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  • 2025 Bold Predictions in Ed Tech

    2025 Bold Predictions in Ed Tech

    In 2013, I made a resolution to come up with a range of various “bold” predictions for the world of education and technology. Twelve years later, I continue to try to up the ante while also staying grounded in some level of realism. Think Black Mirror but for education…or is that too dark?

    Some of my predictions from back then seem almost laughable and yet, strangely plausible. I predicted someone would name their child “ #3?” as Twitter was all the rage back then (RIP). I also predicted that memes would become the hieroglyphics of this generation, and I think I pretty much nailed that. When it came to school devices, I made the following prediction in 2013 prior to the massive wave of Chromebooks taking over schools:

    It’s fun to reflect and cherry pick the times I got things right. It would take several thousand words to go over all the ones I got wrong, but if you ever want to go back and take a look, here’s a list. Now it is time to face forward and peer into the not-so-distant future. Last year, AI played a major role in most of my predictions and it will continue to play a role in some this year as you will see below.

    So without further ado, here’s my BOLD predictions for 2025:

    There will be a rapid increase of “AI Schools”

    The rise in AI and the ever-shifting landscape of public education funding means that schools like the Alpha School will continue to develop and grow exponentially this year. Fueled by the decrease in education majors and the increase of teacher burnout and I could see a future world where we send our kids to these “AI centers”. At these centers they use computers to learn academics and lean on the adults to learn about life. This sounds all well and good, but my biggest concern isn’t around the efficacy of the use of AI in these schools. My biggest worry is about the equitable access that students around the country will have to it. Stay tuned…

    You’ll soon be able to buy stock in schools

    The stock market (invented in 1792) has been around almost as long as public schools (invented in 1635) in this country. With funding of schools becoming more of a state issue in the future, we’ll have to start thinking of innovative ways to get dollars into learning institutions. Enter the School Stock Exchange – a place where parents and non-parents alike can invest some monies into the “value” of the school. Should the school do well and show improvements, the stock goes up. Should students start to drop-out or not graduate, the stock plummets. There would have to be some other metrics in place as well as insider trading laws, but imagine getting hired as a teacher and being offered stock options for where you work? It happens almost everywhere in the business world, why not education?

    K12 Crypto launches

    While the stock market has been around for over 3 centuries, cryptocurrency is still very much a new player on the scene. Companies like Knowlej incentivize students with a “learn to earn” model that might be the ticket to increase attendance and student engagement. Creating cryptocurrencies can’t be that hard can it? Time to put pressure on the founders of K12Leaders to make this happen in education.

    Uber-like education services become a thing

    Commerce has rapidly shifted from the big box stores of yesteryear (RIP Toys R’ Us) to a more “on-demand” model of ordering something once you think of it. I predict learning will evolve into much the same way. Using an app, students (or parents) can order up a few servings of math with a side of language arts for their struggling student. That request goes into a queue which is sent around te area and online looking for a quick tutor to provide assistance. Most of these tutors will be virtual and perhaps even AI-driven, but for an up-charge, they can even come to your house, park, or neighborhood coffee shop to help with that struggling concept or assignment. A rating system will sort out who are the best of the best and pricing surges will ensue for those most sought after, especially during finals.

    Robots won’t replace teachers, but maybe custodians?

    As I’ve stated a couple of times already, education is in dire straits when it comes to funding. Some schools like the AI school mentioned above may give school leaders the idea to replace teachers with robots. This was infamously tried back in 2008 Japan and as I outlined in my book Learning Evolution the results were disastrous. Schools looking to cut corners may go the way of stores like Sam’s Club Brain Inventory Scan robots to deploy as a replacement for custodians. The robots will not only sweep and buffer the floors, they’ll also come with vape detection and defensive battle tactics in the event of a school lock-down.

    The new Secretary of Education will be on the UndisruptED podcast

    Adam and I have had some pretty big guests on the show in the past, but this year, for our 100th episode, we set our target (and steel chair) on newly appointed secretary of education Linda McMahon. I’ve already got a request into her office to have her on the show. It would be beneficial to those in the education space to hear her views on the future as Adam and I try and limit the amount of wrestling references during the show. Who’s ready to learn from the top rope? Can you smelllllllll…what the cafeteria is cooking?

    Transformative furniture will re-imagine the traditional classroom space

    We’ve had mobile chairs, Hokki stools, and standing desks for over a decade in education. What’s next in the education furniture space? These TRANSFORM tables from MIT (video below) can readjust the learning surface on the fly into whatever you might imagine. Think of a future world where you hit a button and your entire classroom comes with built-in stadium seating or maybe a giant circle configuration for Socratic seminars. The only limits are your imagination (and funding, as I’ve mentioned now three or four times in this blog).

    The Meta Smart Ray-Bans go next level

    During my travels this past year, I came across several colleagues repping these new Meta smart Ray-Bans. Unlike the Google Glasses experiment/disaster of a few years ago, these have a manageable price point (around $300) and some decent functionality for texting and searching via voice commands. One of the major flaws that would inhibit it in the education space besides price (did I mention education is under-funded?) is the fact that it would be unmanageable to have an entire class of students talking out loud to their smart glasses. One recent iteration from the 2025 Consumer Electronics Show (CES) are these Halliday smart glasses. These have a mini-display and a way to control the menu through a connected smart ring. I can hear the excuses already…”I can’t learn today because I forgot my ring!”

    Photo of Rob Dickson (right) wearing the new Meta smart Glasses

    I will publish a response book to “The Anxious Generation”

    Last fall, Forbes published this article stating that 60% of employers have fired Generation Z employees within their first year. With GenZ really struggling in the workforce, we in the Hooker household are wondering how our own kids will fare and where they will struggle. Psychologist Jon Haidt posited his views on this in his book The Anxious Generation where he goes into a myriad of details as to why kids are struggling so much in this day and age. His chapter on education and parenting lack ideas for how parents and teachers can fix this other than “screens are bad, play is good.” I’m cheating a bit on this prediction as I’ve already started working on an outline, but expect some handy “Antidotes for the Anxious” coming your way in 2025.

    Some kid will get rich using AI to invest

    I really feel like finances are a major theme to this year’s list so why not finish my predictions with…something about money? AI can do a lot of things well and others not so well. I recently posted my list of recent ChatGPT prompts on BlueSky as sort of a personality test. I got some interesting responses from my followers including why I would write a song about Tom Murray, but one in particular was the “Couch to 10K” prompt I used.

    My daughter tricked me into signing up for a 10K race in April which prompted me to prompt ChatGPT for an assist on “creating a plan for an overweight, middle-aged man to run a 10k in 16 weeks.” That brings me to my final prediction. I predict a student will use AI to either help them invest or create some sort of investment strategy that turns them into a millionaire before they graduate. Maybe they’ll invest in schools like prediction #3?2 or buy K12 Crypto like prediction #3?? While neither of those outcomes are likely, I do think AI will help some student develop an effective investing strategy that will make them rich and famous before the ball drops on 2025.

    So there you have it. Which of these predictions will come true this year? What predictions do you have for the upcoming year? No matter what happens, here’s hoping we all get rich with learning in 2025!

  • Growth Mindset Isn’t Just for Safe Spaces: Leadership Through Failure

    Growth Mindset Isn’t Just for Safe Spaces: Leadership Through Failure

    As a leader, an employee, a friend, a spouse, a parent, and a son, I’ve made mistakes. Big ones. Painful ones. And one of the earliest lessons I learned is this: contrition, recognition, and ownership of mistakes are the only viable responses.

    Owning up doesn’t guarantee forgiveness. It doesn’t erase the mistake or immediately make things right. But it does allow lessons to be learned and rebuilding to begin—sooner rather than later.

    We often talk about “growth mindsets” and creating “safe places to fail.” Those are valuable concepts, but in my experience, those environments are often more about practice than real-world application. What matters most isn’t the specific “thing” we learn to do better—whether that’s teaching differently, handling a call more skillfully, or remembering to carry the 9 next time. The real takeaway is the habit we build: the competency of admitting failure, learning from it, and moving forward.

    In the real world, the stakes are higher, and the consequences can feel sharper. It’s not always a safe place to fail. But that’s the point: leadership, self-assurance, and integrity mean using your misstep as a springboard for growth—not just for yourself but for everyone around you.

    This reflection comes to mind because I just read a public apology from an organization’s board of directors for a major misstep that happened 90 days ago. Ninety days. This was their first acknowledgment. And it was too late .

    Had they addressed the situation right away—acknowledged it and taken ownership—they could have recovered. It was entirely possible. Instead, it festered. Gossip spread. The issue ended up in the newspaper. Now, this apology, which might have worked 89 days ago, is just fuel for more frustration.

    And yet, I’m still grateful for it. I wish the organization well. They’ll likely face repercussions for both the original misstep and the “too little, too late” response. But their public apology serves as a powerful reminder to me: the importance of practicing a growth mindset, even when it feels unsafe.

    Leadership isn’t about perfection. It’s about how we navigate our imperfections—and how we use them to move forward.

  • K12Leaders: Tailored Community Solutions for K-12 Education

    K12Leaders: Tailored Community Solutions for K-12 Education

    In the crowded world of community platforms, educators and organizations within the K-12 ecosystem deserve a space purpose-built for their needs. While many platforms promise connection and collaboration, K12Leaders delivers with a unique blend of tools, engagement strategies, and dedicated support to drive meaningful results.

    Unlike generic platforms, K12Leaders is designed exclusively for K-12 education. We’re not just a platform; we’re a partner. Here’s how we compare to popular community platforms:

    What Makes K12Leaders Unique?

    1. Purpose-Built for K-12 Education

    Unlike platforms that try to serve all industries, K12Leaders is tailored exclusively for educators and organizations in the K-12 space. This focus ensures features, tools, and content are relevant and impactful.

    2. Community Managers to Drive Engagement

    We’re not just offering a platform; we’re offering partnership. K12Leaders provides community managers to help partner organizations with day-to-day engagement, ensuring active and thriving communities.

    3. Amplifying Your Voice in the K-12 Ecosystem

    Through targeted marketing and promotion, we ensure your community, courses, or events are seen by the right audience. Our network of 70,000 educators guarantees your message reaches those who matter.

    4. Integrated Professional Development and Credentialing

    Host, market, and deliver courses with built-in tools for e-commerce, credentialing, and cohort-building. K12Leaders also provides a Credential Locker aligned with national standards, adding value beyond just community engagement.

    5. Events Made Easy

    From registration and session management to post-event networking, K12Leaders simplifies the process of hosting and managing educational events, ensuring attendees remain engaged long after the event ends.

    Why K12Leaders Stands Out

    Feature K12Leaders LinkedIn Facebook Mighty Networks Slack Circle
    Tailored for K-12 ✅ Exclusively focused on educators and organizations❌
    General professional network    		❌ Distracting general audience❌
    Broad, customizable focus    		❌ Workplace-oriented❌
    Broad customizable focus
    Marketing & Promotion ✅
    Targeted promotion to the K-12 ecosystem    		❌
    Limited to paid ads    		❌ Algorithm-driven visibility❌
    No ecosystem-wide marketing    		❌
    No built-in promotion    		❌
    No ecosystem-wide marketing
    Community Engagement Support ✅
    Dedicated community managers available    		❌
    Self-managed    		❌
    Self-managed    		❌
    Self-managed    		❌
    Self-managed    		❌
    Self-managed
    Safe, Secure Environment ✅
    Strict moderation & no harassment    		❌
    Open to spam    		❌
    Privacy and safety issues    		✅
    Controlled access    		✅ Controlled access✅
    Controlled access
    Professional Development Integration ✅
    Built-in credentialing & course delivery    		❌
    None    		❌
    None    		❌
    None    		❌
    None    		❌
    None
    Event Management ✅
    Full support: registration, calendars, communities    		❌
    Minimal tools    		❌
    Not designed for events    		✅
    Limited    		❌
    Limited    		❌
    Limited

    Example Use Cases

    For Associations and Conferences:

    Facilitate year-round engagement and provide attendees with ongoing networking and resource-sharing opportunities.

    For Schools and Districts:

    Create secure, private spaces for staff collaboration, training, and communication, with the ability to assess sentiment and share resources.

    For Professional Development Providers:

    Build courses, issue credentials, and track adoption and success, increasing repeat engagement.

    Join the Movement

    K12Leaders isn’t just a platform– We’re a community for communities. With our tailored tools, marketing expertise, and engagement support, we make it possible for educators and organizations to connect, collaborate, and grow, all while advancing the mission of K-12 education.

    Let’s build something extraordinary together. Get started with K12Leaders today!

  • Revolutionize Your School Community Online with K12Leaders

    Revolutionize Your School Community Online with K12Leaders

    In today’s digital age, the community of a school stretches far beyond its physical limits. Envision a platform that not only amplifies your school’s voice but also serves as the foundation for professional development and community building. Enter K12Leaders—a platform designed by educators for educators, aimed at creating dynamic and connected school environments.

    Create Your Digital Community

    K12Leaders offers the ideal tools to build a vibrant online hub where, teachers, administrators, and support staff can gather. This platform allows for the sharing of strategies, the privacy to collaborate and the opportunity to connect district-wide. Whether hosting a book study or working on your newest School Improvement Plan, it’s all about strengthening relationships and fostering trust. Foster a digital space that reflects your school’s ethos.

    Personalized Professional Development

    Professional growth doesn’t need to be disjointed, generic, or happen over email. K12Leaders provides the opportunity to customize and share professional development resources that meet your team’s specific needs. Whether it’s curated articles, engaging webinars, or collaborative discussions, K12Leaders is your one-stop destination for encouraging academic interaction and achieving educational excellence.

    Enhance Connections and School Culture

    Building a positive school culture requires more than a mission statement; it demands genuine connections. Through K12Leaders, educational leaders can engage with their peers, share better practices, and bring new ideas into their schools. This platform encourages collaboration across various levels and departments, helping your school culture to flourish. Hosting your teams, work groups and committees on K12Leaders allows you to focus less on organization, and more on efficiency and efficacy.

    What Makes K12Leaders Unique?

    • User-Friendly Design : The platform is intuitive and easy to use for all skill levels, ensuring active participation.
    • Customizable Options : Adapt your community to reflect the unique identity of your school.
    • Network of Educators : Connect with educators beyond your local schoolhouse, as leaders from across the nation are here. Interact to gain valuable insights and inspiration!
    • Spam-free and Troll-free: You read that right. Our members are vetted and many go on to become K12Verified.

    The Importance of Now

    In a time when staying connected is more crucial than ever, K12Leaders provides the tools you need to lead your school towards a future where relationships, innovation, and learning thrive both online and offline. K12Leaders is more than just a platform; it’s a catalyst for change .

    Join K12Leaders

    Join K12Leaders today and create a stronger, smarter, and more connected school community. Let’s redefine what’s possible together.

  • “Do The EASY Things Right”

    “Do The EASY Things Right”

    Scott Galloway is exactly right in a recent interview he said;  “Get the easy stuff right.  Show up on time, dress well, do the basics the right way.”  

    Even at the youngest of schooling age, we can push the narrative of getting children to do the easy things right.  Think of as many little things that children are asked to do that take little thought or effort.  Stand in line, travel in the hallway, say please and thank you, say I’m sorry.  Plus so much more.

    The sooner children recognize that these simple, easy tasks are doable, the richer your school culture will become.  The more the message resonates to your school community, it will become the standard, not the expectation.  I think so much about the children’s experience daily and I kept thinking about my father always saying to me; “make sure to take care of the little things, so the big things take care of themselves.”  So the last two school years we have simplified our messaging to this short message below which hangs outside of every classroom in our building;

    1. Show up on time everyday and be ready to learn
    2. Do your best that you can everyday in all areas
    3. Be good to one another

    Teachers are able to refer to the expectations/standards to help guide them through behaviors and performance issues in the classroom.  It guides discussion and is easy for parents to piggy back on at home.  As adults, isn’t this what we do each day of our lives?  We constantly speak with parents about the importance of EFFORT first.  If effort is there, outcomes will happen over time.  Effort that is learned and is habitual has massive staying power.  Your best each day is one of the many “easy things” we have control over daily.  What a great connector for staff as well.  These 3 points are not hard to model for our kids either.  When students “Show Up” daily and see their teacher  everyday “Show Up” for them, it sends a clear message that is appreciated and valued by the children. 

    In a time when we need children to come to school with a “readiness”, the easy things haven’t been so easy since the pandemic.   We need the easy things standardized at home and school to help fortify the foundation of respect and understanding of how to be the person that we want to be.  The easy things are part of the “processes” in a teacher’s classroom and take additional time, albeit well worth the time.  

    Oh yeah, data data data.  I’ve smartened up and learned that results come from our ability to get the EASY things right everyday.  Our highest performing students and classes knock the easy things out of the park today…… Tomorrow is brand new.  Good luck.

    Posted by: Craig Vogt

    Principal at Jefferson School in Bergenfield, NJ.
    30 years as an educator
    15 years as an administrator.

  • Like It or Not, Choice is Coming…

    Like It or Not, Choice is Coming…

    The debate over school choice doesn’t feel much like a debate anymore, especially with Linda McMahon poised to step in as the next Secretary of Education. Trump’s proposal to expand school choice underscores a longstanding conservative goal: giving parents more control over their children’s education through mechanisms like vouchers or tax credits. Whether you support or oppose these ideas, one thing is clear—change is coming. The question is, how will you lead through it?

    School choice remains a lightning rod issue. It has far-reaching implications for equity, parents’ rights, and even the role of the public school board, which has to date been the driver of local educational priorities. At the heart of the discussion are two key mechanisms:

    • Vouchers, which allow families to redirect public funds to private schools.
    • Tax credits, which incentivize private donations to support school choice initiatives.

    While both aim to put control more directly in parents’ hands, they take different approaches to reshaping how education is funded—and who benefits.

    In red states, where these proposals are likely to find strong support, the shift could lead to significant changes in federal education funding. These states currently benefit more from federal dollars, receiving $1.30 for every $1.00 paid in federal taxes. But with school choice policies, those same states may experience larger reductions in public school funding—up to 14% in some cases. This would directly impact programs that support disadvantaged students. Meanwhile, parents in these states would gain greater access to discretionary funds for private schooling through vouchers or tax credits.

    The scenario for blue states is slightly different, with public schools there at risk of losing up to 11% in federal funding and parents receiving proportionally fewer credits or voucher dollars. Interestingly, private school tuition in blue states is significantly higher than in red states, with the implication that fewer credit/voucher dollars will have a significantly less value than in red states.

    Source: https://www.privateschoolreview.com/tuition-stats/private-school-cost-by-state

    For public schools everywhere, this points to a more competitive landscape with fewer resources, even as families gain new opportunities for alternative education.

    Key Questions for Educational Leaders

    For Public School Leaders: How will you adapt to potential funding cuts while maintaining equitable access to student services, nutrition programs, extracurricular activities, and athletics?

    For Private School Leaders: If these policies bring an enrollment surge, how will you scale operations, manage budgets, and recruit staff to meet the needs of a potentially more diverse student population?

    For All Education Leaders: How are you engaging your community—parents, teachers, and other stakeholders—to build consensus and prepare for changes in funding, enrollment, and equity?

    The Time to Lead Is Now.

    Navigating these shifts won’t be easy. Whether you see school choice as a challenge or an opportunity, visioning and planning are essential. Engage your community. Reassess your funding models. Prepare for changes in student demographics. The choices we make today will shape the future of K-12 education tomorrow.

    Lots of change is on the horizon—and it’s getting closer every day.

    #k12leadership #schoolchoice #vouchers  #lindamcmahon

    Posted by: Mike Bronder

  • Intention Over Attention: A Mindful Approach to Social Media in Our Lives

    Intention Over Attention: A Mindful Approach to Social Media in Our Lives

    Over this past week, millions have flocked from Twitter/X to BlueSky. As I look at many of the first time posters on that platform I saw many of the same messages:

    “This is what Twitter used to be like”

    “I like the lack of algorithms here”

    “This feels like a less toxic space”

    For a variety of reasons, educators are leaving the former blue bird to join the blue butterfly and other platforms. Exactly two years ago today, I wrote this post about what happens if Twitter dies and where will people go. I’ve also spent the last two months working on a new book that dives deeper into world Jonathan Haidt calls  The Anxious Generation . Add to that, the timing of the other work I’ve been doing that started back in 2022. Working with a team of educators, we built a new social platform called K12Leaders, not necessarily as an alternative to “TwiX” as I call it, but as a safe space for educators to engage in meaningful conversations and to find their own community. It’s funny how timing and momentum work.

    With the flood of people joining BlueSky and K12Leaders, I have been reflecting on what purpose social media serves in our lives. This grand experiment began before the invention of Facebook in 2004, but it was really Facebook and subsequently Twitter in 2007 that made social media the powerhouse it is today. Couple that with the proliferation of the mobile phone (the first iPhone debuted in early 2007), and you have the timing for a perfect storm of new media driven by the everyday people you choose to follow.

    Somewhere along the way, these upstart companies along with Instagram, SnapChat and TikTok, figured out that in order to make money, they really need to make sure they capture and hold our attention. Hence the “attention economy” was born. The magical AI algorithms went to work and they began to both listen and learn from where we focus our attention. Social media has turned into a place where people AND machine influence what we look at.

    Time for a Social Media Purge

    All of this affects our mental health in one way or another. For me personally, I found that I was spending and inordinate amount of time on Facebook and TwiX. Not necessarily interacting with family, friends and colleagues, but endlessly scrolling through videos about poker, politics, and Pickleball. I was spending hours each week watching nonsense and actually felt WORSE after I was done (along with the guilt over the time I wasted).

    So I decided to enact a 3-phase approach to slowly get back my time and attention:

    Phase 1 –

    First, I turned off all notification alerts for both platforms. That little red number in the corner of the app was calling to my attention as much as the thump on my Apple Watch every time someone commented on something. Did I really need to know what someone said at that moment? No.

    Phase 2 –

    After a couple of months went by, I realized I was still finding myself checking the app just to see if someone posted, commented or liked something interesting. Quickly, I would be drawn into the time-suck of endless scrolling. So, for phase two, I decided to delete the app from my home screen. I didn’t delete the application from my phone, but I couldn’t see it anymore. I could still search for it if I needed to, but now it was out of sight and hopefully out of mind.

    Phase 3 –

    Recently, I’ve been playing a game with my teenage daughters. We check our phones screen times to see how many daily “pick-ups” we had that week and what were the top apps that garnered our attention. The average teenager picks up their phone 1500 times a week to check on something so I wanted to see how often they were checking their phones and why. Not surprisingly, social media were the top reasons, but when I looked at my phone, I was shocked. I was picking up my phone an average of 130 times a day and Facebook was one of the top reasons why. That means, even though I no longer had it on my screen and notifications were turned off, I was still searching for it and spending time on it. It was time to enact phase three and completely remove it from my phone. The graphic below is what my pick-ups look like now:

    Avoiding the Teacher’s Lounge

    I’m not a psychologist and I don’t even play one on TV, but I can speak to my own mental health and how I feel when it comes to interacting with various social platforms. Facebook turned into a time-suck and with the recent presidential election, also a very negative place. When I was a classroom teacher, I used to eat my lunch in the teacher’s lounge at the school. Over time I noticed that generally the lounge was a place where teachers could vent about their students, their parents, or their colleagues. I think some venting isn’t a bad thing, but as someone who considers himself a pretty positive person, it made me feel more and more negative. I would leave the lounge feeling worse than when I got there. After my second year of teaching, I made a decision to not eat lunch in there ever again.

    Facebook and TwiX have turned into that negative teacher’s lounge for me.

    Attention vs. Intention

    We only have a limited amount of time on this planet. We all die at some point, that’s the reality of life. As I was doing some back-of-the-napkin math about my hours spent scrolling funny short videos, I had a major realization. I was spending almost 1.5 hours a day binging mindless entertainment. If you add up all that time, it comes out to just over 3 weeks each year spent just scrolling. While I get some joy out of watching cooking videos or fun places to visit, I think it’s safe to say I needed to reduce that time. My goal at the start of this school year was to reduce that by at least a half an hour each day, earning me back a week of time every year to do something more productive or joyful.

    So far, I’ve exceeded my goals and actually feel better as a result. More time walking the dog, playing cribbage with my wife, or listening to music with my kids. More time to enjoy what being human means. My battle between my attention and social media needed to have some better ground rules. I needed to be in charge of where, who and what garners my attention going forward.

    In essence, I needed to put  INTENTION  ahead of my  ATTENTION  when it comes to social media. I still check Facebook on the browser of my computer when I feel the need and admittedly, on occasion, I’ll find myself searching for it on my phone like a long lost cousin. Overall, the change has been extremely beneficial to my mental health but does come with some headaches as friends will share posts with me that I can’t see on my phone. When that happens, I go to my computer when I have a moment to check on what was sent. But it doesn’t feel like a priority like when it was on my phone.

    All this said, I had one final challenge that I needed to overcome. I got on Twitter in early 2009 and spent the last 15 years building a community, making connections, and learning from others on there. The last few months, I’ve not found that joy that I once did from being on the platform. The algorithms seemed to be more out of whack then ever (likely the Elon-effect). So last night, I skipped my 3-phase approach and headed straight to the exit. Here’s the video (turn up the sound) that I, ironically posted on Instagram/TikTok:

    Next Steps

    I haven’t completely abandoned those platforms but will spend the next several months focusing on putting my intention over things that want my attention. I’m going to make time to reflect on how I feel when I interact with certain platforms (Instagram and TikTok…you are on notice!) Before I go to a social platform, I’m going to make sure it is for a purpose, not for a distraction.

    This isn’t a panacea or one-size-fits-all approach. It’s a one-size-fits-Carl approach. If you are someone that connects with what I’ve posted here, I hope you’ll join me on this journey and share as well. I’ll be spending my time with intention on K12Leaders (@carl is my handle) and BlueSky (@hookertech). Connect with me there and let’s start this grand experiment over. But this time, let’s try and get it right. 🙂

    Posted by: Carl Hooker

  • Teacher Absenteeism: Solution for a Persistent Challenge

    Teacher Absenteeism: Solution for a Persistent Challenge

    As a school and district leader, I’ve experienced teacher absenteeism’s strain on the system. While researching that recently, I thought I would share some details here. Ultimately, I decided to try to address this through a certification pathway on K12Leaders to help improve the management and impact of substitute teachers (you’ll see links below). Still, I thought it was also important to share some of the research.

    Teacher absenteeism remains a significant challenge for schools nationwide. On average, teachers miss about 11 days during an 186-day school year, accounting for approximately 6% of instructional time (Frontline Education, 2018). This was before the pandemic. Since the pandemic, schools reported in a National Center of Education Statistics survey that 72% of schools had a higher teacher absenteeism rate (Green & Butcher, 2023). While occasional absences are inevitable, high levels of absenteeism disrupt classroom learning and school culture, especially when qualified substitutes are unavailable. Addressing this issue requires reducing unnecessary absences and building a pool of well-prepared substitute teachers to maintain educational continuity.

    Patterns vary across different contexts. According to the U.S. Department of Education, a teacher absent 10 or more days in a school year is chronically absent. Based on Frontline Research & Learning Institute data, 39% of teachers fit this definition (Frontline Education, 2018). Absences often cluster around Mondays and Fridays, indicating that some are discretionary (Green & Butcher, 2023). Moreover, schools in low-income and minority communities experience higher absenteeism rates, reflecting additional stresses, limited resources, and challenging work environments (Clotfelter et al., 2009). Effective solutions must address these root causes to support teachers and reduce absenteeism.

    Several strategies have proven effective in reducing absenteeism. Investing in meaningful professional development can decrease burnout, a primary driver of absenteeism. For instance, implementing a flexible professional development program outside regular school hours has increased teacher satisfaction and reduced absences. Similarly, utilizing data-driven approaches by tracking teacher attendance trends allows for timely interventions that support teachers where needed most, resulting in decreased chronic absenteeism.

    A positive school climate also correlates with lower absenteeism rates. Schools prioritizing supportive environments through initiatives like peer mentoring and wellness programs foster healthier workplaces and happier staff. Schools with strong leadership and positive climates experience fewer teacher absences. These efforts contribute to a sense of community and support, significantly enhancing teachers’ daily experiences.

    Despite efforts to improve attendance, some absences are unavoidable, highlighting the importance of qualified substitute teachers. Research indicates that chronic teacher absenteeism can decrease student math achievement by 3.3% for every 10 additional days missed (Miller et al., 2008). The presence of well-trained substitutes can help mitigate these effects and ensure continuous student learning.

    Some districts are already addressing this challenge by investing in professional development for substitutes, covering classroom management, lesson adherence, and student engagement. These initiatives create a reliable pool of substitutes who maintain instructional standards during teacher absences. Similarly, certification programs like “The Fundamentals of Substitute Teaching K-12” equip substitutes with practical tools and strategies for classroom success, ensuring they contribute positively to the educational experience.

    Leadership also plays a crucial role in addressing absenteeism and supporting substitute quality. Some districts have revisited leave policies to balance accountability with support. By adjusting sick leave allowances and implementing documentation requirements, districts have reduced discretionary absences without penalizing legitimate leave. Other districts use incentive programs to reward good attendance, resulting in decreased absenteeism.

    Flexible scheduling also supports teachers’ well-being. Districts offering staggered start times or flexible professional development days can support teacher health while maintaining instructional time. Such policies acknowledge teachers’ unique challenges, creating a supportive environment that encourages regular attendance.

    Leadership can also implement policies to ensure proper funding is allocated to train effective substitutes to maintain quality instruction during teacher absences. Investing in substitute training programs ensures substitutes have the tools to manage classrooms, engage students, and follow lesson plans. Districts implementing these approaches yielded positive results, with substitutes contributing to improved student engagement and reduced classroom disruptions. Schools investing in substitute training reinforce educational stability, even when regular teachers are absent.

    For district leaders addressing teacher absenteeism and supporting quality substitute teaching, here are some essential questions for leadership to consider:

    • Can we find specific patterns among our absent teachers? Can we identify any root causes?
    • How do we suspect teacher absenteeism impacts student achievement? What feedback have we had from our staff?
    • What PD are we offering to support teacher well-being?
    • What data do we have to help detect and address absentee trends early?
    • How can leadership improve our school climate to foster a supportive work environment?
    • What training and certifications could enhance substitute effectiveness?
    • Are there changes to policies that might support teacher attendance?

    Addressing teacher absenteeism requires reducing avoidable absences and ensuring quality instruction during inevitable absences. Districts prioritizing professional development, adjusting policies to support teacher attendance, and investing in qualified substitutes uphold educational standards. Certification programs like “The Fundamentals of Substitute Teaching K-12” help schools ensure every substitute is prepared to lead the classroom effectively. By investing in substitute training, districts set a new standard for substitute teaching, contributing to long-term quality and continuity for students.

    References

    Barshay, J. (2020, October 5). We should be focusing on absenteeism among teachers, not just students. Brookings Institution. https://www.brookings.edu/articles/we-should-be-focusing-on-absenteeism-among-teachers-not-just-students/

    Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2009). Are teacher absences worth worrying about in the U.S.? Education Finance and Policy, 4(2), 115–149. https://doi.org/10.1162/edfp.2009.4.2.115

    Frontline Education. (2018). The big picture of teacher absenteeism. https://www.frontlineeducation.com/solutions/absence-time/resources/teacher-absenteeism-white-paper/

    Miller, R. T., Murnane, R. J., & Willett, J. B. (2008). Do teacher absences impact student achievement? Longitudinal evidence from one urban school district. Educational Evaluation and Policy Analysis, 30(2), 181–200. https://doi.org/10.3102/0162373708318019

    National Center for Education Statistics. (2022, July 6). Press release: 72% of U.S. public schools report an increase in teacher absences during the pandemic. NCES. https://nces.ed.gov/whatsnew/press_releases/07_06_2022.asp

    Red Rover. (2023). Teacher absenteeism trends and implications for student achievement. https://www.redroverk12.com/teacher-absenteeism

    Posted by: Dr. Kathleen A. Dawson

  • Teachers ARE Leaders!!!!

    Teachers ARE Leaders!!!!

    “Leadership is not about being in charge.

    It is about taking care of those in your charge.”

    ~ Simon Sinek

    Let’s get something loud and clear right off the bat: YOU ARE A LEADER. Yes, YOU! Whether you’re a first-year teacher, a seasoned principal, a lunch lady, a substitute, a speech therapist, or a band director, we are ALL responsible for leading the education industry forward. K12Leaders is calling your name, and here’s why you need to answer the call.

    Forget the Title – It’s About Impact!

    Ever hear the saying, “You don’t need a title to be a leader”? It’s true. You don’t need a corner office or a string of letters after your name to make a difference. Think of it this way: If a nurse can lead a patient to better health and a paralegal can steer a case to success, why can’t you, in whatever role you play, lead our students to greatness?  Every role is vital, every person a leader.

    “The function of leadership is to produce more leaders,

    not more followers.”

    ~ Ralph Nader

    Are you leaving Twitter?

    Don’t be fooled!! Other platforms don’t prioritize education like we do. K12Leaders is designed BY teachers FOR teachers. We get you. We share your struggles, your triumphs, and your passion for shaping young minds. So why not join a platform where your voice matters!!? ?

    The Education Profession: A Collective Force

    By and large, the education profession is full of talented, dedicated professionals who can make a huge difference if they start seeing themselves as leaders. They don’t need the fancy sign on their desk or the accolades. They just need to speak up, champion the cause, and fight for what kids deserve.

    “A leader is one

    who knows the way,

    goes the way,

    and shows the way.”

    ~ John C. Maxwell

    If Not YOU, Then WHO?

    So, to all the educators out there—if not YOU, then WHO? Who will lead the change, advocate for students, and inspire the next generation? We need you at K12Leaders to do the hard work, together.

    Join us. Lead with us. Be the difference.

    See you there!

    @Suzy, on behalf of the K12Leaders Team

  • Quality Training for Substitute Teachers: How Addressing Quality Can Enhance Staffing Pools

    Quality Training for Substitute Teachers: How Addressing Quality Can Enhance Staffing Pools

    The role of substitute teachers has grown increasingly significant as schools work to provide quality instruction with the growing frequency of teacher absences. Substitute teachers were once viewed as occasional stand-ins, but today, they are essential for educational continuity. Schools face a dual challenge: ensuring there are enough substitutes available, while ensuring students still receive quality instruction during these periods. Interestingly, there may be ways that the push for quality actually increases the staffing pool.

    As a point of reference, before the Pandemic, students spent around 10% of instructional time with substitutes—a figure that has since doubled to nearly 20% as districts grapple with persistent teacher shortages The Journalist’s Resource.

    This shift raises a vital question: Are today’s substitute teachers adequately prepared to meet classroom demands?

    School districts face ongoing challenges in filling substitute positions. By late 2023, 77% of district leaders reported “considerable” difficulty in finding substitutes, and over 93% experienced at least some staffing shortage National Center for Education Statistics.

    Many districts have implemented temporary solutions, such as increasing pay, lowering qualification requirements, and recruiting college students and parents K-12 Dive. While these measures help keep classrooms staffed, they often do little to ensure students receive quality instruction while their regular teacher is out.

    A well-prepared substitute teacher plays a critical role in maintaining a stable and engaging learning environment. It’s no surprise that poorly managed classrooms often lead to disengaged students, behavioral issues, and lost instructional time. In contrast, capable substitutes uphold lesson continuity, engage students, and foster a positive classroom atmosphere The Thomas B. Fordham Institute.

    Unfortunately, substitutes generally lack access to professional development opportunities available to full-time educators, which impacts their effectiveness. While 80% of large districts have raised substitute pay since early 2022, many districts are now recognizing that structured training and certification are essential to improving substitute teaching quality Red Rover.

    One effective approach to improving substitute teaching quality is certification. Programs like the The Fundamentals of Substitute Teaching K-12—a certification course offered by TransendED Learning through K12Leaders—equip substitutes with essential skills and strategies for effective classroom management and engagement. Key training areas include:

    • Classroom management techniques
    • Student engagement strategies
    • Adapting to diverse educational environments

    “In my years working across various districts, the need for skilled and dependable substitute teachers has been a constant challenge. I’ve seen first-hand how the lack of training and preparedness can impact not just the classroom environment, but student learning as a whole.” say’s Dr. Dawson. “This online pathway for subs introduces  essential classroom management skills, engagement strategies, and a clear framework to succeed from day one. This program should both  address the staffing gap and raise the bar for what we expect from our subs.”

    This certification provides substitutes with comprehensive preparation, building both their skills and confidence, and also coaches them through creating a “survival kit” of resources to help them be ready for any challenges they face in the classroom.

    Certification also helps address one of the core issues substitutes face: assignment inconsistency. Districts are more likely to rely on certified substitutes, knowing they meet quality standards required for successful classroom management and instruction. This consistency benefits both substitutes, who gain regular assignments, and students, who receive dependable, quality instruction K-12 Dive.

    Certification and training programs can increase a district’s substitute pool by empowering more individuals to consider these roles. Many potential substitutes may be intimidated  and hesitate due to a lack of confidence or preparation. With formal training, they gain the knowledge and skills necessary to succeed, making them more likely to enter the classroom as substitutes. Not only does this expand the substitute pool, but it also raises the quality of instruction, as certified substitutes are better equipped to manage classrooms effectively Red Rover.

    Investing in substitute teacher certification isn’t merely a temporary fix for staffing shortages; it’s a sustainable strategy for enhancing instructional quality. Certified substitutes do more than just fill a gap. They engage students, follow lesson plans closely, and contribute to a positive learning environment. Districts that prioritize certification set a high standard for substitute teaching, recognizing the long-term value of well-prepared substitutes.

    With federal pandemic relief funds winding down, districts increasingly need sustainable solutions for staffing challenges. Certification provides one such solution, transforming substitutes from temporary classroom managers to skilled educators ready to teach whenever needed National Center for Education Statistics.

    By reflecting on these questions, district leaders can make informed decisions to enhance substitute teaching programs. Programs like the “Professional Pathway” offer a structured way to improve substitute quality and positively impact student outcomes K-12 Dive.

    The demand for substitute teachers remains steady, and the need for quality instruction—whether from a permanent teacher or a substitute—remains essential. Investing in certification helps ensure that every classroom has a teacher prepared to lead.

    Districts prioritizing higher standards  for substitute teaching should consider easy access certification programs like Dawson’s The Fundamentals of Substitute Teaching K-12  to support both their educators and students. Quality substitutes make a lasting, positive impact, contributing to the stability and effectiveness of our educational systems.

    Essential Questions for School Leaders

    To assess their substitute staffing and training needs, district leaders can consider the following questions:

    • What percentage of instructional time in our district is led by substitute teachers?
    • How does the quality of substitute-led instruction compare to that of permanent staff?
    • What training and development opportunities are available to substitutes?
    • Are substitutes included in our professional development programs, and if not, why?
    • What steps ensure that substitutes have the necessary classroom management skills?
    • How can we support substitutes in becoming consistent and reliable members of our educational team?
    • What long-term benefits could substitute certification bring to our district?