a format that could be read and graded by an Optical Character Recognition reader. **Schools became the only institution in history to modify the way they operate to fit the limitations of technology**. Imagine if you owned a business and a technology salesman told you that you had to modify the way you do business in order to utilize his machine! The result? We have made **Answers** the Holy Grail of education, when in fact **Questioning** should be the Holy Grail of education. Generations of students have now been taught that memorization is the same as critical thinking. 1. C) Ignoring The Needs Of Employers – Businesses Especially. Schools should provide an educated populace. Schools should produce people who have the values of a democracy. Schools should produce people who hold shared moral values, and who obey the law. That said, let’s face it schools are also the farm teams for industry, and as such should spend time listening to what business leaders demand. And they don’t. If they did they would understand that businesses, and employers, are in a pickle.[ The Fourth Industrial Revolution](https://web.archive.org/web/20240918074350/https://www.weforum.org/pages/the-fourth-industrial-revolution-by-klaus-schwab/) is affecting us all and at the speed of light. No company, no employer, no institution or enterprise is immune from its influence. Not even bed and breakfasts or taxis, let alone manufacturing and transportation companies. Klaus Schwab, who coined the phrase ‘Fourth Industrial Revolution’ is the founder of the World Economic Foundation and writes, “Ubiquitous, mobile supercomputing. Intelligent robots. Self-driving cars. Neuro-technological brain enhancements. Genetic editing. The evidence of dramatic change is all around us.” An issue of great concern to all schools and colleges is that the businesses and governments to which they feed employees are having a hard time forecasting a future that is coming at us ever faster. This makes it infinitely more important that schools respond to the needs of businesses so that the bargain between the two of *perpetual process through a virtuous circle* be maintained. Employers are also coping with the phenomena known as the *“Knowledge Doubling Curve,”* Identified by Buckminster Fuller (1895-1983) he demonstrated that until 1900 human knowledge doubled approximately every one hundred years. By the end of World War II knowledge was doubling every 25 years. Today different types of knowledge have different rates of growth: in nanotechnology knowledge is doubling every two years and biological knowledge every 18 months. The consensus is that on average human knowledge is doubling every 13 months. According to IBM’s Research Labs, however, the[ *blitz-scaling*](https://hbr.org/2016/04/blitzscaling) of the *internet of systems and things* – fridges connected to grocery stores in turn connected to drones and so on – will lead to the doubling of knowledge *every 12 hours.* Let’s assume that the world’s data base is 100 today. If it doubles every 12 hours, then a week later that number will be 1,638,400. And five days later that number will be over a billion. Which brings me to Artificial Intelligence and its threat and promise for business and the graduates they employ. Benedict Frey and Michael Osborne of Oxford University, who [published a seminal paper](https://www.oxfordmartin.ox.ac.uk/downloads/academic/The_Future_of_Employment.pdf) in 2013 on how susceptible jobs are to roboticisation, conclude that “Technology is leading to a situation, where fewer and fewer people have the necessary skills to work in the frontline of its advances. In the 1980s, 8.2% of the US workforce were employed in new technologies introduced in that decade. By the 1990s, it was 4.2%. For the 2000s, our estimate is that it’s just 0.5%. That tells us that, on the one hand, the potential for automation is expanding – but also that technology doesn’t create that many new jobs now compared to the past.” Thanks to AI, shortly we will be talking to devices the way we talk to other people. That’s the kind of sea change that comes along once in a very long time, and with massive implications. **Schools, colleges, businesses, governments are experiencing Life in the Fast Lane.** If schools and the educators and administrators paid attention to all this they would know – to borrow a line from Buick – this it’s not your father’s economy. It’s not even your elder brother’s economy. It is an economy we have never seen before and it will probably change next week and be radically different next year. Bill Gates made these pronouncements recently in an interview: *“Artificial intelligence is on a faster learning curve than human intelligence.” “Artificial intelligence will lead to labor substitution (job losses) for the next twenty years.” “Innovation is the key to solving all problems.”* To make sure that graduates can actually[ get jobs in this new economy](https://web.archive.org/web/20241002023426/https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/) new skills are needed. Business, the military, the civil service, the non-profit sector and especially schools and colleges need **Cognitive Flexibility, Critical Thinking, Innovative Thinking, Problem Solving, Judgment and Decision Making, Active Listening and Working in Teams.** Quite literally none of these skills are being taught in our schools. The schools that feed industry are still teaching students to memorize facts because we have the technology to grade them on that skill. Meanwhile the gap between what businesses need and what schools supply widens, and that can only mean that America gets less and less competitive. Asymmetry between supply and demand never has a good outcome. 1. Stressing Individual Attainment America is founded on the idea of rugged individualism. But all those rugged individuals share a secret – they all *need* other individuals, rugged or not, to accomplish anything. Schools have forgotten that collaboration got us to this point. They mostly teach lecture – didactic – style, assign test material and grade it all as if all individuals work in a vacuum. This is the most diverse nation *ever* and we are hell-bent on homogenization, when we should be leveraging the diversity. Teamwork is at the heart of all human endeavor. We would not exist as a species if not for a co-operative effort. Lions hunt in a pack. Ants survive through teamwork. Perhaps the most profound reasoning for encouraging teamwork and relying less on lectures and homework comes from [William Glasser](https://en.wikipedia.org/wiki/William_Glasser), an internationally recognized psychiatrist, who after extensive, peer-reviewed research reported that, *“We learn 10 percent of what we read; 20 percent of what we hear; 30 percent of what we see; 50 percent of what we both hear and see; 70 percent of what we discuss with others; 80 percent of what we experience personally and 90 percent of what we teach someone else.”* In a team we listen, we discuss, we experience and we teach – by voicing an opinion – other team members by using our powers of persuasion. This is the best argument for teaching group skills I know of, and it is a skill all business demand. But! We can’t use a multiple choice test to evaluate how well a team works so we don’t do it. The students sit in rows, like they did during the first industrial revolution, and they listen. And then each individual is tested. If there is a high tech hub or incubator in your area take your students there and have them ask what skills the entrepreneurs need – apart from coding – and you will hear teamwork, critical thinking, collective problem solving and clear communications; individual skills measured by an SAT score will be assumed. 1. Assuming Only Facts Count Facts are important. But they are not *the most* important element of education. The vast majority of decisions we take in life must, wherever possible, utilize facts. It would be madness to ignore the facts involved in any decision. Here’s the problem. Most of the problems we face in life and in a career do not have a right or wrong answer. Facts are provable, demonstrable repeatable: objective truths in other words. Overwhelmingly the realities we will be faced with in life do not have an objective, right or wrong answer. We will face mostly subjective issues with no provable right or wrong answer such as: Is that the best business plan? In the face of that reality the best we can do is to marshal all the facts pertaining to the subjective problem, and then use our reason to synthesize new ideas with known facts into a well thought-out opinion. Is that a skill that is being taught at our schools and colleges? If it is not then graduates will not have the skill to deal with the vast majority of the tasks they will face in life and in their career. **WHAT ARE THE OUTCOMES OF OUR EDUCATION SYTEM?** I don’t think it is fair or accurate to attribute all of America’s social ills to our school system. That said it is hard not to see a correlation. Finland and the USA are two of the 34 countries that make up the [Organization For Economic Co-Operation and Development](https://www.oecd.org/about/), whose mission is to promote policies that will improve the economic and social well-being of people around the world. Finland is widely regarded as having one of the best education systems in the [OECD](https://www.oecdbetterlifeindex.org/topics/education/). The USA has one of the worst performing education systems. [Finland imprisons ](https://en.wikipedia.org/wiki/List_of_countries_by_incarceration_rate) 57 people for each 100,000, persons The USA imprisons 698 people for each 100,000 of its population. The United States has about 5% of the world’s population yet it accounts for about 25% of the [world’s prisoners](https://www.salve.edu/sites/default/files/filesfield/documents/Incarceration_and_Recidivism.pdf). The Life Satisfaction Index (Happiness) in [Finland](https://www.oecdbetterlifeindex.org/countries/finland/) is 9.4. On the same index the [USA scores 7.3](https://www.oecdbetterlifeindex.org/countries/united-states/). [Infant mortality rates](https://en.wikipedia.org/wiki/List_of_countries_by_infant_mortality_rate) (deaths per 1000 live births) in Finland are 2.52. In the USA infant mortality rates are 5.87 Recidivism in Finland is[ falling](https://www.stat.fi/til/syyttr/index_en.html). In the USA reoffending [is a growing problem. ](https://www.nij.gov/topics/corrections/recidivism/pages/welcome.aspx) According to a study conducted in late April 2016 by the U.S. Department of Education and the [National Institute of Literacy](https://www.huffingtonpost.com/2013/09/06/illiteracy-rate_n_3880355.html), 32 million adults in the U.S. can’t read. That’s 14 percent of the population. 21 percent of adults in the U.S. read below a 5th grade level, and 19 percent of high school graduates can’t read. You have probably guessed it but here’s confirmation [Finland](https://www.theguardian.com/books/2016/mar/11/finland-ranked-worlds-most-literate-nation) is the most literate nation in the world. Drop-out rates in Finland are 5%. [https://www.aneki.com/oecd\_countries\_high\_school\_graduation\_rates.html](https://www.aneki.com/oecd_countries_high_school_graduation_rates.html) In the USA the number is 18.6%. With these kind of outcomes is it any wonder that in the USA we have a serious problem with Employee Engagement or rather the lack of it? Two thirds of all employees in America are “[psychologically disengaged from their job](https://elearningindustry.com/elearning-way-improve-employee-engagement).” It stems from the fact that people are not contributing, just following orders. They are not complicit in the outcomes they work for. They have no voice, so why not just go through the motions? Student Engagement is a problem with the same root causes. Roughly 75 percent of elementary school students (grades 5 and 6) are actively involved and invested in school, compared with only 44 percent of high school students (grades 9 through 12), according to the 2012 [Gallup Student Poll](https://www.gallupstudentpoll.com/tag/Gallup%20Student%20Poll%20Library.aspx). That means that almost six out of ten high schoolers in the USA spend 180 days per year with the glazed look of the bored, unengaged and disinterested. Who wouldn’t if all they are being ordered to do is memorize facts for test after test? And this in the new day of social media! **WITHOUT A DISRUPTIVE INTERVENTION THIS CANNOT END WELL** If anyone were to take all of the above statistics and plot them on a graph – and I am praying someone will – and present them to parents and teachers in America there would be an outcry. Yet in listening to the current candidates for elective office one cannot help but notice the ominous silence on the issue. Is anything else, other than that other Black Swan global warming, as important to our future? There is no one to blame. Black Swans happen; that’s their nature. Our response to this crisis, however, is how we will be judged by history. Is this the next black swan? We won’t know until it’s too late **HISTORICALLY DISRUPTIONS HAVE BEGUN WITH SOMEONE SPEAKING TRUTH TO POWER. SO HERE GOES – A GOOD EDUCATION IS NOT ONLY THE ENGINE OF A COUNTRY’S GROWTH, IT IS A CIVIL RIGHT.** **AND WE’RE GETTING IT WRONG. NOW WHAT?** I have a suggestion, and it involves teachers and anyone involved in education. Make your students or children are complicit in their education. Get them to buy-in to their schooling and take ownership. Give them the tools to figure out why algebra, geography, history or reading is important to them. Before filling them with test prep factoids. Once they and their team mates have convinced themselves of the value of any academic subject they see reasons to engage with the material. **There are 50,000,000 students in K-12 in the USA. That means there are 50,000,000 reasons why Algebra, Geography, History or Reading is important…not one!** What if, instead of launching into the syllabus – “Open your text books at page 72” – you organize your students into groups and teach them how to have a structured self-directed study group, the purpose of which is for each student to contribute to a discussion on why algebra, history or geography or reading – or any academic subject or problem – is an important part of their education? Then step aside. If Glasser was right then by lecturing students from the front of the classroom on the importance of a particular subject or issue, a teacher will reach twenty percent of her students. If an individual team member is asked to answer the question for him or herself, they will have to convince others of their position – which is good – more importantly as Glasser proved they would remember 90% of the subject matter in the process. They will convince themselves of the value of algebra and probably convince others in the process. **The result! Buy into their education! Ownership of their reasons for learning.** Young children are curious and non-conformist. The older they get, the less curious and more [conformist they become](https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en). Answers are the enemy of curiosity. Questions are its fuel. Empower students to ask questions and you will be teaching them the skills they need to for a fulfilled life: feed them answers and you will satisfy their appetite for a day. **Questions must be answered. Answers must be questioned.** Answer the question and then question the answer by asking several questions beginning with these six words – Who, What, Why, Where, When and How. **TEACHER’S AIDES** If people convince themselves of the need to learn the fire comes from within. Having their feet held to the fire has the opposite effect. I firmly believe that if this one small step were taken by any and all teachers, the educational landscape would change for the better. The educational landscape will become better if students are more engaged. The goal is a zest for learning. Pick a topic and start in the middle of the white board. The topic I chose was “THINKING.” What follows is a PowerPoint Movie on how self-directed teams of students can examine a topic with a view to encouraging each student’s “buy-in” to the discussion. To see how watch the video below. Remember there is a PAUSE button. If you like what you see, please don’t keep it a secret. **Alex Terego** After 40 successful years in the hi-tech [business](https://edcircuit.com/category/business/), during which he participated in all phases of computing, beginning with IBM and culminating in selling his voice mail company, Alex became an early thought-leader in 21st Century skills development. He developed his Terego Method™ when teaching Critical Thinking at the Thunderbird School of [Global](https://edcircuit.com/category/community/global-en/) Management and the Eller Graduate School of Business at the University of Arizona. The program is now available at no cost for schools. Click to see this video It is an investment of seven minutes of your time to discover how you can teach students to think for themselves and in teams. **Follow me on Twitter [@alex\_terego](https://twitter.com/alex_terego)** - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Hidden --- ### [“No More Pencils, No More Books”: Can Schools Afford To Keep Up With Technology?](https://edcircuit.com/no-more-pencils-no-more-books-can-schools-afford-to-keep-up-with-technology/) **Published:** August 2, 2016 **Author:** EdCircuit Staff **Excerpt:** edCircuit Opinion: Walk into any public school today and what do you see? Most likely groups of desks for students to sit, shelves filled with books intended to strengthen their imagination and support their pursuit of learning, or hopefully a room filled with computers. We’ve entered the 21st century, and technology is more prevalent now more than ever before. It’s common to see a child sitting quietly, playing the latest popular game on their iPad. Or teens (and adults!), completely consumed by their smartphones. **Content:** ## **edCircuit Opinion:** Walk into any public school today and what do you see? Most likely groups of desks for students to sit, shelves filled with books intended to strengthen their imagination and support their pursuit of learning, or *hopefully* a room filled with computers. We’ve entered the 21st century, and technology is more prevalent now more than ever before. It’s common to see a child sitting quietly, playing the latest popular game on their iPad. Or teens (and adults!), completely consumed by their smartphones. But what happens to the institutions who are unable to utilize technology in real practice and keep up with the times? Should we simply let them fall behind? EdTech Review explains why many schools are unable to utilize technology the ways others can. Many districts are unable to shell out thousands of dollars for computers; not to mention the teacher training and electricity bills that come along with it. Yet, research has shown that technology integration has the power to improve student, teacher, parent and administration engagement: a worthy investment to many. We see every day that technology is reshaping the world that we live in and completely changing industries. For instance, the medical field. How would a lack of technological resources and education affect students who sought after these careers? ## **At a Glance:** - **Barriers to incorporating technology into the classroom include availability, affordability, and accessibility** - Technology integration can improve student, teacher, parent and administration engagement. - Technology continues to alter industries, such as the [medical field](https://3dprintingindustry.com/news/can-new-medical-models-cut-patient-mortality-88026/) ## **Around the Web:** ##### **Reasons Why Teachers & Institutions Are Not Able to Bring Technology Into Real Practice** Priyanka Gupta | EdTech Review Tech integration is important when introduced in the spheres of education, technology can help a lot. In many countries around the globe, more and more investments are being made by the government and the institutions themselves in the field of ICT to improve teaching, learning and the working of schools. Despite all these investment and all the efforts on ICT infrastructure, equipment and professional development that are being made by the authorities for the better delivery of education, the adoption & the integration of ICT in learning and teaching have been limited and we cannot witness real practices that include tech and the blossoming outcomes that it brings along. What can be the reasons? To read more visit EdTech Review **\[Webinar\] EdTalk – The Future of Technology in Schools Featuring David Udry** Priyanka Gupta | EdTechReview The Campus Consortium 20-minute webinar featuring school leader David Udry was held on 30th June. Mr. Udry has over 25 years of experience in education, the last ten being in India. He currently serves as the Principal of Himalayan International Residential School in Siliguri. He attempts to use technology to treat both teachers and students as individuals and improve both student achievement and teacher practice. For those who unfortunately missed the webinar can check the details of what he shared in the webinar below. The central theme for the webinar was “What education will look like in 2020 and how edtech will evolve to meet the needs of students, faculty, and administration?” With technology integration we see people obsessing over the tech ignoring the fact that tech must be used to make the teaching-learning processes efficient. Starting with the idea of tech integration and speaking of future of technology in education , he quoted “We as parents, administrators and teachers have to take the lead and check what is right. We can’t let technology drive us, education has to drive the technology.” The webinar was focused on 4 key areas – Student Engagement, Teacher Engagement, Parent Engagement, and Administration Engagement. To read more visit EdTech Review ##### **Can new medical models cut patient mortality?** Nick Hall | 3D Printing Industry French start-up Biomodex believes that its detailed models of a specific patient’s organs and body parts will help reduce surgical errors, save lives and potentially put an end to students carving up cadavers. While models have proved useful as a visual representation, Biomodex aims to mimic the texture and feel of the organs with a multi-materials printer to create a surgical simulation. So the doctors basically get a dry run at the surgery and can cut the model to test their planned procedure. Biomodex can already produce realistic models for cardiac, orthopedic and Ear, Nose and Throat procedures. This is just the start, though. It clearly wants to provide a full range of models that cover the whole human body and could even replace cadavers as educational tools in the long run. To read more visit [3D Printing Industry](https://3dprintingindustry.com/news/can-new-medical-models-cut-patient-mortality-88026/) - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) **Categories:** Future Ed, Educators, K-12 Teachers, Administrators, Innovation, EdTech, Students, Parents, Around the Web --- ### [Life After Graduation: The Reality of College Loans and Underemployment](https://edcircuit.com/life-after-graduation-the-reality-of-college-loans-and-underemployment/) **Published:** August 12, 2016 **Author:** Meghan Keates **Excerpt:** I can remember my college graduation like it was two months ago. Which, quite frankly, it was. I stood alongside my peers, anxiously anticipating walking across the commencement stage. The many families and friends in the audience cheered as my name was called, and the President of the College theatrically shook my hand in congratulations. A photographer took my picture as I proudly held my diploma. “It’s over!” I thought, “It’s finally over!” **Content:** I can remember my college graduation like it was two months ago. Which, quite frankly, it was. I stood alongside my peers, anxiously anticipating walking across the commencement stage. The many families and friends in the audience cheered as my name was called, and the President of the College theatrically shook my hand in congratulations. A photographer took my picture as I proudly held my diploma. “It’s over!” I thought, “It’s finally over!” It most definitely was not over. The next day I received a reminder email from my dear friend Sallie Mae. The subject line read: “Important: your student loans are due soon.” Following this initial message were multiple follow-up emails, in case I forgot about the looming debt that was about to consume me. ## Greetings **From Reality** This has become the reality for thousands of college graduates across the country today. In 2016, the average college student graduated with a staggering [$37,000 in student-loan debt](https://www.cnbc.com/2016/07/22/student-loan-grace-period-is-not-always-what-it-seems-to-be.html). Today, 90% of student loans are provided by the federal government, which grants graduates a six-month grace period before repayment takes effect. Before graduates take a huge sigh of relief, it should be noted that for the majority of these loans, interest will accrue. This includes direct unsubsidized loans, direct PLUS loans, and some private loans. The high cost of higher education may have helped form what student’s goals are upon graduation. ![Student loans and the grace period](https://edcircuit.com/wp-content/uploads/2016/08/Snip20160812_19.png "A chart titled student loans and the grace period lists types of student loans and whether interest accrues during the grace period Direct subsidized and perkins loans no direct unsubsidized plus private loans yes or depends | edcircuit") ## How have student’s goals changed? In the Spring 2015 Student Engagement Insight Survey conducted by CENGAGE Learning, 3,000 college students were asked about their ultimate goals and how the decision to pursue a higher education would help them get there. The responses made it clear that many attend college in hopes of gaining a fulfilling career to pay the bills. When asked “what are your goals after college?”, 80% responded that they want a good job or a job which is better than they have now. Unsurprisingly, the second most common response involved financial security. 62% of respondents hoped for a high salary or higher salary than what they currently have. The takeaway? Students hope to leverage their academic achievements to land a high-paying professional job. After all, having a college degree will lead to a life of prosperity. Right? ![What are your goals after college](https://edcircuit.com/wp-content/uploads/2016/08/Snip20160812_22.png "Bar chart titled what are your goals after college Showing 80 want a good or better job 62 want high pay or higher pay 56 aim for an additional degree and 10 chose other goals | edcircuit") ## Underemployment If only it were that simple. There has always been a great deal of press coverage on unemployment rates. This has led the conversation away from something much more common: underemployment. As of June 2016, there is a [4.9% unemployment rate](https://data.bls.gov/timeseries/LNS14000000) in the United States. One misconception is that all struggles disappear once these people become employed. Wrong. According to Forbes, 46% of the workforce report that they are underemployed. What exactly does this mean? Nearly half of workers in the United States are employed at a job that doesn’t fully utilize their skills or abilities **“In fact, the familiar assumption — graduate from college and** **prosperity will follow — has been disproved in this century.”** **-The New York Times** One major issue is that the economy is not producing enough high paying quality jobs to accommodate the sheer amount of college graduates that are looking to fill them. It’s easier, and cheaper, for companies to look offshore to fill positions. Other common professions, such as teaching, have low paying jobs and are experiencing massive layoffs. Within the past five years, there *has* been recent job growth, but these are in *lower* paying occupations. Postings for jobs that do not require a college degree have exceeded pacing for those that do, leaving college graduates struggling, and high school graduates lagging behind. This will certainly come as a surprise for the students that are swimming in thousands of dollars in debt, and have dreamed of financial stability immediately following their graduation. This raises the question, is there anything that millennials can do to prepare better for college and set themselves up for success upon graduation? ## Advice This August as you drop your college student off for the first time, it may be wise to extend some guidance. After reading this article, you should be trying to get the most bang for your buck! 1. Establish goals before arriving on campus:** The majority of college and career counselors drive the focus on which college students should attend. This strategy builds barriers for undergraduates, resulting in ill-informed students that haven’t established goals for when they arrive on campus. While we don’t expect every student to show up on campus with the next four years of their life planned out, there is value to having a general idea of what you wish to accomplish and how it can help you in the future. 2. **Network, network, network:** This bullet point is so important that we repeated it three times. College lends you the opportunity to begin building a professional network. Only 32% of freshman have discussed ideas with their professors outside of the classroom. This is a missed opportunity. Faculty are filled with wisdom and can help you get to where you want to be. 3. **Build quality friendships:** Networking shouldn’t be limited to faculty. By building quality friendships, you are expanding your network. You never know; the friends who entered the workforce two years before you may have job leads, or can recommend you for an opening at their company. 4. **Take classes outside of your major:** Employers are looking for candidates that have it all. In college, I knew of a computer science major who interned at a brewery the summer after her freshman year. You should be focusing on your major, but also building practical skills that will make you stand out from the crowd. 5. **Save your pennies:** This goes without saying. If ever there was a time when you can save your money, it’s now. The federal government provides 90% of student loans with an interest rate of 4.29%. That $500 that you had in your savings could pay off the interest that accrued during your 6-month grace period. ## Final Thoughts - Is there anything you wish you were told when you were beginning your college career? - Should we be teaching students to expect the worst? - What do you think? Are millennials making informed decisions regarding their education? - [ ![Meghan Keates](https://edcircuit.com/wp-content/uploads/lovable-avatars/meghan-keates-223.webp) ](https://edcircuit.com/author/meghan-keates/) [Meghan Keates](https://edcircuit.com/author/meghan-keates/ "Meghan Keates"): Author Editorial Writer [ View all posts ](https://edcircuit.com/author/meghan-keates/ "View all posts") [ ](mailto:mkeates87@gmail.com) **Categories:** Hot Topics - controversial, Editorial, Live Event, Educators, K-12 Teachers, Future Ed, College Professors, Early Career, Hot Topics, Community, Students, Parents, Business --- ### [Teacher Recruitment, Education Programs & the Economic Achievement Gap](https://edcircuit.com/where-teacher-recruitment-education-programs-and-the-economic-achievement-gap-meet/) **Published:** October 2, 2015 **Author:** David Greene **Excerpt:** If education is to thrive again, universities must rebuild teacher training—and restore the mission to serve every child. **Content:** I often say how lucky I was to have gone to Fordham University’s Undergraduate School of Education in New York City during the late 1960s. We were the 60s “Boomer” generation, raised during the quietly prosperous 1950s, who became the idealist generation looking to save the world from itself. Many joined the Peace Corps to work with the poor across the globe, but many more joined what no one thought of as an American Peace Corps…the teaching profession. What better way to help those in need than to help them learn how to learn so they can build their lives? Yes I, as well as most of my classmates, complained about what we knew were practically useless courses. But, we also knew how well we were introduced to the culture of NYC and our primarily minority future students. We took courses where we learned about how skin color affected relationships among Puerto Ricans (the largest Spanish speaking group in NYC at the time). Our 95% white classes read Piri Thomas’s “Down These Mean Streets” and the “Autobiography of Malcolm X.” We did a semester of field work in the communities where we were to get jobs, and of course we student taught for a full semester in those communities. We also had courses in child psychology, and were instructed in methodology specifically for our subject and/or grade levels. Of course, not all of our professors were great, but after all it was college. We all know that college is often not the best place to find the best teachers, regardless of the subject or major. How things have changed for today’s twenty-somethings thinking of becoming teachers! Economic conditions have worsened. Idealism has been replaced more and more by materialism. The public policy of high stakes standardized testing to evaluate students and teachers has poisoned the teaching profession. Common Core State Standards have stifled creativity. > “This generation \[millenials\] was raised during one of the worst recessions this country has seen, and the idea of paying for school to go into a job that will pay next to nothing and give you a stress-related ulcer isn’t appealing to us anymore. The promise of summers off forever isn’t enough. Instead, teachers need a wage worthy of the work they perform. Perhaps once reforms to the education system make sense for teachers to put their lives into it again, enrollment in teaching colleges will pick up again.” [– Jordan Riley, The Indiana University Daily Student](https://www.idsnews.com/article/2015/09/column-teaching-crisis-stems-from-lack-of-incentives) Kenneth Zeichner, a professor of teacher education at the University of Washington, Seattle, and professor emeritus in the School of Education at the University of Wisconsin-Madison, and Hilary G. Conklin, a program leader and associate professor of secondary social studies at DePaul University whose research interests include teacher learning and the pedagogy of teacher education, have published, “Beyond Knowledge Ventriloquism and Echo Chambers: Raising the Quality of the Debate on Teacher Education.” In it, they point out, as many of us already know, that improvement in university teacher education is much needed. Too many leaders of education programs are blinded by their own reflection in the mirror. ### They tell us what the best education programs already do and the rest must: - Connect coursework more deeply to the complexities of schools - Emphasize research-based teaching practices - Teach cultural pedagogy so new teachers can understand, respect, and build on the cultural diversity *\[and economically created differences\]* that students bring to school. As a result of the way media reports education issues, Zeichner and Conklin also [implore all education programs](https://www.nytimes.com/2015/09/23/business/economy/education-gap-between-rich-and-poor-is-growing-wider.html?_r=0), undergraduate or graduate to be transparent in their use of educational research. All education researchers must: - Reveal their funders and their direct and indirect links to the programs - Clearly communicate their findings to policymakers, practitioners, and the general public. Clearly they believe the truth must come out. And they emphasize, as I do that: - The Media must cover claims about issues in teacher education *\[and the repercussions of the income gap\]* based on the strength of the evidence and not based on which wealthy benefactor supports the claim. We agree that the quality of programs should NOT assess based on whose graduates can raise test scores. Research suggests that an emphasis only on raising test scores deepens educational [**inequities**](https://www.washingtonpost.com/blogs/answer-sheet/wp/2014/09/19/why-no-excuses-charter-schools-mold-very-submissive-students-starting-in-kindergarten/) and continues to create a second-class system of schooling for students living in poverty. This, in fact has become the case since 2001. As [Sean Reardon of the Center for Education Policy Analysis at Stanford](https://www.nytimes.com/2015/09/23/business/economy/education-gap-between-rich-and-poor-is-growing-wider.html) points out: - Achievement gaps between more affluent and less privileged children are wider than ever. - Today the biggest threat to the American dream is class. - Fifty years ago, the black-white proficiency gap was one and a half to two times as large as the gap between the top 90th percentile of the income distribution the bottom 10th percentile. - Today, the proficiency gap between the poor and the rich is nearly twice as large as that between black and white children. A specific example just reared its ugly head in NYC’s highly gentrified Brooklyn. New York City has [one of the most segregated school systems](https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/ny-norflet-report-placeholder) in the country. In Brooklyn’s gentrified Brooklyn Heights, Dumbo, and Vinegar Hill areas, mostly white rich P.S. 8 parents don’t want to send their kids to underutilized yet mostly poor minority P.S. 307 even though P.S. 8 is vastly overcrowded. At P.S. 307, 90 percent of students receive some form of public assistance. Its state test scores has 20 percent of its students passing the math tests and 12 percent passing the reading tests this past year. At P.S. 8, whose population has only 15 percent receiving assistance, scores are considerably above the city averages. Almost two-thirds of its students passed each test. Jane Waldfogel, a professor of social work at Columbia University has a new book titled *“Too Many Children Left Behind.”* In it, she and her colleagues point out children from families of low socioeconomic status: - Are already more than a year behind the children of college graduates in their grasp of both reading and math - Are seven times more likely to have been born to a teenage mother - Are only 50 % likely to live with both parents, compared with 83 percent of the children of college graduates - Suffer higher obesity rates, have more social and emotional problems and are more likely to report poor or fair health - Are less likely to afford private preschool or the many enrichment opportunities — extra lessons, tutors, music and art, elite sports teams — that richer, better-educated parents lavish on their children Are about one-third more likely to have a novice teacher. They are much more likely to be held back a grade, a surefire way to stunt their development, the researchers say. Given all of this… Will we ever be able to solve the problems created in our school systems based on the differences in the socioeconomic conditions of the wealthier and poorer segments of our urban populations regardless of ethnicity? Who will teach under these increasing economic and educationally difficult conditions? How will we make sure new teachers are well prepared to do so? [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay current on our shows, podcasts, news, and thought leadership articles.** - [ ![David Greene](https://edcircuit.com/wp-content/uploads/lovable-avatars/david-greene-215.webp) ](https://edcircuit.com/author/david-green/) [David Greene](https://edcircuit.com/author/david-green/ "David Greene"): Author David Greene is a former Social Studies teacher and coach. He is also a program consultant for an organization that helps high schools create and run experiential learning programs for seniors. In addition, he is the author of “Doing the Right Thing: A Teacher Speaks,” is the former Treasurer of Save Our Schools and an active blogger and speaker. His blogs have appeared in Diane Ravitch’s website, EdCircuit, Education Weekly, US News and World Report, and the Washington Post. David writes opinon pieces for EdCircuit. – The opinions he expresses here are solely his own. [ View all posts ](https://edcircuit.com/author/david-green/ "View all posts") [ ](mailto:dgreene@edCircuit.com) **Categories:** Diversity, Equity, Inclusion --- ### [Investment Leading Innovation at University Level](https://edcircuit.com/investment-leading-innovation-at-university-level/) **Published:** September 24, 2015 **Author:** EdCircuit Staff **Excerpt:** In this interview with edCircuit, Ryan Craig, Managing Director at University Ventures, discusses current trends in investing. **Content:** Ryan Craig, Managing Director at [University Ventures](https://universityventures.com/), discusses current trends in investing and their focus on the college-readiness of incoming students to the intersection between [higher education and the workforce](https://edcircuit.com/global-brands-activating-higher-ed-scene/). Ryan Craig, along with nearly 900 participants, including some 250 global education companies, was in New York for the [BMO Capital Markets 15th Annual Back to School Education Conference.](https://www.bmocm.com/aboutus/news/detail/?id=34535) [edCircuit](https://edcircuit.com/) captured views from business leaders to investors taking a look behind the scenes of investment in education and technology. --- University Ventures (UV) is the only investment firm focused exclusively on the global higher education sector. UV pursues a differentiated strategy of ‘innovation from within’. UV has the deepest respect for the missions and traditions of colleges and universities around the world and is confident that through innovation, these same institutions will be successful in fulfilling and expanding their missions. By partnering with top-tier universities and colleges and then strategically directing private capital to develop innovative programs of exceptional quality that address major economic and social needs, UV is setting new standards for student outcomes and advancing the development of the next generation of colleges and universities on a global scale. UV is a thought-leader on trends impacting global higher education and disseminates analyses on key issues to the higher education community. UV is viewed by many colleges and universities as a trusted counselor and partner in navigating the major changes underway. The fund is led by four principals with 50+ years collective experience as entrepreneurs, investors and leaders in higher education. With the greatest respect for the values, quality and traditions of academic institutions, UV is playing a formative and constructive role in the private sector’s increasing involvement in the future of higher education. [**Subscribe to edCircuit**](https://edcircuit.com/subscribe-to-edcircuit/) **to stay current on our shows, podcasts, news, and thought leadership articles.** - [ ![Orange circular logo featuring a stylized lowercase 'e' formed by a ring with a horizontal bar across the middle.](https://edcircuit.com/wp-content/uploads/lovable-avatars/edcircuit-staff-241.webp) ](https://edcircuit.com/author/edcircuit-staff/) [EdCircuit Staff](https://edcircuit.com/author/edcircuit-staff/ "EdCircuit Staff"): Author edCircuit is a mission-based organization entirely focused on the K-20 EdTech Industry and emPowering the voices that can provide guidance and expertise in facilitating the appropriate usage of digital technology in education. Our goal is to elevate the voices of today’s innovative thought leaders and edtech experts. [Subscribe](https://hotpink-fly-511481.hostingersite.com/subscribe-to-edcircuit/) to receive notifications in your inbox [ ](https://www.linkedin.com/in/edcircuit-editor/)[ ](https://www.youtube.com/@edcircuit) [ View all posts ](https://edcircuit.com/author/edcircuit-staff/ "View all posts") [ ](mailto:editor@edcircuit.com) - [ ![A man with short brown hair and glasses smiles while standing outdoors, wearing a dark blazer over a light blue collared shirt. Green foliage is blurred in the background.](https://edcircuit.com/wp-content/uploads/2024/02/Ryan-Craig.jpeg) ](https://edcircuit.com/author/ryan-craig/) [Ryan Craig](https://edcircuit.com/author/ryan-craig/ "Ryan Craig"): Author Ryan is the Co-Founder and Managing Director of UV. Ryan’s commentary on where the puck is going in higher education regularly appears in the Gap Letter, Forbes, TechCrunch, Inside Higher Education, Fortune, HR Dive, and VentureBeat, among others. He is the author of A New U: Faster + Cheaper Alternatives to College (Ben Bella, 2018), which describes the critical importance of last-mile training and the emergence of bootcamps, income share programs, staffing and apprenticeship models as preferred pathways to good first digital jobs, and was named in the Wall Street Journal as one the Books of the Year for 2018. He is also the author of College Disrupted: The Great Unbundling of Higher Education (Palgrave Macmillan, 2015), which profiles the coming shift toward competency-based education and hiring. Prior to UV, Ryan led the Education & Training sector at Warburg Pincus where he was the founding Director of Bridgepoint Education (NYSE: BPI), one of the largest online universities in the United States. His prior experience in online education was at Columbia University. From 2004 to 2010, Ryan founded and built Wellspring, a national network of boarding schools and summer camps for overweight and obese children, adolescents, and young adults. He began his career at McKinsey & Co.Ryan received bachelor’s degrees summa cum laude and Phi Beta Kappa from Yale University, and his law degree from the Yale Law School. While Ryan knows where the puck is going in higher education, he actually knows what to do with a puck because he hails from Toronto, Canada. [ ](https://www.linkedin.com/in/ryan-craig-b4617a80) [ View all posts ](https://edcircuit.