🌎 A District-Wide Hub for Announcements, Events & Planning
Schools move fast, and communication needs to keep up . K12Leaders 2.0 is redefining how districts stay connected with a streamlined Announcements Hub that pushes important updates in one centralized space —without inbox overload or lost messages.
But this isn’t just another bulletin board—it’s a true communication powerhouse . With the Ultimate Events Calendar , districts can track training webinars, onboarding sessions, and networking opportunities in a single, easy-to-navigate hub. No more missing key information—just seamless access to everything educators need to stay informed and engaged .
When communication is clear and unified , teachers feel supported , students thrive, and schools run more efficiently . With K12Leaders 2.0 , districts finally have an all-in-one system designed for real educators in real schools . 🚀
A Better K12Leaders is on the way, and we think collaboration should not be hampered by boundaries.
Departments shouldn’t operate like silos, and educators deserve spaces where they can brainstorm, problem-solve, and innovate together. K12Leaders 2.0 will redefine Departmental Collaboration with group discussions, shared document libraries, and instant messaging—all tailored to how educators actually work. Whether you’re fine-tuning interventions, refining curriculum, or strategizing school culture initiatives, the tools you need to collaborate effectively are built right in. This is where teamwork transforms into true impact.
In today’s rapidly evolving digital landscape, artificial intelligence (AI) is woven into the lives of our children—from virtual assistants and homework helpers to social media feeds and wearable health devices. AI holds exciting possibilities, but it also raises questions about safety, privacy, and the balance between innovation and human connection. Here are four key areas to help parents guide their children in using AI responsibly and safely.
1. Understanding AI’s Role in Education and Learning
AI-powered educational tools, like Brainly and Khan Academy, offer personalized learning experiences and instant feedback that cater to diverse learning needs. Yet, while these tools can enhance education, they require mindful use.
How Parents Can Help:
Set boundaries: Teach your child to use AI as a supplement to their learning—not a substitute for effort and critical thinking.
Promote academic integrity: Watch for signs of over-reliance on AI in homework, such as work that doesn’t match your child’s usual style or lacks personal touches.
Encourage curiosity: Explore AI tools together and discuss their possibilities and limitations.
2. Navigating AI in Social Media and Entertainment
AI is the engine behind personalized social media feeds and entertainment platforms. These tools engage teens but can also expose them to privacy risks and misinformation.
Tips for Parents:
Focus on digital literacy: Teach your child to question the accuracy of online content, verify sources, and spot misinformation.
Discuss privacy concerns: Help your child understand how AI collects personal data and show them how to clear cookies, block suspicious users, limit exposure and stay secure online.
Engage in their digital world: Stay involved by asking about the apps and platforms they use, and encourage open conversations about their experiences.
3. Supporting Health and Well-being in the AI Era
AI health apps and wearables, like fitness trackers and mental health chatbots, can empower teens to take charge of their well-being. However, the reliance on technology requires a balanced approach.
What Parents Can Do:
Monitor screen time: Work with your child to create healthy routines that prioritize offline activities and face-to-face interactions.
Stay alert to changes: Watch for shifts in behavior, like isolation or sudden drops in grades, that might indicate over-reliance on AI tools or emotional distress.
Be a resource: Let your child know they can come to you for support, and don’t hesitate to involve professionals when needed.
4. Preparing for an AI-Driven Future
AI is shaping the job market and the skills needed for success, offering opportunities in fields like robotics and data science. Preparing teens for this future means fostering adaptability, creativity, and critical thinking.
How Parents Can Guide:
Explore career paths: Discuss how AI is transforming industries and encourage your child to explore their interests and develop new skills.
Think ethically: Engage in conversations about the ethical dilemmas of AI, such as bias, privacy, fabricated information and accountability.
Emphasize lifelong learning: Help your child understand the importance of staying curious and up-to-date with emerging technologies.
Final Thoughts
Instead of banning AI, parents can embrace it as a learning opportunity to teach responsibility and digital literacy. By staying informed, fostering open communication, and setting boundaries, families can navigate the world of AI together—turning challenges into opportunities for growth and collaboration.
Suzy Brooks is the Director of Instructional Technology for Mashpee Public Schools in MA where she loves supporting families in the Digital Age. Her Family Resource website includes resources regarding Sexting, gaming, AI, sextortion, online predators, terror networks and other topics related to technology. Learn more by visiting https://sites.google.com/mpspk12.org/mpsfamilyresources/home
Images in this post were created using Google Gemini and edited in Canva. Copilot assisted in limiting the draft to only 4 topics.
In our fast-paced, ever-changing world, the ability to adapt, problem-solve, and thrive in the face of challenges is more important than ever. The book “MindShifting: Stop Your Brain from Sabotaging Your Happiness and Success” offers a framework for unlocking our full cognitive potential and cultivating a more resilient and resourceful mindset.
At the heart of this approach is the understanding of the interplay between the limbic system, or “lizard brain,” and the prefrontal cortex, the seat of our higher-order thinking abilities. The limbic system is responsible for our quick, instinctive reactions, driven by survival instincts and emotional responses. In contrast, the prefrontal cortex is the domain of critical thinking, creativity, and empathy – the hallmarks of our “sage” or resourceful mind.
The key to unlocking our full potential lies in our ability to shift from the limbic, survival-oriented mode to the prefrontal, sage-like state of being. When we operate from the limbic system, we are prone to fight-or-flight responses, habitual behaviors, knee-jerk reactions, or going along with whatever everyone else seems to be doing. This can often lead to decisions and actions that are misaligned with our long-term goals and values.
By learning to intercept these limbic impulses and consciously shift our mindset, we can access the transformative power of the prefrontal cortex. In this sage-like state, we approach challenges with a sense of curiosity, play, and exploration, triggering the release of joyful hormones like serotonin, dopamine, oxytocin, and endorphins. These neurochemicals fuel our five sage powers: empathy, exploration, innovation, navigation, and focused action.
The MindShifting framework provides a comprehensive roadmap for this cognitive transformation. By cultivating self-awareness, practicing mindfulness, and engaging in constructive self-dialogue, we can learn to recognize when our limbic system is in control and intentionally reset our brains to a more resourceful and resilient mode of operation.
This process of MindShifting empowers us to overcome limiting beliefs, navigate challenges with greater ease, and unlock our full potential for personal and professional growth. Whether you’re a student, educator, or simply someone seeking to live a more fulfilling life, these insights and strategies offer a transformative path forward.
Imposter syndrome is an example of a larger phenomenon, and when we fight it, we actually make it stronger.
Our limbic brains through 100’s of millions of years of development evolved to keep us safe. In hundredths of a second we recognize danger, we decide on some action, often freeze, flight, or fight and then we mobilize all of our senses and higher level cognitive abilities to carry out and defend that action.
In the modern world, sometimes the way we have made sense of a situation and then our reactions are counterproductive. Shirzad Chamine calls that part of us that makes those decisions the Judge and Phil Stutz calls that or Part X.
Part X or the Judge exist to maintain the status quo by making us so miserable that we don’t take action and providing us with a story that this will keep us safe.
“I’m not worthy.” “No one could love me.” “I’m not good enough.” Are a few examples of the infinite statements they can generate to freeze us.
And these saboteur parts of our brains are wily, the more we fight them, the stronger they become.The harder they fight back.
Whatever we do contains risks. If we are about to receive something good, the risk is that it will end. If we are about to do something we want to do, the risk could be that it will not be as good as you expect, or that something might go wrong. If a person says they love us, they might end up hurting us. Alerting us to risk is one of the jobs of the limbic parts of the brain.
Having been alerted about the risk, the other parts of the brain to create a story, in this case the “I’m not worthy” or “I am an imposter” story.
That story reflects our brain’s need to make sense of a situation quickly with very little information. We often then act on that story; we feel unworthy, we get anxious or angry, we may flee or strike out.Subscribe
We can overcome these impulses, but not by fighting them.
How?
Glad you asked.
1: Name it.
This is not you. This is your saboteur brain, your Part X, or your Judge. The first step is to call it by what it is, “This is my saboteur brain trying to protect me.”
2: Acknowledge the usefulness of being alerted.
You can mentally say to yourself, “thank you for alerting me” or something similar.
3. Focus on something pleasurable.
We tend to focus on the message or story, but when we have named the story and then focus on something else, that story loses its emotional power. Sometimes we can just choose to smile and feel light. Maybe we can remember some time when we were happy or confident. Maybe we need a longer distraction like mindfulness or listening to music.
4: Affirm the positive.
Mentally say something positive. Such as:
I am strong and resilient. I can handle this.
I don’t need to be perfect to be worthy.
I am worthy of success and recognition.
Or something else. It doesn’t matter much, just say something positive about yourself to yourself and move on.
NAFA : Name it, Acknowledge it, Focus on happiness. Affirm the positive.
Replacing imposter syndrome with confidence doesn’t have to be hard, and it doesn’t have to be a battle.
That turns out NAFA is a lot more effective than fighting imposter syndrome.
And like taking a shower when you get dirty, when the grime comes back, just NAFA it again.
We all know that AI is here to stay and will be very much a part of the our students’ future world. Educators have had a couple of years to be in the “exploratory phase” of AI but lately, the schools I’ve been working with have started to shift to something a little more long-term. Much like the proliferation of iPad apps back in the early 2010s, there was a point in time where schools started to think about appropriate topics and skills to teach students at various levels.
This post outlines some early ideas for AI integration in schools from grades K to 12. There is a lot more nuance and detail than comes with actually rolling something like this out, but I’ve always been a believer that “perfect is the enemy of done” and schools are just looking for a place to get started. Hopefully, this is that place.
K-2: AI Foundations
In the primary grades, students will have likely limited access to technology and are below the age requirements of most AI tools. Despite those limitations, educators should start laying the ground work for what AI is and the ethical use of AI. There are major concerns around the anthropomorphization of AI by adults treating tools like Amazon’s Echo like a person. Making students aware at a young age that AI is very much a computer and not a human is key. As part of building AI foundations in our primary grades, educators should focus on the following:
Understand that AI and computers follow instructions from humans.
Recognize how patterns work. (early algorithmic understanding)
Discuss characteristics and attributes of objects. (building early descriptive prompting language)
Create stories that follow a set of rules. (laying the ground work for prompting limits and rules)
While none of these activities specifically focus on AI, they lay the ground work for when students start to interact with AI later in school. Below are a couple of teacher-led AI activities that could be introduced to primary students:
Crowd-source prompt story creation – Students help create a prompt for a story with the teacher sharing the results whole group. Students can then add more details to the story that is generated by AI. This shows that AI has some ability to create but adding adding human creativity can make it even better.
AI Image story starter – Use an AI image generator and a very simple prompt such as “a magical tree” or “a flying dog” to create a picture that will be the basis of a story. The teacher then leads the discussion to fill in the back story of this object like where it might live or what it likes to do. Then students create their own stories about the creature.
This is just a place to start in schools but it’s important to lay a strong foundation of understanding of what AI is. Also, as this will likely be their first exposure to it, defining how and when to use it along with its limitations are extremely important to the foundational skills they’ll be learning during the rest of their K12 journey.
Grades 3-5: Introduction to algorithms, data & coding sequences
Building on the foundational understanding of artificial intelligence, in these intermediate grades schools should dive deeper into the concepts around algorithms and predictions that AI use in the background. In addition, this is a good age to begin discussion around the data that really feeds these engines. Educators in these grades should focus on the following skill development:
Understanding that an algorithm is really like a set of step-by-step instructions.
How to collect and interpret data, as well as how limited data sets could present different outcomes.
Discuss simple decision-making processes like using a decision tree to help make decisions based on simple rules.
Representing and displaying data in a variety of formats (graphs, charts, etc)
Understanding the limits of AI but also discuss the appropriate use of it as a tool in the learning process.
Here’s a couple of activities that students in these grades could do to help deepen their understanding around AI:
Create a set of “Human Algorithms” – students create flow charts or step-by-step instructions for everyday tasks like making a sandwich or brushing their teeth. These shows how sequences work and why the order of events matter.
Data collection projects – Have students collect data on a variety of topics including those they are interested in like favorite pets, color, restaurant, etc. Have them design a graph or pictograph as an output of the data.
Block-based coding – Using tools like Scratch, students create simple animations, games or stories tied to a particular subject area. This further reinforces the idea of sequencing and loops as well as early computer programming.
“Prompetition” – Working as a whole group or small group, have students describe simple objects into an AI image generator like the one built into Padlet. Here’s an example I used recently with some educators on recreating a beach ball in a pool. Discuss which images represented that original object best and have students share their prompting language used.
It’s important to deepen their understanding on where AI is getting its information (data) and how humans access it (prompts). This is also a great time to reinforce the “when and why” around the use of AI with students. Seeing it as a tool to use in their learning process is something that should be re-enforced from this point going forward. Otherwise, students will start to see it as a “short cut” to learning.
Grades 6-8: Machine Learning & Ethics
We all know that kids under the age of 13 would NEVER use a tool with a 13+ age restriction right? (tongue planted firmly in cheek) This age group is the first that will have some access to the tools that carry 13+ age restrictions, and you can expect students to use them. This is a great time to further their understanding of how AI works and also give them some “walled garden” type exploration of vetted AI tools. Some major ideas to cover for this group would be:
Discuss the ethical implications of AI (academic integrity, bias, privacy, etc).
Explore how AI is a part of our world (with specific examples like digital assistants, Netflix and Amazon suggestions, Google map real-time traffic, etc).
Understanding the basics behind machine learning and how it learns from data, including trends and patterns.
While some students may be able to use many more AI tools than those in elementary, I would still favor a large amount of teacher-led modeling and usage to start. Here’s a few activities I would try with this age group:
Find the bias – Use AI to create some images or written output with built-in bias. Some of my favorite prompts are “create an image of a nurse taking care of a robot” or “write a joke about a teacher” and then see what biases are naturally produced. This can lead a great discussion about why bias exists and what other prompts might generate biased outputs.
Data prediction game – Looking at various data sets (weather, sports scores, number of cars in the school pick-up line, etc) have students predict what comes next and see who gets the closest to the actual answer. Using real-world data sets mimics how AI uses data collection to make assumptions and predictions on its outputs.
Ethical impact debate – Discuss and debate what role AI plays in our lives and its potential impact on society (i.e. autonomous vehicles, facial recognition, false positives, etc).
Human vs. AI Brainstorming Challenge – One of my favorite activities to do with students is to give them one minute to generate as many items around a particular topic. (i.e. Things found at a BBQ picnic, Things that need water, etc) Then have AI generate a similar list of 30-50 items. Through this activity, students will see the limitations of AI and as they do this more often, they’ll start to think of things AI would never consider, promoting human creativity over artificial intelligence. Here’s an example at a recent conference where I had them brainstorm social media platforms:
Grades 9-12: Advanced AI Concepts and Applications
At some point during a student’s high school career, the use of AI shifts from something they are learning to use to something they’ll use to learn. It’s also laying the foundation of how AI could be a part of whatever future career path they might choose. At this point, students will be old enough to access most AI tools and be most likely to use them as shortcuts for learning. Here are some key ideas that high school students should learn around AI:
Discerning when to appropriately use AI in their learning.
Explore AI applications in various career fields.
Research and debate AI trends and ethical considerations.
Develop strong prompting skills and use a variety of AI tools to evaluate outputs.
In high school, the subject area teacher is king. Sure, students could take a computer science course to learn how to code and program their own AI or machine learning models, but AI is much broader than that and impacts all subjects. Here’s just a handful of ideas of activities that students could explore with AI in various subject areas:
AI first draft – Whether it be writing a paper in ELA or History class, have the students utilize AI to write the first draft. Then, as part of the assignment, have students improve on the AI first draft and showcase where they enhanced the final paper. This helps show transparency of AI use and forces the students to be smarter than AI.
AI Career Exploration – Research and discuss career paths in AI-related fields as well as how AI is impacting other careers (agriculture, real estate, etc.)
Ethical case studies – The use of AI to generate content creates an interesting debate about ownership and copyright. Discuss the dilemmas of ownership, plagiarism and other ethical concerns that could arise due to the wide-spread use of AI (like facial recognition in a criminal investigation).
Bias and cultural relevance discussion – AI has inherent bias and a lack of cultural nuance in its generic responses. For this activity, challenge students to create outcomes that are more representative of a different populations and geographical cultures.
Creating models, visuals and prototypes – Utilizing AI image generators, students create and design visuals to help get their message across. Whether its a graph showcasing various scientific data sets or a mock-up of a new tennis shoe to hit the market, utilizing AI-generated visuals can help students communicate their message in greater detail than a slide full of bullet points.
This rough draft of a K12 scope-and-sequence is merely a starting point for educators and schools. My recommendation for schools would be to gather teachers from these various areas and give them time, training, and support (something we have in short supply at the moment) to design a more “flushed out” version of this for their district. Then, once the skeleton has been built, have educators create lesson activities and ideas that integrate with existing curriculum and standards. This doesn’t need to become “one more thing” to put on a teacher’s plate. Professional learning is at the heart and soul of meaningful integration of AI in the classroom. Unlike the apps of yesteryear, these tools carry with them much more concerns around data privacy and have greater emphasis on their ethical use that must be addressed before releasing them into the wild. That said, there’s no better time to start than now.
Carl Hooker is an international speaker and educator. He works with schools and events across the country to thoughtfully integrate tools like AI into learning. His latest book Learning Evolution shares several examples, strategies and ideas like this one. His newest workshop “Learning in the Age of AI” is designed for educators and school leaders looking to implement AI thoughtfully in their schools. If you are interested in booking Carl for your next event or professional development day, fill out this speaking form to get more information.
At K12Leaders, we champion the belief that everyone in the educational ecosystem is a leader. Leadership isn’t confined to titles or offices—it’s a mindset and a series of actions that anyone, regardless of their role, can embody. Schools and districts should recognize and cultivate this potential in every staff member. Here’s how they can achieve this:
Treating Staff as Leaders
Empowerment and Autonomy :
Trust and Responsibility : Encourage staff to take initiative by trusting them with responsibilities that align with their strengths and interests.
Decision-Making : Involve all staff members in decision-making processes. When teachers, aides, and support staff contribute to school-wide decisions, they feel valued and empowered.
Professional Learning :
Tailored Training Programs : Offer professional learning opportunities that cater to the unique skills and career aspirations of each staff member. Provide choice whenever possible.
Leadership Workshops : Conduct workshops that focus on developing leadership skills, such as effective communication, conflict resolution, and team-building.
Recognition and Celebration :
Acknowledging Efforts : Regularly recognize and celebrate the achievements and contributions of all staff members, not just those in traditional leadership roles.
Showcase Success Stories : Highlight stories of staff members who have made significant growth or impact; fostering a culture of appreciation and inspiration.
Developing Leadership Skills and Encouraging Leadership Behavior
Mentorship Programs :
Peer Mentoring : Pair experienced staff with newer employees to share knowledge, provide support, and foster leadership skills.
Cross-Role Mentoring : Facilitate mentoring relationships across different roles to broaden perspectives and skills.
Collaborative Projects :
Interdisciplinary Teams : Create teams that include varied staff members to work on school projects, encouraging collaboration and shared leadership.
Action Research : Encourage staff to engage in action research projects to address school challenges and implement solutions, developing their problem-solving and leadership abilities.
Leadership Roles in Committees :
Committee Involvement : Involve staff in school committees or task forces, giving them a platform to lead initiatives and influence school policies.
Rotational Leadership : Implement rotational leadership roles within teams and committees to give everyone the experience of leading.
Little-Known Ways Everyone Can Act as Leaders
Modeling Positive Behavior :
Lead by Example : Demonstrate professional and ethical behavior that others can emulate. Small actions, like punctuality and preparedness, set a standard for others.
Advocacy and Support :
Student Advocacy : Stand up for students’ needs and rights, becoming a trusted advocate for their well-being and success.
Supporting Colleagues : Offer help and support to colleagues, whether through sharing resources, providing a listening ear, or stepping in during challenging times.
Continuous Learning :
Embrace Lifelong Learning : Show a commitment to personal and professional growth by continually seeking new knowledge and skills.
Share Knowledge : Actively share what you learn with others, fostering a culture of continuous improvement and collective growth.
Redefining leadership in education means recognizing that it’s not about titles but about the impact each person can make . By treating every staff member as a leader, providing opportunities for growth, and encouraging leadership behaviors, schools and districts can create a more inclusive and dynamic educational environment. At K12Leaders, we believe in empowering every educator to lead, inspire, and make a difference. Join us in transforming education by recognizing and cultivating the leader in everyone.
To support your journey in cultivating leaders at every level, we are offering a free download of our Leadership Reflection Checklist. This versatile tool is designed to help teams assess and enhance their efforts in fostering leadership across roles. Whether utilized in faculty meetings, leadership gatherings, or mentoring programs, this checklist encourages meaningful reflection and actionable growth. Download it today and take a step towards empowering every individual in your educational community.
“We know more about the surface of Mars than we do about the depths of our own oceans.” Oceanographers repeat this often, and for good reason. The Ocean Twilight Zone (OTZ)—a vast, dimly lit layer between 200 and 1000 meters deep—remains one of the least understood parts of our planet. It plays a key role in marine life, climate regulation, and carbon storage. But studying a place so remote and inhospitable is no small challenge.
That’s where robotics comes in. Thanks to Scoutlier’s OTZ Project-Based Learning Program, students aren’t just learning about ocean exploration—they’re building the tools to do it themselves, engaging in hands-on, inquiry-driven experiences that mirror the real-world challenges scientists face.
Yogesh Girdhar, a scientist at Woods Hole Oceanographic Institution, puts it simply: “If you’re succeeding all the time, that means you’re not really doing anything interesting.” His work with robotics and AI is focused on making exploration in the Twilight Zone not just possible, but more effective. That same philosophy—pushing boundaries and embracing discovery—is now being passed down to the next generation through project-based learning.
“The OTZ is home to species that migrate vertically every night in the largest movement of biomass on Earth,” says Girdhar. “It also serves as a major carbon sink, pulling carbon from the atmosphere and trapping it in the deep sea. But because it’s so difficult to access, scientists rely on technology—especially autonomous robotics—to gather data and uncover its secrets.”
Traditional deep-sea exploration depends on expensive, remotely operated vehicles. But autonomous robots with AI-driven decision-making allow for new kinds of discovery. Instead of following a rigid script, they react to their surroundings, adjusting their movements and objectives based on what they encounter. They are, in a sense, learning about the ocean as they explore it.
Scoutlier’s Ocean Twilight Zone Project-Based Learning Program brings this technology to students. Through hands-on projects, young explorers:
Design and build their own underwater robots.
Program adaptive AI that allows their robots to explore and respond to new data.
Analyze real-world findings just like marine scientists.
Collaborate on STEM challenges that mirror the work of professional oceanographers.
This isn’t a classroom experiment—it’s a model of project-based learning that prepares students to engage with real-world scientific inquiry. The OTZ program is an excellent fit for K-12 schools looking to integrate STEM into their curriculum, whether as part of a science class, an enrichment program, or a summer camp. It equips students with practical problem-solving skills and leadership opportunities, helping them develop confidence in tackling complex challenges.
By combining robotics, AI, and ocean science, Scoutlier’s program helps students move beyond textbooks and into active exploration. They don’t just study oceanography; they contribute to it. The discoveries of tomorrow might come from students experimenting today.
The Ocean Twilight Zone remains one of Earth’s last frontiers. With the right tools and the right minds, we can bring its mysteries to light. Whether you’re an educator, a student, or just someone fascinated by the deep sea, now is the time to be part of the next wave of discovery.
Learn more about the OTZ program and how your students can participate here!
Scoutlier, in partnership with ONR and Woods Hole Oceanographic Institution, makes it possible to run programs like OTZ at scale, ensuring that students and educators have access to the tools and guidance they need. By providing a structured, easy-to-use platform, Scoutlier helps teachers integrate real-world projects into their curriculum without being overwhelmed by logistics. Data collection, collaboration, and progress tracking are built into the platform, making it easier for students to focus on discovery and innovation. With Scoutlier, schools can bring high-level STEM experiences to more students, equipping them with the skills and confidence to tackle complex challenges beyond the classroom. The program also supports K-12 educators and school leaders in fostering student engagement, teamwork, and leadership—critical skills for the next generation of scientists and engineers.
School leaders: Are you facing resistance, apathy, or conflicting opinions when trying to implement new initiatives?
Imagine a school where: ✅ Teachers are energized and invested in change. ✅ Every voice is heard and valued. ✅ Difficult conversations lead to creative solutions.
These resources helped me develop a proven framework for facilitating change that empowers school leaders to: ➡️ Build consensus and get buy-in from ALL stakeholders. ➡️ Transform meetings from complaints sessions into collaborative problem-solving. ➡️ Create a school culture where everyone feels ownership and a sense of purpose.
Game Storming – by Gray, Brown, and Macanufo Facilitators Guide to Participatory Decision Making – Kaner The Surprising Power of Liberating Structures – Lipmanowicz, McCandless Iterate – Reich Sprint – Knapp
There’s lots of great ideas for building stronger school communities in these books. Almost too much.
I’ve created my own free guide, “7 Best Meeting Exercises for School Leaders.” I’ve collected what I think are 7 essential meeting exercises and framed them specifically for school leaders. You may find yourself coming back to the exercises time and again. Download it here:
We’re thrilled to announce an exciting new feature on K12Leaders that’s designed to elevate your voice and amplify your impact in the educational community! As educators, we believe in the power of sharing ideas, insights, and experiences to foster growth and innovation. With our new blogging feature, you can now effortlessly share your blog posts on K12Leaders, as well as on your personal blog page, and so much more.
Here’s How It Works:
Seamless Posting : When you write a blog post (simply click on Author a Blog), it can be automatically posted on K12Leaders and your personal blog page. Check out my personal blog page for a look at how it works: SimplySuzy
Community Engagement : Tag your post to be included in a specific K12Leaders community. Don’t see a community that fits? Create one! This is your platform, and we want you to feel at home.
Boost Your Reach : Reach out to me, Suzy Brooks, K12Leaders Editorial Director, for a chance to have your post reviewed for inclusion in our home page rotation, social media promotions, and upcoming newsletters, reaching over 30,000 educators! Better yet, align your post to our Publishing Calendar (included below)!
Guidelines for Amplification
Featured Image : Each post must include a featured image that is free from copyright infringement. Author Bio : Include a short bio about yourself so readers can connect with you personally. Social Media Handles: We try hard to tag our authors on other social platforms. Be sure to include this information if you’d like us to add social tags!
Please Note: Not all blog posts will qualify for amplification by the K12Leaders editorial team. For your post to be considered, the topic must be of interest to a broad audience, timely and/or timeless, and it may be subject to minor editing for readability.
Our goal is to ensure that your content is impactful and resonates with our diverse community of educators.
Why Share on K12Leaders?
Our platform was built for educators, by educators. We believe the voices of educators are essential in today’s climate. Whether you’re sharing innovative teaching strategies, reflections on classroom experiences, or insights into educational policy, your voice matters. By blogging on K12Leaders, you’re not just sharing a post; you’re contributing to a vibrant, supportive community that values and amplifies your expertise.
Quick List of Topics to Inspire Your Next Post:
Innovative Teaching Methods
Technology Integration in the Classroom
Educational Policy and Reform
Student Engagement Strategies
Professional Development Tips
Classroom Management Techniques
Mental Health and Well-being for Educators
Equity and Inclusion in Education
Parent-Teacher Collaboration
Inspirational Stories from the Classroom
Join the Conversation
At K12Leaders, we are committed to helping you publish and be heard. We’re excited to see the incredible ideas you’ll share and the conversations you’ll start. So, get writing, share your story, and let’s redefine education together!
If you have any questions or need further assistance, don’t hesitate to reach out. Happy blogging!
