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Key points:

AI has great potential in the classroom, but persistent problems hamper adoption

What’s next for AI in education?

Learning in the digital age has implications for students, teachers

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

Almost all school superintendents (97 percent) say that schools have an obligation to teach students how to use AI effectively and responsibly. Still, only 37 percent have a plan for incorporating AI instruction in the classroom, according to the 2024 Voice of the Superintendent Survey released by education company EAB at the School Superintendent Association (AASA) National Conference on Education.

Eighty-four percent say teachers in their districts are concerned about students using generative AI to cheat and take shortcuts.

“EAB’s report confirms that teacher shortages, behavioral disruptions, worsening student mental health, and other familiar challenges are so pervasive that exploring how new technologies such as AI can help doesn’t even make the ‘to-do’ list,” said EAB Senior Director of K-12 Research Ben Court.

Superintendents indicated that staffing issues remain their most pressing problem. Roughly half (52 percent) say the number of teacher vacancies has increased over the past 12 months, and two-thirds (66 percent) say the number of vacancies for noninstructional staff has increased.

A rise in work absences among teachers further compounds the staffing shortage. Nearly half (48 percent) of districts report an increase in missed workdays among instructional staff over the past year, while 55 percent of districts report an increase in missed workdays among noninstructional staff.

The survey also showed there has been little relief from rising rates of disruptive behavior and student absenteeism that soared during the pandemic. Sixty-four percent cite no improvement while 42 percent say rates of absenteeism have increased over the past year. Similarly, 76 percent of superintendents report no improvement in disruptive behaviors while 57 percent say disruptive incidents have increased.

“EAB continues to work with district leaders to share data and best practices on how to overcome these perennial problems so they can focus on teaching students the skills they need to succeed,” Court continued.

This press release originally appeared online.

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District Administration Read More

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The state of the teaching profession—from teacher burnout and record numbers of resignations to fewer young people pursuing education degrees—continues to dominate the headlines. The real news may be those rare educators who have been at the same school or even in the same classroom for 20 or more years. What’s their secret? Why have they lasted in a job that is no longer appealing to so many?

Take a closer look at these long-time educators and you’ll likely see that they have high job satisfaction because their fundamental needs are being met. They:

Feel valued by their colleagues and administrators
Have a strong network to support them
Are prepared to handle whatever comes their way
Have the autonomy to grow as a teacher, ensuring they can adapt to meet their students’ needs and achieve schoolwide goals simultaneously

So, why has the system failed others who are fleeing the classroom or not even considering careers in education? I believe that current and future teachers are not well prepared for the realities of the classroom, particularly from the social-emotional angle that is fundamental for both their own and their students’ success.

Building the professional social-emotional competence of prospective educators and their understanding of how to support their students should begin in college coursework. But it requires more than a “one-and-done” approach.

Professional development must be prioritized and re-envisioned for those working in the classroom to ensure all teachers have the grace and space to foster practical social-emotional skills that enable them to excel professionally and be personally satisfied in their chosen career.

Social-emotional skills are fundamental

The positive impact of well-implemented social-emotional skills programs on students is well documented. Such programs help students develop skills like problem-solving, self-regulation, impulse control and empathy. These skills are key to achieving academic success, improving classroom environments, and minimizing bullying and other negative social behaviors. Social-emotional skills translate beyond the classroom, too. They help students in everyday life when it comes to making productive decisions and becoming successful members of their community.

During my 19-year career, I’ve seen how educators are expected to lead social-emotional programming and be social-emotional role models for their students and colleagues. They also are expected to know how to use social-emotional skill development curricula, embed social-emotional skills into academic instruction and collaborate effectively with caregivers to build family engagement. But that is a lot to ask of educators, who may not have had the opportunity to hone their own social-emotional skills in preparation for college or their teaching career.

DA’s “Talking Out of School” Podcast is now live! Join the District Administration editorial team and special guests every Wednesday as they discuss their experiences, strategies and forecasts for K12 education.

There must be a stronger connection between certification requirements, what is taught in college coursework concerning the realities of the classroom, what is expected of teachers, and how they are supported in their classrooms to meet those expectations.

According to one report, the overwhelming majority of teacher education programs in 49 states did not address any of the five core social-emotional learning dimensions. There is a distinct need, according to a Learning Policy Institute study, to foster the social-emotional skills of teachers to prepare them to support the needs of their future students.

Teacher prep programs now are beginning to understand the importance of embedding social-emotional skill development content into coursework. Some universities are even developing separate certifications for social-emotional skill development.

Building blocks for the future

Given current and likely future challenges of meeting the diverse social and emotional needs of students in our classrooms, the existing way we support the preparation and professional development of educators simply does not prepare educators fully for the realities of the classroom nor does it meet the most basic and psychological needs of today’s teachers to ensure that educators will remain in the classroom. Strengthening social-emotional skills must begin as individuals prepare to become teachers. And it must continue after they step into the classroom and throughout their time as educators.

Educators must be taught how to support their professional social-emotional growth, as well as develop the skills they need to share these valuable lessons with their students. But it doesn’t have to be complicated. To ensure that teachers have a strong foundation, universities and school districts should consider the ABCs of integrating social-emotional skill development into coursework and professional development:

Agency —Teachers need support identifying how to leverage their expertise. Plus they must be confident that the intentional choices they’re making will produce positive outcomes. New – and even seasoned – teachers often have a hard time connecting what they see from their students with strategies they can apply to make an impact. Data gathered from strength-based assessments can be valuable here. This information can provide teachers with insights pinpointing where students need support and guidance on how to creatively integrate these lessons throughout the school day alongside core academics.
Belongingness —Educators need intentional time and purposeful outlets to help them connect with each other and build a supportive community. It goes far beyond the occasional happy hour or team bonding activity. Even staff meetings or professional learning communities (PLCs) rarely dedicate sufficient time to modeling social-emotional skill development strategies, practicing skills and connecting with others about their experiences. In the college classroom, for example, future educators can engage with each other through community circles. This long-standing practice supports learning and builds connections and trust among peers and is easily replicable in a professional setting. Once in the classroom, job-embedded PD is key. Teachers must have a voice in PD, collaborating on content, expectations and outcomes to ensure that they are given agency in how to grow and are capitalizing on collective self-efficacy in order to grow alongside their colleagues. Ultimately, the limited time teachers have to improve their own skills must be used effectively and provide a clear connection to how it applies to helping their students succeed.
Competence —Educators need the grace, space and permission to grow the skills that are meaningful to them and that have a positive impact on their expertise and their students. Even though most schools have professional growth systems in place, the goals are often mandated by administrators or the district based on end-of-year assessment data. These edicts leave no room for intertwining professional and personal growth. Teachers must be encouraged to ask for help where they need it – not judged when they do. And more importantly, there must be time set aside for mentorship, with guidance provided on how to be an effective mentor or mentee.

Immediate action is required to stem the continuing exodus of long-time, excellent educators and encourage the next generation to enter the classroom with confidence and competence. The first step entails integrating social-emotional skill development into college coursework so future teachers can hone their own social-emotional skills and feel confident in modeling them for their students. This will provide future educators with a strong foundation for success when they enter the classroom.

Then, current educators need continual support, with PD and other strategies that encourage them to learn new skills and engage in lifelong learning. This approach will ensure that members of the teaching profession feel valued, feel that their voice matters, and feel empowered to continue making a difference in the lives of their students.

The post Why new teachers are not prepared for today’s school climate appeared first on District Administration.

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Key points:

Use “hooks” to captivate students’ attention and foster excitement for learning

Student engagement requires more than edtech tools

PBL isn’t used enough–let’s change that

For more news on teaching trends, visit eSN’s Innovative Teaching hub

Learning is a dynamic process, one in which learners must be actively engaged. However, studies suggest that a significant percentage of students feel disengaged in their learning, posing a challenge for educators. As teachers strive to adapt their instructional methods to nurture student curiosity and drive deeper student engagement, the principles outlined in Teach Like A Pirate offer valuable insights. 

A few years ago, I read the book Teach Like A Pirate by Dave Burgess, and the ideas resonated with me and changed my perspective on instructional practices. In his book, Burgess emphasizes the importance of Passion, Immersion, Rapport, Ask/Analyze, Transform, and Enthusiasm (P.I.R.A.T.E.) in teaching. Central to this approach are the hooks – strategies that captivate students’ attention and foster excitement for learning. Here, we explore five effective hooks I’ve shared with the educators I support that are inspired by the book, along with specific examples of their implementation: 

1. The Mystery  

Creating a sense of intrigue and anticipation can significantly enhance student engagement. Simple yet effective strategies, such as presenting a mystery box or revealing half of an image, encourage students to speculate, discuss, and inquire. By tapping into their curiosity, educators can stimulate deeper learning experiences. 

Within their K-12 platform–Discovery Education Experience–the team at Discovery Education has created an entire section on Instructional Hook Strategies as part of their Spotlight On Strategies resources. Two examples that I implemented in my classroom, were Half of the Picture and Half the story.  

Present students with half of an image and prompt them to speculate on the missing portion. For example, show only the right half of an image of soldiers and ask students to guess what the soldiers are preparing for.  

Zoom in on a projected image, revealing only a portion to students. Prompt them to guess what it could be, gradually zooming out to unveil the full image. These strategies encourage curiosity and critical thinking, setting the stage for deeper exploration of the day’s lesson. 

2. The Technology Hook  

The use of technology can be a hook in itself, but it can also be combined with most of the other hooks to amplify the learning experience. The mystery hook could be applied when connecting to experts, authors, or other classes. Students could try to guess who they will be meeting with or where they are from.  

Technology not only engages students but also offers opportunities for alternative assessments that encourage creativity and individuality. By incorporating alternative assessment formats, students can demonstrate their understanding in unique ways. For instance, when prompted with questions such as ‘Were the colonists justified in rebelling against the British?’, one reserved student expressed her thoughts in a British accent during an audio recording. This unexpected approach not only revealed her personality but also showcased her depth of understanding. Such personalized assessments serve as catalysts for further exploration of students’ interests and capabilities. 

Embracing alternative assessment methods not only fosters deeper engagement but also unlocks students’ creativity and individuality. Projects using platforms like Flip,  Garageband, Russel Tarr’s ClassTools Fakebook page, Matt Miller’s Ditch That TextBook templates, and Ryan O’Donnell’s Creative Ed Tech site offer innovative ways for students to showcase their understanding while connecting to their interests. 

By harnessing these resources, educators empower students to demonstrate mastery authentically, fostering deeper engagement and meaningful learning experiences. 

3. The Kinesthetic Hook   

Engaging students through movement is a powerful strategy that enhances active participation and deepens learning experiences. By incorporating kinesthetic hooks into teaching practices, educators can create dynamic and immersive environments that promote collaboration and critical thinking.  

Gallery walks provide a transformative approach to traditional presentations, fostering active participation and deeper learning experiences. Rather than passively listening to student presentations over multiple class periods, gallery walks utilize both classroom and hallway spaces as dynamic learning resources. This setup encourages students to actively engage by moving around and interacting with various materials. 

During gallery walks, students have the opportunity to explore a variety of resources, including posters, QR codes linked to slide presentations, and informational materials. This station-like setup allows students to interact with multimedia content such as text resources, video clips, and presentations, thereby enhancing their understanding and retention of the material. 

By offering a multisensory approach, gallery walks engage students on multiple levels, catering to diverse learning preferences and fostering a deeper connection with the content. As an educator who has transitioned from traditional presentations to gallery walks, I have observed firsthand the transformative impact of this approach. It ignites greater student engagement and enthusiasm for learning, ultimately leading to more meaningful educational experiences. 

4. The Safari Hook   

Scavenger hunts and interactive challenges offer exciting avenues for students to apply their knowledge while fostering independent learning and problem-solving skills. Utilizing tools like Google Forms, educators can craft digital scavenger hunts with self-assessing questions, promoting engagement and autonomy in learning. Incorporating elements of gamification, such as unlocking clues or prizes, enhances motivation and bolsters learning outcomes. 

For instance, digital photo activities like the alphabet photo book engage elementary students in identifying letters by capturing images around the school. This approach extends beyond traditional assessments, allowing educators to assess various skills and knowledge through student-generated content. 

Another hook is bringing the Amazing Race into the classroom. Educators can leverage Google Forms and response validation questions to create unique challenges at each ‘Pit Stop.’ By incorporating QR codes for easy access and navigation, educators immerse themselves in the activity, gaining valuable insights into students’ engagement and understanding. 

Alternatively, activities like BreakoutEDU provide a thrilling experience by presenting students with clues to open locks and reveal hidden treasurers. Platforms like  Flippity.net offer flexibility in designing scavenger hunts, replacing physical locks with digital counterparts and providing endless possibilities for creative challenges. 

Regardless of the chosen activity, participants of all ages delight in the opportunity to move around and engage in thought-provoking challenges, reinforcing learning in an interactive and enjoyable manner. 

5. The Picasso Hook  

Visual storytelling and sketchnoting are powerful tools for comprehension and creativity. With touchscreen devices and digital whiteboards, students can create visual representations of concepts, enhancing understanding and fostering creativity. Sketchnoting allows students to capture information from text, video, or presentations using drawings, facilitating better retention and understanding through visual connections. 

Technology makes sketchnoting accessible to students of all skill levels. For instance, touchscreen devices like iPads enable students to use apps like Freeform for drawing. Additionally, tools like QuickDraw by Google assist students in generating visual content by predicting drawings and offering clip-art style options. 

Digital notebooks offer another avenue for visual expression. Students can use templates in Google Slides, PowerPoint, or Keynote to add information, take notes, and include images to support their understanding. Tools like Google Drawing can be used to annotate images or create hand-drawn copies, allowing students to personalize their learning experience and showcase their understanding effectively. 

Incorporating these hooks into instructional practices not only revitalizes classroom experiences but also cultivates a deeper connection between students and learning. By stimulating curiosity, fostering creativity, and promoting active participation, educators can create dynamic and immersive learning environments that inspire a lifelong love for learning. 

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eSchool News Read More

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Key points:

Admins can take risks, learn to use new tools, and relying on the partners

Solving the IT staffing challenge in K-12 education

Now is the time to plan for next year’s technology upgrades

For more news on IT transformations, visit eSN’s IT Leadership hub

Irvington Public Schools is an urban district with the hometown feeling of a place where everyone knows each other. Our student body is predominantly Black, but we are quite diverse and have many cultures represented among our students. Approximately 20 percent of our scholars speak English as a second language.

I have been with the district for 20 years, though I didn’t become the superintendent until April 2020. When I came into the office, I had a tech-focused vision for the future of our district, but the pandemic was beginning to force us to move in that direction anyway, albeit without the careful consideration and planning we would have preferred. I gave our technology department marching orders to get every student and every teacher on a Chromebook and trained in the Google Suite within two weeks. It was immensely stressful for them, but they got it done and we haven’t looked back.

Here’s how we brought our district into the future without breaking our budget.

Beginning a technological evolution

When I first became an administrator in the 2013-14 school year, I started a coding initiative. I believed technology would be powerful for our scholars and I wanted everyone to have access to it, but only one student in the entire school signed up for the program.

Fast forward 10 years, and now thousands of scholars in our district are learning to code in elementary school using engaging, hands-on tools like Ozobots, Lego Spike, and VR Labs–and that’s just where their tech journeys begin.

We also have Chromebooks for every student and 3D printers and interactive whiteboards in our classrooms. We even bought virtual reality headsets that allow our scholars to visit places they might never see otherwise, a powerful way to bring cross-curricular learning to life for students. One thing I appreciate about the headsets is that they really highlight the belief that technology does not have to exist in its own standalone class, or even be the main point of any activity it’s used in. Sometimes it’s just a way to excite students, to immerse them in a different perspective or experience than they might otherwise have access to.

Our tech director, John Amberg, does an excellent job staying on the cutting edge of technology and finding ways to share it with our students. Not only did he help launch our first STEAM academy, he was instrumental in putting together our first AI community summit, and we are now preparing to open an AI academy.

Finding the funding (and partners) for a tech makeover

In order to fund these exciting initiatives, we have been able to leverage state and federal funds–specifically, ESSER (Elementary and Secondary School Emergency Relief) funds–and have secured various grants. We can (and will!) always hope for more funding. Regardless, our goal is to ensure that our scholars are exposed to what’s happening in the world, whether that’s new AI tools or Elon Musk’s new project. To that end, we have a department called Government Programs that seeks out and applies for grants, and we direct a certain amount of each school’s funding toward technology.

We spent time and resources to conduct research prior to making decisions, which has proven to be a sound investment. Part of that research is looking at what other districts do and reaching out to their leadership when I see something I admire. I’m part of several different superintendents’ groups, but I belong to one core group in which we share everything we’re doing so we don’t have to reinvent the wheel. It can be hard to build those relationships with neighboring districts because everyone wants to stand out and be the best district in the area, but nearby superintendents can make incredible partners. We have our STEAM academy right now because I had two phenomenal partners who let me visit their districts to see how their technology and systems worked.

During any large technology adoption, it’s important to partner with a vendor who has a human touch and can be consistently relied upon. They may be tech gurus, but if they don’t understand your entry points and where you want to go from that point–or you can’t reach them when things aren’t going well–it doesn’t matter how great their technical understanding is. We partnered with Bluum to provide a range of technology, including Ozobots, virtual reality headsets, 3D printers, interactive flat panels, Chromebooks, and more. It all works together to create a comfortable, user-friendly experience for both educators and students.

Using professional development to earn teacher buy-in

The transition was hard for some educators because none of us wants to look like we don’t know what we’re doing in front of a classroom of young scholars. Some teachers also felt like we were telling them how to teach. I stressed that the change wasn’t about the technology, but about our scholars. We need to meet them at their entry points, and technology is a powerful entry point for young people today. Another thing that has helped is reminding all our teachers what a powerful and wonderful teachable moment it is when a teacher has the opportunity to show their scholars that everyone needs some help sometimes and everyone, even students, can be in a position to teach from time to time. That’s a valuable lesson for our scholars.

We provided our teachers plenty of professional development on how to use all these new tools to make their teaching more efficient, convenient, and engaging. I use the analogy of a dark room. No one has to go into it alone. I’ll hold your hand and go in with you and I’ll make sure you have support there in the form of technology coaches, technicians, and others who can provide one-on-one help. You may not be able to see everything around you and you might feel afraid and vulnerable, but you have the support to stay safe and find a light switch. Through this work, we have made new technology non-threatening, which has been successful. We had teachers on the verge of retiring after 30-40 years in the classroom that caught a second wind amid all these transformations.

It has made a difference in our scholars’ lives, too. One of our scholars recently achieved a perfect score on our mathematics statewide assessment. We asked her how she did it, and she told us that she was using the Chromebook and one of the programs we provided, iReady, to practice at home every night. She wouldn’t have had that ability without our tech initiatives, but those tools and her own hard work enabled her to excel in an area that she doesn’t even consider her best.

As administrators, we can’t be afraid to get out on a ledge. All that does is limit our scholars to what we already know and understand. We ask our students to be vulnerable and take risks every day. We can model that behavior by taking risks and learning to use new tools ourselves and relying on the partners and team members we have to hold our hands in the dark.

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K-12 Dive – Latest News Read More

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With “thoughtful experimentation,” artificial intelligence can expand learning opportunities, an International Dyslexia Association leader says.

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eSchool News Read More

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Key points:

District communications platforms can have a transformative impact on school outreach

6 tips for communicating with emergent bilingual families

Your top 5 school-home communication challenges, solved

For more news on communications, visit eSN’s Educational Leadership hub

In an increasingly interconnected world, it’s more important than ever to have effective communication within your diverse school community. Communication plays a pivotal role in fostering a collaborative environment, ensuring the well-being of students and promoting a culture of continuous improvement. Communication impacts all of your stakeholders, and when parents are involved in their children’s schooling, academic achievement, school engagement, and motivation all improve, according to the American Psychological Association.  

Breaking language barriers

One of the most significant barriers to successful integration of newcomers into communities is language. Schools have a two-fold challenge: Newcomers struggle to understand and be understood, and schools grapple with the means to effectively communicate with them. This is where a communications platform like Bloomz can make a profound impact. By offering translation services in more than 133 languages, Bloomz dismantles these barriers, ensuring that important information reaches everyone in a language they select. This feature is particularly crucial in educational settings where parents’ engagement in their children’s schooling is pivotal. With Bloomz, parents who are not proficient in the local language can receive updates, participate in discussions, and contribute meaningfully to their children’s education.

There are 97 languages spoken in Round Rock Independent School District in Texas. “Before Bloomz, we would send out posts, calendars, and alerts, and put the information on our website for parents to change into a different language, but there weren’t many available other than Spanish,” says Bertha Benedict, director of Bilingual and ESL Programs. “ESSA requires me to do parent engagement, and to go above and beyond I have to communicate with parents. Bloomz lets me do that.”

Cultivating inclusivity and empathy

Communicating in your native language is deeply empowering. It’s not just about understanding words; it’s about connecting with those words on a cultural and emotional level. Bloomz acknowledges this by providing a platform where every individual feels seen, heard, and valued. This inclusivity goes a long way in fostering a sense of belonging among newcomers, making their transition into new communities smoother and more comfortable. Furthermore, when local community members witness the effort to accommodate different languages and cultures, it cultivates an atmosphere of empathy and respect. Such an environment encourages deeper and more meaningful interactions, paving the way for a cohesive and supportive community fabric.

Facilitating better parental involvement

While newcomers strive to adapt to their new surroundings, the host community also needs to extend support and understanding. Bloomz facilitates this mutual effort by ensuring that language does not become an impediment to participation. Whether it’s parent-teacher meetings, community events, or local announcements, the availability of multiple languages ensures that everyone can be an active participant. This not only boosts the confidence of newcomers but also enriches the community’s cultural tapestry. When people from diverse backgrounds share their perspectives and experiences, it leads to a more vibrant, dynamic, and innovative community.

Joseph Mattina is principal of P.S. 023 Carter G Woodson Elementary School in Brooklyn, NY, a Title I school with every student below the poverty line. “We struggle with parent engagement and involvement,” he says. “Lots of our students are in temporary housing, parents come from different backgrounds and have different capabilities around using technology, and they don’t go through backpacks and folders. We wanted it to be easy for us and for the parents to interact. With Bloomz, we can notify parents immediately or we can schedule messages to go out a week or two in advance. Parent involvement is more favorable now than it was five years ago and a lot of that has to do with Bloomz.”

Cathy Daniels, former principal at Waters Elementary School in Fond du Lac, Wisconsin, agrees that Bloomz helped her teachers connect with all families. “Teachers can send beautiful pictures and video clips to parents about what’s happening and share the ‘inside the classroom’ experience. We’ve never had the opportunity to get pictures to parents as quickly as what Bloomz does.” 

In today’s globalized world, platforms like Bloomz play a critical role in keeping school and home connected. As we move forward, the lessons districts learn from communications platforms will shape the future of community engagement and integration, making our communities more connected, empathetic, and inclusive. 

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The 74 Read More

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This article was originally published in Washington State Standard.

Washington House and Senate lawmakers have unanimously passed a bill requiring all public, charter and certain tribal schools in the state to carry naloxone, an opioid overdose reversal medication also known by the brand name Narcan.

Senate Bill 5804, sponsored by Sen. Patty Kuderer, D-Bellevue, will move to Gov. Jay Inslee’s desk, where he is expected to sign it into law, Kuderer’s office said.

“We all wish we weren’t here as a nation, but we are,” Kuderer said. “This bill is about saving lives.”

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Washington has seen a dramatic increase in opioid overdose deaths among young people, particularly due to fentanyl, a cheap and devastating drug.

According to the state Department of Health, rates of opioid-related fatalities among adolescents ages 14 to 18 surged almost threefold from 2016 to 2022. The agency says the increase can largely be attributed to fentanyl.

Current Washington law requires school districts with over 2,000 students to carry at least one box of naloxone in each of its high schools. But students at Lake Washington High School, who brought the bill to Kuderer, told lawmakers during committee hearings that over half of the state’s districts have fewer than 2,000 students.

The group of students said in a statement that they believe the legislation “will mark a critical turning point in protecting students from the opioid epidemic.”

SB 5804 is part of a larger effort by Washington lawmakers to combat youth opioid use and the broader opioid epidemic. The state Department of Health in January also said they would offer every high school in Washington a box of naloxone for free.

“Despite being divided along party lines on many things, we’re unified in this front,” said Rep. Mari Leavitt, D-University Place, during a bipartisan press conference on the opioid epidemic.

Washington State Standard is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Washington State Standard maintains editorial independence. Contact Editor Bill Lucia for questions: info@washingtonstatestandard.com. Follow Washington State Standard on Facebook and Twitter.

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