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Tag: Learning

  • BBC Learning Hub Launches Walking with Dinosaurs Virtual Field Trip Resources

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    San Antonio, TX (August 26, 2025)—Over 25 years since Walking with Dinosaurs first stomped across the screen and following its awe-inspiring return this past June, BBC Studios has launched a virtual field trip that brings the wonder of prehistoric discovery directly into grade 3– 6 classrooms around the world. Offering students unprecedented access to dig sites and discoveries, comprehensive new educational resources on the BBC Learning Hub will enrich how students experience paleontology, natural history, and STEM concepts.

    The virtual field trip includes six dinosaur dig sites to “visit,” each with specially chosen video clips from this year’s exciting reimagining of Walking With Dinosaurs. Students can fill out the printable Paleontologist Field Journal as they watch, and complete quizzes about each dig site to explore and imagine the prehistoric past. Fun extras include a “Which Dinosaur Are You?” quiz, links to videos about how to build a dinosaur in Minecraft Education, and an easy-to-use teachers guide. 

    Aligned with national science standards, the new materials are designed to support educators in creating engaging, hands-on learning experiences that inspire the next generation of scientists and paleontologists.

    “The Walking with Dinosaurs virtual field trips let students take the lead. Navigating the prehistoric world on their own fuels their fascination with dinosaurs, and empowers them to experience the scientific process in action,” said Dana Truby, executive director of content and partnerships for BBC Learning. “It’s a resource that makes science come alive.”

    Following the success of previous BBC Earth educational partnerships, including the Planet Earth III and Frozen Planet II Minecraft Education worlds that have reached millions of students globally, these new Walking with Dinosaurs resources continue to demonstrate the power of combining world-class content with innovative educational approaches. The collaboration leverages BBC Studios’ award-winning factual programming expertise alongside PBS’s deep commitment to educational excellence in American classrooms.

    This educational partnership draws from the latest paleontological discoveries featured in the

    Walking with Dinosaurs series. Students will explore the stories of iconic dinosaurs including Spinosaurus, Triceratops, and Lusotitan, while learning fundamental scientific concepts about evolution, ecosystems, and research methodologies. The resources are designed to support diverse learning styles for grades 3–6. 

    BBC Studios and PBS bring unparalleled expertise to this educational initiative. BBC Studios, the commercial arm of the BBC, has a proven track record of creating educational content that reaches global audiences, producing more than 2,800 hours of award-winning programming each year. Their commitment to scientific accuracy and engaging storytelling makes complex topics accessible to learners of all ages. PBS, with more than 330 member stations nationwide, serves as America’s largest classroom, reaching millions of students through PBS Learning Media and providing educators with trusted, high-quality digital content that brings lessons to life.

    “What makes these resources exceptional is how they connect abstract scientific concepts to tangible discoveries students can see and touch,” said Kimmie Fink, Senior Editor of BBC Learning and a former teacher. “When students learn about Triceratops through the lens of actual paleontological fieldwork, they’re not just memorizing facts—they’re thinking like scientists.”

    The resources are designed to address critical needs in STEM education while fostering curiosity about the natural world. By connecting students to real paleontological discoveries and the scientists making them, the materials help bridge the gap between classroom learning and realworld scientific inquiry.

    For educators, the resources offer professionally developed content that saves preparation time and helps them deliver engaging, standards-aligned instruction. The virtual field trip and supporting materials are available at no cost to educators, reflecting the BBC and PBS’s commitment to making high-quality educational content accessible to all students. Teachers and district leaders interested in accessing the Walking With Dinosaurs educational resources can visit the BBC Learning Hub.

    Walking With Dinosaurs is available to watch now on BBC iPlayer in the UK and on PBS, PBS.org and the PBS app in the United States. BBC Studios owns the global licensing and sales rights for Walking With Dinosaurs.

    BBC Studios is a commercial subsidiary of the BBC Group with sales of £2.1 billion (2021/22: £1,630 million). Able to take an idea seamlessly from thought to screen and beyond, the business is built on two operating areas: the global Content Studio, which produces, invests and distributes content globally; and Channels & Streaming, with BBC branded channels, services and joint ventures in the UK and internationally. Around 2,500 hours of award-winning British programmes are made by the business every year, with over 80% of total BBC Studios revenues coming from non-BBC customers including Discovery, Apple and Netflix. Its content is internationally recognised across a broad range of genres and specialisms, with brands like Strictly Come Dancing/Dancing with the Stars, Top Gear, the Planet series, Bluey and Doctor Who. BBC.com is BBC Studios’ global digital news platform, offering up-to-the-minute international news, in-depth analysis and features. 

    BBC Studios | Website | Press Office | Twitter | LinkedIn | Instagram |  

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  • Four education innovators honored with the 2025 Harold W. McGraw, Jr. Prize in Education

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    Four leaders charting bold new paths in education will be celebrated as the 2025 recipients of the Harold W. McGraw, Jr. Prize in Education. Presented by the McGraw Family Foundation in collaboration with the University of Pennsylvania Graduate School of Education (Penn GSE), this distinguished award recognizes Rapelang Rabana, Joe Wolf, Dr. Cathy N. Davidson, and Dr. Frederic Bertley for their pioneering contributions that have advanced learning opportunities and impacted countless lives.

    For more than 40 years, the McGraw Prize has championed leaders who have had a profound impact on our world, so that others might follow their example and extend that impact. Prizes are awarded in three categories: pre-K–12 learning, higher education, and lifelong learning. This year’s winners will receive an award of $50,000 and an iconic awards sculpture at a ceremony on November 13.

    “This year’s class of McGraw Prize winners combines highly innovative approaches to learning with results that transform lives,” said Harold McGraw III, former Chairman and CEO of The McGraw-Hill Companies. “They meet the highest standards of educational excellence and are a tribute to my father’s dedication to literacy and educational opportunity.”

    “The McGraw Prize honors those who push the boundaries of what’s possible in education,” said L. Michael Golden, Vice Dean of Innovative Programs & Partnerships at Penn GSE. “This year’s winners are true innovators — leaders who are rethinking how learning happens, redefining who gets to learn, and creating solutions that will shape the future for generations to come.”

    The 2025 Winners

    Pre-K-12 Education Prize: Rapelang Rabana and Joe Wolf are redefining what’s possible for children who are furthest from educational opportunity. As co-CEOs of Imagine Worldwide, they are delivering a massively scalable, evidence-based education technology solution to the global foundational learning crisis. Imagine’s solar-powered, offline tablets deliver personalized learning to Africa’s most marginalized children — because literacy and numeracy are the keys to unlocking a child’s potential. Under their visionary leadership, Imagine Worldwide has become a global leader in self-guided, tablet-based literacy and numeracy programs that are rigorously tested, grounded in evidence, and delivered in partnership with local communities and national governments. The results are transformational: nine randomized controlled trials across different countries, languages, and contexts have shown substantial gains in learning outcomes, even in the absence of trained teachers, internet, or electricity. Together, these co-winners exemplify the bold innovation and impact that define the McGraw Prize. Learn more about Imagine Worldwide.

    Higher Education Prize: Dr. Cathy N. Davidson has spent her career reimagining higher education for a rapidly changing world. A leading voice in digital literacy, learning science, and interdisciplinary innovation, she is known for translating research into action — and for helping institutions evolve to meet the needs of all students. At the Graduate Center of the City University of New York (CUNY), where she is a Distinguished Professor, she founded the Futures Initiative to promote equity, social mobility, and student-centered learning at every level of the university. She also serves as Senior Advisor on Transformation to the CUNY Chancellor, focusing on student success and inclusive, career-connected learning across CUNY’s 26 campuses. Her work reflects ideals the McGraw Prize was created to honor: bold thinking, equity-driven practice, and a lifelong commitment to transforming education for the public good.

    Lifelong Learning Prize: By re-envisioning how science is shared, taught, and experienced, Dr. Frederic Bertley has ignited a lifelong love of STEM learning in millions. As president and CEO of the Center of Science and Industry (COSI) in Columbus, Ohio, he has transformed a regional science museum into a globally recognized leader in STEM education. COSI now reaches more than one million learners annually through immersive exhibits, hands-on outreach, and Emmy Award–winning media programs that extend science education far beyond museum walls. Dr. Bertley exemplifies Harold W. McGraw Jr.’s belief that education is a lifelong pursuit — and a catalyst for individual and societal progress.

    The Harold W. McGraw, Jr. Family Foundation selected Penn GSE as the home for the McGraw Prize in 2020. Penn GSE is recognized internationally for its cutting-edge initiatives, distinguished faculty, and as a training ground for top educators and leaders. The partnership includes administering the annual prize in November, and ongoing programming with more than 100 past winners, including symposia and a webinar series.

    Through a public nomination process, McGraw Prize awardees were submitted for consideration by their peers, with winners then selected during three rounds of judging, including a final round by an independent panel of esteemed leaders in the field. Past winners have included teachers, professors, superintendents, university presidents, non-profit leaders, entrepreneurs, and public officials. Many continue to play major roles across the education landscape.

    To learn more, visit McGrawPrize.com, sign up for our mailing list and follow us on LinkedIn.

    ABOUT THE HAROLD W. MCGRAW, JR. FAMILY FOUNDATION

    The Harold W. McGraw, Jr. Family Foundation, established by Harold W. McGraw, Jr., is a not-for-profit private foundation whose primary mission is focused on education, youth services, community health and medical research. Harold W. McGraw, Jr. was the Chairman and CEO of McGraw-Hill and dedicated his life to education and literacy.

    ABOUT THE UNIVERSITY OF PENNSYLVANIA GRADUATE SCHOOL OF EDUCATION

    Penn GSE is one of the nation’s leading and top-ranked research education schools. The school is notably entrepreneurial, launching innovative degree programs for practicing professionals and unique partnerships with local educators. It is also home to the Milken-Penn GSE Education Business Plan Competition and centers such as Catalyst @ Penn GSE, a hub for global education innovation.

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  • Building a literacy framework that works: A district leader’s journey in Peoria

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    Key points:

    When I stepped into the role of curriculum coordinator for Peoria Public Schools District 150 in 2021, I entered a landscape still reeling from the disruption of COVID-19. Teachers were exhausted. Students had suffered interrupted learning. And the instructional frameworks in place–particularly in literacy–were due for serious reexamination.

    Initially, the directive was to return to our previous Balanced Literacy framework. But as I dove into research, attended conferences, and listened to thought leaders in the field, it became clear: The science was pointing in a different direction. The evidence base for Structured Literacy was too compelling to ignore.

    What followed wasn’t an overnight change. It was a careful, multi-year shift in philosophy, practice, and support. We didn’t have the budget for a full curriculum adoption, so we focused on building a practical, research-aligned framework using targeted resources and strategic professional learning.

    A patchwork quilt with purpose

    In Peoria, where many students were performing one or two grade levels below benchmarks, we needed a literacy framework that could both repair learning gaps and accelerate grade-level achievement. That meant honoring the complexity of literacy instruction by balancing foundational skills, writing, vocabulary, and fluency.

    Our current model includes explicit handwriting instruction, structured phonics and phonemic awareness, and targeted word study, paired with guided small-group instruction informed by student data. We built in an hour each day for foundational work, and another for what we call “guided individual practice,” where students receive support aligned to their needs–not just grade-level expectations.

    We were also honest about staffing realities. We no longer had interventionists or instructional coaches in every building. The burden of differentiation had shifted to classroom teachers, many of whom were navigating outdated practices. Transitioning from “guided reading” to true data-informed small groups required more than new tools. It required a new mindset.

    Supporting educators without overwhelming them

    Change management in literacy instruction is, at its core, about supporting teachers. We’ve been intentional in how we provide professional development. Our work with the Lexia LETRS professional learning course has been especially transformative. Recognizing the intensity of the full cohort model, we supplemented it with a more flexible, self-guided version that teachers could complete during PLC time. Today, every 1st and 2nd grade teacher in Peoria has completed Volume 1 of the professional learning course, and our next cohort is set to begin with kindergarten and third-grade educators.

    That blended approach–respecting teachers’ time while still delivering deep learning–is helping us move forward together. Our educators understand the “why” behind the change and are beginning to feel empowered by the “how.”

    Technology as a partner, not a solution

    Technology plays a meaningful role in our framework, but never in isolation. We initially implemented a digital literacy program for students in grades 5-8 who were below benchmark, but the rollout revealed key challenges. Students were resistant. Teachers lacked the training to connect software data to instruction. And the result felt more punitive than supportive.

    Rather than abandon technology, we shifted our model. We now provide Lexia Core5 Reading to every student in grades 2-4, creating a consistent, equitable implementation that supports differentiated instruction while relieving teachers of the burden of sourcing materials themselves. The program is easy to use, offers actionable reports, and provides a strong starting point for targeted instruction.

    Still, we’ve been clear: Software alone won’t move the needle. Teachers must be part of the equation. We continue to train educators on blended learning practices, helping them use technology as a springboard, not a substitute, for effective instruction.

    From compliance to commitment

    One of our next major shifts is moving from compliance to intentional practice. In a large district with approximately 13,000 students across 29 buildings, it’s easy to focus on usage metrics. Are students meeting their minutes? Are teachers checking boxes?

    But the true measure is learning. Are students making progress? Are teachers using the data to inform instruction?

    We’re investing in professional development that reinforces this mindset and are exploring how to bring more coaching and modeling into classrooms to help operationalize what teachers are learning.

    Advice for fellow district leaders

    If there’s one takeaway from our journey, it’s this: Don’t rush. Take the time to align every piece of your literacy framework with evidence-based practices. That includes everything from phonics and handwriting to the way letters are introduced and small groups are formed.

    Lean on the research, but also listen to your teachers. Usability and educator buy-in matter just as much as alignment. And remember, literacy is a long game. State assessments, early screeners, and benchmark data are just pieces of the puzzle. The real impact takes time.

    What keeps me going is the feedback from our teachers. They’re seeing students blend and segment words with confidence. They’re noticing fewer behavioral issues during literacy blocks. They’re asking deeper questions about how to support readers. That’s the kind of progress that truly matters.

    We’re not finished. But we’re headed in the right direction–and we’re doing it together.

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    Lindsay Bohm, Peoria (Ill.) Public Schools District 150

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  • School board to promote Pasquarello as superintendent

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    On the heels of Superintendent Ben Lummis saying he’ll retire at the end of the school year, the School Committee wants to promote Assistant Superintendent Amy Pasquarello to fill his shoes.

    The School Committee held a special meeting Wednesday night to discuss options for a superintendent’s search. The committee then unanimously voted to consider Pasquarello, formerly principal at the defunct East Gloucester Elementary School, to be the schools’ next top educational leader, kicking off a public process to vet her promotion in the coming weeks.


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    Ethan Forman may be contacted at 978-675-2714, or at eforman@northofboston.com.

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    By Ethan Forman | Staff Writer

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  • Student secures $25K grant for Beverly High robotics

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    BEVERLY — The robotics program at Beverly High School recently received a $25,500 grant for new equipment – all thanks to one student.

    Miranda Harrington, 17, is a senior in the school’s robotics program and the president of the Beverly High Robotics Team. She has been looking for grants to fund the robotics program and the team since her sophomore year, and stumbled upon a grant for new STEM equipment and training from the Massachusetts Life Sciences Center.


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  • Strengthening family engagement to support the science of reading

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    Key points:

    While most teachers are eager to implement the science of reading, many lack the time and tools to connect these practices to home-based support, according to a new national survey from Lexia, a Cambium Learning Group brand.

    The 2025 Back-to-School Teacher Survey, with input from more than 1,500 K–12 educators nationwide, points to an opportunity for district leaders to work in concert with teachers to provide families with the science of reading-based literacy resources they need to support student reading success.

    Key insights from the survey include:

    • 60 percent of teachers are either fully trained or interested in learning more about the science of reading
    • Only 15 percent currently provide parents with structured, evidence-based literacy activities
    • 79 percent of teachers cite time constraints and parents’ work schedules as top barriers to family engagement
    • Just 10 percent report that their schools offer comprehensive family literacy programs
    • Teachers overwhelmingly want in-person workshops and video tutorials to help parents support reading at home

    “Teachers know that parental involvement can accelerate literacy and they’re eager for ways to strengthen those connections,” said Lexia President Nick Gaehde. “This data highlights how districts can continue to build on momentum in this new school year by offering scalable, multilingual, and flexible family engagement strategies that align with the science of reading.”

    Teachers also called for:

    • Better technology tools for consistent school-to-home communication
    • Greater multilingual support to serve diverse communities
    • Professional learning that includes family engagement training

    Gaehde concluded, “Lexia’s survey reflects the continued national emphasis on Structured Literacy and shows that equipping families is essential to driving lasting student outcomes. At Lexia we’re committed to partnering with districts and teachers to strengthen the school-to-home connection. By giving educators practical tools and data-driven insights, we help teachers and families work together–ensuring every child has the literacy support they need to thrive.”

    The complete findings are available in a new report, From Classroom to Living Room: Exploring Parental Involvement in K–12 Literacy. District leaders can also download the accompanying infographic, “What District Leaders Need To Know: 5 Key Findings About Family Engagement and Literacy,” which highlights the most pressing data points and strategic opportunities for improving school-to-home literacy connections.

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  • Turning superintendent transitions into strength–not division

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    Key points:

    When a long-serving superintendent departs, districts inherit more than a vacancy. They inherit emotion, legacy, and the uncertainty that comes with change. With superintendent tenure shrinking nationwide, the real question isn’t if transitions will happen; it’s whether districts can navigate them without losing momentum for students.

    I stepped into the superintendency at Mississinewa Community Schools following the retirement of a respected leader. We avoided the common pitfalls, mixed messages, rumor spirals, and initiative drift by treating the transition as a community moment rather than a personnel change.

    Here are practical steps any district can adapt, regardless of size or setting.

    1. Model professionalism, especially when it’s hard

    Leadership changes often mean disappointment for people who’ve given years to the district. Ask outgoing leaders to help “set the table” for what’s next: Attend public meetings, co-host early listening sessions, and make warm handoffs to key staff and partners.

    Why it works: Visible unity lowers anxiety and keeps adults focused on students, not politics.

    Try this: Create a two-page “transition script” with shared talking points, key dates, and who says what, when.

    2. Go first with transparency

    Transitions are prime time for speculation. Beat it with a simple, repeated message: what’s changing, what’s not, and when stakeholders can weigh in.

    Why it works: Predictability builds trust; small, frequent updates outperform lengthy, sporadic memos.

    Try this: A 60-day communications cadence; weekly staff note, biweekly family/community update, and a brief public dashboard tracking immediate priorities (e.g., safety, staffing, instruction, operations).

    3. Build trust through presence, not pronouncements

    Spend full days in each school early on–not for photo ops, but for structured listening. Invite a veteran leader with deep relationships to walk alongside the new leader.
    Why it works: Trust is built in classrooms and hallways. Side-by-side introductions transfer social capital and signal continuity.

    Try this: Use a three-question listening protocol: What’s working students-first? What’s getting in the way? What’s one quick win we can try this month? Close the loop publicly on what you heard and acted on.

    4. Protect instructional continuity

    Transitions can unintentionally pause or reset key initiatives. Identify the 3-5 “do-not-drop” items (e.g., early literacy practices, MTSS, PLC rhythms) and assign explicit owners and check-ins.

    Why it works: Students shouldn’t feel the turbulence of adult change.

    Try this: A one-page “continuity plan” listing each initiative, the non-negotiables, owners, and 30/60/90-day milestones.

    5. Anchor every decision in integrity

    People watch how leaders behave under stress. Humility from those exiting, patience from those staying, and clarity from those arriving are all forms of integrity that audiences read quickly.

    Why it works: Integrity reduces drama and accelerates collaboration.

    Try this: Adopt a simple decision rubric you can publish: Is it student-centered? Is it equitable? Is it feasible this term? Share how recent decisions aligned with the rubric.

    A quick-start checklist (steal this)

    • Day 0–15: Announce the continuity plan; align the cabinet on 3-5 non-negotiables; publish listening tour dates.
    • Day 30: Report “you said/we did” updates; celebrate quick wins; schedule joint appearances with outgoing leaders where appropriate.
    • Day 60: Refresh the dashboard; confirm owners/timelines for longer-horizon work; address one stubborn, high-visibility pain point.
    • Day 90: Publicly close the transition phase; restate the district’s instructional priorities and how they will be measured.

    Watchouts

    • Mixed messages: If leaders aren’t saying the same thing, you’re fueling rumors. Script and rehearse.
    • New-initiative temptation: Resist “rebranding” just to mark the moment. Improve execution first; rename later.
    • Invisible wins: Listening without visible action erodes trust. Close loops quickly–even on small items.

    Bottom line

    Leadership transitions aren’t just about titles; they’re about people and the students we serve. With professionalism, transparency, presence, and integrity, districts can turn a vulnerable moment into a unifying one and keep learning at the center where it belongs.

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    Jeremy Fewell, Mississinewa Community Schools

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  • Supporting neurodiverse learners requires more than accommodation: It demands systemic change

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    Key points:

    Approximately 1 in 5 children in the United States are estimated to be neurodivergent, representing a spectrum of learning and thinking differences such as autism, ADHD, dyslexia, and more. These children experience the world in unique and valuable ways, but too often, our education systems fail to recognize or nurture their potential. In an already challenging educational landscape, where studies show a growing lack of school readiness nationwide, it is more important than ever to ensure that neurodivergent young learners receive the resources and support they need to succeed.

    Early support and intervention

    As President and CEO of Collaborative for Children, I have personally seen the impact that high-quality early childhood education can have on a child’s trajectory. Birth to age five is the most critical window for brain development, laying the foundation for lifelong learning, behavior, and health. However, many children are entering their academic years without the basic skills needed to flourish. For neurodivergent children, who often need tailored approaches to learning, the gap is even wider.

    Research indicates that early intervention, initiated within the first three years of life, can significantly enhance outcomes for neurodivergent children. Children who receive individualized support are more likely to develop stronger language, problem-solving, and social skills. These gains not only help in the classroom but can also lead to higher self-confidence, better relationships and improved well-being into adulthood.

    The Collaborative for Children difference

    Collaborative for Children in Houston focuses on early childhood education and is committed to creating inclusive environments where all children can thrive. In Houston, we have established 125 Centers of Excellence within our early childhood learning network. The Centers of Excellence program helps child care providers deliver high-quality early education that prepares children for kindergarten and beyond. Unlike drop-in daycare, our certified early childhood education model focuses on long-term development, combining research-backed curriculum, business support and family engagement.

    This year, we are expanding our efforts by providing enhanced training to center staff and classroom teachers, equipping them with effective strategies to support neurodivergent learners. These efforts will focus on implementing practical, evidence-based approaches that make a real difference.

    Actionable strategies

    As educators and leaders, we need to reimagine how learning environments are designed and delivered. Among the most effective actionable strategies are:

    • Creating sensory-friendly classrooms that reduce environmental stressors like noise, lighting, and clutter to help children stay calm and focused.
    • Offering flexible learning formats to meet a range of communication, motor, and cognitive styles, including visual aids, movement-based activities, and assistive technology.
    • Training teachers to recognize and respond to diverse behaviors with empathy and without stigma, so that what is often misinterpreted as “disruption” is instead seen as a signal of unmet needs.
    • Partnering with families to create support plans tailored to each child’s strengths and challenges to ensure continuity between home and classroom.
    • Incorporating play-based learning that promotes executive functioning, creativity, and social-emotional development, especially for children who struggle in more traditional formats.

    Benefits of inclusive early education

    Investing in inclusive, high-quality early education has meaningful benefits not only for neurodivergent children, but for other students, educators, families and the broader community. Research indicates that neurotypical students who learn alongside neurodivergent peers develop critical social-emotional skills such as patience, compassion and acceptance. Training in inclusive practices can help educators gain the confidence and tools needed to effectively support a wide range of learning styles and behaviors as well as foster a more responsive learning environment.

    Prioritizing inclusive early education can also create strong bonds between families and schools. These partnerships empower caregivers to play an active role in their child’s development, helping them navigate challenges and access critical resources early on. Having this type of support can be transformative for families by reducing feelings of isolation and reinforcing that their child is seen, valued, and supported.

    The benefits of inclusive early education extend far beyond the classroom. When neurodivergent children receive the support they need early in life, it lays the groundwork for increased workforce readiness. Long-term economic gains can include higher employment rates and greater earning potential for individuals. 

    Early childhood education must evolve to meet the needs of neurodivergent learners. We cannot afford to overlook the importance of early intervention and tailored learning environments. If we are serious about improving outcomes for all children, we must act now and commit to inclusivity as a core pillar of our approach. When we support all children early, everyone benefits.

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    Dr. Melanie Johnson, Collaborative for Children

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  • New research highlights the importance and challenges of K-12 student engagement

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    This press release originally appeared online.

    Key points:

    While there is wide agreement that student engagement plays a vital role in learning, educators continue to face uncertainty about what engagement looks like, how best to measure it, and how to sustain it, according to a new study from Discovery Education. 

    Education Insights 2025–2026: Fueling Learning Through Engagement captures prevailing attitudes and beliefs on the topic of engagement from 1,398 superintendents, teachers, parents, and students from across the United States. Survey data was collected in May 2025 by Hanover Research on behalf of Discovery Education. 

    “Discovery Education conducted the Education Insights report to gain a deeper understanding of how engagement is defined, observed, and nurtured in K-12 classrooms nationwide, and we are thankful to the participants who shared their perspectives and insights with us,” said Brian Shaw, Discovery Education’s Chief Executive Officer. “One of the most important findings of this report is that engagement is seen as essential to learning, but is inconsistently defined, observed, and supported in K-12 classrooms. I believe this highlights the need for a more standardized approach to measuring student engagement and connecting it to academic achievement. Discovery Education has embarked on an effort to address those challenges, and we look forward to sharing more as our work progresses.” 

    Key findings of the Education Insights 2025–2026: Fueling Learning Through Engagement report include: 

    Engagement is broadly recognized as a key driver of learning and success. Ninety-three percent of educators surveyed agreed that student engagement is a critical metric for understanding overall achievement, and 99 percent of superintendents polled believe student engagement is one of the top predictors of success at school. Finally, 92 percent of students said that engaging lessons make school more enjoyable. 

    But educators disagree on the top indicators of engagement. Seventy-two percent of teachers rated asking thoughtful questions as the strongest indicator of student engagement. However, 54 percent of superintendents identified performing well on assessments as a top engagement indicator. This is nearly twice as high as teachers, who rank assessments among the lowest indicators of engagement. 

    School leaders and teachers disagree on if their schools have systems for measuring engagement. While 99 percent of superintendents and 88 percent of principals said their district has an intentional approach for measuring engagement, only 60 percent of teachers agreed. Further, nearly one-third of teachers said that a lack of clear, shared definitions of student engagement is a top challenge to measuring engagement effectively. 

    Educators and students differ on their perceptions of engagement levels. While 63 percent of students agreed with the statement “Students are highly engaged in school,” only 45 percent of teachers and 51 percent of principals surveyed agreed with the same statement.  

    Students rate their own engagement much higher than their peers. Seventy percent of elementary students perceived themselves as engaged, but only 42 percent perceived their peers as engaged. Fifty-nine percent of middle school students perceived themselves engaged in learning, but only 36 percent perceived their peers as engaged. Finally, 61 percent of high school students perceived themselves as engaged, but only 39 percent described their peers as engaged. 

    Proximity to learning changes impressions of AI. Two-thirds of students believe AI could help them learn faster, yet fewer than half of teachers report using AI themselves to complete tasks. Only 57 percent of teachers agreed with the statement “I frequently learn about positive ways students are using AI,” while 87 percent of principals and 98 percent of superintendents agree. Likewise, only 53 percent of teachers agreed with the statement “I am excited about the potential for AI to support teaching and learning,” while 83 percent of principals and 94 percent of superintendents agreed. 

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    Stephen Wakefield

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  • The untaught lesson: Prioritizing behavior as essential learning

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    Key points:

    In classrooms across the country, students are mastering their ABCs, solving equations, and diving into science. But one essential life skill–behavior–is not in the lesson plan. For too long, educators have assumed that children arrive at school knowing how to regulate emotions, resolve conflict, and interact respectfully. The reality: Behavior–like math or reading–must be taught, practiced, and supported.

    Today’s students face a mounting crisis. Many are still grappling with anxiety, disconnection, and emotional strain following the isolation and disruption of the COVID pandemic. And it’s growing more serious.

    Teachers aren’t immune. They, too, are managing stress and emotional overload–while shouldering scripted curricula, rising expectations, and fewer opportunities for meaningful engagement and critical thinking. As these forces collide, disruptive behavior is now the leading cause of job-related stress and a top reason why 78 percent of teachers have considered leaving the profession.

    Further complicating matters is social media and device usage. Students and adults alike have become deeply reliant on screens. Social media and online socialization–where interactions are often anonymous and less accountable–have contributed to a breakdown in conflict resolution, empathy, and recognition of nonverbal cues. Widespread attachment to cell phones has significantly disrupted students’ ability to regulate emotions and engage in healthy, face-to-face interactions. Teachers, too, are frequently on their phones, modeling device-dependent behaviors that can shape classroom dynamics.

    It’s clear: students can’t be expected to know what they haven’t been taught. And teachers can’t teach behavior without real tools and support. While districts have taken well-intentioned steps to help teachers address behavior, many initiatives rely on one-off training without cohesive, long-term strategies. Real progress demands more–a districtwide commitment to consistent, caring practices that unify educators, students, and families.

    A holistic framework: School, student, family

    Lasting change requires a whole-child, whole-school, whole-family approach. When everyone in the community is aligned, behavior shifts from a discipline issue to a core component of learning, transforming classrooms into safe, supportive environments where students thrive and teachers rediscover joy in their work. And when these practices are reinforced at home, the impact multiplies.

    To help students learn appropriate behavior, teachers need practical tools rather than abstract theories. Professional development, tiered supports, targeted interventions, and strategies to build student confidence are critical. So is measuring impact to ensure efforts evolve and endure.

    Some districts are leading the way, embracing data-driven practices, evidence-based strategies, and accessible digital resources. And the results speak for themselves. Here are two examples of successful implementations.

    Evidence-based behavior training and mentorship yields 24 percent drop in infractions within weeks

    With more than 19,000 racially diverse students across 24 schools east of Atlanta, Newton County Schools prioritized embedded practices and collaborative coaching over rigid compliance. Newly hired teachers received stipends to complete curated, interactive behavior training before the school year began. They then expanded on these lessons during orientation with district staff, deepening their understanding.

    Once the school year started, each new teacher was partnered with a mentor who provided behavior and academic guidance, along with regular classroom feedback. District climate specialists also offered further support to all teachers to build robust professional learning communities.

    The impact was almost immediate. Within the first two weeks of school, disciplinary infractions fell by 24 percent compared to the previous year–evidence that providing the right tools, complemented by layered support and practical coaching, can yield swift, sustainable results.

    Pairing shoulder coaching with real-time data to strengthen teacher readiness

    With more than 300,000 students in over 5,300 schools spanning urban to rural communities, Clark County School District in Las Vegas is one of the largest and most diverse in the nation.

    Recognizing that many day-to-day challenges faced by new teachers aren’t fully addressed in college training, the district introduced “shoulder coaching.” This mentorship model pairs incoming teachers with seasoned colleagues for real-time guidance on implementing successful strategies from day one.

    This hands-on approach incorporates videos, structured learning sessions, and continuous data collection, creating a dynamic feedback loop that helps teachers navigate classroom challenges proactively. Rather than relying solely on reactive discipline, educators are equipped with adaptable strategies that reflect lived classroom realities. The district also uses real-time data and teacher input to evolve its behavior support model, ensuring educators are not only trained, but truly prepared.

    By aligning lessons with the school performance plan, Clark County School District was able to decrease suspensions by 11 percent and discretionary exclusions by 17 percent.  

    Starting a new chapter in the classroom

    Behavior isn’t a side lesson–it’s foundational to learning. When we move beyond discipline and make behavior a part of daily instruction, the ripple effects are profound. Classrooms become more conducive to learning. Students and families develop life-long tools. And teachers are happier in their jobs, reducing the churn that has grown post-pandemic.

    The evidence is clear. School districts that invest in proactive, strategic behavior supports are building the kind of environments where students flourish and educators choose to stay. The next chapter in education depends on making behavior essential. Let’s teach it with the same care and intentionality we bring to every other subject–and give every learner the chance to succeed.

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    Dr. Tami Dean, The Equity Hour Podcast & Kareeme Hawkins, RethinkEd and Pivot Path Strategic Solutions

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  • 5 keys to AI success: A roadmap for K–12 administrators

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    Key points:

    Like many educators, I have strong feelings about the abundance of artificial intelligence now used in schools. Some teachers choose to take a Gandalf approach to AI and declare that it “SHALL NOT PASS!” the doors to their classroom. Others adopt what could be called a Champman’s Homer attitude, one of awe and wonder at the vast new horizon of possibility laid out before them. Mine has been an equal mix of excitement and frustration. I believe there really are some powerful, transformative technologies out there that have the potential to revolutionize education in countless ways. Unfortunately, right now, we are not implementing them particularly well.

    So, how do we introduce AI into our classrooms so that it elevates student curiosity, creativity, and critical thinking? I believe there are five keys to making this a successful reality:

    1. Vision: There are many ways to be a great teacher and build a positive learning environment, and each school has its own unique flavor of excellence. The presence of AI shouldn’t change schools’ fundamental visions; rather, leaders should help to identify ways in which new technologies can work in service of their broader mission. Grounding AI in that reality is where we start–as you embark on your AI journey, it helps to know clearly where you’re headed!
    2. Agreement: Consensus is vital when it comes to including AI in schools.If it’s going to be used, it’s important to build broad agreement on where, when, and how it should be used. This can be challenging, but it’s not impossible. By gathering diverse stakeholders together–teachers, parents, students, staff–schools can draft social contracts that specify AI’s role and limits in learning. This gets everyone pulling in the same direction and invested in a shared goal.
    3. Learning: One interesting aspect of AI is that right now, everybody is learning how to use it–including teachers! There are so many different tools and strategies that can be used to spark deep learning. Teachers need training that helps them to explore these possibilities and get hands-on experience, seeing for themselves just what these tools can do for them. That way, they are better equipped to help students use AI ethically, responsibly, and effectively.   
    4. Unleashing: Once teachers have been exposed to the different ways AI tools can effectively promote deeper learning, we want to unleash them in the classroom. Every classroom has its own unique set of needs, and teachers should test whether these new AI tools and techniques have a positive impact on their students. One way to think about it is to think of the school as a beehive. Bees don’t move together in a swarm–instead, they spread out, searching for the most productive areas and bringing their findings back to the hive. In the same way, teachers should take their new knowledge into the classroom and test to see how well it performs before sharing their findings with everyone else.         
    5. Evaluation: Every educator knows that making mistakes is a part of the learning process. With every new technology will comes drawbacks, unforeseen problems, and well-laid plans that don’t reach fruition. What matters is our willingness to evaluate what works, what doesn’t, and change our approach accordingly. One helpful strategy is to have teachers get together in groups and share what is and isn’t working for them. This allows the best practices to be shared throughout the community while also connecting educators who are facing similar problems.      

    All technology can be used for good or for ill. While the growing presence of AI can make some teachers nervous, it doesn’t change the fundamental mission of education or the role we play in fostering student growth. Instead, teachers and administrators should view this as an opportunity to further transform our classrooms into spaces that spark student inquiry. Let’s embrace the challenge before us and work together to build a future for our students where technology amplifies their learning but never defines it.

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    Ben Talsma, Van Andel Institute for Education

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  • Phones, devices, and the limits of control: Rethinking school device policies

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    Key points:

    By now, it’s no secret that phones are a problem in classrooms. A growing body of research and an even louder chorus of educators point to the same conclusion: students are distracted, they’re disengaged, and their learning is suffering. What’s less clear is how to solve this issue. 

    Of late, school districts across the country are drawing firmer lines. From Portland, Maine to Conroe, Texas and Springdale, Arkansas, administrators are implementing “bell-to-bell” phone bans, prohibiting access from the first bell to the last. Many are turning to physical tools like pouches and smart lockers, which lock away devices for the duration of the day, to enforce these rules. The logic is straightforward: take the phones away, and you eliminate the distraction.

    In many ways, it works. Schools report fewer behavioral issues, more focused classrooms, and an overall sense of calm returning to hallways once buzzing with digital noise. But as these policies scale, the limitations are becoming more apparent.

    But students, as always, find ways around the rules. They’ll bring second phones to school or slip their device in undetected–and more. Teachers, already stretched thin, are now tasked with enforcement, turning minor infractions into disciplinary incidents. 

    Some parents and students are also pushing back, arguing that all-day bans are too rigid, especially when phones serve as lifelines for communication, medical needs, or even digital learning. In Middletown, Connecticut, students reportedly became emotional just days after a new ban took effect, citing the abrupt change in routine and lack of trust.

    The bigger question is this: Are we trying to eliminate phones, or are we trying to teach responsible use?

    That distinction matters. While it’s clear that phone misuse is widespread and the intent behind bans is to restore focus and reduce anxiety, blanket prohibitions risk sending the wrong message. Instead of fostering digital maturity, they can suggest that young people are incapable of self-regulation. And in doing so, they may sidestep an important opportunity: using school as a place to practice responsible tech habits, not just prohibit them.

    This is especially critical given the scope of the problem. A recent study by Fluid Focus found that students spend five to six hours a day on their phones during school hours. Two-thirds said it had a negative impact on their academic performance. According to the National Center for Education Statistics, 77 percent of school leaders believe phones hurt learning. The data is hard to ignore.

    But managing distraction isn’t just about removal. It’s also about design. Schools that treat device policy as an infrastructure issue, rather than a disciplinary one, are beginning to implement more structured approaches. 

    Some are turning to smart locker systems that provide centralized, secure phone storage while offering greater flexibility: configurable access windows, charging capabilities, and even low admin options to help keep teachers teaching. These systems don’t “solve” the phone problem, but they do help schools move beyond the extremes of all-or-nothing.

    And let’s not forget equity. Not all students come to school with the same tech, support systems, or charging access. A punitive model that assumes all students have smartphones (or can afford to lose access to them) risks deepening existing divides. Structured storage systems can help level the playing field, offering secure and consistent access to tech tools without relying on personal privilege or penalizing students for systemic gaps.

    That said, infrastructure alone isn’t the answer. Any solution needs to be accompanied by clear communication, transparent expectations, and intentional alignment with school culture. Schools must engage students, parents, and teachers in conversations about what responsible phone use actually looks like and must be willing to revise policies based on feedback. Too often, well-meaning bans are rolled out with minimal explanation, creating confusion and resistance that undermine their effectiveness.

    Nor should we idealize “focus” as the only metric of success. Mental health, autonomy, connection, and trust all play a role in creating school environments where students thrive. If students feel overly surveilled or infantilized, they’re unlikely to engage meaningfully with the values behind the policy. The goal should not be control for its own sake, it should be cultivating habits that carry into life beyond the classroom.

    The ubiquity of smartphones is undeniable. While phones are here to stay, the classroom represents one of the few environments where young people can learn how to use them wisely, or not at all. That makes schools not just sites of instruction, but laboratories for digital maturity.

    The danger isn’t that we’ll do too little. It’s that we’ll settle for solutions that are too simplistic or too focused on optics, instead of focusing  not on outcomes.

    We need more than bans. We need balance. That means moving past reactionary policies and toward systems that respect both the realities of modern life and the capacity of young people to grow. It means crafting strategies that support teachers without overburdening them, that protect focus without sacrificing fairness, and that reflect not just what we’re trying to prevent, but what we hope to build.

    The real goal shouldn’t be to simply get phones out of kids’ hands. It should be to help them learn when to put them down on their own.

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    Emily Smith, HonestWaves

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  • I’ve Been Reviewing Laptops for a Decade. These Are My Picks for College Students

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    All our guidelines for choosing a laptop also apply to a device for college, including evaluating the quality of the display and chassis, along with ensuring that the laptop is fast enough for your work. Get something with at least 16 GB of RAM and 512 GB of storage and you’ll be happy.

    There are a couple of important things to consider specific to college. Portability and battery life are paramount. Regardless of your budget, you want something that will last throughout the day and won’t weigh you down while carrying it from class to class. Anything over four pounds or so will start to feel noticeable in your backpack.

    Overall dimensions are important too. Bringing a 16-inch laptop to class can feel obtuse given the size of college room desks. The same is true if you plan to bring your laptop to a crowded coffee shop or library. That’s why 13-inch or 14-inch laptops are preferred. That being said, if you’re a gamer or need a discrete GPU for your coursework, you may have to bite the bullet and buy something a bit larger.

    Here are some other specs to consider:

    Processor

    • Windows: If you’re getting a Windows machine, your main options for the processor are Intel and AMD, though Qualcomm is now a viable alternative with Copilot+ PCs. Each has its strengths and weaknesses. For a more complete guide to the differences, see our full guide to buying a laptop.
    • Chromebooks: These browser-based machines use half a dozen different processors, most of which you’ve probably never heard of. There’s a reason for that: Those processors are slow. My recommendation when buying a Chromebook is to stick with a Chromebook Plus machine. This is a new standard Google created to ensure a certain level of performance and polish with Chromebooks.
    • MacOS: Apple has been making its own processors for a few years, like the latest M4 chip found inside the MacBook Air showcased below. More powerful models like the MacBook Pros feature the M4 Pro and M4 Max chips, which feature GPUs comparable with the discrete GPUs you find in Windows laptops. Our MacBook buying guide can help.

    RAM and Storage

    Regardless of which OS you choose, the minimum amount of RAM you want in your laptop is 8 GB. That’s enough memory to keep your computer feeling snappy even if it’s running under load. But these days, 16 GB has become the new standard, and you’ll find lots of laptops around $800 that come with 16 GB. So, if you can afford it—especially if you plan to edit photos or videos as part of your coursework—go for 16 GB or even 32 GB.

    The new default for storage is 256 GB, and it’ll do if you’re trying to save money. You can always use external storage if you need to add on. Spring for 512 GB or a terabyte if you can, though.

    Screen

    Screens vary tremendously, but don’t settle for anything less than 1080p (or 1200p for 16:10 aspect ratio displays). For a 13-inch laptop, 1080p is sharp enough. If you’re going with a bigger laptop, 2.5K or even 4K screens will improve the viewing experience. If you’re trying to play games as well, be sure to get something with a higher refresh rate—120 Hz or 144 Hz will more than satisfy.

    Weight and Battery

    Don’t forget you’ll be lugging this thing around. It may well be tugging on your back for eight hours or more. One pound may not seem like much, but at the end of a long day of walking, you will notice the difference between a three-pound laptop and a four-pound laptop. Trust me. Also, maybe pick out a nice bag to carry your computer.

    Similarly, battery life is very important when you’re (potentially) away from a wall outlet for extended periods. Whatever you end up getting, make sure it’s capable of lasting at least eight hours under real-world use—browsing the web, editing documents, writing emails, and taking notes. Even then, you might want to consider a portable battery charger.

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    Luke Larsen, Scott Gilbertson

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  • Watch Our Livestream Replay: Back to School in the Age of AI

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    Everyone has a stake in how tech is shaping education today. From the tech moguls and venture capitalists who are starting “microschools” and building ed-tech tools to policymakers who are writing bills to safeguard kids online and teachers who are getting creative about using AI for school.

    WIRED explored all this and more in our recent back-to-school digital edition, which was the topic of our subscriber-only livestream on Thursday, August 28, 2025. Hosted by WIRED’s features director, Reyhan Harmanci, with writers Charley Locke and Julia Black. Watch the livestream replay below.

    Check out past livestreams on the launch of GPT-5, essential features in ChatGPT, advice for getting started with Claude, and more.

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  • Catapult Learning is Awarded Tutoring Program Design Badge from Stanford University’s National Student Support Accelerator

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    Organization recognized for excellence in high-impact tutoring design and student achievement gains

    PHILADELPHIA, Aug. 25, 2025 – Catapult Learning, a division of FullBloom that provides academic intervention programs for students and professional development solutions for teachers in K-12 schools, today announced it earned the Tutoring Program Design Badge from the National Student Support Accelerator (NSSA) at Stanford University. The designation, valid for three years, recognizes tutoring providers that demonstrate high-quality, research-aligned program design.

    The recognition comes at a time when the need for high-impact tutoring (HIT) has never been greater. As schools nationwide work to close learning gaps that widened during the COVID-19 pandemic and accelerate recovery, Catapult Learning stands out for its nearly 50-year legacy of delivering effective academic support to students who need it most.

    “Catapult Learning is honored to receive this prestigious national recognition from the NSSA at Stanford University,” said Rob Klapper, president at Catapult Learning. “We are excited to be recognized for our high-impact tutoring program design and will continue to uphold the highest standards of excellence as we support learners across the country.” 

    Each year, Catapult Learning’s programs support more than 150,000+ students with nearly four million in-person tutoring sessions, in partnership with 2,100 schools and districts nationwide. Its tutors, many of whom hold four-year degrees, are highly trained professionals who are supported with ongoing coaching and professional development.

    Recent data from Catapult Learning’s HIT programs show strong academic gains across both math and reading subject areas:

    • 8 out of every 10 math students increased their pre/post score
    • 9 out of every 10 reading students increased their pre/post score

    These results come from programs that have also earned a Tier 2 evidence designation under the Every Student Succeeds Act, affirming their alignment with rigorous research standards. 

    The Badge was awarded following a rigorous, evidence-based review conducted by an independent panel of education experts. The NSSA evaluated multiple components of Catapult Learning’s program – including instructional design, tutor training and support, and the use of data to inform instruction – against its Tutoring Quality Standards.

    “This designation underscores the strength and intentionality behind our high-impact tutoring model,” said Devon Wible, vice president of teaching and learning at Catapult Learning. “This achievement reflects our deep commitment to providing high-quality, research-based tutoring that drives meaningful outcomes for learners.”

    Tutoring is available in person, virtually, or in hybrid formats, and can be scheduled before, during, or after school, including weekends. Sessions are held a minimum of three times per week, with flexible options tailored to the needs of each school or district. Catapult Learning provides all necessary materials for both students and tutors.

    To learn more about Catapult Learning’s high-impact tutoring offerings, visit: https://catapultlearning.com/high-impact-tutoring/.

    About Catapult Learning

    Catapult Learning, a division of FullBloom, provides academic intervention programs for students and professional development solutions for teachers in K-12 schools, executed by a team of experienced coaches. Our professional development services strengthen the capacity of teachers and leaders to raise and sustain student achievement. Our academic intervention programs support struggling learners with instruction tailored to the unique needs of each student. Across the country, Catapult Learning partners with 500+ school districts to produce positive outcomes that promote academic and professional growth. Catapult Learning is accredited by Cognia and has earned its 2022 System of Distinction honor.  

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    ESchool News Contributor

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  • In training educators to use AI, we must not outsource the foundational work of teaching

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    This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

    I was conferencing with a group of students when I heard the excitement building across my third grade classroom. A boy at the back table had been working on his catapult project for over an hour through our science lesson, into recess, and now during personalized learning time. I watched him adjust the wooden arm for what felt like the 20th time, measure another launch distance, and scribble numbers on his increasingly messy data sheet.

    “The longer arm launches farther!” he announced to no one in particular, his voice carrying the matter-of-fact tone of someone who had just uncovered a truth about the universe. I felt that familiar teacher thrill, not because I had successfully delivered a physics lesson, but because I hadn’t taught him anything at all.

    Last year, all of my students chose a topic they wanted to explore and pursued a personal learning project about it. This particular student had discovered the relationship between lever arm length and projectile distance entirely through his own experiments, which involved mathematics, physics, history, and data visualization.

    Other students drifted over to try his longer-armed design, and soon, a cluster of 8-year-olds were debating trajectory angles and comparing medieval siege engines to ancient Chinese catapults.

    They were doing exactly what I dream of as an educator: learning because they wanted to know, not because they had to perform.

    Then, just recently, I read about the American Federation of Teachers’ new $23 million partnership with Microsoft, OpenAI, and Anthropic to train educators how to use AI “wisely, safely and ethically.” The training sessions would teach them how to generate lesson plans and “microwave” routine communications with artificial intelligence.

    My heart sank.

    As an elementary teacher who also conducts independent research on the intersection of AI and education, and writes the ‘Algorithmic Mind’ column about it for Psychology Today, I live in the uncomfortable space between what technology promises and what children actually need. Yes, I use AI, but only for administrative work like drafting parent newsletters, organizing student data, and filling out required curriculum planning documents. It saves me hours on repetitive tasks that have nothing to do with teaching.

    I’m all for showing educators how to use AI to cut down on rote work. But I fear the AFT’s $23 million initiative isn’t about administrative efficiency. According to their press release, they’re training teachers to use AI for “instructional planning” and as a “thought partner” for teaching decisions. One featured teacher describes using AI tools to help her communicate “in the right voice” when she’s burned out. Another says AI can assist with “late-night lesson planning.”

    That sounds more like outsourcing the foundational work of teaching.

    Watching my student discover physics principles through intrinsic curiosity reminded me why this matters so much. When we start relying on AI to plan our lessons and find our teaching voice, we’re replacing human judgment with algorithmic thinking at the very moment students need us most. We’re prioritizing the product of teaching over the process of learning.

    Most teachers I talk to share similar concerns about AI. They focus on cheating and plagiarism. They worry about students outsourcing their thinking and how to assess learning when they can’t tell if students actually understand anything. The uncomfortable truth is that students have always found ways to avoid genuine thinking when we value products over process. I used SparkNotes. Others used Google. Now, students use ChatGPT.

    The problem is not technology; it’s that we continue prioritizing finished products over messy learning processes. And as long as education rewards predetermined answers over curiosity, students will find shortcuts.

    That’s why teachers need professional development that moves in the opposite direction. They need PD that helps them facilitate genuine inquiry and human connection; foster classrooms where confusion is valued as a precursor to understanding; and develop in students an intrinsic motivation.

    When I think about that boy measuring launch distances with handmade tools, I realize he was demonstrating the distinctly human capacity to ask questions that only he wanted to address. He didn’t need me to structure his investigation or discovery. He needed the freedom to explore, materials to experiment with, and time to pursue his curiosity wherever it led.

    The learning happened not because I efficiently delivered content, but because I stepped back and trusted his natural drive to understand.

    Children don’t need teachers who can generate lesson plans faster or give AI-generated feedback, but educators who can inspire questions, model intellectual courage, and create communities where wonder thrives and real-world problems are solved.

    The future belongs to those who can combine computational tools with human wisdom, ethics, and creativity. But this requires us to maintain the cognitive independence to guide AI systems rather than becoming dependent on them.

    Every time I watch my students make unexpected connections, I’m reminded that the most important learning happens in the spaces between subjects, in the questions that emerge from genuine curiosity, in the collaborative thinking that builds knowledge through relationships. We can’t microwave that. And we shouldn’t try.

    Chalkbeat is a nonprofit news site covering educational change in public schools.

    For more news on AI in education, visit eSN’s Digital Learning hub.

    Latest posts by eSchool Media Contributors (see all)

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    Timothy Cook, Chalkbeat

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  • Her Business Helps Women Earn in a $6.3B Industry: ‘Rewarding’ | Entrepreneur

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    Moniqueca Sims, owner of SSG Appliance Academy, got her first glimpse into the appliance repair industry while dating a man who worked in the space. “He worked all the time, seven days a week,” Sims recalls, “so I used to go out with him just to spend time with him. I saw how easy it was for him to repair those appliances, and he was repairing them quickly.”

    Image Credit: Courtesy of SSG Appliance Academy. Moniqueca Sims.

    Sims believes in “working smarter, not harder” and had the idea to hire technicians to help the man she was dating with repair calls. She did, but when he didn’t slow down, she ended up with her own appliance repair company.

    However, in running that business, Sims lost a significant amount of money purchasing parts. Many people she hired didn’t actually know how to repair appliances — and would just switch out part after part in search of a fit.

    Related: After Experiencing the ‘Lack of Diversity’ in Tech, This Software Engineer Started a Business That’s Changing Lives: ‘People Are Waking Up’

    So Sims took matters into her own hands again. She enrolled in an online course to learn about appliance repair and started handling jobs herself, even taking her kids along sometimes.

    “When you fix something, it boosts you up, every time you do it.”

    Still, Sims knew there had to be a better way to train and hire technicians for business growth, so once more she set out to make it happen: She founded SSG Appliance Academy, which provides hands-on training courses on the fundamentals to have a career in the appliance repair industry, in Atlanta in 2019.

    “ I saw how appliance repair was the gift that keeps on giving,” Sims says. “When you go out, when you fix something, it boosts you up, every time you do it. It’s not a grunt job. It’s a feel-good job.”

    When Sims went out on jobs with her daughter, she found that many of the clients were stay-at-home moms who breathed a sigh of relief when they realized they wouldn’t be alone with a male worker. Knowing that, and seeing firsthand what a confidence booster appliance repair could be, Sims committed to bringing more women into the industry.

    The total appliance repair industry revenue reached an estimated $6.3 billion in 2023, yet women make up less than 3% of home appliance repairers, according to data from ConsumerAffairs.

    Related: Raised By an Immigrant Single Mom, She Experienced ‘Culture Shock’ Working at Goldman Sachs. Here’s What She Wants You to Know About ‘Black Capitalism.’

    Sims decided to partner with shelters to grow SSG Appliance Academy and offer a viable career path to the women there. Although there was a lot of interest, the shelters didn’t have the funding to back it. So Sims got approved for grants through the Workforce Innovation and Opportunity Act (WIOA).

    The funding helps low-income, under- or unemployed women and men complete SSG Appliance Academy’s program and “turn their life around,” Sims says.

    SSG Appliance Academy’s classes typically enroll eight to 10 students. The most recent course had three women in it. In the past, Sims often had to attend events and convince women to come to the class; now, word-of-mouth is helping them find it themselves, she says.

    “ You constantly have to prove yourself [as a woman] in this industry.”

    Sims looks forward to seeing even more women take advantage of SSG Appliance Academy, despite the challenges that can come with being a woman in the space.

    “ You constantly have to prove yourself [as a woman] in this industry, and not just to the customers,” Sims says. “You have to prove yourself to everybody that works in the industry.”

    Sims is also excited to see more people across the board jump into the appliance repair industry, noting that learning a trade can help people make more money than they might through earning a four-year college degree.

    “Appliance repair can really help change people’s lives,” the founder says.

    Related: This Black Founder Stayed True to His Triple ‘Win’ Strategy to Build a $1 Billion Business

    “You want to learn your craft from the inside out.”

    To other women interested in starting their own careers or businesses in the appliance repair industry, Sims has some straightforward but essential advice: Enroll in a program that can help you learn all you need to know about the trade.

    “You want to learn your craft from the inside out,” Sims says. “A lot of technicians in the field now learn on the job, so they become part-changers because they don’t learn how to diagnose and troubleshoot the appliances properly. So my advice would definitely be to take a class. It doesn’t have to be my school — any school.”

    Related: I Interviewed 5 Entrepreneurs Generating Up to $20 Million in Revenue a Year — And They All Have the Same Regret About Starting Their Business

    Sims notes that there will be plenty of obstacles along the way, but she encourages anyone interested in learning appliance repair to stay the course — because “it’s a very rewarding career and business.”

    This article is part of our ongoing Women Entrepreneur® series highlighting the stories, challenges and triumphs of running a business as a woman.

    Moniqueca Sims, owner of SSG Appliance Academy, got her first glimpse into the appliance repair industry while dating a man who worked in the space. “He worked all the time, seven days a week,” Sims recalls, “so I used to go out with him just to spend time with him. I saw how easy it was for him to repair those appliances, and he was repairing them quickly.”

    Image Credit: Courtesy of SSG Appliance Academy. Moniqueca Sims.

    The rest of this article is locked.

    Join Entrepreneur+ today for access.

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    Amanda Breen

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  • Is gamification they key to achieving true inclusion in special education?

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    Key points:

    For students with special needs, learning can often resemble a trek through dense woods along a narrow, rigid path–one that leaves little to no room for individual exploration. But the educational landscape is evolving. Picture classrooms as adventurous hunts, where every learner charts their own journey, overcomes unique challenges, and progresses at a pace that matches their strengths. This vision is becoming reality through gamification, a powerful force that is reshaping how students learn and how teachers teach in K–12 special education.

    Personalized learning paths: Tailoring the adventure

    Traditional classrooms often require students to adapt one method of instruction, which can be limiting–especially for neurodiverse learners. Gamified learning platforms provide an alternative by offering adaptive, personalized learning experiences that honor each student’s profile and pace.

    Many of these platforms use real-time data and algorithms to adjust content based on performance. A student with reading difficulties might receive simplified text with audio support, while a math-savvy learner can engage in increasingly complex logic puzzles. This flexibility allows students to move forward without fear of being left behind, or without being bored waiting for others to catch up.

    Accessibility features such as customizable avatars, voice commands, and adjustable visual settings also create space for students with ADHD, autism, or sensory sensitivities to learn comfortably. A student sensitive to bright colors can use a softer palette; another who struggles with reading can use text-to-speech features. And when students can replay challenges without stigma, repetition becomes practice, not punishment.

    In these environments, progress is measured individually. The ability to choose which goals to tackle and how to approach them gives learners both agency and confidence–two things often missing in traditional special education settings.

    Building social and emotional skills: The power of play

    Play is a break from traditional learning and a powerful way to build essential social and emotional skills. For students with special needs who may face challenges with communication, emotional regulation, or peer interaction, gamified environments provide a structured yet flexible space to develop these abilities.

    In cooperative hunts and team challenges, students practice empathy, communication, and collaboration in ways that feel engaging and low-stakes. A group mission might involve solving a puzzle together, requiring students to share ideas, encourage one another, and work toward a common goal.

    Gamified platforms also provide real-time, constructive feedback, transforming setbacks into teachable moments. Instead of pointing out what a student did wrong, a game might offer a helpful hint: “Try checking the clues again!” This kind of support teaches resilience and persistence in a way that lectures or punitive grading rarely do.

    As students earn badges or level up, they experience tangible success. These moments highlight the connection between effort and achievement. Over time, these small wins raise a greater willingness to engage with the material and with peers and the classroom community.

    Fostering independence and motivation

    Students with learning differences often carry the weight of repeated academic failure, which can chip away at their motivation. Gamification helps reverse this by reframing challenges as opportunities and effort as progress.

    Badges, points, and levels make achievements visible and meaningful. A student might earn a “Problem Solver” badge after tackling a tricky math puzzle or receive “Teamwork Tokens” for helping a classmate. These systems expand the definition of success and highlight personal strengths.

    The focus shifts from comparison to self-improvement. Some platforms even allow for private progress tracking, letting students set and meet personal goals without the anxiety of public rankings. Instead of competing, students build a personal narrative of growth.

    Gamification also encourages self-directed learning. As student complete tasks, they develop skills like planning, time management, and self-assessment, skills that extend beyond academics and into real life. The result is a deeper sense of ownership and independence.

    Teachers as learning guides

    Gamification doesn’t replace teachers, but it can help teach more effectively. With access to real-time analytics, educators can see exactly where a student is excelling or struggling and adjust instruction accordingly.

    Dashboards might reveal that a group of students is thriving in reading comprehension but needs help with number sense, prompting immediate, targeted intervention. This data-driven insight allows for proactive, personalized support.

    Teachers in gamified classrooms also take on a new role, both of a mentor and facilitator. They curate learning experiences, encourage exploration, and create opportunities for creativity and curiosity to thrive. Instead of managing behavior or delivering lectures, they support students on individualized learning journeys.

    Inclusion reimagined

    Gamification is not a gimmick; it’s a framework for true inclusion. It aligns with the principles of Universal Design for Learning (UDL), offering multiple ways for students to engage, process information, and show what they know. It recognizes that every learner is different, and builds that into the design.

    Of course, not every gamified tool is created equal. Thoughtful implementation, equity in access, and alignment with student goals are essential. But when used intentionally, gamification can turn classrooms into places where students with diverse needs feel seen, supported, and excited to learn.

    Are we ready to level up?

    Gamification is a step toward classrooms that work for everyone. For students with special needs, it means learning at their own pace, discovering their strengths, and building confidence through meaningful challenges.

    For teachers, it’s a shift from directing traffic to guiding adventurers.

    If we want education to be truly inclusive, we must go beyond accommodations and build systems where diversity is accepted and celebrated. And maybe, just maybe, that journey begins with a game.

    Latest posts by eSchool Media Contributors (see all)

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    Aditya Prakash, SKIDOS

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  • Educators get new guidance for age of AI

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    STATE HOUSE, BOSTON — Artificial intelligence in classrooms is no longer a distant prospect, and Massachusetts education officials on Monday released statewide guidance urging schools to use the technology thoughtfully, with an emphasis on equity, transparency, academic integrity and human oversight.

    “AI already surrounds young people. It is baked into the devices and apps they use, and is increasingly used in nearly every system they will encounter in their lives, from health care to banking,” the Department of Elementary and Secondary Education’s new AI Literacy Module for Educators says.


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    By Sam Drysdale | State House News Service

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  • How a Software Engineer’s Business Impacts Education | Entrepreneur

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    As Brandon Bailey, founder and CEO of TutorD, built his career in software engineering, he came face-to-face with the “lack of diversity and inclusion” in tech — and he wanted to do something about it.

    Image Credit: Courtesy of TutorD. Brandon Bailey.

    Bailey worked at a consultancy in Chicago at the time, and as co-lead for one of the firm’s employee resource groups, he partnered with a couple of community-based organizations. One partnership was with a middle school in Bronzeville.

    The school was located about 15 minutes from Bailey’s home, but the students “had a totally different lived experience,” the founder recalls. Many of the kids had never been on an escalator or inside a skyscraper despite living just minutes from downtown.

    Related: Technology Opens the Door for Entrepreneurs to Achieve the Triple Bottom Line

    The program helped the students have those experiences and access internships and other opportunities. “That gave me this drive and passion for the educational experience and helping facilitate it,” Bailey says. “It changed my life. I know it changed [their lives].”

    But Bailey wanted to figure out how to reach even more people. He landed a job at an edtech startup in Los Angeles, California, and began to think about how he could bring together education, engineering and entrepreneurship.

    When considering the platform or tool that could accomplish that, Bailey noted one significant obstacle: There was an issue of connectivity for students who didn’t have access to computers in their homes. However, most students did have cellphones, so Bailey decided to meet the students where they were and build for those.

    Related: How DEI and Sustainability Can Grow Your Triple Bottom Line

    “We wanted to lead with providing value to the community first and gaining trust and buy-in.”

    Bailey officially founded TutorD, an edtech platform for teachers and tutors to enable distance learning, and TutorD Scholars, a nonprofit that teaches “urban youth in-demand 22nd century skills,” in 2019.

    “We wanted to lead with providing value to the community first and gaining trust and buy-in into what we were doing,” Bailey says. “So that’s why we led with the nonprofit TutorD Scholars first, while building out the software platform.”

    Teaching made it easier to figure out the specific tools students would need on the platform and how to tailor lessons to their unique learning styles.

    Related: This Black Founder Stayed True to His Triple ‘Win’ Strategy to Build a $1 Billion Business

     ”We’re teaching [the students] in different ways,” Bailey says, “so using visual, auditory, reading and kinesthetic. [It’s] a very intentional approach.”

    Entrepreneur sat down with Bailey to learn more about how he’s grown TutorD into a successful business — and the role that Intuit’s IDEAS accelerator program has played.

    Intuit’s IDEAS accelerator program provides founders access to capital and the company’s AI-powered platform, service and experts, plus business coaching from the National Urban League and executive coaching from Zella Life to support their business and professional growth.

    Related: Over Half of Small Businesses Are Struggling to Grow, Intuit Survey Shows — But These 5 Solutions Can Help

    Learning the accounting fundamentals was a game changer

    Through the IDEAS program, Bailey got valuable exposure to the basic accounting fundamentals, like cash flow and profit and loss statements, that make or break a business.

    “That wasn’t something I had a lot of support with growing up, looking back at it,” Bailey says. “In our household, [and] it is common across Black and brown households, we didn’t have that training around finances.”

    Receiving that technical training helped Bailey and the TutorD team develop a clearer sense of where the business was headed and how its costs and sales projections would shape that trajectory, the founder notes.

    Related: Why Accounting Skills Are Indispensable for Entrepreneurs

    Streamlining the business’s messaging was also key

    TutorD used Intuit’s MailChimp, an email and marketing automation platform for growing businesses, to streamline its communications.

    Not only did the platform make it easier for people to get in touch with TutorD, but it also helped cultivate a sense of presence — making the business seem bigger than it was, Bailey says.

     ”We’re a team of five right now, and we’re dealing with other companies that are 200, 500 people strong,” Bailey explains. “And they have $20 million backed by different investors. [MailChimp] helped us appear bigger than we are to compete in the market and with other edtech companies.”

    Related: How to Streamline Your Company’s Internal Messaging and Communication

    Leaning on mentors helped during tough times

    The business coach that Bailey connected with through Zella Life also became an integral part of TutorD’s journey.

    Having a support system in place was invaluable as Bailey juggled the challenges of growing a business with major life events, he says.

    “My father passed away, and my baby came, and I had an injury, all in a three-month span,” Bailey says. “My coach had also lost his mother around that time, so we [had a] really deep connection, and he was able to help.”

    Related: How to Evolve From Manager to Mentor and Create a Lasting Impact in Your Organization

    Bailey says that the IDEAS program put TutorD in the position to scale — and gave him and his team the confidence to talk to people about their journey.

    Advice for young entrepreneurs

    Bailey encourages other young, aspiring entrepreneurs to never stop learning, seek out opportunities where there’s a need and ability to create value, connect with other founders who can serve as mentors, and leverage the community to help lay the foundation for business success.

    He’s also excited to see people embracing the “triple bottom line,” which tracks a business’s financial, social and environmental performance — and suggests anyone considering the leap to founder do the same.

    “ People are waking up to [the fact that] it’s not just about making money and some infinitely growing, making-money approach to entrepreneurship and capitalism in general, but really looking at it with a triple bottom line approach, generating sustainable profit or revenue for yourself, your family, business and shareholders, but also making an impact in the community,” Bailey says.

    Join top CEOs, founders and operators at the Level Up conference to unlock strategies for scaling your business, boosting revenue and building sustainable success.

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    Amanda Breen

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