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  • Tips, tools, and truths: Making PD meaningful in today’s classrooms

    Key points:

    As a classroom teacher and district leader with over 26 years of experience, I’ve attended countless professional development (PD) sessions. Some were transformative, others forgettable. But one thing has remained constant: the need for PD that inspires, equips, and connects educators. Research shows that effective PD focuses on instructional practice and connects to both classroom materials and real- world contexts.

    I began my teaching career in 1999 through an alternative certification program, eager to learn and grow. That enthusiasm hasn’t waned–I still consider myself a lifelong learner. But over time, I realized that not all PD is created equal. Too often, sessions felt like a checkbox exercise, with educators asking, “Why do I have to be here?” instead of “How can I grow from this?”

    Here are some of my favorite PD resources and experiences:

    edWeb

    edWeb is free to join, and once you’re in, you can dive into as many sessions as you want. The service offers a live calendar of events or on-demand webinars covering a range of topics. Plus, the webinars come with CE certificates, which are approved for teacher re-licensure in states like New York, Massachusetts, Texas, Pennsylvania, Arkansas, Utah, and Nevada.

    You can go deeper into the state-specific options with an interactive map. I also love the community aspect of the platform, as you can connect with peers and learn from experts on so many topics for all preK-12 educators.

    Career Connect
    This summer, I attended the Discovery Education Summer of Learning Series at the BMW facility in Spartanburg, South Carolina, for a day-long professional learning event focused on workforce readiness and preparing students for evolving career landscapes. It was an energizing day being surrounded by passionate educators. One standout resource we dove into more deeply is Career Connect by Discovery Education. Career Connect is within Discovery Education Experience and is available to all educators in South Carolina by the Department of Education.

    This is quickly becoming a priority tool in our district. With early access in the spring, we’ve integrated it across grade levels–from elementary STEM classrooms to our Career Center. The platform offers students live interactions with professionals in various fields, making career exploration both engaging and real. I witnessed this firsthand during a virtual visit with an engineer from Charlotte, N.C., whose insights captivated our students and sparked meaningful conversations about future possibilities.

    Professional Development Hub
    The ASCD + ISTE professional learning hub offers sessions on innovative approaches and tools to design and implement standards-aligned curriculum. Each session is led by educators, authors, researchers, and practitioners who are experts in professional learning. Schools and districts receive a needs assessment, so you know the learning is tailored to what educators really need and want.

    Tips for Meaningful PD
    With over 26 years of experience as a classroom teacher and district leader, I have participated in my fair share of professional learning opportunities. I like to joke that my career began in the late 1900s, but professional development sessions from those first few years of teaching now do feel like they were from a century ago compared to the possibilities presented to teachers and leaders today.

    Over these decades I’ve seen a lot of good, and bad, sessions. Here are my top tips to make PD actually engaging:

    • Choose PD that aligns with your goals. Seek out sessions that connect directly to your teaching practice or leadership role.
    • Engage with a community. Learning alongside passionate educators makes a huge difference. The Summer of Learning event reminded me how energizing it is to be surrounded by people who lift you up.
    • Explore tech tools that extend learning. Platforms like Career Connect and others aren’t just add-ons–they’re gateways to deeper engagement and real-world relevance.

    Professional development should be a “want to,” not a “have to.” To get there, though, the PD needs to be thoughtfully designed and purpose-driven. These resources above reignited my passion for learning and reminded me of the power of connection–between educators, students, and the world beyond the classroom.

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    Grace Maliska

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  • Students need clarity on their postsecondary pathways

    Students need clarity on their postsecondary pathways

    Key points:

    Much emphasis is placed on college and career readiness, but too often, K-12 students aren’t exposed to career possibilities or career resources to form an idea of what their future may look like.

    Students have the aptitudes (or natural talents) for the nation’s most in-demand career fields–including healthcare, manufacturing, technology, and finance–but they are not inclined to pursue those occupations due to a profound lack of exposure, according to The 2024 State of the Future U.S. Workforce Report from tech provider YouScience, which aims to solve the skills gap crisis for students and employers.

    Exposure gaps are particularly prevalent in STEM education and are more pronounced for underrepresented groups like girls and minorities.

    Women play a crucial role in filling high-paying, in-demand STEM careers, but they account for just 34 percent of the STEM workforce, according to 2024 Female Students and STEM Report.

    Beginning in middle school, female students experience significant STEM exposure gaps that continue through high school. The report highlights critical insights into career exposure gaps among female students across the nation for a variety of in-demand jobs, and offers actionable solutions to bridge these gaps in the STEM field careers.

    “Too many young people are leaving high school without clarity on where they’re going next or how to get there. In fact, less than half of respondents who identified as members of Generation Z said they had enough information to decide what post-high school pathway was best for them,” said Judy Goldstein, SVP, PR/Communications, American Student Assistance (ASA).

    A survey commissioned by ASA and Jobs for the Future (JFF) found that both parents and educators lack sufficient information about the range and quality of education to career pathways available to young people today. The survey and accompanying white paper, Beyond Degrees, found nearly 90 percent of parents are interested in learning more about non-degree pathways for their children, and two in five want schools to start advising students about their postsecondary options as early as middle school.

    “With more than a million credentials available through various programs and organizations, today’s youth face a vast array of degree and non-degree options–including certificate programs, apprenticeships, short-term credentials, and professional licenses–but little information on which non-degree paths lead to meaningful, quality jobs and careers. Recognizing this information gap, we’ll see a greater trend toward providing increased equitable access to the information, including free digital resources, that young people need to help them find the path after high school that’s right for them,” Goldstein added.

    As the workforce evolves, students and teachers should know how classroom learning connects to future careers. In fact, making learning relevant to careers and the real world is among the stop strategies educators employ to increase student engagement and interest in lessons.

    “Career-connected learning will become more important than ever. The workforce has undergone significant changes, and today’s jobs require advanced skills and specialized training, particularly in STEM fields. However, many high school classrooms still use outdated college and career preparation models, which can leave high school graduates feeling unprepared for their future,” said Edson Barton, CEO of YouScience. “This highlights the increasing need for high schools to incorporate career-connected learning. In the upcoming school year, we can expect more educators and counselors to focus on aligning their students’ educational experiences with the demands of the job market so that they are better prepared to pursue college and/or career pathways that will empower them to succeed.”

    One way to help students learn what their futures may look like? Career planning.

    “High school students said learning skills they need to be successful in the real world is a top criterion in choosing a path after they graduate. But there’s a disconnect between what students know they want to learn and what they do learn,” writes Joanna McCumber, a digital integration specialist for Anderson School District 5 in South Carolina.

    McCumber uses several career planning tools to help students find what they love to do and identify career paths in those areas:

    1. Discovery Education’s Career Connect helps students connect with working industry professionals to learn about career journeys and what it’s like to work in the field. Teachers can virtually connect students with industry professionals to talk about their careers, the concepts they use to solve problems, and the path they have taken to get to where they are today.

    2. A Day in the Life is a free digital archive of first-hand accounts of what it’s like to work in a specific field or role. Students will be able to find jobs that reflect their interests and get excited about their future. From social media manager, to oncology charge nurse, to video game lead animator, there are countless different career paths to explore.

    3. Forage offers free job simulations that expose students to a wide array of careers and skills. Through partnerships with top companies, students get a unique look into what being an industry professional would be like. Industries range from marketing to software engineering, with popular companies such as J.P. Morgan and Lululemon offering job simulations. This is a great tool for students looking to develop industry-related skills and explore real-life projects.

    Laura Ascione
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    Laura Ascione

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  • 5 ways to use crafts to drive deeper learning  

    5 ways to use crafts to drive deeper learning  

    Key points:

    Who doesn’t love arts and crafts? From the early days of kindergarten, teachers have used crafts as a way to foster students’ curiosity, creativity, and critical thinking skills. This type of hands-on learning is often more fun than sitting at a desk and taking notes. It can even boost student communication and collaboration when they work in groups.

    Still, classroom crafts have the potential to be something much greater. By adhering to five simple strategies, teachers can elevate the role of crafts in our classrooms, transforming them from simple, aesthetic activities into powerful learning experiences that drive deeper understanding and engagement.

    Let’s dive into the five key strategies that will help foster critical thinking, problem-solving, and the application of knowledge in ways that truly resonate with our students:

    1. Optimize: This first strategy is all about taking a simple craft and measuring how it performs. Instead of just making a model, push students to optimize their designs. For instance, rather than students creating a flower out of different materials, teachers could challenge them to design a hand-crafted pollinator that can transfer pollen as effectively as possible from one flower to another. Give the class specific criteria for success, as well as constraints under which they need to operate. This encourages creative thinking and helps students understand the value of efficiency.  
    2. Iterate: In engineering, iteration is everything. We want our students to embrace the process of designing, building, testing, and refining their projects. One common strategy is to have students build the tallest tower they can that will also survive a shake table’s earthquake. Students design a tower, calculate the cost of materials, record its height, and then evaluate how well it performs. Once the test has concluded, they go back and see if they can make the tower even better! It shows students that learning isn’t about getting it right the first time–it’s about learning through the process.    
    3. Explain: It’s crucial that students can articulate their reasoning and understanding behind their creations. When they design something, they should be able to explain why it works and how it relates to the concepts they’re learning. This involves teaching students to think like scientists–make a claim, provide evidence, and explain their reasoning. This process can be used in a variety of activities, from having students share why their tower survived the shake table, to why their artificial pollinator is the most effective. What matters is that it supports the development of strong communication skills and a deeper grasp of the subject matter. 
    4. Evaluate: Critical thinking comes into play when students evaluate their work and the work of their peers. By assessing their designs against specific criteria, they learn to think critically about what makes a project successful and how it can be improved. Like iteration, evaluation and self-evaluation give students an opportunity to refine their work and explore new ideas. The best thing a student can do is to always ask, “Why?”
    5. Impact: Finally, we want our students to think beyond the classroom and consider the real-world impact of their work. There are numerous examples of young people around the world who created astounding inventions to benefit their local community. By sharing these examples in class, students can learn that their knowledge is applicable to their own backyard. Whether it’s designing a solar-powered water heater or a braille printer from LEGO Mindstorms, students should understand how their innovations can make a difference. This strategy also encourages socially and environmentally responsible thinking.

    While there’s nothing wrong with traditional crafts, teachers can leverage these activities and develop the skills our students need to succeed in the 21st century. Now is the time to transform our classrooms with meaningful, hands-on activities that promote deeper learning through creative and thoughtful teaching practices. Let’s make every craft count!

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    Ben Talsma, Van Andel Institute for Education

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  • How we use robots and art to make meeting computer science standards fun

    How we use robots and art to make meeting computer science standards fun

    Key points:

    After the state of New Jersey revised its computer science standards in 2020, I was part of a professional learning community tasked with helping educators in all subjects understand the computer science standards and incorporate them into their classrooms.

    Our group came from all over the state, representing different grades and subjects, and our mission was to create an online guide to help teachers break apart each standard, then provide a video tutorial or example of a lesson to address the standard, which we wrote as a team. The project, a collaboration between the state of New Jersey and Montclair State University to create a multi-year Computer Science Education Hub, provided funding for me to buy KIBO robots, which have become the focus of my school’s STEAM program.

    Igniting young students’ wonder through STEAM

    This grant wasn’t just about acquiring cool, new gadgets–it was about making computer science standards accessible to educators beyond the traditional science and engineering departments. By doing so, we’ve been able to teach coding not in isolation, but as an integral part of our larger curriculum. This approach has allowed us to create interdisciplinary lessons that spark curiosity, imagination, and engagement.

    With KIBO, a hands-on coding robot designed specifically for young learners, we have a screen-free way to introduce robotics and coding to elementary school students. We’re able to combine coding with art and show students the parallel between programming and storytelling. A prime example of this interdisciplinary approach was the lesson plan I wrote for our 2nd-grade students.

    The synergy of science and storytelling

    The book Balloons Over Broadway tells the true story of the master puppeteer who invented the first balloons for the Macy’s Thanksgiving Day Parade. Using the book as inspiration, I created a prompt guiding students to transform their KIBO robots into floats and recreate the parade by coding them to navigate the route down “Broadway.” During library media classes, students coded the parade performance using the wooden programming building blocks, and the computer science assisted with green screen filming and editing to recreate the New York City backdrop depicted in the book. Our art teacher introduced the students to Jeff Koons, instructing them to take artistic inspiration from the artist’s iconic balloon dog.

    For the final product, we produced a video that showcased the students’ programmed KIBO robots navigating a parade route through a virtual New York City. The lesson merged creative storytelling and art with technology, robotics, and engineering. Watching my students’ faces light up as they saw their creations come to life was a powerful reminder of the impact of hands-on, integrated STEAM projects like this one.

    Nursery rhymes with a technology twist

    The success of my Balloons over Broadway lesson inspired me to take a similar approach for our 1st-graders, using nursery rhymes as the jumping-off point. This particular lesson plan was mapped to a story-retelling literacy standard that uses the “first, next, then, last” structure, which is similar to patterns that students use in programming. By integrating this retelling format into the lesson, I was able to create a natural connection to the coding component. The students were able to collaboratively construct coding sequences that mirrored the familiar story structure, creating a better understanding of the technology, while also problem-solving by exploring which KIBO programming blocks they felt were necessary to tell the story of the nursery rhyme to the audience.

    I presented the class with several classic nursery rhymes to retell, including Itsy Bitsy Spider, Humpty Dumpty, Little Bo Peep, and Hey Diddle Diddle. After creating their coding sequences, students used KIBO’s wooden programming blocks to guide their robots in retelling the stories. They brainstormed and collaborated on what sounds and actions best matched the action in the nursery rhymes, then programmed their robots accordingly. The project ended with groups presenting four different characters they designed on a tissue box and placed on KIBO’s art platform, so that each of the students in each group could have their own character.

    It was remarkable to witness their creative problem-solving, and I had never seen them so calm and supportive of each other. Everybody applauded!

    To prepare for the new school year, I have received a few extensions for KIBO, including the Marker Extension Set and the Free Throw Extension Set. My plan for the upcoming fall class is to ask the students to devise their own lesson plans using these new tools. I can’t wait to see what the students come up with–the way our first graders were troubleshooting their projects during the nursery rhyme retelling lesson makes me confident that the students are ready to build upon their previous work and take it to the next level.   

    These lessons give my students learning scenarios that prepare them for the interconnected challenges of the real world, especially when it comes to technology and creative problem-solving. By creating lesson plans that not only meet current computer science standards but also anticipate future challenges, I’m equipping my young students with the diverse skillset they need to thrive in our ever-evolving world. 

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    Erin Wicklund, Hillsdale Public Schools

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  • Rise Vision Introduces New Screen Sharing Feature to Enhance Collaboration and Engagement

    Rise Vision Introduces New Screen Sharing Feature to Enhance Collaboration and Engagement

    Rise Vision, the #1 digital signage software solution is excited to announce the launch of its new screen sharing feature, designed to enhance collaboration, engagement, and teaching. This latest innovation allows users to seamlessly share content wirelessly from any device to any display running Rise Vision’s digital signage.

    The new screen sharing feature transforms any Rise Vision display into a wireless presentation hub, eliminating the need for adapters, dongles, or proprietary hardware. With Rise Vision, users can now easily share their screens with no account required, or opt for a more secure, moderated session, ensuring full control over presentations.

    “We developed this feature to meet the growing need for simple, accessible, and secure screen sharing in classrooms, offices, and other collaborative environments,” said Shea Darlison, Chief Revenue Officer at Rise Vision. “Our screen sharing solution offers a powerful, cost-effective way to make presentations more engaging and interactive, while minimizing the need for specialized hardware.”

    Key features of Rise Vision’s screen sharing include:

    • Easy Sharing: Share content wirelessly from any device—laptops, tablets, and smartphones—to any Rise Vision display with no need for special training or professional development.
    • Cross-Platform Compatibility: Whether you’re using a PC, Mac, Android, or iOS device, Rise Vision’s screen sharing works across all devices and operating systems.
    • Secure Sharing: With moderator control and a secure pin-code system, users maintain full control over who can share their screen and to which display, ensuring a smooth and controlled experience.
    • Browser and Native Sharing: Share a window or your whole screen from your browser without installing an application, or use our Android and iOS apps to share from supported devices.
    • Centralized Cloud-Based Control: IT administrators can remotely manage all screen sharing devices from the cloud, saving time and effort in supporting users.

    Rise Vision’s screen sharing feature is also highly cost-effective, offering organizations a streamlined solution for enhancing old displays and rejuvenating legacy hardware, without the need for costly replacements.

    This new feature joins Rise Vision’s comprehensive suite of digital signage solutions, including digital signage management, emergency alerts, and hardware as a service, giving businesses and educational institutions the convenience of working with a single vendor.

    For more information on Rise Vision’s new screen sharing feature, visit the  company’s website.

    eSchool News Staff
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    ESchool News Staff

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  • Educators outline 5 priorities for the new school year

    Educators outline 5 priorities for the new school year

    Key points:

    With a new school year comes new priorities for educators and students alike. Teaching is evolving at a rapid pace, pushed forward by advancements in AI, the need for real-world relevance in classroom lessons, and a focus on student wellness.

    From career and technical education (CTE) to STEM learning and AI’s evolution, here are five priority areas for educators in the 2024-2025 school year:

    Student achievement and well-being

    Now more than ever, the need to focus on educating the “whole child” is a top priority for our schools. Educational experiences extend beyond the traditional classroom setting. For instance, in Baldwin School District, we continue to expand on our emotional wellness efforts through our very own Wellness Center, allowing our students and their families seamless access to the support services needed to help their child succeed in school and beyond.
    –Dr. Shari L. Camhi, Superintendent of Schools, Baldwin School District

    There’s a growing emphasis on wellness and addressing the complex needs of students as they navigate a challenging world. This holistic approach is reshaping how we engage students, pushing us to rethink traditional models and deliver teaching and learning in more relevant, responsive ways. To truly improve student engagement and achievement, we must start by valuing the conversations and dedicated time needed to measure and adjust the adult behaviors that directly impact these areas. This reflective process is essential for driving meaningful improvements. As we think about this work, it’s crucial to shift the conversation from merely tracking student attendance to focusing on how students are showing up: how they engage with complex problems, interact with their peers, and connect with adults. It’s not enough for students to simply be present; they need to be actively involved in learning experiences that challenge them and foster critical thinking.
    —Jonah M. Schenker, Ed.D., District Superintendent, Ulster BOCES

    CTE and career readiness

    As an engineering teacher who runs a hands-on laboratory class, I like to start the year off by exposing my students to all the industry equipment and industry-certified credentials that they will have access to throughout the year. Leading a career and technical-focused class allows me the opportunity to inspire and prepare students for their future careers. Informing students about industry trends and showing how current practices are incorporated into the curriculum gets them excited and eager to learn. By demonstrating the various types of training equipment–from mechatronics to robotic arms, 3D printers, pneumatic trainers, AC/DC electricity trainers, and more–students understand the big picture of how this dynamic and engaging learning environment equips them with the skills they need to succeed. By implementing these strategies, CTE educators can expect a vibrant, engaging learning environment where students can obtain skills and knowledge for a successful future. 
    –Stefany Gurgel, NC3 Master Instructor, Festo and Instructor, Jewish Leadership Academy

    Learning and experiencing outside the four walls of the classroom is essential. We continually focus on creating industry partnerships and new opportunities for students to explore future career prospects in high-demand fields. Creating a relevant and robust learning environment and always doing what is best for our children is successful because of the dedication of our administrators, teachers, and staff.
    –Dr. Shari L. Camhi, Superintendent of Schools, Baldwin School District

    Nationally, we’re seeing an increased focus on integrating AI into the classroom. This isn’t just about using AI as a tool but also about preparing students for a future where AI literacy will be crucial. Moreover, we must move away from a mindset of informational compliance–where students complete tasks for the sake of completion–and instead focus on engaging them in authentic problem-solving. By providing opportunities for students to work on real-world problems and present their solutions to experts and audiences outside their schools, we not only make learning more relevant but also empower students to see their work as meaningful contributions to their communities and the broader world.
    —Jonah M. Schenker, Ed.D., District Superintendent, Ulster BOCES

    Personalized hands-on learning

    Personalization of the student’s learning experience is becoming a necessity to make it meaningful, engaging, affirming, and rigorous. We adopted and implemented a new instructional framework with a keen focus on these aspects. Now, we are building a program to braid in the appropriate technology to drive it forward. One way we do this is through the implementation of interactive projection technology from Epson. Students can interact with content being projected on the board or cast the screen from their device to model for their peers. This brings engagement and personalization in a whole new way.
    –Lisa Irey, Director of Technology, Des Moines Public Schools

    We’ll see more classes stepping away from strictly virtual content this school year. Teachers are ready to have students put away their Chromebooks and engage in discussions and hands-on activities. Technology will still play a role in classrooms, with teachers and students collaborating using tools like interactive projectors, but after a few years of students looking at screens all day, there will definitely be a shift to technology’s role being supplemental and not the end-all be-all.
    –Nate Moore, executive Director of Technology, Kearsley Community Schools

    AI in K-12 learning

    The emergence of artificial intelligence (AI) has presented districts everywhere with new teaching and learning opportunities. This year at St. Vrain Valley School District, we will continue to provide our teachers with ample opportunities to collaborate, discuss, and share resources and strategies to enhance their understanding of AI and the potential benefits of AI tools. To support their professional growth, teachers will also have continued access to the AI Coach platform, which enables them to watch and reflect on videos of their classroom instruction, set professional goals, and receive personalized observation tips, coaching, and resources from a virtual, computerized AI coach. This helps our teachers strengthen their practices and participate in ongoing, reflective coaching at their own pace.
    –David Baker, Professional Development Coordinator. St. Vrain Valley School District

    As the artificial intelligence integration continues to develop in schools, I expect to see more use of individualized AI student tutoring as well as a greater emphasis on personal connection and creativity. The AI technology boom in education, includes some well known issues as well a great deal of potential. The ability to offer students personalized coaching is one of the more exciting areas of opportunity as long as it’s safe and supports student privacy. There is still a great deal of trepidation among educators about AI now, but there is also opportunity, and many schools don’t want to fall behind. At this point, much of the AI used in schools serves as a replacement for traditional tests and assessments, but new tutoring and teaching tools are beginning to emerge. As AI begins to be utilized more in education the focus on the areas where humans are necessary such as making connections, developing creativity, and versatile storytelling gain more importance in the classroom. An unexpected effect of the AI boom is that it heightens the focus on innovation and creative problem solving and relationship building.
    —Tim Needles, Technology Integration Specialist, Smithtown Central School District & Author of STEAM Power

    It seems everywhere we look companies and products are announcing their new integrations with AI or AR/VR. For some, this may be a struggle to embrace due lack of access or belief that paper is better. In the current iterations of AI, teachers who explore their options are able to find tools that make their daily task loads easier. The most time consuming or emotionally taxing items can be processed via prompts. Some of these tasks might include replying to parent emails without emotional interference, creating differentiated assignments with ease and expertise, and creating interactive lesson components and higher order questions that probe thinking patterns. With the rise of AI comes AR/VR. The use of AR allows students to interact and problem solve in a space that is free of the constraints of budgets and in some instances time. Students are able to manipulate very large items or very small items a typical classroom would not have access to (the sun and stars, for example). With the use of VR, students are able to create, repair, and manipulate items that have been and will continue to be out of reach for many students. With a sincere focus on college/career/military readiness, access to VR training is allowing students to gain and perfect skill sets prior to their entrance into the post-high school phase of life.
    –Jessica Campos, Instructional Technology Coach, Mesquite Independent School District

    STEM skills

    With an increasing number of schools limiting personal device usage during the school day, I foresee a shift in education toward teaching more interpersonal skills and incorporating more hands-on activities. One of my favorite activities is having students make powered paper airplanes with the POWERUP 2.0 Airplane Kit. It’s a great hands-on activity with a technology element that helps students learn STEM-related concepts, the engineering process, and collaboration skills.
    –Josh Underwood, Physics and Aviation Teacher, Mason County High School

    As educators prepare for the new school year, we must incorporate scientific probeware into STEM classrooms to enhance student engagement and learning. Probeware, which combines sensors and software to collect and analyze data in real-time, offers a practical approach to teaching science and technology. I plan on using probeware in all my courses, from AP Chemistry to Organic Chemistry to Forensics, as students conduct captivating experiments in colorimetry, melting-point analysis, gas pressure inquiry, gas chromatography, and more. The use of this technology will enable students to engage in active learning and real-time data collection, visualize with graphs, explore complex phenomena, and develop important scientific skills.
    –Diane M. Vrobel, Ed. D., Science Teacher, Archbishop Hoban High School and Member, Vernier Trendsetter Community

    Laura Ascione
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    Laura Ascione

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  • From burnout to balance: How AI could transform teaching

    From burnout to balance: How AI could transform teaching

    Key points:

    As we turn the corner into a new school year, teachers need a break more than ever. Educators continue to work hard for their students, but the ups and downs of our current environment are not without their tolls.

    Teachers have been grappling with a significant new development: the integration of artificial intelligence (AI) in the classroom. The 2023-24 school year was the first school year AI has been widely available as a classroom tool–and teachers are starting to embrace it. AI has the potential to transform the teaching profession by handling menial tasks, supercharging teacher creativity, and improving accessibility–all while preparing students for an AI-powered future. While technology alone can’t fix teacher burnout, it can certainly be part of the solution.

    Here’s why we have much to gain by empowering teachers to safely embrace AI for their work. 

    Teacher burnout is very real

    To learn more about the teacher experience, a recent survey of 1,000 K-12 teachers across the United States asked about burnout–and the results were sobering. More than four in five teachers report they experience burnout, and more than a third experience it every day or most days. This data is deeply concerning and demonstrates the urgency of improving the teacher experience.

    Teachers reported a variety of drivers of their burnout, including strenuous classroom management responsibilities, lack of administrative support, and inadequate compensation. Remarkably, most teachers have continued to go above and beyond for their students, with two-thirds of teachers reporting they work beyond contractual hours.

    Unsurprisingly, this burnout has implications for students. The survey also revealed that one-third of teachers say burnout has decreased the quality of their instruction. Perhaps the most concerning finding is more than half of teachers have considered quitting or switching schools due to burnout, and two-thirds have considered leaving the profession entirely.

    Teachers see AI as part of the solution

    The survey indicated 42 percent of new teachers have already used AI, whereas 93 percent of teachers knew “little” or “nothing” about it. Teachers with fewer than five years of experience have particularly taken to AI, with 59 percent saying they use the technology.

    Of course, merely using AI isn’t the goal. Ninety-two percent of teachers who are using AI have found it helpful in addressing teaching pain points. Educators highlighted how it can improve work efficiency, promote creativity, and enhance learning. Given those benefits, it’s no surprise that teachers who reported being satisfied in their jobs were nearly twice as likely to be using AI than those who were unsatisfied.

    How AI can support our educators

    AI tools can be a boon for educators, but one of the largest barriers to adopting new technology is knowing where to begin. Teachers can leverage AI to help in many ways to help lighten their load while increasing their impact: 

    • Generate lesson ideas. Use an AI-powered text-based tool to brainstorm what’s possible, map out activities or even create first drafts of materials. 
    • Personalize materials for every student. Tailor teaching materials to meet the individual needs of each student. AI can help either generate a lesson or take an existing lesson and create level-specific ideas to ensure every student can participate in a lesson. 
    • Create a lesson presentation. Some tools allow teachers to type a prompt with a few words of inspiration and have the first draft of a slide deck be created.

    As one teacher said, by using AI, “teachers can foster more creative opportunities for themselves and students while saving time and alleviating some common stressors within this field. I hope that with advancements in AI and sparking more teachers’ curiosity, a more fulfilling environment for educators emerges, benefiting students and school communities.”

    Appreciating our teachers

    While some have claimed AI could replace teachers, I believe nothing could be further from the truth. What AI can do is allow teachers to spend less time on administrative tasks and more time on delivering creative, engaging instruction that moves the needle for the next generation of the workforce. In other words, AI can help teachers spend more time doing the things that made them want to become educators in the first place. If we want to truly appreciate our teachers, that feels like a worthy goal.

    Our teachers are so incredibly important–and we must be doing more to make their jobs easier. With better systems, additional resources, and safe use of technology, we can help them focus on doing the work they love.

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    Jason Wilmot, Canva

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  • Really Great Reading® and OxEd & Assessment (OxEd) Partner to Bring Comprehensive Oral Language Solutions to the US Market

    Really Great Reading® and OxEd & Assessment (OxEd) Partner to Bring Comprehensive Oral Language Solutions to the US Market

    Washington DC – Really Great Reading®, a leader in foundational reading instruction, and OxEd & Assessment (OxEd), a University of Oxford spinout company renowned for their best-in-class solutions for assessing and improving oral language, announced a strategic partnership to address critical oral language development needs in US school districts.

    The partnership will bring OxEd’s evidence-based oral language assessment, whole class instruction, and remediation programs to the US, providing school districts with tools to enhance their oral language protocols and ultimately improve reading comprehension and other aspects of educational attainment.

    “Many school districts need an oral language solution. We searched globally for the right partner and OxEd was the clear choice,” said Scott DeSimone, CEO of Really Great Reading®. “We are very proud to be working with them. Really Great Reading is committed to helping schools improve their oral language protocols, a critical foundational skill that enhances a wide range of academic achievements, including reading comprehension.”

    “Enriching oral language instruction supports overall academic achievement for all children, enhancing their reading comprehension and overall academic and social development,” said Dr. Charles Hulme, CEO and Founder of OxEd & Assessment. “Our intervention program, the NELI Intervention, part of the TEL Ted oral language toolkit, is the best-evidenced language intervention globally and has been shown to help children make up to seven months’ additional progress in their language skills. We’re proud to partner with Really Great Reading to bring these programs to school districts in the US.”

    Developmental Language Disorders (DLD) occur as frequently as dyslexia, affecting communication and academic performance. Many students with ADHD and dyslexia also struggle with DLD. By proactively identifying and remediating oral language deficits, OxEd helps unlock students’ full potential. Early identification and intervention are crucial, as oral language skill is the foundation for all education, making OxEd’s assessment tools and remediation strategies vital for educational programs.

    The COVID-19 pandemic has exacerbated oral language delays in many students, particularly those aged 4-12, who missed critical enrichment during formative years. While there is a focus on remediating pandemic-related skill deficits, oral language skills often receive less attention. OxEd bridges this gap by offering solutions to assess and teach these foundational skills, helping students overcome COVID-related setbacks. Dr. Hulme added, “By addressing these delays promptly, we can ensure comprehensive academic success and prepare students for future challenges.”

    About Really Great Reading®

    Really Great Reading, a pioneer in literacy education, leverages 18 years of Science of Reading expertise to create practical tools for educators and students of all ability levels. For more information, please visit www.reallygreatreading.com.

    About OxEd & Assessment (OxEd)

    OxEd is a University of Oxford spinout company launched to take decades of research into children’s early language and reading development through to practical application in schools. OxEd develops educational assessment apps, whole class instructional solutions, and interventions which have been proven to improve educational outcomes for children. For more information, please visit www.oxedandassessment.com.

    .

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  • In the age of bots and AI, how can students identify misinformation online?

    In the age of bots and AI, how can students identify misinformation online?

    Key points:

    In this digital age of AI and misinformation, today’s students need to be better armed to discern fact from fiction.

    A 2023 survey by the Center for Countering Digital Hate (CCDH), a nonprofit that fights misinformation, found that “60 percent of 13- [to] 17-year-old Americans surveyed agreed with four or more harmful conspiracy statements–compared with just 49 percent of adults. For teens who spend four or more hours a day on any single social media platform, the figure was as high as 69 percent.”

    Whether it’s relying too heavily on ChatGPT to write a paper resulting in an assignment filled with inaccurate information, or relying solely on social media to learn about world issues like the conflict in Gaza or upcoming national elections, learning to understand primary sources, question information, analyze data, and discern hidden agendas are top skills all students need.

    While reading, writing, and arithmetic are still important, today’s middle and high school students are bombarded with misinformation daily. Now that AI can effortlessly create convincing but fabricated stories, today’s curricula must prepare students to navigate the murky waters of AI, bias, and misinformation.

    It’s possible to work this into interesting learning segments. For instance, a course or learning unit might explore issues like the Bermuda Triangle and examine which news sources are credible or not, what misinformation really means, and how to write an argumentative paper correctly. The subject matter translates into critical real-world cognitive skills. 

    Another learning opportunity could evaluate AI tools through ethical frameworks. Students might read and engage with the ideas of renowned philosophers and apply them to modern dilemmas in artificial intelligence. They could ask questions like, “How do I measure and assess the benefits vs potential harms of this AI tool?” and “What can Immanuel Kant’s Theory of the Categorical Imperative illuminate about how we make decisions around AI?”

    My advice for educators is to:

    • Incorporate skills like critical thinking into segments on current events that students will find interesting. Students can engage with questions like:
      • What kind of content am I encountering?
      • Is the information complete; and if not, what is missing?
      • Who or what are the sources, and why should I believe them?
      • What evidence is presented, and how was it tested or vetted?
    • Explicitly teach students how to identify an op-ed versus a news article, and to consider who’s behind a website or social media account.

    Today, institutional brand names like CNN or NBC News are no guarantee of a single set of norms, values, or approaches to quality. Knowing what distinguishes news from propaganda, advertising, publicity, or entertainment is increasingly important. In their book The Elements of Journalism, Rosentiel and Kovach have identified the four following models of media (note that all or some of these models may be found within a single issue of a newspaper and its online outlets):

    • Journalism of Verification: A traditional model that puts the highest value on accuracy and context (sense-making)
    • Journalism of Assertion: A newer model that puts the highest value on immediacy and volume and in doing so tends to become a passive conduit of information (relays information without providing much further context)
    • Journalism of Affirmation: A new political media that builds loyalty less on accuracy, completeness, or verification than on affirming the beliefs of its audiences, and so tends to cherry-pick information that serves that purpose 
    • Interest-Group Journalism: Targeted websites or pieces of work, often investigative, that are usually funded by special interests rather than media institutions; they are designed to look like news
    • Help students understand the differences among:
      • Facts
      • Bias (pre-judgment about an idea, thing, or person, usually in a way that is unfair) 
      • Well-reasoned opinion based on facts-based analysis
      • Poorly reasoned opinion based on bias or assumptions 
    • Incorporate AI tools into the classroom so students understand the power and limitations:
      • Aim for transparent and thoughtful AI usage, which involves citing the AI tool and user input, evaluating the output, and editing, combining, and elaborating on the output
      • Explain the differences between using AI as an assistant and tutor and using AI to execute tasks for you
      • Use an AI competency rubric or scale to illustrate the skill sets required to use AI responsibly
    • Teach students how to fact-check information:
      • Help students explore how to corroborate information they see online
      • A good rule of thumb is to “trust, but verify”
      • If a statement looks suspect, determine if you can find 2-3 credible, unbiased sources that can corroborate it

    We cannot ignore the new set of skills students today need as they graduate and head into the real world. A key part of our job as educators is to prepare students to be critical thinkers and help them decipher information. It’s also more than just teaching students to navigate online sources; we must prepare them for the new challenges AI presents. 

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    Garrett Smiley, Sora Schools

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  • School sensory spaces are for everyone

    School sensory spaces are for everyone

    Key points:

    When I was a principal, my assistant principal and I took over an unused classroom and built a sensory space in it. We created places where students could move around, and quiet areas where they could relax. Students were able to visit the sensory space whenever they felt they needed to “get some wiggles out” or otherwise regulate themselves.

    One of my students at the time had an overwhelming need to move, and recess was not enough. His restlessness would get worse when he was nervous, and he had a great deal of anxiety around reading. Sometimes he would ask his teacher, “Do you mind if I go read in the wiggle room?” In the sensory space, he would prop his book on the handlebars of a stationary bike, and my assistant principal Nichole Schlagel or I would meet him there so he could read to us while he pedaled.

    By the end of the year, his reading improved and his confidence increased to the point where he chose to stay and read with his classmates. He was so excited to show his teacher what he could do. His discipline concerns went down as well, because he was learning to regulate his emotions and advocate for himself instead of acting out.

    “Sensory spaces have complemented our ability to support the unique needs of all students,” said Schlagel, now a principal. “They provide the opportunity for students to learn how to manage what they are feeling and needing at any given time. Students can start recognizing their needs and eventually do not need to rely on the sensory items or spaces that have been available to them. Our students become more confident and develop a deeper sense of self-resilience.”

    Success stories like our student reading on the stationary bike, as well as schools’ reinvigorated focus on social-emotional learning in recent years, have led many educators to see the value in providing sensory spaces. Actually creating them, however, may feel like a daunting prospect to many. To help you get started, here’s some background about how sensory spaces support all students (and teachers), as well as some best practices for planning and creating your own sensory space.

    How sensory spaces benefit all students

    Sensory spaces, in the past, were mostly used in hospital, psychiatric care, or therapeutic settings, but in recent years I’ve seen them more often in educational environments. In schools, these spaces have mostly been considered tools for neurodiverse students, because they can directly support them in challenges they face at school. A student with sensory processing challenges, for example, may require extra downtime throughout the day to sort through all the information they’ve taken in.

    A neurotypical student may be able to weed through all the information without extra downtime on a daily basis, but all students–all people–need additional support sometimes. They should all have the opportunity to visit a calming space, a social space, or whatever space they need when they need to self-regulate, even if they don’t need that support every day. Ideally, schools would have more than one sensory space. The goal is always to meet students where they are, and one space only provides one opportunity to meet them. This is no different than what we should do academically.

    Every school has a continuum of services for students of varying abilities. A student may be highly gifted while struggling with autism. A student in general education may have physical challenges, and another student may need an aide with them throughout the day. I would encourage educators to think of sensory spaces in the same way you think of the continuum of services you already offer. What are the varying environmental needs of your students and what kinds of spaces do you need to meet them? 

    Sensory spaces can meet the needs of many different students, but if 40 students are trying to use one chill space at the same time, the purpose of the room is defeated. A hallway hangout, on the other hand, could accommodate more people, as well as some social noise and other activity. Even in general instruction, a student should be able to say, “I’m paying attention, but I need to get some wiggles out,” and then ask to trade their seat for a wobble stool, a piece of soft seating, or a standing desk.

    In addition to being tools to regulate students’ moods and emotions, sensory spaces help them learn how to do those things on their own, as well as how to advocate for themselves. Sensory spaces aid students in understanding where they need to be and how they can help themselves to accomplish whatever they want to do at any given moment.

    Planning your sensory spaces

    The first step to designing sensory spaces for your school is to set goals and make sure all stakeholders are on board. Goals for students might include getting wiggles out, calming, self-organization, sensory integration, individualized sensory input, self-regulation, control of emotions, or improved communication.

    To help define the goals and guide further planning, seek out neurodivergent adults in your school who are comfortable sharing their thoughts. Also ask students what they need. Consult a cross-section of people from the school, including special education teachers, school psychologists, general-education teachers, wellness coordinators, and your principal, just to name a few. They’ll all bring in different perspectives, ideas, and even resources to help plan spaces that meet a variety of needs.

    General education teachers, for example, might notice that their students seem really stressed before a test and suggest a space in their classrooms to help students relax. District-level staff might have suggestions for spaces that align with a larger district vision. I always advocate for creating sensory spaces for teachers, as well, because sometimes they need to self-regulate too, and they should have input into the space they will use.

    Where to create a sensory space

    A sensory space might be a quiet corner in the back of a classroom that students can visit to step away from classwork or take a break from interpersonal interactions. This kind of spot might include a bean bag chair with a canopy or some kind of nook furniture, along with a quiet sound machine to help reduce noise from outside the space.

    Hallways can get crazy, so one kind of sensory space might be a spot between classes where students can sit and socialize. You could even install a little shell with acoustic panels to dampen the noise, along with soft or curved furniture to encourage socialization. In large enough hallways, you might even have places where students can sit and do work, perhaps with a table or some small desks grouped together, making it useful for intervention work during class time, as well.

    Supporting teachers and students

    With any new environment in a school, it’s essential to provide professional support. Teachers need to understand the goals of any sensory space, when students are able to access it, and how to use it. Spaces that are customizable and flexible can serve many needs for many students, and teachers and administrators should know how to adapt those spaces to meet different needs.

    Introductory professional development might begin with the idea that sensory spaces are not a reward or a punishment. Students and educators should feel comfortable seeking out what they need before they become dysregulated. Sensory spaces are no different than the furniture, pencils, or manipulatives in a classroom: They are tools that students and teachers can access as they need them.

    Once they have learned to use these spaces, educators will be prepared to teach students how to use them, too. For example, the time to visit a sensory space is before a student is so overwhelmed that they can’t handle their environment. Therefore, it may be appropriate sometimes to check in with a student to see if they need to visit a space, as trained educators may see triggers or other clues to a student’s emotional state that the student has not yet learned to identify in themselves.

    When students need support, educators need to be there to meet them. Sensory spaces not only do that, but they help you support students as they learn to advocate for themselves and their needs, whether sensory or academic. In the end, the two go hand-in-hand. Students who are happy and excited to be at school are more successful academically, and academically successful students are happier and more excited to be at school.

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    Dr. Sue Ann Highland, School Specialty

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  • Austin Pets Alive! | Why Does It Matter That Hays County Wants To…

    Austin Pets Alive! | Why Does It Matter That Hays County Wants To…

    FACT: A pet resource center is NOT the same as an animal shelter; however, it does include animal sheltering as a component of the services offered. In a traditional animal sheltering model, the animal shelter is where pets are taken to get any kind of resources or help, but is not usually the best solution.

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  • Digital Promise and Edthena Partner to Strengthen Science of Reading-Based Instruction Using AI-Powered Coaching

    Digital Promise and Edthena Partner to Strengthen Science of Reading-Based Instruction Using AI-Powered Coaching

    WASHINGTON, D.C. – Digital Promise and Edthena are partnering to help train and support teachers on Science of Reading-based instruction by incorporating Digital Promise’s Learner Variability Project resources into the Edthena offerings. Now, as teachers complete coaching cycles, they will be able to select a Science of Reading pathway within the AI Coach by Edthena platform and access Digital Promise’s research-based content, strategies, and best practices.

    “Teachers need research-based strategies at their fingertips so they can implement Science of Reading programs with fidelity,” said Barbara Pape, senior director of Digital Promise’s Learner Variability Project. “Our Learner Variability Project resources are steeped in research and made easily accessible through Edthena’s AI Coach.”

    The hundreds of teacher-facing strategy recommendations are backed by published academic studies documenting the predictiveness of student outcomes. The Learner Variability Project builds on emerging research into learner variability to support a whole-child framework for student achievement.

    AI Coach is an adaptive, first-of-its-kind solution that uses conversational artificial intelligence to support teachers as they work through coaching cycles. Within the Science of Reading pathway, teachers will have a full complement of content-specific supports—covering topics such as phonological awareness, sentence structure, and verbal reasoning—to help analyze their teaching and build their students into skilled readers.

    Using the secure platform, teachers independently reflect on their practice and set near-term goals as part of a self-paced module that mirrors the instructional coaching process. Teachers have an interactive conversation with Edie, the AI-driven coach, who asks probing, open-ended questions and offers personalized tips and resources for improvement.

    “The AI Coach process helps all teachers build upon their Science of Reading training by focusing on implementation of best practices,” said Adam Geller, founder and CEO of Edthena. “Our partnership with Digital Promise ensures teachers’ learning experiences within AI Coach are grounded in research on how to help students become fluent readers and reach their full potential as learners.”

    The evidence-based AI Coach process is designed to complement the efforts of school leaders and instructional coaches, and helps to alleviate time and scheduling restraints associated with in-person coaching sessions that can often be a barrier to ongoing professional learning. Teachers can meet with the virtual coach on a schedule that’s convenient to the changing demands of the school day, and have the option to pause and resume their coaching cycle at any point. This enables teachers to get the help they need, when they need it.

    In addition to the newly-added Science of Reading pathway, which is available in both an early-elementary and late-elementary version, teachers can also complete coaching cycles focused on common teaching techniques such as checking for student understanding, balancing student-teacher talk time, facilitating group discussions, and more.

    To learn more about the Digital Promise and Edthena partnership and the Science of Reading pathway in AI Coach, visit https://www.edthena.com/scienceofreading.

    About Edthena

    Edthena is the leading provider of innovative technologies to support educator professional learning and streamline feedback to teachers. The companyoffers the AI Coach platform, an artificial intelligence-driven solution to guide teachers through coaching cycles; the Edthena Video Coaching platform, the classroom observation and collaboration platform for using videos as part of professional development; and Edthena Organization Libraries, a platform for schools and districts to curate and share best-practice teaching videos. Edthena is the recipient of numerous awards from organizations such as SIIA, District Administration, and Tech & Learning. For more information, visit www.edthena.com. For more news about Edthena, visit www.edthena.com/blog/.

    About Digital Promise
    Digital Promise is a global nonprofit working to expand opportunity for every learner. We work with educators, researchers, technology leaders, and communities to design, investigate, and scale innovations that support learners, especially those who’ve been historically and systematically excluded. Our vision is that every person engages in powerful learning experiences that lead to a life of well-being, fulfillment, and economic mobility. For more information, visit the Digital Promise website and follow Digital Promise for updates.

    eSchool News Staff
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  • Does Hollywood Need Deregulation?

    Does Hollywood Need Deregulation?

    Matt is joined by Bloomberg’s Lucas Shaw to discuss Warner Bros. Discovery CEO David Zaslav’s latest comments from the Sun Valley conference, during which he advocated for less regulation in Hollywood. They unpack his statement and speculate how the election results might affect the regulatory environment for media companies, which companies would benefit the most from M&A possibilities, and why a company like Netflix might not mind consolidation (03:07). We finish the show with a mid-year check-in of the 2024 Box Office Draft (23:16).

    For a 20 percent discount on Matt’s Hollywood insider newsletter, What I’m Hearing …, click here.

    Email us your thoughts!

    Host: Matt Belloni
    Guest: Lucas Shaw
    Producers: Craig Horlbeck and Jessie Lopez
    Theme Song: Devon Renaldo

    Subscribe: Spotify

    Matthew Belloni

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  • 3 tips to combat chronic absenteeism in high schools

    3 tips to combat chronic absenteeism in high schools

    Key points:

    One surefire way to support student success? Consistent, positive family communication.

    In elementary school, there’s frequent outreach. A recent report found that this wanes somewhat throughout middle school, and, by the time students reach high school, many schools subscribe to the belief that the need for school-to-home communication diminishes. The prevailing notion is that high school students are learning to be independent, therefore their home adults should be less involved.

    However, data reveals a sobering reality: chronic absenteeism rates are highest in high school, with approximately one in three students missing at least 10 percent of their school days. This alarming trend jeopardizes students’ academic achievement, graduation prospects, and life outcomes. Dropping out of high school is linked to poorer health outcomes, significantly fewer opportunities in the labor market, and an increased likelihood of entering the criminal justice system.

    Given the numbers, the idea that communication becomes less crucial as students age is counter-intuitive. In fact, maintaining consistent and tailored communication channels is pivotal during adolescence. Teenagers face numerous challenges–academic pressures, social dynamics, identity exploration–that can contribute to disengagement and absenteeism. Hedy Chang, executive director of Attendance Works, connects the high levels of chronic absenteeism to a broken connection between students and school.

    One essential mechanism for repairing that connection is family communication. Here are some ideas for how to rebuild the relationship between home and school appropriate for high school students.

    Leverage multiple communication channels

    While traditional methods like newsletters and parent-teacher conferences remain valuable, incorporating popular technologies such as text messaging, social media, and mobile apps can enhance engagement and reach students and families where they are.

    A recent study on adolescent loneliness suggests that light-touch, low-cost interventions focused on attendance can pay dividends. Strategies like sending families statistics about the impacts of absenteeism and collaboratively developing attendance plans have proven effective. These types of targeted communication efforts empower families as partners in prioritizing consistent attendance.

    Tailor messaging to student interests

    Rather than generic communications, personalize messages to align with students’ interests, goals, and aspirations. This increases relevance and demonstrates that the school understands and values each student’s unique perspectives.

    Data shows many students have untapped talents in high-demand fields–but lack exposure. Facilitating “Career-Connected Learning” through communication with industry and community partners is a great way to make school immediately relevant to high school students. Coordinating job shadowing, internships, and career exploration activities exposes students to inspiring futures worth attending school for daily. When they see a clear path from classroom to career, attendance improves.

    Communication should never be a one-way street. Create opportunities for students and families to provide feedback, share concerns, and actively participate in decision-making processes that affect their educational experiences. Ensure that communications are culturally responsive and inclusive, acknowledging and celebrating the diversity within the school community. One crucial way to do this is to ensure that all communications can be shared in a family’s home language.

    This helps foster a sense of belonging and strengthens the school-home connection.

    Think Multi-Tiered Systems of Support

    To combat chronic absenteeism, a tiered approach leveraging strategic communication is ideal.

    At Tier 1, implementing universal data tracking systems enables early identification of attendance patterns, allowing for proactive, personalized outreach before issues escalate. Positive messaging campaigns that tout the benefits of coming to school and promote engaging programs inspire students to attend.

    For moderately chronically absent students (Tier 2), conducting individualized meetings and offering mentorship facilitates open dialogue to understand the root causes of attendance struggles. It’s also crucial to communicate about available support resources like counseling.

    For severe chronic absenteeism cases (Tier 3), coordinated two-way communication between schools and families builds trust. Schools can connect them with vital services–such as mental health counseling and transportation assistance–to overcome significant barriers to attendance.

    Students engaged through inclusive dialogue feel supported and empowered to overcome hurdles preventing daily attendance. By prioritizing consistent, personalized, and career-minded communication at all tier levels, high schools can combat alarming chronic absenteeism rates.

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    Dr. Kara Stern, SchoolStatus

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  • 9 games that need to be at Summer Game Fest or it’s so over

    9 games that need to be at Summer Game Fest or it’s so over

    We are so back. And by “we,” I mean video games. At a half-dozen slickly produced promotional events over the next week, games will be teased in the form of captivating cinematic trailers with promises to push the medium forward.

    The annual Summer Game Fest extravaganza, host Geoff Keighley’s replacement for E3, kicks off the promotional activities on Friday, June 7. The rest of the weekend is also filled with similar hours-long events from Xbox, Activision, Ubisoft, Devolver Digital, and other organizers who have rallied smaller, indie-created games for a combined show of force.

    There’s an expectation that the annual parade of trailers for exciting new games will include plenty of games that won’t be out for many months, if not years, after their unveilings. To be clear, that happens every year. And I’m here to remind you that there are countless unreleased games that were announced with gusto at similar events in years past — some of which have slipped from the public consciousness, and we’re convinced that if they don’t show up in a meaningful way over the next couple weeks, it’s so over.*

    *It’s not really over, especially given the volatile state of the video game industry. But we’re getting pretty worried/impatient about the following games and honestly hope they show up, look great, and will be critical and commercial successes — all of them.

    Monolith’s Wonder Woman game

    Announced in 2021, developer Monolith Productions promised to bring its patented Nemesis System from Middle-earth: Shadow of Mordor to a game based on Wonder Woman. We were excited about it, even with the taste of Wonder Woman 1984 relatively fresh in our mouths, but haven’t heard a peep about the game since then. DC’s approach to video games based on its characters has changed since the announcement of Wonder Woman, and we remain hopeful that Monolith can capture the magical feeling of battling wisecracking Orcs in a game that gives us control of Diana Prince and her golden lasso.

    Ubisoft’s Tom Clancy’s Splinter Cell remake

    Another announcement that dates back to 2021? Ubisoft Toronto’s plan to remake the original Tom Clancy’s Splinter Cell. The new Splinter Cell promises to take advantage of 20 years of technical innovations and to rework parts of the game’s story “that may not have aged particularly well,” creative director Chris Auty said in 2022. Showing off the Splinter Cell remake at Sunday’s Xbox Games Showcase would go a long way to appeasing longtime Xbox fans, with a deeper dive ideally poised for Monday’s Ubisoft Forward event. Just sayin’.

    Skate. (Skate 4)

    Credit to Electronic Arts: The publisher and development team, Full Circle, has been very transparent about the development of the next Skate game — which is called skate., not Skate 4, officially — and opened up playtesting to in-progress versions of the game. But please give us the new Skate already! How about a release date? Barring that, can I get a beta key? I want to flump, too.

    Capcom’s Pragmata

    It’s been four years since Capcom revealed Pragmata at Sony’s big unveiling of the PlayStation 5. Pragmata’s been delayed several times since then, and the last we heard about it was when Capcom pushed it back indefinitely. Is Pragmata joining the increasingly long list of games coming in 2025? It’s starting to feel like it.

    Rare’s Everwild

    We’re nearing the five-year anniversary of Everwild’s unveiling. Eighteen months later, we learned that developer Rare had reportedly rebooted the game with “a complete overhaul of the game’s design and direction.” Frankly, we just want to find out what Everwild even is — especially since Rare has proven that given the right development resources, it can turn good games into great games.

    Transformers: Reactivate

    Call me an idealist, but I’m always willing to give a Transformers game the benefit of the doubt. Sometimes you get an unexpected surprise — a Transformers: Devastation, if you will. So when Splash Damage teased Transformers: Reactivate in 2022 with a moody cover of Bon Jovi’s “Dead or Alive,” I was immediately on board. But we haven’t heard much about the cooperative online action game since, and that’s a shame. I’ve been in transform-and-roll-out mode for the past 18 months and I’m concerned.

    Perfect Dark

    Announced at 2020’s The Game Awards, developer The Initiative’s Perfect Dark reboot promised to revive a long-dormant franchise and serve as a cornerstone of the Xbox Series X’s lineup of game exclusives. But the studio and owner Microsoft have said very little about their new Perfect Dark and what we can expect from Joanna Dark’s return. We continue to wait for it, alongside Xbox Game Studios’ Avowed, Contraband, Fable, The Outer Worlds 2, and State of Decay 3.

    Kingdom Hearts 4

    We’re now two years out from the announcement of Kingdom Hearts 4, a reveal timed to the Square Enix-Disney role-playing game franchise’s 20th anniversary. It increasingly looks like we’ll have to wait for Kingdom Hearts’ 25th birthday to actually get our hands on Sora’s next adventure. Given how long it’s taken Square Enix to realize its Final Fantasy 7 remake trilogy — to say nothing of its next mainline Dragon Quest game — we don’t actually expect to see Kingdom Hearts 4 showing up any time soon. There’s a painful dose of reality.

    Hollow Knight Silksong

    It’s not happening, is it? Any time soon, I mean. That’s fine. Everything’s fine.

    Michael McWhertor

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  • 5 strategies to close the critical thinking gap

    5 strategies to close the critical thinking gap

    Key points:

    Achievement discrepancies among U.S. students remain persistent and troubling–despite decades of targeted interventions and whole-school improvement programs. To make real gains, teachers need to address the underlying problem: the critical thinking gap.

    Focusing on core cognitive skills sets students up for success throughout their academic careers. These five critical thinking strategies can help.  

    Why focus on critical thinking?

    Most academic interventions focus on core knowledge and basic skills: Let’s practice two-digit addition. Review the parts of the cell. Learn these vocabulary words. Read these passages for fluency. These kinds of exercises can help students make marginal gains in reading, math, and general content knowledge, but they don’t address the root of the problem: learning how to think and how to learn.

    Growing evidence points to the role of critical thinking in educational achievement. Students need to activate higher-order thinking skills and metacognition to effectively master and retain new content knowledge, synthesize it with prior knowledge, and apply it to new scenarios and domains. However, most students are not explicitly taught how to do this.

    Colin Seale, author of Thinking Like a Lawyer: A Framework for Teaching Critical Thinking to All Students (Prufrock Press, 2020), noted in an interview with ASCD: “When you start to look at how critical thinking looks in practice in K–12 classrooms, it’s often being treated as a luxury good. You’ll see critical thinking in an after-school mock trial program, or for an honors program that serves 8 percent of the school population, or for the special debate team or the selective entry school.”

    Teaching students how to activate critical thinking and metacognition will enable them to learn more efficiently and effectively. Fortunately, that can be done within the context of the existing curriculum. Here are some ways teachers can get started:

    1. Integrate critical thinking with content

    Critical thinking should not be something that is separate from and on top of everything else teachers are doing in the classroom. For best results, it should be fully integrated with the content that is being taught. Think about the standards you are teaching to. Most will have both a content knowledge component and a thinking component. For example, if the standard requires students to understand the causes of the Revolutionary War, they need to know specific content, but they also need to understand cause-and-effect thinking. Teachers can help students by explicitly calling out the type of thinking required–e.g., defining, classifying, part-to-whole relationships, sequencing, etc.–and making sure students know what that kind of thinking looks like.

    2. Give students a framework for thinking

    Once students understand the type of thinking required, they need a framework to support it. A visual framework supports the development of critical thinking skills. Making thinking visible and concrete helps students activate the type of thinking required by the task and organize their ideas effectively. While there are tons of graphic organizers out there, it’s most beneficial to have a consistent framework for thinking that spans grade levels and content areas. This supports the growth of automaticity in activating cognitive skills.

    3. Make learning active

    Models such as project-based learning and inquiry learning have been demonstrated to improve learning outcomes. But you don’t have to upend your entire curriculum or implement a complicated model to make learning more active. Building in time for debate and discussion and collaborative learning activities are simple ways to make learning more active and engaging. For example, students can work together to construct meaning using a thinking map. Look for learning activities that require students to go beyond simple recitation of facts and engage deeply with the content as they solve a problem, develop and defend a point of view, or create something original.

    4. Ask better questions–and teach students to ask their own

    Increasing the rigor of the questions we are asking is another way to support critical thinking. That means asking questions that go beyond basic knowledge and comprehension to require higher-order thinking skills such as application, analysis, synthesis, and evaluation. (See some examples in the image below.) Even better, teach students how to ask their own questions. After introducing new content, for example, pause for a class brainstorming session where students come up with as many questions as they can, including basic clarification questions and higher-order “why,” “what if,” and ‘what else” kinds of questions. Then, students can work together to start answering some of these questions using the active learning methods above.

    5. Get metacognitive

    One important aspect of critical thinking is metacognition, or “thinking about one’s own thinking.” Students who are skilled in metacognition are able to recognize how well they understand a concept, where they need extra help or support, and how to apply and adjust learning strategies. Metacognitive skills include planning for learning, monitoring understanding, and evaluating the learning process. Like fundamental cognitive skills such as cause-and-effect or sequencing, metacognitive skills can also be explicitly taught. The questions in the Tree Maps below can help teachers get started.

    These essential strategies can be applied across all grades and content areas. When we help students develop fundamental cognitive and metacognitive skills, learning becomes easier–and a lot more fun.

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    Sarah McNeil, Thinking Maps

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  • Moving from industrial education to deeper learning

    Moving from industrial education to deeper learning

    Key points:

    Today’s students need to develop a broad and well-rounded body of knowledge. When this is compartmentalized into different areas of expertise, however, they may not develop the tools to integrate information and skills from disparate areas when they begin working at jobs that we can’t even imagine today. If we can move beyond the industrial model and engage in place-based education that connects to the community outside the school, teachers can still be experts, but they can also be facilitators who open the door to a world of potential partners with their own areas of expertise.

    The industrial model has also put us out of touch with the human side of education. There has been some effort to bring the human touch back with the increased focus on social-emotional learning (SEL), but educators need to put that work at the core of what they’re doing.

    Ulster Board of Cooperative Educational Services (BOCES) is addressing these issues by adopting the competencies, or learning dispositions, of deeper Learning. The original Deeper Learning Network was established in 2010 by the William & Flora Hewlett Foundation to serve as a source of innovation. The network of 10 school networks spans a mix of charter and traditional public schools across 41 states and serves more than 200,000 students. Each school network has a unique approach to delivering deeper learning with a shared purpose to promote better educational outcomes for young people. Deeper learning creates profound experiences that tap into each learner’s uniqueness and that are rooted in connection, relationship, and creativity.

    Here’s how this approach is transforming our teaching and learning, along with some advice on finding entry points to this kind of work in your own district.

    Overcoming the challenges of school transformation

    Embracing deeper learning poses the same challenges inherent in any school transformation. How will we prepare students for state assessments? Where will we find time to reach out to and collaborate with community partners? What if we don’t do a particular activity that’s tied to an evaluation?

    A school or district’s values are expressed most explicitly in its schedule and budget. If we have eight periods in a day and decide students need six academic subjects, a lunch, and a period of physical education, what is the value statement here? Does that mean we need shorter periods to add one to the day? Does it mean that we train our teachers to offer relationship and human-centric education one day a week, or ask teachers of academic subjects to spend a certain amount of time on it each week? These solutions each have costs, but if relationships are important to us, we’ll find a way to include building them into our schedule and within our budget.

    After the onset of COVID-19, district leaders realized that students needed SEL more now than ever and found creative ways to squeeze it into their existing schedule–and, in time, many found ways to scale and incorporate it more fully and naturally into their schedule and budget.

    And so it is with deeper learning. Something as critical as school transformation can’t happen overnight, but every school and district has entry points to begin to do this work in ways that make sense for students, teachers, and communities.

    Moving toward deeper learning in our own district

    Ulster BOCES began working toward deeper learning with our partners at High Tech High a decade ago. We were focused on learning how to create an environment to support the kinds of relationships we wanted to help build between teachers and students. That’s where the magic happens. In the school environment, teachers have the greatest and most direct impact on students.

    The role of leadership is important as well, and over time we began to think about the conditions that allow for excitement, experimentation, failure, and revision to occur. Those conditions and the disposition behind them are the same for high school students as they are for adult learners. Our leadership team started asking its members:

    • What are the leadership moves we need to make so that our teachers feel good about stepping into this role and feel ready to be designers of these kinds of experiences?
    • Are we leading in a way that models for our teachers how we’d like to see our students learning?
    • Are we asking teachers to engage in the same process we would like to see them create in the classroom?

    In the fall of 2023, we held a superintendent conference where, for the first time, we invited all of Ulster BOCES’ staff members, including custodial, food service, and clerical, to begin thinking together about the protocols, structures, and equity-based dispositions that drive toward deeper learning. The main theme of the day was connection: revitalization of old connections and the forging of new ones. It was an opportunity to think about who we are as an organization and where we want to go next. It included acknowledging that we want to do things differently, while highlighting all the amazing things we do in our district that we want to continue.

    Once we made the commitment to deeper learning, micro-moments of change began happening all around the district as individual teachers learned and jumped in. That is often the case with institutional innovation–change occurs in tiny pockets. Innovation can be a lonely place; it is our role as district leaders to stitch those pockets together into a quilt that all can share.

    Identifying your district’s entry points

    Sometimes the entry point for transformation is as simple as shifting your professional development opportunities to allow your teachers to learn the way you want their students to learn.

    In the specific case of deeper learning, I recommend experiencing it in action. This summer, Ulster BOCES will be hosting Deeper Learning New York 2024 (#DLNY24), a conference designed to help school and district administrators explore entry points for this work and begin planning next steps. As participants engage in interactive workshops, immerse themselves in deep dives, and attend dynamic den talks, they’ll have the opportunity to experience deeper learning from the student’s point of view.

    Student voices should also inform the shape that transformation takes. Bring them together to talk about what they would like to see before you begin and continue the dialogue about their experiences as you begin to make changes. Ask them what is different in their experiences, how their opportunities have changed, and what new possibilities they imagine going forward.

    Along the way, take a peek beyond the industrial education system as it exists. High Tech High (HTH) has many resources and examples of how powerful deeper learning can be. No two school districts are exactly the same, and our entry points to this work–and the new models we’ll come up with as a result–will vary accordingly. HTH is a leader in this work, but there are many other districts and schools across the country undergoing similar transformations. If the HTH approach to deeper learning won’t fit within the context of your district, find administrators interested in transformation at districts that are more similar to yours.

    Rome wasn’t built in a day. The point is continuous improvement toward a more engaging, personal, and equitable means of teaching and learning. Along the way, don’t be afraid to explore. Some districts are further ahead in certain areas than others, but we’re all trying to solve the same problems. Together, we are going to build a boundary-free network to have these conversations. If you have an appetite for change, let’s figure out together what’s possible.

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    Dr. Jonah Schenker, Ulster BOCES

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  • How school leaders can manage and control emotions

    How school leaders can manage and control emotions

    Key points:

    We need to manage and control our emotions better–and by better, I mean by not managing and controlling, but by utilizing and exercising them.

    “I need to control my emotions” is oft-spoken self-talk that we may hear ourselves saying as we reflect on our actions. Or occasionally we may have someone suggest that we need to manage our emotions better. But do we? Is the assumption that emotions and leadership are the oil and water of the workplace actually true? This may (still) be the last bastion of leadership assumptions that needs to be put to sea.

    We have spent generations being told that our emotions are those things that should be corralled, encircled, and subdued. It has fomented the ideas that we should “leave our personality at the door” and “keep business and personal separate.”

    Research found that school leaders and school principals who coped and adjusted to the pandemic the best where those who were able to utilize, and not ignore, their emotions.

    Before the pandemic, strong leaders were often expected to focus their leadership on process, accountability, and strategic planning that presented a very controlled picture of leadership. The leader led and others followed. There was a theoretical rhythm and cadence to how effective leadership should look.

    The pandemic changed this mindset.

    We saw leaders who were vulnerable, who were open to listening and acknowledged they might not have all the answers. These were leaders who whole-heartedly embraced the ambiguity and looked to thrive in the uncertain messiness. As Bryan Goodwin and Kent Davis of the nonprofit McRel have written, this shift can be difficult for some as it “requires them to reflect on not only what they must do, but more deeply, who they must be as leaders.”
    —The Case for Embracing Messy Leadership in Schools

    Granted, there are occasions when emotion can interfere with decision making, just as there are times when not showing emotion is a missed opportunity. Perhaps it’s not the separation of both, but rather the utilization of both that’s the sweet spot we should seeking. Perhaps it’s not the word “emotion” that is the issue, but the accompanying words that give it intended or unintended meaning.

    When we hear the word emotion in the workplace, it has often been sidled up with other words that on their own sound harmless but in fact spread an underlying frame of mind and intention:

    These words imply that emotions, and expression, work in opposition to our ability to lead and make decisions. They hint that emotions are the antithesis of a good leader. They are negative. They will lead to distraction. And because of that, they will make you appear weak. Strong leaders are those who can maintain the separation and not be affected or show emotion.

    The use of these words makes emotions appear like a deficit.

    What we have found, and are continuing to find, however, is that emotions are a strength. Brene Brown stated it as being authentically you: “Letting go who we think we’re supposed to be and embracing who we are. Choosing authenticity means cultivating the courage to be imperfect, to set boundaries, and to allow ourselves to be vulnerable.” (The Gifts of Imperfection)

    This has been echoed in research, showing strong links between trust, output, and performance. Higher levels of emotional connection and trust result in lower stress levels, a reduction in burnout, and a more than 75 percent increase in engagement.

    Compared with people at low-trust companies, people at high-trust companies report: 74 percent less stress, 106 percent more energy at work, 50 percent higher productivity, 13 percent fewer sick days, 76 percent more engagement, 29 percent more satisfaction with their lives, and 40 percent less burnout.

    By integrating vulnerability into your leadership approach, you can build stronger relationships, invite collaboration and open a pathway for more difficult but important conversations, which will improve the wellness and performance of the company and everyone within.
    —Vulnerability at work not about tears and over-shares

    It increases the potential of empowerment, and as such increases the likelihood of shared responsibility and collective leadership. Building emotional connections will take the pressure off the individual leader and share it across their teams. So maybe it’s not the word emotion that we need to change, but rather the words that accompany it:

    • Exercise
    • Utilize
    • Cultivate

    By selecting these words, we change the use, understanding, and meaning of “emotions.” Emotions are a key tool for forming alliances, building trust, conveying importance, demonstrating empathy, growing inclusion, and can be viewed as the hidden power of effective leadership.

    Too often we dismiss the little things we do–the human things–that are crucial in building relationships, trust, and a positive school climate. Now’s the time the celebrate these unconventional measures of success.
    —The Human Side in Developing a Positive School Climate 

    Leaders play a major role in surfacing, understanding, and balancing individual values on our teams. When we acknowledge and embrace the messiness that      comes with being human, each of us with a desire for shared community and purpose, we’re one step closer to unleashing the full potential of our teams and the teams we serve.
    —How to Embrace the Human Side of Leadership

    “Our emotions are a big part–maybe the biggest part–of what makes us human,” says Marc Brackett, author of Permission to Feel, “and yet we go through life trying hard to pretend otherwise.”
    —Reinventing How We Lead

    Rather than exclude emotions, we should be utilizing them to their best effect. It is more natural to show our personalities and it’s more authentic. It allows others to show theirs and it reduces stress, increases trust, and often results in greater satisfaction, engagement, and performance. Education is a relationship-driven sector and to ignore the tools and skills that enhance, build, and grow relationships would professionally be a backwards step.

    The emotion-problem school leaders and principals now face is to unlearn what we have assumed and help leaders embrace their emotions. It requires a new understanding and a new mindset–a mindset of effective leadership. It requires us to look at our emotions from a new perspective. Not as things to control, but as tools to utilize.

    The captain of the ship has sailed and it is time for us to lead in a new way.

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    Sean Slade, BTS Spark

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  • Austin Pets Alive! | What to Expect When Expecting (Bottle Baby)…

    Austin Pets Alive! | What to Expect When Expecting (Bottle Baby)…

    Neonatal kittens. Bottle Babies. Teeny, not yet weaned. However you describe them, whatever you call them, kittens who depend on humans to make it through their first several weeks of life are some of the cutest souls you will encounter and also some of the most vulnerable.

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  • Austin Pets Alive! | Take Off! — APA! Transport Hub’s Inaugural…

    Austin Pets Alive! | Take Off! — APA! Transport Hub’s Inaugural…

    Transporting pets from Texas to shelters across the country, even as far as Canada, isn’t a new process for APA!.. We’ve done it hundreds of times at this point, with our Transport Program beginning out of desperation to save pets across Texas during Winter Storm Uri in January of 2021. Whether by air or by road, our team has worked with many partner shelters both in Texas and throughout the U.S. to save dogs and cats who otherwise wouldn’t have made it out of the shelter system alive.

    The latest milestone for APA! is the establishment of the APA! Transport Hub, a dedicated space tailored to our Transport Program’s needs. This hub, inaugurated recently, marks a significant step forward. While not every pet we assist needs to pass through Austin, many do for a brief ‘pit stop’ while awaiting transfer to their receiving shelter. Previously, we faced logistical challenges housing these animals at our main shelter, sometimes impacting the availability of space for local pets in need. Now, with the APA! Transport Hub, we have a dedicated facility ensuring the smoothest possible transit experience.

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