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  • How location precision enhances safety and reduces response times in emergencies 

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    Key points:

    In emergencies, time is the most valuable resource–and it’s often the one in shortest supply. Whether a medical crisis, fire, or security threat, the difference between a quick response and a delayed one can significantly shape outcomes. While training, communication, and coordination are all essential to emergency preparedness, one foundational element is often underestimated: accurate campus mapping.

    At its core, effective emergency response depends on knowing how to get to the right place at the right time and with the right resources. Digital maps turn abstract safety plans into operational reality. When someone needs help, having location specifics, building layouts, and safety assets clearly visualized and shared enables responders to move with confidence rather than hesitation–and that clarity saves time.

    From static plans to real-time awareness

    Many organizations still rely on static floor plans or paper diagrams for their emergency planning. While these may meet compliance requirements, they often fall short when it matters most. Facilities are constantly evolving: Rooms are repurposed, walls are added and removed, equipment is relocated, and temporary changes are made. A map that was accurate six months ago may already be outdated and unhelpful in an emergency response.

    Modern safety preparedness calls for a shift from static maps to living, digital representations of space. Dynamic maps enable organizations to update changes as they happen, ensuring that responders are working from current information. In a crisis, eliminating uncertainty about entrances, exits, room layouts, or asset locations can shave critical minutes off response times.

    Location is the first question and the hardest one to answer

    Ask any emergency responder what information matters most when a call comes in, and the answer is almost always the same: location. Not just the address, but the precise spot within a building or campus where help is needed. Large or multi-building or multi-floor environments, such as schools and hospitals, add layers of complexity that make a street address alone insufficient. According to recent data, nearly 60 percent of school safety incidents happen outside of the classroom. Knowing exactly where an incident is happening is key to getting help on scene fast. 

    Indoor location is especially challenging when emergencies are reported through mobile devices. While Next Generation 911 standards aim to support sub-addressing–down to the building, floor, or even room–broad adoption and consistent implementation are still emerging. Currently, responders are often dispatched with limited spatial detail, forcing them to spend precious minutes on gathering crucial information after arrival, rather than en route.

    The NIH defines Emergency Medical Services (EMS) rapid response as under five minutes. Nationally, average response time varies between seven and 10 minutes, but in rural and historically low-income areas, EMS or fire response can take up to 20 minutes more than average. Police response times can take even longer.

    Mapping addresses the challenge of keeping response times to under five minutes, by providing visual context that traditional dispatch data often lacks. When responders can see the incident location in relation to stairwells, access points, evacuation routes, and nearby safety equipment, they can plan before they arrive. This reduces time spent searching, backtracking, or waiting for clarification once on site.

    Making safety assets visible before they’re needed

    Emergency preparedness is not only about people; it’s also about tools. Automated external defibrillators (AED), fire extinguishers, drug overdose reversal kits, first-aid kits, utility shut-offs, and alarm panels are only effective if responders can find them quickly. In high-stress situations, even familiar environments can become disorienting.

    Mapping plays a critical role by allowing responders to plan before they arrive on the scene, not after. When the locations of life-saving assets are visible in advance – in addition to routes, access points, and building layouts – responders can make decisions on the way: which entrance to use, which equipment to get first, and how to sequence their actions upon arrival. This shifts response from reactive to deliberate, compressing the timeline between arrival and intervention.

    The impact of saved time is especially clear in medical emergencies: in sudden cardiac arrest incidents, every extra minute of response time can lead to a 6% decrease in the likelihood of survival. If EMS is delayed due to distance, traffic, or call time, knowing exactly where an AED is located– and how to reach it the fastest– can make all the difference.

    That’s why mapping safety assets into a shared visual system helps ensure that these resources are visible and easy to locate. The ability to see safety asset locations in real time also supports daily readiness by enabling facilities teams to track inspections, maintenance, and compliance more efficiently. Over time, this creates a feedback loop where preparedness improves not just during emergencies, but through ongoing operations.

    Improving coordination across roles and agencies

    One of the less visible benefits of digital mapping is its impact on coordination. Emergencies rarely involve a single responder or department. Administrators, facilities teams, security staff, medical personnel, and external first responders all work together, often under intense pressure.

    When everyone involved is referencing the same map, misunderstandings decrease, and decision-making accelerates. Clear visuals help align actions, reduce redundant communication–or miscommunication–and most importantly, reduce response time.

    Training, drills, and a culture of readiness

    Preparedness must be built over time through planning, training, and repetition. Incorporating maps into drills helps administrators and leadership internalize layouts, routes, and procedures before they are tested in real life. That way, they’re not only ready with what they know but prepared to pivot and support EMS response if anything changes.

    This familiarity fosters a culture of readiness. When people understand their environment and their role within it, they are more likely to act decisively and calmly. Over time, mapping becomes more than a technical tool; it becomes a shared language for safety.

    Planning for what’s next

    Mapping sits at the intersection of planning and action. It connects people, places, and resources in a way that supports faster response and better outcomes. By investing in thoughtful mapping practices today, organizations can reduce uncertainty tomorrow. And in emergencies, reducing uncertainty is one of the most powerful ways to save time and improve outcomes. 

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    Peter Crosbie, CENTEGIX

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  • A smarter way to modernize aging school facilities

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    Key points:

    School buildings quietly shape everything that happens inside them. When systems work as intended, learning moves forward uninterrupted. When they fail, instruction, safety, and trust can unravel quickly. Across the country, education leaders are grappling with facilities built decades ago that have not kept pace with today’s expectations for safety, accessibility, and resilience. Federal data shows that many public schools report building conditions in need of major repair or replacement–a challenge that continues to grow as maintenance is deferred.

    Many districts face the same tension. Budgets are finite, buildings are aging, and the list of needs feels endless. Roofs leak. Fire and life-safety systems lag behind code. HVAC equipment strains to meet indoor air quality standards. Accessibility upgrades remain incomplete. Waiting for a crisis to force action often leads to rushed decisions and higher costs. A more effective approach starts with a clear framework for prioritizing infrastructure investments before disruption occurs.

    1. Start with the building envelope

    The building envelope is the first line of defense against water intrusion, heat loss, and environmental damage. Roofs, exterior walls, windows, and foundations tend to be overlooked until failure is visible. By that point, moisture may already be present inside walls or ceilings, creating conditions for mold and long-term structural issues.

    Facility teams should routinely assess roof age, drainage patterns, sealants, and exterior penetrations. Even small breaches can allow water into spaces that are difficult to inspect. Addressing envelope weaknesses early often prevents larger remediation projects later and reduces unplanned classroom closures.

    2. Address water risks before they become health risks

    Water damage is one of the most disruptive issues schools face. Plumbing failures, roof leaks, and flooding events can shut down entire wings of a campus. Beyond visible damage, lingering moisture increases the risk of mold growth and poor indoor air quality, both of which directly affect student and staff health.

    A proactive water management strategy includes mapping shutoff valves, upgrading aging plumbing, and installing moisture-resistant materials in vulnerable areas. Restrooms, kitchens, locker rooms, and mechanical spaces deserve special attention. When water incidents occur, a fast and informed response can make the difference between a short interruption and months of repairs.

    3. Make indoor air quality a standing priority

    Indoor air quality has become a central concern for education leaders, and for good reason. Research and guidance from the U.S. Environmental Protection Agency connect poor indoor air quality in schools to health issues that can affect attendance, comfort, and concentration. In older buildings, outdated HVAC systems often struggle to manage ventilation, filtration, and humidity levels consistently throughout the day.

    Modernization plans should evaluate whether HVAC systems are properly sized, regularly maintained, and capable of meeting current standards. Incremental upgrades such as improved filtration, better controls, and consistent maintenance schedules can significantly improve air quality without requiring full system replacement.

    4. Review fire and life-safety systems for today’s standards

    Fire alarms, suppression systems, and emergency lighting are critical to occupant safety, yet many school facilities still rely on systems installed decades ago. Codes evolve, and systems that were once compliant may no longer meet current requirements.

    Regular audits of fire and life-safety systems help identify gaps before inspections or emergencies reveal them. Upgrades should be coordinated with local authorities and scheduled to minimize disruption to learning. Safety systems are foundational, and deferring them introduces unnecessary risk.

    5. Treat accessibility as an essential upgrade

    Accessibility improvements are sometimes viewed as secondary projects, but they are central to equitable education. Entrances, restrooms, classrooms, and common areas should support students, staff, and visitors with diverse needs.

    Modernization efforts provide an opportunity to address barriers that may have existed since a building opened. Improving accessibility strengthens compliance and fosters an inclusive environment where everyone can move through campus safely and independently.

    6. Prioritize projects using risk and impact

    With limited capital funds, prioritization matters. A practical approach weighs both the likelihood of failure and the potential impact on safety and continuity. Projects that address high-risk systems serving large populations should rise to the top of the list.

    Creating a transparent scoring system helps leaders explain decisions to boards, staff, and communities. It also supports long-term capital planning by aligning investments with safety, resilience, and instructional continuity rather than reacting to the loudest problem of the moment.

    7. Build disaster preparedness into capital planning

    Disaster preparedness should not live in a separate binder on a shelf. It belongs in capital plans, renovation scopes, and vendor conversations. Schools often serve as community hubs during emergencies, which increases the importance of reliable power, water, and structural integrity.

    Planning for resilience includes identifying backup power needs, protecting critical equipment, and understanding how quickly spaces can be restored after an event. These considerations are far easier to address during planned upgrades than during an emergency response.

    8. Work with contractors experienced in active learning environments

    Construction and restoration work in schools requires a different mindset. Campuses are occupied, schedules are tight, and safety expectations are high. Contractors who understand how to work around students and staff help reduce disruptions and maintain trust.

    Early collaboration with qualified partners also improves outcomes. Contractors with restoration expertise can flag design choices or materials that may complicate future recovery efforts. Their insight helps schools invest in solutions that support faster reopening if incidents occur.

    Moving from reactive to resilient

    Modernizing school infrastructure is not about chasing the newest trend or tackling everything at once. It is about making informed, safety-focused decisions that strengthen buildings over time. When leaders adopt a structured approach to assessing risk, prioritizing upgrades, and planning for resilience, facilities become assets rather than liabilities.

    Schools that invest thoughtfully in their physical environments protect learning, support health, and build confidence within their communities. The path forward starts with seeing infrastructure as a strategic priority and treating preparedness as part of everyday leadership.

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    Brett Taylor, Mooring USA

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  • Why schools and public libraries must unite–in summer and all year long

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    Key points:

    This weekend, I’m taking my little guy for an indoor activity using the free game of bowling he got for meeting our first family reading goal LAST summer!  When sub-zero temperatures and snow days plague our country, summer reading probably sounds a LONG way away.  But this is the time public librarians are designing and planning for their big summer reading program!

    This year, some librarians are creating their own summer reading programs to celebrate the 250th anniversary of America.  Others are relying on established national programs like:

    1. Collaborative Summer Library Program (CSLP): A multi‑state consortium that creates high‑quality, affordable themed summer reading resources for libraries nationwide, or
    2. iREAD (Illinois Reading Enrichment and Development): A flexible national summer reading program developed by the Illinois Library Association and used by thousands of libraries across many states through statewide partnerships.

    But one of the most powerful drivers of lifelong reading isn’t a program at all–it’s a relationship. And some of the most effective literacy ecosystems today are those where schools and public libraries work not in parallel, but in partnership with parents and students.

    Few places demonstrate this more clearly than East Hampton, Connecticut, where a decade‑long collaboration between school librarians and the public library has created a seamless year‑round literacy experience for students.

    “It just seems very natural to us,” said school librarian Katie Tietjen during a recent conversation. “Why wouldn’t we all work together? We all have the same goal of getting kids to read.”

    That shared mission–paired with mutual respect and a willingness to adapt–has become the backbone of a thriving model other communities can learn from.

    A partnership built on trust and continuity

    The collaboration began organically with a simple outreach from then–public librarian Ellen Paul, who invited Katie to connect as she entered her role as a new school librarian. There was no formal program, no grant, no directive–just two professionals with aligned goals.

    As Katie explained, that openness is what created a decade‑long tradition: “There’s really been a long tradition of just collaborating… it just seems very natural to us.”

    Even as staff changed over the years, the partnership didn’t fade. Instead, each new librarian–school and public–was welcomed into a system that valued cooperation over silos.

    Public Library Director Christine Cachuela echoed this mutual appreciation: “We know you have a lot to do – especially at the end of the school year.” Her team sees their role as stepping in to lighten the load, not add to it.

    A summer reading program that actually works

    While many communities struggle to engage students meaningfully over summer break, East Hampton has built a program that is personal, relational, and rooted in consistent school–library contact.

    For elementary students, the children’s librarian visits every single K–5 classroom to introduce the summer reading program. This isn’t an assembly or a flier sent home–it’s face‑to‑face engagement that builds excitement and trust. Christine described this individualized approach as a key differentiator–one that “helps build familiarity and excitement among students.”

    Older students benefit from challenge‑based activities, flexible reading choices, and visits embedded directly into English classes. Public librarians present in the school library, making the program feel like a natural continuation of the school year rather than an add‑on.

    Christine adds that “face time” deepens the community partnership: “The kids would come into the library over the summer, maybe for the first time, and the first words out of their mouth were like, ‘Oh my gosh, you were in my classroom!’ And so they’re just so excited to have that familiar face.”

    And community support amplifies impact: Local businesses donate prizes, teachers volunteer for summer read‑alouds at the public library, and students see their future teachers outside the school setting, deepening connections.

    A yearround literacy ecosystem

    This partnership isn’t a “summer project”–it’s a 12‑month collaboration that supports students at every stage.

    • Preschool visits and teacher read‑alouds strengthen early literacy pipelines.
    • Middle school lunch‑wave book clubs, create weekly touchpoints for students.
    • High school “library minions” and Teen Advisory Boards give teens ownership of library activities.
    • Public librarians participate in school Wellness Days, embedding themselves into school culture.

    Christine shared that she advises public librarians to “take as much of the burden off the school as you can… reach out with something very specific: ‘This is what I can offer you. I planned this activity. When would you want me to come do it?’”

    This mindset–proactive, flexible, and supportive–is the secret to sustainability.

    Breaking barriers to access

    The partnership also tackles a structural challenge: ensuring every student has access to public library resources.

    Together, the teams:

    • distribute library cards to preschoolers and third graders,
    • run in‑school library‑card sign‑ups for eighth graders,
    • provide tutorials of Libby, Hoopla, and other digital tools, and
    • streamline card‑issuing processes for high school students.

    This means that when a student wants a new print book, audiobook, graphic novel, eBook, or research material the school doesn’t have, they already know how–and where–to get it.

    A blueprint for communities everywhere

    If there’s one thing East Hampton proves, it’s that impactful partnerships don’t require massive budgets or complicated structures. They require:

    • proactive outreach,
    • flexibility,
    • shared values, and
    • the willingness to show up–together.

    As Christine summarized: Public librarians should reach out with specific ideas, not broad offers–schools are too busy to decipher vague intentions. And Katie reaffirmed that understanding each other’s rhythms and constraints is critical to building trust.

    Together, they’ve created more than a program. They’ve built a literacy ecosystem that meets students wherever they are – school, library, or home.

    Getting started

    Every community has the ingredients to replicate this model. In fact, many are already trying. But what East Hampton demonstrates is that true success lies in sustained, intentional partnership–not one‑off events or seasonal coordination. Because when schools and public libraries work together, they don’t just promote summer reading–they nurture lifelong readers.

    And as Katie put it, the question isn’t whether collaboration is possible, it’s: “Why wouldn’t we all work together?”

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    Britten Follett, Follett Content Solutions

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  • Fueling student passion for STEM with project-based learning

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    Key points:

    We live in an ever-evolving world, powered by advancements across STEM fields. Today, STEM has become increasingly intertwined with how we live our daily lives–from how we learn, to how we work, to entertainment and more.

    STEM innovations are a major force driving society forward, as we’ve most recently seen with the AI explosion that is generating a growing demand for STEM talent in the workforce. In fact, STEM employment is set to increase nearly 3x the rate of non-STEM employment by 2033.

    As teachers, our job is to equip students to excel in our dynamic world–not only within the classroom, but to also empower them to build foundational skills that will help them to thrive when they enter the workforce. 

    As STEM talent continues to become vital, these skills are ones K-12 teachers must ensure we’re implementing in our classrooms, because introducing STEM education early on helps spark curiosity among students.

    So, what can teachers do to fuel a passion for STEM among their students?

    The power of project-based learning

    Project-based learning (PBL) is proving itself to be a successful pedagogy–nearly half (46%) of K-12 Gen Z students say opportunities to engage with learning material in a hands-on way drive their interest, and about one-third most enjoy what they’re learning when they can make real-world connections.

    PBL is an alternative to traditional rote learning methods. When applying PBL to STEM education, instead of having students listening passively to information, they actively engage in real-world problems that require them to use STEM concepts to solve complex problems. This hands-on approach allows students to develop a deeper sense of knowledge of the topic they’re learning about–they’re not just merely memorizing but also learning from its applications. For instance, in a PBL setting, students could identify lack of access to filtered water as a problem and then work together to design a sustainable water filtration system to address this challenge.

    PBL helps students not only supplement theoretical knowledge but also provide a sense of purpose and applicability. It helps enhance the learning experience for students by making it enjoyable and allowing students to see the impact they can bring out into the world beyond the classroom.

    When it comes to STEM, PBL plays a powerful role in tapping into students’ curiosity. STEM curriculums aren’t typically viewed as ones that power creativity, but by framing learning in terms of interesting questions or issues, PBL allows students to explore, experiment and learn these topics in a unique way that allows them to become innovators in the classroom. This process can be highly motivating, allowing students to become agents in their own learning process. The sense of ownership and pride that comes with successfully finishing a challenging project can ignite a lifetime interest in STEM.

    Building the skills to power future STEM innovators

    PBL helps enhance learning experiences for students by making the process more exciting and engaging, and it also allows them to develop and foster crucial skills that are necessary in our STEM-powered world.

    By introducing PBL into the classroom, students are given the opportunity to work closely together on project work, which allows them to harness core skills like collaboration, clear communication, vital problem-solving abilities, creativity and perseverance. These skills are ones that empower students throughout their education journey–from K-12 and beyond–and are also essential for STEM career success. Encouraging skills like creativity in students’ developmental years empowers them to think outside of the box–a crucial competency for STEM professionals. Creativity drives innovation, and helping students to flex and build this muscle early on will allow them to enter the STEM workforce ready to drive change.

    Figuring out how to implement PBL can feel overwhelming, especially if the existing curriculum doesn’t allow room for this approach. Luckily for teachers, there are a plethora of great programs, like the National Science Teaching Association and Toshiba’s ExploraVision, which offer support and resources to make PBL opportunities a reality, helping us spark a passion for STEM among our students.

    Shaping STEM leaders in the classroom

    As we’ve seen with AI’s rapid advancements, STEM fields are shaping the nation’s future. Today’s students are soon to become the future leaders of tomorrow. Teachers bear a responsibility to prepare them with the skills they need to thrive in their education–as well as in the workplace.  

    Project-based learning is a critical, and proven, means of providing students with hands-on, experiential learning that nurtures curiosity, skills and a sense of purpose. As we prepare our students to address the challenges and opportunities of the future, PBL is an integral and effective tool, fueling a lifelong passion for STEM and equipping students with the skills necessary to become strong STEM leaders.

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    Tami Brook, STEM School Highlands Ranch

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  • What’s in and out in literacy instruction for 2026

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    Key points:

    The conversation around literacy instruction has reached a turning point. After decades of debate, we’re finally seeing a broad consensus around evidence-based practices–but the challenge now is moving from understanding what works to actually implementing it in classrooms.

    As we enter 2026, educators are shifting from superficial adoption of buzzwords to deeper, more integrated approaches that reflect the complexity of how children actually learn to read. The “Science of Reading” has never been just about phonics–it’s about building comprehensive literacy through strategic, research-backed instruction that addresses the whole child.

    Here’s what’s in and out in literacy instruction in 2026.

    Out: Phonemic awareness in isolation
    For years, teachers conducted oral-only drills–clapping syllables, manipulating sounds–without ever showing students how those sounds connect to print. While phonemic awareness matters, doing it in isolation misses a critical opportunity.
    In: Phonemic awareness with print
    Research shows that connecting sounds to letters immediately leads to better retention and faster progress. When students see the letter ‘b’ while practicing the /b/ sound, they’re building the bridge to actual reading, not just abstract sound manipulation.

    Out: The “wait and see” approach
    Too many students have been allowed to struggle through first and second grade under the assumption they’ll “catch up eventually.” By the time intervention happens, these children are years behind–and the emotional toll has already been paid.
    In: Early screening and immediate action
    Universal screening identifies at-risk readers before failure becomes identity. Early intervention isn’t about labeling children; it’s about preventing the cascading effects of reading failure that impact every other academic area.

    Out: Three-cueing/MSV
    The practice of teaching children to guess at words using pictures, first letters, or context has been thoroughly debunked by cognitive science. Yet it persists in many classrooms, often unknowingly embedded in curriculum materials and teacher habits.
    In: Structured literacy and explicit decoding
    Students deserve direct, systematic instruction in how to sound out words. This isn’t about stripping joy from reading–it’s about giving every child the foundational tools they need to access text independently.

    Out: Oversimplifying the Science of Reading as “just phonics”
    The science of reading isn’t about swinging from one instructional extreme to another. Emphasizing phonics matters, but not at the expense of language and vocabulary development, background knowledge, and comprehension, which are equally critical.
    In: Integrated literacy instruction
    Effective literacy instruction weaves together all components of Scarborough’s Reading Rope. Students need strong word recognition skills and rich language comprehension working together. One without the other leaves children stuck.

    Out: Writing as a separate skill
    Teaching grammar worksheets on Monday and creative writing on Friday–with no connection between them or to what students are reading–wastes instructional time and confuses learners.
    In: Writing to learn
    When students write about what they’re reading, using similar text structures and vocabulary, both skills reinforce each other. Writing becomes a tool for deeper comprehension and knowledge retention.

    Out: Skill-and-drill disconnected from text
    Spending entire class periods on phonics worksheets without ever reading connected text creates students who can decode individual words but struggle to read actual books.
    In: More reading time
    Students need opportunities to apply their developing reading skills by engaging with a wide range of texts, with support when needed. Authentic reading experiences build background knowledge, and volume matters. Children become better readers by reading.

    Out: Subjective observation
    “I feel like they’re getting it” isn’t enough. Gut feelings, while informed by experience, can miss struggling students who’ve learned to mask difficulties or overlook patterns that data would reveal.
    In: Data-driven instruction
    Using concrete assessment data to inform instructional decisions ensures that intervention is timely, targeted, and effective. This doesn’t mean over-testing–it means using meaningful measures to track progress and adjust teaching.

    Out: Viewing reading struggles in isolation
    Treating only the reading deficit ignores the reality that many struggling readers also face attention challenges, processing difficulties, or emotional responses to academic failure.
    In: Looking at the whole student
    Recognizing that conditions like ADHD, anxiety, or language processing disorders often co-occur with dyslexia allows for more comprehensive support. Reading intervention works best when it’s part of a broader approach to student success.

    These shifts represent more than changing tactics–they reflect a maturation in how we understand language and literacy development. We’re moving from either/or thinking to both/and approaches: explicit instruction and authentic reading experiences; data and teacher expertise; foundational skills and knowledge building.

    The literacy crisis won’t be solved by simply swapping old practices for new ones. It requires sustained commitment to implementation, ongoing professional development, and the courage to let go of familiar approaches that aren’t serving our students.

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    Stacy Hurst, Reading Horizons

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  • Despite platform fatigue, educators use AI to bridge resource gaps

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    Key points:

    Sixty-five percent of educators use AI to bridge resource gaps, even as platform fatigue and a lack of system integration threaten productivity, according to Jotform‘s EdTech Trends 2026 report.

    Based on a survey of 50 K-12 and higher education professionals, the report reveals a resilient workforce looking for ways to combat the effects of significant budget cuts and burnout. The respondents were teachers, instructors, and professors split about equally between higher education and K-12.

    While 56 percent of educators are “very concerned” over recent cuts to U.S. education infrastructure, 65 percent are now actively using AI. Of those using AI, nearly half (48 percent) use it for both student learning and administrative tasks, such as summarizing long documents and automating feedback.

    “We conducted this survey to better understand the pain points educators have with technology,” says Lainie Johnson, director of enterprise marketing at Jotform. “We were surprised that our respondents like their tech tools so much. Because while the tools themselves are great, their inability to work together causes a problem.”

    Key findings from the EdTech Trends 2026 report include:

    The integration gap: Although 77 percent of educators say their current digital tools work well, 73 percent cite a “lack of integration between systems” as their primary difficulty. “The No. 1 thing I would like for my digital tools to do is to talk to each other,” one respondent noted. “I feel like often we have to jump from one platform to another just to get work done.”

    Platform fatigue: Educators are managing an average of eight different digital tools, with 50 percent reporting they are overwhelmed by “too many platforms.”

    The burden of manual tasks: Despite the many digital tools they use, educators spend an average of seven hours per week on manual tasks.

    AI for productivity: Fifty-eight percent of respondents use AI most frequently as a productivity tool for research, brainstorming, and writing.

    Data security and ethics: Ethical implications and data security are the top concerns for educators when implementing AI.

    This press release originally appeared online.

    eSchool News Staff
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    ESchool News Staff

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  • AI in edtech: The 2026 efficacy imperative

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    Key points:

    AI has crossed a threshold. In 2026, it is no longer a pilot category or a differentiator you add on. It is part of the operating fabric of education, embedded in how learning experiences are created, how learners practice, how educators respond, and how outcomes are measured. That reality changes the product design standard.

    The strategic question is not, “Do we have AI embedded in the learning product design or delivery?” It is, “Can we prove AI is improving outcomes reliably, safely, and at scale?”

    That proof now matters to everyone. Education leaders face accountability pressure. Institutions balance outcomes and budgets. Publishers must defend program impact. CTE providers are tasked with career enablement that is real, not implied. This is the shift from hype to efficacy. Efficacy is not a slogan. It is a product discipline.

    What the 2026 efficacy imperative actually means

    Efficacy is the chain that connects intent to impact: mastery, progression, completion, and readiness. In CTE and career pathways, readiness includes demonstrated performance in authentic tasks such as troubleshooting, communication, procedural accuracy, decision-making, and safe execution, not just quiz scores.

    The product design takeaway is simple. Treat efficacy as a first-class product requirement. That means clear success criteria, instrumentation, governance, and a continuous improvement loop. If you cannot answer what improved, for whom, and under what conditions, your AI strategy is not a strategy. It is a list of features.

    Below is practical guidance you can apply immediately.

    1. Start with outcomes, then design the AI

    A common mistake is shipping capabilities in search of purpose. Chat interfaces, content generation, personalization, and automated feedback can all be useful. Utility is not efficacy.

    Guidance
    Anchor your AI roadmap in a measurable outcome statement, then work backward.

    • Define the outcome you want to improve (mastery, progression, completion, readiness).
    • Define the measurable indicators that represent that outcome (signals and thresholds).
    • Design the AI intervention that can credibly move those indicators.
    • Instrument the experience so you can attribute lift to the intervention.
    • Iterate based on evidence, not excitement.

    Takeaways for leaders
     If your roadmap is organized as “features shipped,” you will struggle to prove impact. A mature roadmap reads as “outcomes moved” with clarity on measurement, scope, and tradeoffs.

    2. Make CTE and career enablement measurable and defensible

    Career enablement is the clearest test of value in education. Learners want capability, educators want rigor with scalability, and employers want confidence that credentials represent real performance.

    CTE makes this pressure visible. It is also where AI can either elevate programs or undermine trust if it inflates claims without evidence.

    Guidance
    Focus AI on the moments that shape readiness.

    • Competency-based progression must be operational, not aspirational. Competencies should be explicit, observable, and assessable. Outcomes are not “covered.” They are verified.
    • Applied practice must be the center. Scenarios, simulations, troubleshooting, role plays, and procedural accuracy are where readiness is built.
    • Assessment credibility must be protected. Blueprint alignment, difficulty control, and human oversight are non-negotiable in high-stakes workflows.

    Takeaways for leaders
    A defensible career enablement claim is simple. Learners show measurable improvement on authentic tasks aligned to explicit competencies with consistent evaluation. If your program cannot demonstrate that, it is vulnerable, regardless of how polished the AI appears.

    3. Treat platform decisions as product strategy decisions

    Many AI initiatives fail because the underlying platform cannot support consistency, governance, or measurement.

    If AI is treated as a set of features, you can ship quickly and move on. If AI is a commitment to efficacy, your platform must standardize how AI is used, govern variability, and measure outcomes consistently.

    Guidance
    Build a platform posture around three capabilities.

    • Standardize the AI patterns that matter. Define reusable primitives such as coaching, hinting, targeted practice, rubric based feedback, retrieval, summarization, and escalation to humans. Without standardization, quality varies, and outcomes cannot be compared.
    • Govern variability without slowing delivery. Put model and prompt versioning, policy constraints, content boundaries, confidence thresholds, and required human decision points in the platform layer.
    • Measure once and learn everywhere. Instrumentation should be consistent across experiences so you can compare cohorts, programs, and interventions without rebuilding analytics each time.

    Takeaways for leaders
    Platform is no longer plumbing. In 2026, the platform is the mechanism that makes efficacy scalable and repeatable. If your platform cannot standardize, govern, and measure, your AI strategy will remain fragmented and hard to defend.

    4. Build tech-assisted measurement into the daily operating loop

    Efficacy cannot be a quarterly research exercise. It must be continuous, lightweight, and embedded without turning educators into data clerks.

    Guidance
    Use a measurement architecture that supports decision-making.

    • Define a small learning event vocabulary you can trust. Examples include attempt, error type, hint usage, misconception flag, scenario completion, rubric criterion met, accommodation applied, and escalation triggered. Keep it small and consistent.
    • Use rubric-aligned evaluation for applied work. Rubrics are the bridge between learning intent and measurable performance. AI can assist by pre scoring against criteria, highlighting evidence, flagging uncertainty, and routing edge cases to human review.
    • Link micro signals to macro outcomes. Tie practice behavior to mastery, progression, completion, assessment performance, and readiness indicators so you can prioritize investments and retire weak interventions.
    • Enable safe experimentation. Use controlled rollouts, cohort selection, thresholds, and guardrails so teams can test responsibly and learn quickly without breaking trust.

    Takeaways for leaders
    If you cannot attribute improvement to a specific intervention and measure it continuously, you will drift into reporting usage rather than proving impact. Usage is not efficacy.

    5. Treat accessibility as part of efficacy, not compliance overhead

    An AI system that works for only some learners is not effective. Accessibility is now a condition of efficacy and a driver of scale.

    Guidance
    Bake accessibility into AI-supported experiences.

    • Ensure structure and semantics, keyboard support, captions, audio description, and high-quality alt text.
    • Validate compatibility with assistive technologies.
    • Measure efficacy across learner groups rather than averaging into a single headline.

    Takeaways for leaders
     Inclusive design expands who benefits from AI-supported practice and feedback. It improves outcomes while reducing risk. Accessibility should be part of your efficacy evidence, not a separate track.

    The 2026 Product Design and Strategy checklist

    If you want AI to remain credible in your product and program strategy, use these questions as your executive filter:

    • Can we show measurable improvement in mastery, progression, completion, and readiness that is attributable to AI interventions, not just usage?
    • Are our CTE and career enablement claims traceable to explicit competencies and authentic performance tasks?
    • Is AI governed with clear boundaries, human oversight, and consistent quality controls?
    • Do we have platform level patterns that standardize experiences, reduce variance, and instrument outcomes?
    • Is measurement continuous and tech-assisted, built for learning loops rather than retrospective reporting?
    • Do we measure efficacy across learner groups to ensure accessibility and equity in impact?
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    Rishi Raj Gera, Magic Edtech

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  • Sparking civic engagement as we approach America’s 250th

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    Key points:

    Imagine students who understand how government works and who see themselves as vital contributors to their communities. That’s what happens when students are given opportunities to play a role in their school, district, and community. In my work as a teacher librarian, I have learned that even the youngest voices can be powerful, and that students embrace civic responsibility and education when history is taught in a way that’s relevant and meaningful. 

    Now is the moment to build momentum and move our curriculum forward. It’s time to break past classroom walls and unite schools and communities. As our nation’s 250th anniversary approaches, education leaders have a powerful opportunity to teach through action and experience like never before. 

    Kids want to matter. When we help them see themselves as part of the world instead of watching it pass by, they learn how to act with purpose. By practicing civic engagement, students gain the skills to contribute solutions–and often offer unique viewpoints that drive real change. In 2023, I took my students [CR1] to the National Mall. They were in awe of how history was represented in stone, how symbolism was not always obvious, and they connected with rangers from the National Park Service as well as visitors in D.C. that day. 

    When students returned from the Mall, they came back with a question that stuck: “Where are the women?” In 2024, we set out to answer two questions together: “Whose monuments are missing?” and “What is HER name?” 

    Ranger Jen at the National Mall, with whom I worked with before, introduced me to Dr. Linda Booth Sweeney, author of Monument Maker, which inspired my approach. Her book asks, “History shapes us–how will we shape history?” Motivated by this challenge, students researched key women in U.S. history and designed monuments to honor their contributions. 

    We partnered with the Women’s Suffrage National Monument, and some students even displayed their work at the Belmont-Paul Women’s Equality National Monument. Through this project, questions were asked, lessons were learned, and students discovered the power of purpose and voice. By the end of our community-wide celebration, National Mall Night, they were already asking, “What’s next?” 

    The experience created moments charged with importance and emotion–moments students wanted to revisit and replicate as they continue shaping history themselves. 

    Reflecting on this journey, I realized I often looked through a narrow lens, focusing only on what was immediately within my school. But the broader community, both local and online, is full of resources that can strengthen relationships, provide materials, and offer strategies, mentors, and experiences that extend far beyond any initial lesson plan. 

    Seeking partnerships is not a new idea, but it can be easily overlooked or underestimated. I’ve learned that a “no” often really means “not yet” or “not now,” and that persistence can open doors. Ford’s Theatre introduced me to Ranger Jen, who in turn introduced me to Dr. Sweeney and the Trust for the National Mall. When I needed additional resources, the Trust for the National Mall responded, connecting me with the new National Mall Gateway: a new digital platform inspired by America’s 250th that gives all students, educators and visitors access to explore and connect with history and civics through the National Mall. 

    When I first shared the Gateway with students, it took their breath away. They could reconnect with the National Mall–a place they were passionate about–with greater detail and depth. I now use the platform to teach about monuments and memorials, to prepare for field trips, and to debrief afterward. The platform brings value for in-person visits to the National Mall, and for virtual field trips in the classroom, where they can almost reach out and touch the marble and stone of the memorials through 360-degree video tours. 

    Another way to spark students’ interest in civics and history is to weave civic learning into every subject. The first step is simple but powerful: Give teachers across disciplines the means to integrate civic concepts into their lessons. This might mean collaborating with arts educators and school librarians to design mini-lessons, curate primary sources, or create research challenges that connect past and present. It can also take shape through larger, project-based initiatives that link classroom learning to real-world issues. Science classes might explore the policies behind environmental conservation, while math lessons could analyze community demographics or civic data. In language arts, students might study speeches, letters, or poetry to see how language drives change. When every subject and resource become hubs for civic exploration, students begin to see citizenship as something they live, not just study. 

    Students thrive when their learning has purpose and connection. They remember lessons tied to meaningful experiences and shared celebrations. For instance, one of our trips to the National Mall happened when our fourth graders were preparing for a Veterans Day program with patriotic music. Ranger Jen helped us take it a step further, building on previous partnerships and connections–she arranged for the students to sing at the World War II Memorial. As they performed “America,” Honor Flights unexpectedly arrived. The students were thrilled to sing in the nation’s capital, of course. But the true impact came from their connection with the veterans who had lived the history they were honoring. 

    As our nation approaches its 250th anniversary, we have an extraordinary opportunity to help students see themselves as part of the story of America’s past, present, and future.

    Encourage educator leaders to consider how experiential civics can bring this milestone to life. Invite students to engage in authentic ways, whether through service-learning projects, policy discussions, or community partnerships that turn civic learning into action. Create spaces in your classes for collaboration, reflection, and application, so that students are shaping history, not just studying it. Give students more than a celebration. Give them a sense of purpose and belonging in the ongoing story of our nation. 

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    Melaney Sánchez, Ph.D., Mt. Harmony Elementary

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  • Measuring student global competency learning using direct peer connections

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    Key points:

    Our students are coming of age in a world that demands global competency. From economic interdependence to the accelerating effects of climate change and mass migration, students need to develop the knowledge and skills to engage and succeed in this diverse and interconnected world. Consequently, the need for global competency education is more important than ever.

    “Being born into a global world does not make people global citizens,” Andreas Schleicher of the Organization for Economic Cooperation and Development (OECD) has said. “We must deliberately and systematically educate our children in global competence.” 

    Here at Global Cities, we regularly talk with educators eager to bring global competency into their classrooms in ways that engage and excite students to learn. Educators recognize the need, but ask a vital question: How do we teach something we can’t measure?

    It’s clear that in today’s competitive and data-driven education environment, we need to expand and evaluate what students need to know to be globally competent adults. Global competency education requires evaluation tools to determine what and whether students are learning.

    The good news is that two recent independent research studies found that educators can use a new tool, the Global Cities’ Codebook for Global Student Learning Outcomesto identify what global competency learning looks like and to assess whether students are learning by examining student writing. The research successfully used the evaluation tool for global competency programs with different models and curricula and across different student populations.

    Global Cities developed the Codebook to help researchers, program designers, and educators identify, teach, and measure global competency in their own classrooms. Created in partnership with Harvard Graduate School of Education’s The Open Canopy, the Codebook captures 55 observable indicators across four core global learning outcomes: Appreciation for Diversity, Cultural Understanding, Global Knowledge, and Global Engagement. The Codebook was developed using data from our own Global Scholars virtual exchange program, which since 2014 has connected more than 139,000 students in 126 cities worldwide to teach global competency.

    In Global Scholars, we’ve seen firsthand the excitement of directly connecting students with their international peers and sparking meaningful discussions about culture, community, and shared challenges. We know how teachers can effectively use the Codebook and how Global Cities workshops extend the reach of this approach to a larger audience of K-12 teachers. This research was designed to determine whether the same tool could be used to assess global competency learning in other virtual exchange programsnot only Global Cities’ Global Scholars program.

    These studies make clear that the Codebook can reliably identify global learning in diverse contexts and help educators see where and how their students are developing global competency skills in virtual exchange curricula. You can examine the tool (the Codebook) here. You can explore the full research findings here.

    The first study looked at two AFS Intercultural Programs curricula, Global You Changemaker and Global Up Teen. The second study analyzed student work from The Open Canopy‘s Planetary Health and Remembering the Past learning journeys.

    In the AFS Intercultural Programs data, researchers found clear examples of students from across the globe showing Appreciation for Diversity and Cultural Understanding. In these AFS online discussion boards, students showed evidence they were learning about their own and other cultures, expressed positive attitudes about one another’s cultures, and demonstrated tolerance for different backgrounds and points of view. Additionally, the discussion boards offered opportunities for students to interact with each other virtually, and there were many examples of students from different parts of the world listening to one another and interacting in positive and respectful ways. When the curriculum invited students to design projects addressing community or global issues, they demonstrated strong evidence of Global Engagement as well.

    Students in The Open Canopy program demonstrated the three most prevalent indicators of global learning that reflect core skills essential to effective virtual exchange: listening to others and discussing issues in a respectful and unbiased way; interacting with people of different backgrounds positively and respectfully; and using digital tools to learn from and communicate with peers around the world. Many of the Remembering the Past posts were especially rich and coded for multiple indicators of global learning.

    Together, these studies show that global competency can be taught–and measured. They also highlight simple, but powerful strategies educators everywhere can use:

    • Structured opportunities for exchange help students listen and interact respectfully with one another
    • Virtual exchange prompts students to share their cultures and experiences across lines of difference in positive, curious ways
    • Assignments that include reflection questions–why something matters, not just what it is–help students think critically about culture and global issues
    • Opportunities for students to give their opinion and to decide to take action, even hypothetically, builds their sense of agency in addressing global challenges

    The Codebook is available free to all educators, along with hands-on professional development workshops that guide teachers in using the tool to design curriculum, teach intentionally, and assess learning. Its comprehensive set of indicators gives educators and curriculum designers a menu of options–some they might not have initially considered–that can enrich students’ global learning experiences.

    Our message to educators is simple: A community of educators (Global Ed Lab), a research-supported framework, and practical tools can help you teach students global competency and evaluate their work.

    The question is no longer whether we need more global competency education. We clearly do. Now with the Codebook and the Global Ed Lab, teachers can learn how to teach this subject matter effectively and use tools to assess student learning.

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    Marjorie B. Tiven, Global Cities, Inc.

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  • AI for empathy: Using generative tools to deepen, not replace, human connection in schools

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    Key points:

    For the last two years, conversations about AI in education have tended to fall into two camps: excitement about efficiency or fear of replacement. Teachers worry they’ll lose authenticity. Leaders worry about academic integrity. And across the country, schools are trying to make sense of a technology that feels both promising and overwhelming.

    But there’s a quieter, more human-centered opportunity emerging–one that rarely makes the headlines: AI can actually strengthen empathy and improve the quality of our interactions with students and staff.

    Not by automating relationships, but by helping us become more reflective, intentional, and attuned to the people we serve.

    As a middle school assistant principal and a higher education instructor, I’ve found that AI is most valuable not as a productivity tool, but as a perspective-taking tool. When used thoughtfully, it supports the emotional labor of teaching and leadership–the part of our work that cannot be automated.

    From efficiency to empathy

    Schools do not thrive because we write faster emails or generate quicker lesson plans. They thrive because students feel known. Teachers feel supported. Families feel included.

    AI can assist with the operational tasks, but the real potential lies in the way it can help us:

    • Reflect on tone before hitting “send” on a difficult email
    • Understand how a message may land for someone under stress
    • Role-play sensitive conversations with students or staff
    • Anticipate barriers that multilingual families might face
    • Rehearse a restorative response rather than reacting in the moment

    These are human actions–ones that require situational awareness and empathy. AI can’t perform them for us, but it can help us practice and prepare for them.

    A middle school use case: Preparing for the hard conversations

    Middle school is an emotional ecosystem. Students are forming identity, navigating social pressures, and learning how to advocate for themselves. Staff are juggling instructional demands while building trust with young adolescents whose needs shift by the week.

    Some days, the work feels like equal parts counselor, coach, and crisis navigator.

    One of the ways I’ve leveraged AI is by simulating difficult conversations before they happen. For example:

    • A student is anxious about returning to class after an incident
    • A teacher feels unsupported and frustrated
    • A family is confused about a schedule change or intervention plan

    By giving the AI a brief description and asking it to take on the perspective of the other person, I can rehearse responses that center calm, clarity, and compassion.

    This has made me more intentional in real interactions–I’m less reactive, more prepared, and more attuned to the emotions beneath the surface.

    Empathy improves when we get to “practice” it.

    Supporting newcomers and multilingual learners

    Schools like mine welcome dozens of newcomers each year, many with interrupted formal education. They bring extraordinary resilience–and significant emotional and linguistic needs.

    AI tools can support staff in ways that deepen connection, not diminish it:

    • Drafting bilingual communication with a softer, more culturally responsive tone
    • Helping teachers anticipate trauma triggers based on student histories
    • Rewriting classroom expectations in family-friendly language
    • Generating gentle scripts for welcoming a student experiencing culture shock

    The technology is not a substitute for bilingual staff or cultural competence. But it can serve as a bridge–helping educators reach families and students with more warmth, clarity, and accuracy.

    When language becomes more accessible, relationships strengthen.

    AI as a mirror for leadership

    One unexpected benefit of AI is that it acts as a mirror. When I ask it to review the clarity of a communication, or identify potential ambiguities, it often highlights blind spots:

    • “This sentence may sound punitive.”
    • “This may be interpreted as dismissing the student’s perspective.”
    • “Consider acknowledging the parent’s concern earlier in the message.”

    These are the kinds of insights reflective leaders try to surface–but in the rush of a school day, they are easy to miss.

    AI doesn’t remove responsibility; it enhances accountability. It helps us lead with more emotional intelligence, not less.

    What this looks like in teacher practice

    For teachers, AI can support empathy in similarly grounded ways:

    1. Building more inclusive lessons

    Teachers can ask AI to scan a lesson for hidden barriers–assumptions about background knowledge, vocabulary loads, or unclear steps that could frustrate students.

    2. Rewriting directions for struggling learners

    A slight shift in wording can make all the difference for a student with anxiety or processing challenges.

    3. Anticipating misconceptions before they happen

    AI can run through multiple “student responses” so teachers can see where confusion might arise.

    4. Practicing restorative language

    Teachers can try out scripts for responding to behavioral issues in ways that preserve dignity and connection.

    These aren’t shortcuts. They’re tools that elevate the craft.

    Human connection is the point

    The heart of education is human. AI doesn’t change that–in fact, it makes it more obvious.

    When we reduce the cognitive load of planning, we free up space for attunement.
    When we rehearse hard conversations, we show up with more steadiness.
    When we write in more inclusive language, more families feel seen.
    When we reflect on our tone, we build trust.

    The goal isn’t to create AI-enhanced classrooms. It’s to create relationship-centered classrooms where AI quietly supports the skills that matter most: empathy, clarity, and connection.

    Schools don’t need more automation.

    They need more humanity–and AI, used wisely, can help us get there.

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    Timothy Montalvo, Iona University & the College of Westchester

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  • WATCH: More than 1,000 bald eagles converge at wildlife refuge

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    WATCH: More than 1,000 bald eagles converge at wildlife refuge north of Kansas City

    There gonna be any birds here today? We’re at Les Bluffs National Wildlife Refuge. Oh my gosh, that is so good. On New Year’s Eve I think it was I saw where they had *** record number of eagles. Made about *** 7 hour drive up here and try to get that moon just to the side. I’ve never been here before, but I had some friends that had. The eagles we came here to photograph the eagles and when I pulled into the refuge, I just, I couldn’t, I had to catch my breath. I couldn’t believe how many eagles I was seeing. Oh it’s, it’s awesome. There’s no other place you get to see this many eagles. It’s really neat to be able to see this. The state of Missouri itself is known as one of the most well known states for wintering eagles, and we’ve been seeing an increase in eagles now for years. Our previous record was set on January 3, I believe, 2022, and we had 833 bald eagles in the refuge. Just this past week, we set *** new bald eagle record of 1,012 bald eagles here in the refuge. I’ve never seen this many eagles in one place. All the ones that we’re seeing, uh, that don’t have any white on them are immature bald eagles. As they start to get into that 3 to 44 to 5, you start to see, um, white coloration start to show through on tail feathers and the heads. By the time they’re 5 years old, they usually have *** full white head, white tail, and they’re of breeding age. I’m just blown away by it. Uh, they’re used to people, I suppose they don’t seem to mind us at all, just like right here, those are extremely close. Uh, with my big lens, I can basically just see his head. Uh, they’re, they’re calm, they’re, they’re enjoying their life. I would just encourage folks to come visit. I mean this is *** phenomenal resource for the public. Um, I’m honored to be able to manage, uh, this resource. You can’t beat stepping out here in the refuge and seeing 1000 eagles and uh and what nature has to offer here in northwest Missouri. There’s not *** better place right now that I know of anywhere around here to to see eagles.

    WATCH: More than 1,000 bald eagles converge at wildlife refuge north of Kansas City

    Updated: 6:32 AM EST Jan 10, 2026

    Editorial Standards

    Less than 100 miles north of Kansas City is a yearly spectacle — the annual bald eagle migration at Loess Bluffs National Wildlife Refuge.”We’ve been seeing an increase in eagles now for years,” said William Kutosky, wildlife refuge manager. Missouri is one of the best-known states for wintering eagles, and 2025-2026 is proving no exception. Loess Bluffs celebrated a new bald eagle record at the refuge just last week. “Our previous record was set on January 3, 2022, and we had 833 bald eagles here,” Kutosky said. “This past week, we set a new bald eagle record.”On Dec. 30, wildlife experts observed 1,012 bald eagles at Loess Bluffs. “I’ve never seen this many eagles in one place,” said Jim Belote.Belote drove in from Conway, Arkansas, to see the migration. “I would just encourage folks to come visit,” Kutosky said. “This is a phenomenal resource for the public.”

    Less than 100 miles north of Kansas City is a yearly spectacle — the annual bald eagle migration at Loess Bluffs National Wildlife Refuge.

    “We’ve been seeing an increase in eagles now for years,” said William Kutosky, wildlife refuge manager.

    Missouri is one of the best-known states for wintering eagles, and 2025-2026 is proving no exception. Loess Bluffs celebrated a new bald eagle record at the refuge just last week.

    “Our previous record was set on January 3, 2022, and we had 833 bald eagles here,” Kutosky said. “This past week, we set a new bald eagle record.”

    This content is imported from Facebook.
    You may be able to find the same content in another format, or you may be able to find more information, at their web site.

    On Dec. 30, wildlife experts observed 1,012 bald eagles at Loess Bluffs.

    “I’ve never seen this many eagles in one place,” said Jim Belote.

    Belote drove in from Conway, Arkansas, to see the migration.

    “I would just encourage folks to come visit,” Kutosky said. “This is a phenomenal resource for the public.”

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  • 5 tips for educators using video

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    Key points:

    When you need to fix your sink, learn how to use AI, or cook up a new recipe, chances are you searched on YouTube, TikTok, Instagram, or even Facebook–and found a video, watched it, paused it, rewound it, and successfully accomplished your goal. Why? Videos allow you to get the big picture, and then pause, rewind, and re-watch the instruction as many times as you want, at your own pace.  Video-based instruction offers a hands-free, multichannel (sight and sound) learning experience. Creating educational videos isn’t an “extra” for creating instruction in today’s world; it’s essential.

    As an educator, over the past 30 years, I’ve created thousands of instructional videos. I started creating videos at Bloomsburg University early in my career so I could reinforce key concepts, visually present ideas, and provide step-by-step instruction on software functionality to my students. Since those early beginnings, I’ve had the chance to create video-based courses for Lynda.com (now LinkedIn Learning) and for my YouTube channel.

    Creating instructional videos has saved me time, expanded my reach, and allowed me to have more impact on my students.

    Tips

    Creating educational videos over the years has taught me a number of key lessons that can help you, too, to create impactful and effective instructional videos.

    Be yourself and have fun

    The first rule is to not overthink it. You are not giving a performance; you are connecting with your students. In your instructional video, talk directly to your students and connect with them. The video should be an extension of your personality. If you tell silly jokes in class, tell silly jokes in the video. You want your authentic voice, your expressions, and your energy in the videos you create.

    And don’t worry about mistakes. When I first did Lynda.com courses, any small mistake I made meant we had to redo the take. However, over the years, the feedback I’ve received on the videos across LinkedIn Learning indicated that flawless performances were not the way to go because they didn’t feel “real.” Real people make mistakes, misspeak, and mispronounce words. Students want to connect with you, not with flawless editing. If you stumble over a word, laugh it off and keep going. The authenticity makes the student feel like you’re right there with them. If you watch some of my current LinkedIn Learning courses, you’ll notice some mistakes, and that’s okay–it’s a connection, not a distraction.

    Speak with the students, don’t lecture

    Video gives you the chance to have an authentic connection with the student as if you were sitting across the desk from them, having a friendly but informative chat. When filming, look directly into the camera, but don’t stare–keep it natural. In actual conversations, two people don’t stare at each other, they occasionally look away or look to the side. Keep that in mind as you are recording. Also make sure you smile, are animated, and seem excited to share your knowledge. Keep your tone conversational, not formal. Don’t slip into “lecture mode.” When you look directly into the camera and speak directly to the student, you create a sense of intimacy, presence, and connection. That simple shift from a lecture mindset to conversation will make the video far more impactful and help the learning to stick.

    Record in short bursts

    You don’t have to record a one-hour lecture all at once. In fact, don’t!  A marathon recording session isn’t good for you. It creates fatigue, mistakes, and the dreaded “do-over” spiral where one slip-up makes you want to restart the entire video. Instead, record in short bursts, breaking your content into segments. Usually, I try to record only about four to five minutes at a time.  The beauty of this technique is that if it’s completely a mess and needs a total “do over,” you only need to re-record a few minutes, not the entire lecture. This is a lifesaver. Before I began using this technique, I dreaded trying to get an entire one-hour lecture perfect for the recording, even though I was rarely perfect in delivering it in class. But the pressure, because it was recorded, was almost overwhelming.

    Now, I record in small segments and either put them all together after I’ve recorded them individually or present them to students individually. The advantage of individually recorded videos for students is that it makes the content easier to learn. They can re-watch the exact piece they struggled with instead of hunting through an hour-long video to find just what they need.

    Keep it moving

    A word of caution: We’ve all seen those videos. You know the ones: A tiny talking head hovers in the corner, reading every bullet point like it’s the audiobook version of the slide while the same slide just sits there for 15 minutes with no movement and no animation–not even a text flying in from the left. Ugh. Don’t let your visuals sit there like wallpaper. Instead, strive for movement. About every 30 seconds, give learners something new to look at. That could mean switching to the next slide, drawing live on a whiteboard, cutting to you speaking and then back to the slide, or animating an illustration to show movement. The point is that motion grabs attention. For a video, cut down your wall-of-text slides. Use fewer words and more slides. If you have 50 words crammed on one slide, split it into three slides. Insert an image, a chart, or even a simple sketch. If you’re teaching software, demonstrate it on screen instead of describing it in words. If you’re explaining a process, illustrate the steps as you go. The more movement, the more likely you are to hold the learner’s attention.

    Keep production simple

    The good news about creating educational videos is that you don’t need a big budget or a film crew to get started. All you need is a camera, a good microphone, and a simple video creation tool. Now, I would advise not using your laptop’s built-in camera or microphone. They don’t do the job well. You don’t want a grainy, pixelated picture or muffled audio. They make it too hard for students to focus and even harder for them to stay engaged. For video, I recommend using an external webcam. Even a modest one is a huge step up from what’s baked into most PCs. For audio, go with an external microphone, or even a good-quality headset. For the video tool, I have not found a simpler or easier-to-use tool than Camtasia’s free online, cloud-based tool. The free version lets you record your screen, capture your voice, do slight edits, and add backgrounds.  It is more than enough to create clear, useful videos that your students can actually learn from. Remember, the goal isn’t Hollywood production. You want clear, effective, and authentic instructional videos.

    By using these five tips, educators can create instructional videos to save time, expand their reach, and create greater impacts on their students. Grab a good camera, a decent headset, and free video software, and create your first instructional video. Just simply start. You’ll wonder why you waited so long.

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    Karl M. Kapp, Ed.D., Learning and Development Mentor Academy

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  • AI use is on the rise, but is guidance keeping pace?

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    Key points:

    The rapid rise of generative AI has turned classrooms into a real-time experiment in technology use. Students are using AI to complete assignments, while teachers are leveraging it to design lessons, streamline grading, and manage administrative tasks.

    According to new national survey data from RAND, AI use among both students and educators has grown sharply–by more than 15 percentage points in just the past one to two years. Yet, training and policy have not kept pace. Schools and districts are still developing professional development, student guidance, and clear usage policies to manage this shift.

    As a result, educators, students, and parents are navigating both opportunities and concerns. Students worry about being falsely accused of cheating, and many families fear that increased reliance on AI could undermine students’ critical thinking skills.

    Key findings:

    During the 2024-2025 school year, AI saw rapid growth.

    AI use in schools surged during the 2024-2025 academic year. By 2025, more than half of students (54 percent) and core subject teachers (53 percent) were using AI for schoolwork or instruction–up more than 15 points from just a year or two earlier. High school students were the most frequent users, and AI adoption among teachers climbed steadily from elementary to high school.

    While students and parents express significant concern about the potential downsides of AI, school district leaders are far less worried.

    Sixty-one percent of parents, 48 percent of middle school students, and 55 percent of high school students believe that increased use of AI could harm students’ critical-thinking skills, compared with just 22 percent of district leaders. Additionally, half of students said they worry about being falsely accused of using AI to cheat.

    Training and policy development have not kept pace with AI use in schools.

    By spring 2025, only 35 percent of district leaders said their schools provide students with training on how to use AI. Meanwhile, more than 80 percent of students reported that their teachers had not explicitly taught them how to use AI for schoolwork. Policy guidance also remains limited–just 45 percent of principals said their schools or districts have policies on AI use, and only 34 percent of teachers reported policies specifically addressing academic integrity and AI.

    The report offers recommendations around AI use and guidance:

    As AI technology continues to evolve, trusted sources–particularly state education agencies–should provide consistent, regularly updated guidance on effective AI policies and training. This guidance should help educators and students understand how to use AI as a complement to learning, not a replacement for it.

    District and school leaders should clearly define what constitutes responsible AI use versus academic dishonesty and communicate these expectations to both teachers and students. In the near term, educators and students urgently need clarity on what qualifies as cheating with AI.

    Elementary schools should also be included in this effort. Nearly half of elementary teachers are already experimenting with AI, and these early years are when students build foundational skills and habits. Providing age-appropriate, coherent instruction about AI at this stage can reduce misuse and confusion as students progress through school and as AI capabilities expand.

    Ultimately, district leaders should develop comprehensive AI policies and training programs that equip teachers and students to use AI productively and ethically across grade levels.

    Laura Ascione
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    Laura Ascione

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  • How an AI-generated song transformed my ELL classroom

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    Key points:

    A trending AI song went viral, but in my classroom, it did something even more powerful: it unlocked student voice.

    When teachers discuss AI in education, the conversation often focuses on risk: plagiarism, misinformation, or over-reliance on tools. But in my English Language Learners (ELL) classroom, a simple AI-generated song unexpectedly became the catalyst for one of the most joyful, culturally rich, and academically productive lessons of the year.

    It began with a trending headline about an AI-created song that topped a music chart metric. The story was interesting, but what truly captured my attention was its potential as a learning moment: music, identity, language, culture, creativity, and critical thinking–all wrapped in one accessible trend.

    What followed was a powerful reminder that when we honor students’ voices and languages, motivation flourishes, confidence grows, and even the shyest learners can find their space to shine.

    Why music works for ELLs

    Music has always been a powerful tool for language development. Research consistently shows that rhythm, repetition, and melody support vocabulary acquisition, pronunciation, and memory (Schön et al., 2008). For multilingual learners, songs are more than entertainment–they are cultural artifacts and linguistic resources.

    But AI-generated songs add a new dimension. According to UNESCO’s Guidance for Generative AI in Education and Research (2023), AI trends can serve as “entry points for student-centered learning” when used as prompts for analysis, creativity, and discussion rather than passive consumption.

    In this lesson, AI wasn’t the final product; it was the spark. It was neutral, playful, and contemporary–a topic students were naturally curious about. This lowered the affective filter (Krashen, 1982), making students more willing to take risks with language and participate actively.

    From AI trend to multilingual dialogue

    Phase 1: Listening and critical analysis

    We listened to the AI-generated song as a group. Students were immediately intrigued, posing questions such as:

    “How does the computer make a song?”

    “Does it copy another singer?”

    “Why does it sound real?”

    These sparked critical thinking naturally aligned with Bloom’s Taxonomy:

    • Understanding: What is the song about?
    • Analyzing: How does it compare to a human-written song?
    • Evaluating: Is AI music truly ‘creative’?

    Students analyzed the lyrics, identifying figurative language, tone, and structure. Even lower-proficiency learners contributed by highlighting repeated phrases or simple vocabulary.

    Phase 2: The power of translanguaging

    The turning point came when I invited students to choose a song from their home language and bring a short excerpt to share. The classroom transformed instantly.

    Students became cultural guides and storytellers. They explained why a song mattered, translated its meaning into English, discussed metaphors from their cultures, or described musical traditions from home.

    This is translanguaging–using the full linguistic repertoire to make meaning, an approach strongly supported by García & Li (2014) and widely encouraged in TESOL practice.

    Phase 3: Shy learners found their voices

    What surprised me most was the participation of my shyest learners.

    A student who had not spoken aloud all week read translated lyrics from a Kurdish lullaby. Two Yemeni students, usually quiet, collaborated to explain a line of poetry.

    This aligns with research showing that culturally familiar content reduces performance anxiety and increases willingness to communicate (MacIntyre, 2007). When students feel emotionally connected to the material, participation becomes safer and joyful.

    One student said, “This feels like home.”

    By the end of the lesson, every student participated, whether by sharing a song, translating a line, or contributing to analysis.

    Embedding digital and ethical literacy

    Beyond cultural sharing, students engaged in deeper reflection essential for digital literacy (OECD, 2021):

    • Who owns creativity if AI can produce songs?
    • Should AI songs compete with human artists?
    • Does language lose meaning when generated artificially?

    Students debated respectfully, used sentence starters, and justified their opinions, developing both critical reasoning and AI literacy.

    Exit tickets: Evidence of deeper learning

    Students completed exit tickets:

    • One thing I learned about AI-generated music
    • One thing I learned from someone else’s culture
    • One question I still have

    Their responses showed genuine depth:

    • “AI makes us think about what creativity means.”
    • “My friend’s song made me understand his country better.”
    • “I didn’t know Kurdish has words that don’t translate, you need feeling to explain it.”

    The research behind the impact

    This lesson’s success is grounded in research:

    • Translanguaging Enhances Cognition (García & Li, 2014): allowing all languages improves comprehension and expression.
    • Self-Determination Theory (Deci & Ryan, 2000): the lesson fostered autonomy, competence, and relatedness.
    • Lowering the Affective Filter (Krashen, 1982): familiar music reduced anxiety.
    • Digital Literacy Matters (UNESCO, 2023; OECD, 2021): students must analyze AI, not just use it.

    Conclusion: A small trend with big impact

    An AI-generated song might seem trivial, but when transformed thoughtfully, it became a bridge, between languages, cultures, abilities, and levels of confidence.

    In a time when schools are still asking how to use AI meaningfully, this lesson showed that the true power of AI lies not in replacing learning, but in opening doors for every learner to express who they are.

    I encourage educators to try this activity–not to teach AI, but rather to teach humanity.

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    Nesreen El-Baz, Bloomsbury Education Author & School Governor

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  • 4 ways AI can make your PD more effective

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    Key points:

    If you lead professional learning, whether as a school leader or PD facilitator, your goal is to make each session relevant, engaging, and lasting. AI can help you get there by streamlining prep, differentiating for diverse learners, combining follow-ups with accessibility for absentees, and turning feedback into actionable improvements.

    1. Streamline prep

    Preparing PD can take hours as you move between drafting agendas, building slides, writing handouts, and finding the right examples. For many facilitators, the preparation phase becomes a race against time, leaving less room for creativity and interaction. The challenge is not only to create materials, but to design them so they are relevant to the audience and aligned with clear learning goals.

    AI can help by taking the raw information you provide–your session objectives, focus area, and audience details–and producing a solid first draft of your session materials. This may include a structured agenda, a concise session description, refined learning objectives, a curated resource list, and even a presentation deck with placeholder slides and talking points. Instead of starting from scratch, you begin with a framework that you can adapt for tone, style, and participant needs.

    AI quick start:

    • Fine-tune your PD session objectives or description so they align with learning goals and audience needs.
    • Design engaging PD slides that support active learning and discussion.
    • Create custom visuals to illustrate key concepts and examples for your PD session.

    2. Differentiate adult learning

    Educators bring different levels of expertise, roles, and learning preferences to PD. AI can go beyond sorting participants into groups; it can analyze pre-session survey data to identify common challenges, preferred formats, and specific areas of curiosity. With this insight, you can design activities that meet everyone’s needs while keeping the group moving forward together.

    For instance, an AI analysis of survey results might reveal that one group wants practical, ready-to-use classroom strategies while another is interested in deepening their understanding of instructional frameworks. You can then create choice-based sessions or breakout activities that address both needs, allowing participants to select the format that works best for them. This targeted approach makes PD more relevant and increases engagement because participants see their own goals reflected in the design.

    AI quick start:

    • Create a pre-session survey form to collect participant goals, roles, and preferences.
    • Analyze survey responses qualitatively to identify trends or themes.
    • Develop differentiated activities and resources for each participant group.

    3. Make PD accessible for those who miss it

    Even the most engaging PD can lose its impact without reinforcement, and some participants will inevitably miss the live session. Illness, scheduling conflicts, and urgent school needs happen. Without intentional follow-up, these absences can create gaps in knowledge and skills that affect team performance.

    AI can help close these gaps by turning your agenda, notes, or recordings into follow-up materials that recap key ideas, highlight next steps, and provide easy access to resources. This ensures that all educators, regardless of whether they attended, can engage with the same content and apply it in their work.

    Imagine hosting a PD session on integrating literacy strategies across the curriculum. Several teachers cannot attend due to testing responsibilities. By using AI to transcribe the recording, produce a well-organized summary, and embed links to articles and templates, you give absent staff members a clear path to catch up. You can also create a short bridge-to-practice activity that both attendees and absentees complete, so everyone comes to the next session prepared.

    This approach not only supports ongoing learning but also reinforces a culture of equity in professional development, where everyone has access to the same high-quality materials and expectations. Over time, storing these AI-generated summaries and resources in a shared space can create an accessible PD archive that benefits the entire organization.

    AI quick start:

    • Transcribe your PD session recording for a complete text record.
    • Summarize the content into a clear, concise recap with next steps.
    • Integrate links to resources and bridge-to-practice activities so all participants can act on the learning.

    4. Turn participant feedback into action

    Open-ended survey responses are valuable, but analyzing them can be time-consuming. AI can code and group feedback so you can quickly identify trends and make informed changes before your next session.

    For example, AI might cluster dozens of survey comments into themes such as “more classroom examples,” “more time for practice,” or “deeper technology integration.” Instead of reading through each comment manually, you receive a concise report that highlights key priorities. You can then use this information to adjust your content, pacing, or format to better meet participants’ needs.

    By integrating this kind of rapid analysis into your PD process, you create a feedback loop that keeps your sessions evolving and responsive. Over time, this builds trust among participants, who see that their input is valued and acted upon.

    AI quick start:

    • Compile and organize participant feedback into a single dataset.
    • Categorize comments into clear, actionable themes.
    • Summarize insights to highlight priority areas for improvement.

    Final word

    AI will not replace your skill as a facilitator, but it can strengthen the entire PD cycle from planning and delivery to post-session coaching, accessibility, and data analysis. By taking on repetitive, time-intensive tasks, AI allows you to focus on creating experiences that are engaging, relevant, and equitable.

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    Andy Szeto, Ed.D, Professor and District Administrator

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  • From fragmented to family-first: Our district’s communication reboot

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    Key points:

    In Greenwood 50, our story began with a challenge shared by many districts: too many tools, not enough connection. With more than 8,000 students across 15 schools, our family engagement efforts felt more fractured than unified.

    Each school–and often each classroom–had its own way of communicating. Some used social media, others sent home printed newsletters. Many teachers used a host of apps on their own, often with great results. But without a common system, we couldn’t guarantee that every family, especially those with multiple kids or multilingual needs, felt fully informed and included.

    What we needed wasn’t more effort. It was alignment. So, we started with a simple idea: build on what was already working.

    Starting with teacher momentum

    When we looked closer, we found something powerful: Six of our eight elementary schools had already adopted ClassDojo–without being asked. Teachers liked its ease of use. Families liked the mobile experience and automatic translation. And everyone appreciated that it made communication feel more human.

    Rather than rolling out something new, we decided to meet that momentum with support. As district leaders, we partnered across departments to unify all 15 schools using ClassDojo for Districts. Our goal was clear: one platform, one message, every family engaged.

    We knew that trust isn’t built through mandates. It’s built through listening. So, our rollout respected the work our teachers were already doing well. Instead of creating a top-down plan, we focused on making it easier for schools to connect–and for families to stay informed.

    From tech challenge to time saved

    One of the first things we did was connect our student information system directly to the platform. That meant class rosters synced automatically. Teachers didn’t need to manually invite families or set things up from scratch.

    For school leaders, this was a game-changer. As a former principal, I (Debbie) remember the long hours spent setting up communication tools each year. Now, it just happens. Teachers log in, their classes are ready, and families are connected from day one.

    This consistency has helped every school level up its communication. From classroom stories to urgent messages, everything happens in one place. And when families know where to look, they’re more likely to stay engaged.

    Reaching more families, building stronger partnerships

    Before our rollout, some schools reached just 60 percent of families. Today, many are well over 90 percent. My school (Anna) has reached 96 percent–and the difference shows. Families aren’t just receiving updates. They’re reading, replying, and showing up.

    Because the communications platform includes real-time translation, our multilingual families feel more included. We’ve had smoother parent conferences, better attendance at events, and more everyday connection. When a family can read a teacher’s message in their home language–and write back–that builds a sense of partnership.

    As a principal, I use our school’s page to post reminders, spotlight students, and share what’s happening in related arts, music, and physical education. It’s become our school’s storytelling platform. Families appreciate it–and they respond.

    Respecting time, creating alignment

    The platform’s built-in features have also helped us be more thoughtful. Teachers can schedule messages, avoiding late-night pings. District and school leaders can coordinate messaging so that what families receive feels seamless.

    This visibility has been key. Our communications team can see what’s being shared, school teams can collaborate, and everyone is rowing in the same direction. It’s not about controlling the message–it’s about creating clarity.

    Lessons for other districts

    If we’ve learned one thing, it’s this: Start with what’s working. Our most important decision wasn’t what tool to use–it was listening to our teachers and supporting the systems they were already finding success with.

    This wasn’t just a platform change. It was a mindset shift. We didn’t need to convince them to use something new. We just needed to remove barriers, support their efforts, and make it easier to connect with families districtwide.

    That shift–from fragmented to unified, from siloed to shared–has made all the difference in reaching new levels of accessibility and engagement.

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    Johnathan Graves, Debbie Leonard, & Anna Haynes, Greenwood 50 School District

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  • How one school reimagined learning spaces–and what others can learn

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    Key points:

    When Collegedale Academy, a PreK–8 school outside Chattanooga, Tennessee, needed a new elementary building, we faced a choice that many school leaders eventually confront: repair an aging facility or reimagine what learning spaces could be.

    Our historic elementary school held decades of memories for families, including some who had once walked its halls as children themselves. But years of wear and the need for costly repairs made it clear that investing in the old building would only patch the problems rather than solve them. At the same time, Southern Adventist University–on whose land the school sat–needed the property for expansion.

    Rather than cling to the past, we saw an opportunity. We could design a new, future-focused environment on our middle school campus–one that reflected how students learn today and how they will need to learn tomorrow.

    Putting students first

    As both a teacher and someone who helped design our middle school, I approached the project with one condition: every design choice had to prioritize students and teachers. That philosophy shaped everything that followed.

    My search for student-centered design partners led us to MiEN. What impressed me most was that they weren’t simply selling furniture. They were invested in research–constantly asking what classrooms need to evolve and then designing for that reality. Every piece we chose was intentional, not about aesthetics alone, but about how it could empower learners and teachers.

    Spaces that do more

    From the beginning, our vision emphasized flexibility, belonging, and joy. Every area needed to “do more,” adapting seamlessly to different uses throughout the day. To achieve this, we focused on designing spaces that could shift in purpose while still sparking curiosity and connection.

    Community hubs reimagined: Our cafeteria and media center now transform into classrooms, performance stages, or meeting spaces with minimal effort, maximizing every square foot.

    Interactive, sensory-rich design: An interactive wall panel with a ball run, sensory boards, and flexible seating encourages students to collaborate and explore beyond traditional instruction.

    Learning everywhere: Even hallways and lobbies have become extensions of the classroom. With mobile whiteboards, soft seating, and movable tables, these spaces host tutoring sessions, small groups, and parent meetings.

    Outdoor classrooms: Students gather at the campus creek for science lessons, spread out at outdoor tables that double as project workspaces, and find joy in spaces designed for both inquiry and play. Walking into the building, students immediately understood it was made for them. They take pride in exploring, rearranging furniture, and claiming ownership of their environment. That sense of belonging is priceless and drives real engagement in the learning.

    Supporting teachers through change

    For teachers accustomed to traditional layouts, the shift to flexible spaces required trust and support. At first, some colleagues wondered how the new design would fit with their routines. But once they began teaching in the space, the transformation was rapid. Within weeks, they were moving furniture to match their themes, discovering new instructional strategies, and finding creative ways to engage students.

    The beauty of this approach is that it doesn’t dictate a single method. Instead, it enables teachers to adapt the space to their vision. Watching colleagues gain confidence and joy in their teaching reinforced our original intent: create an environment that empowers educators as much as it excites students.

    A partnership that mattered

    No school leader undertakes a project like this alone. For us, partnership was everything. The team that supported our vision felt less like outside vendors and more like collaborators who shared our dream.

    They weren’t just delivering products; they were helping us shape a culture. Their excitement matched ours at every step, and together, we turned ideas into realities that continue to inspire.

    Immediate and lasting impact

    The outcomes of the project were visible from day one. Students lit up as they explored the new features. Teachers discovered fresh energy in their classrooms. Parents, many of whom remembered the old building, were struck by how clearly the new design signaled a commitment to modern learning and to prioritizing their children’s futures.

    Financially, the project was also a smart investment. Multi-purpose areas and durable, mobile furnishings mean that every dollar spent generates long-term value. And because the spaces were designed with flexibility in mind, they will remain relevant even as instructional practices evolve.

    Looking ahead

    The success of our elementary project has created momentum for what’s next. Collegedale is already planning high school renovations guided by the same student-first philosophy. The excitement is contagious, not just for our community but for how it models what schools can achieve when they align design with mission.

    For me, this project was never just about furniture. It was about creating a culture where curiosity, creativity, and joy thrive every day. With the right partners and a clear vision, schools can build environments where students feel they belong and where teachers are empowered to do their best work.

    As education leaders consider their own building projects, my advice is simple: design for the learners first. When students walk into a space and know, without a doubt, that it was built for them, everything else follows.

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    Beth Stone, Collegedale Academy

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  • In Saudi Arabia’s green highlands, a different kingdom emerges

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    From the air, Abha’s mountains emerge as a shock of emerald green rising from a sea of sand. Terra firma brings other surprises: a bracing wind that has me grabbing for a jacket — a piece of clothing all but ignored in other parts of Saudi Arabia.

    Indeed, so much of Abha, the capital of the southwestern province of Asir, seems a world away — and two dozen degrees cooler — from the scorching desert that dominates Western notions of the kingdom.

    I’m here as a tourist — and Saudi Arabia hopes for many more. The government is spending nearly $1 trillion to make attractive what, just over a decade ago, was one of the most tourist-averse countries on earth.

    If you’ve read anything about tourism in Saudi Arabia, you’ve probably seen mention of Vision 2030, the all-out diversification plan to reduce the kingdom’s reliance on oil; Neom, the sci-fi-esque desert metropolis with plans for an artificial moon and flying cars; or the Red Sea Project, which intends to turn a 92-island archipelago off the country’s pristine Red Sea coast into a network of 50 luxury hotels and about 1,000 residential units.

    Those two flagship projects were heavily featured during President Trump’s visit to Riyadh in May, which saw Saudi Crown Prince Mohammed bin Salman — Vision 2030’s architect — guide him to a hall with elaborate mock-ups of the finished product.

    A man sits in an old fort on Mt. Qais, one of the verdant areas in southwestern Saudi Arabia.

    (Tasneem Alsultan)

    Abha and Asir weren’t in the prince’s presentation, but they are nevertheless part of the tourism transformation, though for now they offer more grounded and arguably more authentic pleasures — the primary reasons why I chose to come here. (The other, less whimsical reason is that I wasn’t sure I could convince my editors to OK a $2,500-a-night private “dune villa” at the St. Regis Red Sea for “journalistic purposes.”)

    Perched at almost 7,500 feet above sea level, Abha is occasionally nicknamed by Saudis as the “Lady of the Fog” or “the Bride of the Mountain.”

    Both titles seemed apt on the day I arrived, and, as fog wafted over a nearby summit, I visited Art Street, a park with theaters, music festivals, restaurants and cafes. Lilac jacaranda trees were in full bloom. Later, I took a 20-minute drive to Al Sahab Park, a short distance outside Abha, crowded with people admiring the evening mist shrouding Jabal Soudah, the country’s highest peak at 9,892 feet.

    “People come here to touch the clouds,” said Hussein al-Lamy, a 42-year-old pharmaceutical company employee who lives two hours away. He smiled, taking in the Harley bikers parked near the cliffs and the men and women strolling nearby sporting Asir’s traditional garlands made of orange marigold, dill and artemisia, a gray-green plant similar to sage.

    “I left my kids and wife at home for a few days’ visit here,” he said. “It’s a good place to clear the mind.”

    Men in white robes and dark sandals, some wearing red headdresses, stand next to one another

    Men gather for a wedding in Abha, the capital of Saudi Arabia’s Asir province.

    (Tasneem Alsultan)

    Next morning, I took a walk through Souq Al Thulatha, a central shopping thoroughfare that despite its name (which in Arabic means Tuesday Market) is open every day of the week.

    One stall sold slices of mangoes brought in from Jazan, the fertile southern province famous for its tropical fruits, wheat and coffee; others sold raisins, spices, nuts and gourmet honey from Yemen. Traffic was still light, but vendors told me that at the height of the summer season — when many Saudis flee the fry-an-egg-on-your-hood heat of Riyadh and Jeddah to Abha — you would barely have room to stand.

    In its drive to become a must-see destination, the kingdom is ecumenical about its audience, hoping to attract not only Saudis who in the past would travel elsewhere — and who spent $27 billion on international travel in 2024, according to government figures — but also international visitors.

    There are signs it’s working: An International Monetary Fund report noted that annual tourists exceeded the Vision 2030 target of 100 million seven years ahead of schedule.

    Work is already underway on Abha’s touristic makeover. All over the city, you see signs advertising projects sponsored by the Public Investment Fund, the oil-backed sovereign wealth fund overseeing the gargantuan investments in the kingdom’s no-holds-barred metamorphosis. Construction will soon begin on upgrading the airport.

    Two women in dark robes and head coverings embrace against a backdrop of blue wings painted on a pink background

    Locals pose at a mural in one of the many parks in Abha, which has been working to attract more international tourists.

    (Tasneem Alsultan)

    Beyond the city limits, the fund is planning six tourist districts in the region’s choicest spots; they’ll leverage the area’s majestic vistas to focus on wellness spas, yoga pavilions, meditation retreats, golf courses and glamping pods, according to promotional materials.

    “We’re in a transitional phase for the moment, so there’s construction and it can be a bit inconvenient, but things are already getting better,” said Mohammad Hassan, 36, owner of a cafe in Abha called Bard wa Sahab (Cold and Clouds), near an Instagram-ready mountaintop vantage point.

    Hassan acknowledged that the spate of development was likely to increase competition and had already spurred a rise in rents. But he appeared happy about what the changes will mean for his business.

    “Before, Abha mostly got Saudi visitors or people from the [Persian] Gulf,” he said. “We’re already seeing more foreigners, but the government’s plans will make Abha known internationally.”

    Other locals grumble that the construction has made Asir’s most beautiful areas off-limits, and that the focus on luxury will change the freewheeling character of the region.

    “We would go to the mountains and camp for days. Authorities have stopped all that, and of course we won’t be able to do it when the resorts open,” said Nasser, a municipal worker who gave only his first name for privacy reasons.

    “Maybe all that the government is doing will make it better, but it’s impossible for the old way of life we had here to return,” he said.

    Another potential break with the past is possibility of allowing alcohol in the country. But crossing that Rubicon is no easy decision for authorities all too aware of the kingdom’s status as the birthplace of Islam, which bans alcohol and takes a dim view of those who drink and sell it.

    A person in dark clothes, seen from a distance, stands amid green ground cover near stone buildings

    Rijal Almaa, an ancient village about 15 miles from Abha, is a popular destination for tourists in Saudi Arabia’s Asir province.

    (Tasneem Alsultan)

    Nevertheless, many believe it’s coming. Staff working on the construction designs for the Red Sea Project say hotel rooms in various resorts will be equipped with elaborate minibars. And the Four Seasons in Riyadh has opened a tonic bar — but with no booze — that asks you to “delight in a symphony of handcrafted cocktails meticulously prepared to elevate your senses.”

    Despite the hundreds of billions Saudi Arabia has spent, there are skeptics. They point to depressed oil prices that mean the government can’t balance its budget or keep up with Vision 2030’s ballooning costs. A few projects have already stalled; architects working on the resorts say that layoffs have spiked and that the scope of their work has been reduced. Other flagship projects, including the Line, have seen their once-fantastical goals grounded by the realities of physics and finance.

    Whatever the fate of Vision 2030’s grander plans, Abha’s charms await.

    Stone buildings illuminated in rainbow colors in a mountainous setting
    The Rijal Almaa heritage village, located in Asir province, is more than 900 years old.

    (Tasneem Alsultan)

    One afternoon, I decided to brave Jabal Soudah, figuring a short hike was in order. I started down a barely there path with a vague plan to soon turn back. Indeed, I was so ill-equipped (with inappropriate walking shoes, a tiny bottle of water and a massive cold) that I should have done so. But I kept going, curious to see what the next bend would bring.

    Four hours later, sunburned and more winded than I like to admit, I reached a hamlet where I later hitched a ride back to the city.

    But before I found the ride, I ignored the exhaustion and lingered for a moment in this corner of a country more known for desert than the dense forest I had crossed. Before me, the mountain range extended somewhere beyond the haze. The fog coalesced around the summits, with sunset’s final rays transforming them into a gracefully undulating landscape of golden gauze.

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    Nabih Bulos

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  • Powering college readiness through community partnerships

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    Key points:

    Texas faces a widening gap between high school completion and college readiness. Educators are already doing important and demanding work, but closing this gap will require systemic solutions, thoughtful policy, and sustained support to match their efforts.

    A recent American Institutes for Research report shows that just 56.8 percent of Texas’ graduating seniors met a college-readiness standard. Furthermore, 27 percent of rural students attend high schools that don’t offer Advanced Placement (AP) courses. This highlights a significant gap in preparedness and accessibility.

    This summer, distinguished K-12 educators and nonprofit leaders discussed how to better support college-bound students.

    The gap widens

    Among them was Saki Milton, mathematics teacher and founder of The GEMS Camp, a nonprofit serving minority girls in male-dominated studies. She stressed the importance of accessible, rigorous coursework. “If you went somewhere where there’s not a lot of AP offerings or college readiness courses … you’re just not going to be ready. That’s a fact.”

    Additional roundtable participants reminded us that academics alone aren’t enough. Students struggle considerably with crucial soft skills such as communication, time management, and active listening. Many aspiring college-bound students experience feelings of isolation–a disconnect between their lived experiences and a college-ready mentality, often due to the lack of emotional support.

    Says Milton, “How do we teach students to build community for themselves and navigate these institutions, because that’s a huge part? Content and rigor are one thing, but a college’s overall system is another. Emphasizing how to build that local community is huge!”

    “Kids going to college are quitting because they don’t have the emotional support once they get there,” says Karen Medina, director of Out of School Time Programs at Jubilee Park. “They’re not being connected to resources or networking groups that can help them transition to college. They might be used to handling their own schedule and homework, but then they’re like, ‘Who do I go to?’ That’s a lot of the disconnection.”

    David Shallenberger, vice president of advancement at the Boys & Girls Club of Greater Dallas, indicates that the pandemic contributed to that soft skills deficit. “Many students struggled to participate meaningfully in virtual learning, leaving them isolated and without opportunities for authentic interaction. Those young learners are now in high school and will likely struggle to transition to higher education.”

    Purposeful intervention

    These challenges–academic and soft skills gaps–require purposeful intervention.

    Through targeted grants, more than 35,000 North Texas middle and high school students can access college readiness tools. Nonprofit leaders are integrating year-round academic and mentorship support to prepare students academically and emotionally.

    Latoyia Greyer of the Boys & Girls Clubs of Greater Tarrant County introduced a summer program with accompanying scholarship opportunities. The organization is elevating students’ skills through interview practice. Like ours, her vision is to instill confidence in learners.

    Greyer isn’t alone. At the Perot Museum of Nature and Science, Development Officer Elizabeth Card uses the grant to advance college readiness by strengthening its high school internship program. She aims to spark students’ curiosity, introduce rewarding career pathways, and foster a passion for STEM. She also plans to bolster core soft skills through student interactions with museum guests and hands-on biology experiments.

    These collaborative efforts have clarified the message: We can do extraordinary things by partnering. Impactful and sustainable progress in education cannot occur in a vacuum. Grant programs such as the AP Success Grant strengthen learning and build equity, and our partners are the driving force toward changing student outcomes.

    The readiness gap continues to impact Texas students, leaving them at a disadvantage as they transition to college. School districts alone cannot solve this challenge; progress requires active collaboration with nonprofits, businesses, and community stakeholders. The path forward is clear–partnerships have the power to drive meaningful change and positively impact our communities.

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    Jeffrey A. Elliott, UWorld

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  • The economic squeeze: Understanding how inflation affects teacher well-being and career decisions

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    Key points:

    In recent years, the teaching profession has faced unprecedented challenges, with inflation emerging as a significant factor affecting educators’ professional lives and career choices. This in-depth examination delves into the complex interplay between escalating inflation rates and the self-efficacy of educators–their conviction in their capacity to proficiently execute their pedagogical responsibilities and attain the desired instructional outcomes within the classroom environment.

    The impact of inflation on teachers’ financial stability has become increasingly evident, with many educators experiencing a substantial decline in their “real wages.” While nominal salaries remain relatively stagnant, the purchasing power of teachers’ incomes continues to erode as the cost of living rises. This economic pressure has created a concerning dynamic where educators, despite their professional dedication, find themselves struggling to maintain their standard of living and meet basic financial obligations.

    A particularly troubling trend has emerged in which teachers are increasingly forced to seek secondary employment to supplement their primary income. Recent surveys indicate that approximately 20 percent of teachers now hold second jobs during the academic year, with this percentage rising to nearly 30 percent during summer months. This necessity to work multiple jobs can lead to physical and mental exhaustion, potentially compromising teachers’ ability to maintain the high levels of energy and engagement required for effective classroom instruction.

    The phenomenon of “moonlighting” among educators has far-reaching implications for teacher self-efficacy. When teachers must divide their attention and energy between multiple jobs, their capacity to prepare engaging lessons, grade assignments thoroughly, and provide individualized student support may be diminished. This situation often creates a cycle where reduced performance leads to decreased self-confidence, potentially affecting both teaching quality and student outcomes.

    Financial stress has also been linked to increased levels of anxiety and burnout among teachers, directly impacting their perceived self-efficacy. Studies have shown that educators experiencing financial strain are more likely to report lower levels of job satisfaction and decreased confidence in their ability to meet professional expectations. This psychological burden can manifest in reduced classroom effectiveness and diminished student engagement.

    Perhaps most concerning is the growing trend of highly qualified educators leaving the profession entirely for better-paying opportunities in other sectors. This “brain drain” from education represents a significant loss of experienced professionals who have developed valuable teaching expertise. The exodus of talented educators not only affects current students but also reduces the pool of mentor teachers available to guide and support newer colleagues, potentially impacting the professional development of future educators.

    The correlation between inflation and teacher attrition rates has become increasingly apparent, with economic factors cited as a primary reason for leaving the profession. Research indicates that districts in areas with higher costs of living and significant inflation rates experience greater difficulty in both recruiting and retaining qualified teachers. This challenge is particularly acute in urban areas where housing costs and other living expenses have outpaced teacher salary increases.

    Corporate sectors, technology companies, and consulting firms have become attractive alternatives for educators seeking better compensation and work-life balance. These career transitions often offer significantly higher salaries, better benefits packages, and more sustainable working hours. The skills that make effective teachers, such as communication, organization, and problem-solving, are highly valued in these alternative career paths, making the transition both feasible and increasingly common.

    The cumulative effect of these factors presents a serious challenge to the education system’s sustainability. As experienced teachers leave the profession and prospective educators choose alternative career paths, schools face increasing difficulty in maintaining educational quality and consistency. This situation calls for systematic changes in how we value and compensate educators, recognizing that teacher self-efficacy is intrinsically linked to their financial security and professional well-being.

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    Dr. Jason Richardson, Garden City Elementary School & the International University of the Caribbean

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