K12LEADERS

Category: State of Education

Updates regarding educational policy at the local, state, or federal level

  • High School to College: Arts-based SEL & Student Success Planning

    High School to College: Arts-based SEL & Student Success Planning

    This article discusses one of the most effective, yet often overlooked vehicles for fostering Emotional Intelligence (EQ) and Social-Emotional Learning (SEL) – arts education. Let’s look at 5 types of Art-based SEL and how they improve student success planning. It was originally published on the ThinkBuildLive Success website.

    The development of Emotional Intelligence (EQ) and Social-Emotional Learning (SEL) skills in high school has never been more vital. Just ask college educators why this matters. They are increasingly tasked with supporting students who arrive on campus academically prepared but emotionally under-equipped.

    One of the most effective, yet often overlooked vehicles for fostering these essential competencies and supporting student success planning is arts education.

    5 Types of Art-based SEL for Student Success Planning are:

    • Visual Arts
    • Performing Arts
    • Creative Writing
    • Dance and Movement
    • Music Education

    Why Social-Emotional Skills Matter in College

    Social-emotional learning enables students to manage emotions, set and achieve goals, and show empathy. It further enables them to maintain relationships and make responsible decisions. These are competencies identified by CASEL (the Collaborative for Academic, Social, and Emotional Learning).

    In higher education, these skills translate into these critical success factors:

    • resilience
    • self-regulation
    • adaptability
    • collaborative ability.

    When students have a strong SEL foundation they are better positioned to thrive both inside and outside the classroom.

    The Adolescent Window of Opportunity

    Early adolescence – roughly middle and high school – is a period of heightened brain plasticity. During this time, neural pathways that influence emotional regulation, social perception, and behavioral habits are solidified.

    According to Brooks (1999), this developmental window is ideal for reinforcing self-esteem, empathy, and personal responsibility. Programs that focus on SEL during these formative years are preparing students for high school graduation and laying the groundwork for college readiness.

    The Arts as a SEL Catalyst

    Arts education – whether visual, performing, or literary – engages the emotional and social dimensions of learning in ways few other disciplines do. As Ping Ho of UCLA’s UCLArts & Healing notes, the arts enhance SEL by facilitating self-awareness, emotional expression, and empathy.

    In fact, decades of research show that structured arts programs can reduce stress, boost self-confidence, and build social connectedness. For students, this translates to improved academic performance, better communication skills, and greater college preparedness.

    Research-Backed Impact

    Studies have long pointed to the connection between arts engagement and positive developmental outcomes. A seven-year California Endowment study found that arts participation significantly boosted both academic achievement and self-esteem in adolescents.

    Shirley Brice Heath’s 1998 study showed that students in arts-based afterschool programs were more confident, more resilient, and more likely to aspire to and succeed in higher education than their non-arts peers.

    Another standout example is the YouthARTS Development Project. It demonstrated how arts programs improved communication, emotional expression, and teamwork in at-risk youth. These are precisely the qualities students need to navigate the social and academic demands of college life.

    If we want to build resilient, adaptable, and socially conscious college graduates, we need to support arts education in high school. It’s not a luxury. It’s a prerequisite for 21st-century success.
    ~Elizabeth Kemler

    Arts Modalities and Their Lasting Effects

    Visual Arts help students process complex emotions and express themselves non-verbally. These forms of self-expression often translate into stronger observational and critical thinking skills. These traits are valuable in every college discipline.

    Performing Arts provides safe environments for risk-taking, empathy-building, and collaboration. These experiences enhance public speaking and leadership abilities, both essential in higher ed.

    Creative Writing fosters reflective thinking and emotional articulation. Students who’ve had opportunities to develop their voice through writing tend to be better equipped to engage in academic discourse and build peer relationships.

    Dance and Movement activities promote body awareness and stress relief while encouraging discipline and persistence. Such skills support overall wellness. This is increasingly recognized as a foundation for academic performance.

    Music Education enhances emotional regulation, concentration, and group cohesion. Programs that integrate music often see increased student engagement and attendance. These are key indicators of college readiness.

    A Personal Perspective: Why This Matters

    My own experience speaks to the power of the arts. As a student managing ADHD, dyslexia, and social anxiety, the arts were my lifeline. They allowed me to process emotions, build self-worth, and explore identity in a way that academics alone could not. This creative outlet helped me arrive at college more grounded and self-aware. I’ve since seen countless students walk a similar path.

    The Takeaway for College Educators

    When students arrive with a background in arts-integrated SEL, we notice the difference. They participate more fully and adapt more quickly. They often lead with empathy.

    High school educators should advocate for high school arts programs as both enrichment and essential college prep. College educators can create bridge programs that collaborate with feeder schools. They can also integrate arts-based activities into orientation and first-year experience curricula.

    Arts education isn’t just about producing artists. It’s about developing well-rounded, emotionally intelligent students who are prepared to succeed in college and contribute meaningfully to their communities.

    Final Thought

    If we want to build resilient, adaptable, and socially conscious college graduates, we need to support arts education in high school. It’s not a luxury. It’s a prerequisite for 21st-century success.

  • 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

  • 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?
  • Advertising Cookies and Mental Health…

    Advertising Cookies and Mental Health…

    I was doing some research this morning on student and teacher mental health as we have a couple of growing wellness communities on K12leaders.  In the middle of a good article, with actual hard numbers about a very serious topic, I get to make a choice to have a cookie.  And, reading the bright red notice, not just a single cookie, but if I eat one I have to eat the whole bag… unless I put them back myself.

    Awkward metaphor?  I don’t think so…  I can share that it distracted me enough to write up this quick post… and to ask these question:

    As an educator, district leader, or researcher, how does this make you feel?  Would this distract you from the value of the content?  Make you rethink the site you’re reading it on?

    Are you resolved to this reality?  How well do you understand what a cookie is?  Do you know the difference between and “advertising cookie” and a “performance cookie?”  (Chips Ahoy v. Cliff bar, maybe?)

    And now, back to my research… in a sec. I’m getting some more coffee. And maybe a snack.

    Posted by: Mike Bronder

    Michael Bronder is one of the co-founders of K12Leaders and has invested his career in supporting teaching and learning at all levels… military, corporate, higher ed, and K12.

  • And the Voice of the Educator Rang Through the Halls- Our FETC 2024 Round-up!

    And the Voice of the Educator Rang Through the Halls- Our FETC 2024 Round-up!

    There’s stiff competition among the winter education conferences… TCEA, TASA, and AASA are all within a couple of weeks of each other, and FETC 2024 seemed to anchor this year’s series with the energy we expected pre-COVID ahead of the more regional conferences that pick up in March, like California’s League of Educators.

    While I think everyone who attended last summer’s ISTE would agree that the attendance and energy was back to “pre-COVID” levels, it seemed to me that everyone was still a little surprised to be back among <all> of their colleagues. And there was still plenty of conversation around the future of “the conference” format.

    And it feels like we’re starting to move on from the “will this conference survive” conversation and into conversations that we go to these conferences for… This year my conversations with solution partners seemed to focus more on the “voice of the educator” than in years past. Perhaps that’s a result of our having the chance to talk face-to-face again, but regardless it’s a great step forward!

    We all know the pressures schools and districts are under on a daily basis… serving the immediate needs of the students and community make it very hard to drive innovation or streamline essential processes.  And we’ve long recognized that solution partners are essential components of the K12 ecosystem to help do exactly that.

    Too frequently, though, we are approached by vendors who seem to have come up with ideas in a bubble and with little or no idea of how their solutions might work (or not) in daily practice within a school or classroom.

    Both educators and solution providers this year seemed to be aware of this, and conversations gravitated to that theme quickly.  Here are a few highlights:

    Teaching students’ future selves

    Backed by several National Science Foundation grants, and developed out of Woods Hole Oceanic Institutute , Scoutlier was designed by educators for educators and addresses the core issue of keeping learning relevant and manageable for students.  Their CEO, Brandy Jackson, is herself a teacher as are the majority of Scoutlier’s staff.

    Everyone at Scoutlier has personally had to answer the question “When am I ever going to use this in real life?” as they stare back into the faces of students frozen by not knowing how to start on a problem they don’t really care about.

    A free platform that plugs into Google Classroom, Canvas, and any other LMS, Scoutlier answers both of those questions, and makes learning more manageable for kids, and teaching easier for teachers.

    Scoutlier has 2 components. The first, EngagED makes it easy for teachers breakdown assignments into a manageable processes, helping students see a path of small steps that brings them to their goal.  Based on the experience of every teacher on staff, that is a game changer for many students.

    Second, CareerConnectED leverages AI to find real-world examples that answer the question “When are we actually going to use this in real life?”

    As Jackson says, “You’re in front of your algebra class talking about the exponential decay formula to kids who are going to be going into 20 different fields… how do you give each of them an example of why that formula is relevant to their future selves?”

    Reaching students (and teachers) where they are

    Another example of user-centered design that could only be discovered through the voice of educators comes from Lightspeed, and the release of their new Cascadia system. 

    Cascadia is a networked classroom audio system that has found the intersection of instruction, classroom management, school communications, and student safety. Lightspeed was only able to design Cascadia by listening to all of their district stakeholders and understanding that both teachers and students may need help being heard at any given time.

    Engaging with the “voice of the educator” is a big commitment… To work it must be a 2-way conversation.  Ask your customers all the questions you want, but if you don’t answer them a company might not get another chance.

    Lightspeed’s approach is 2-fold. First is their Lighthouse Customer program which serves as a valuable platform for ongoing feedback, allowing educators to test new features and share insights on the effectiveness of Lightspeed’s solutions. By involving educators directly in the development process, Lightspeed ensures that their products, like Cascadia, are not just tech solutions but practical tools that truly address the concerns of the education community.

    The second is a commitment to salesforce training… While salespeople can certainly cause some anxiety for educators, Shaun Fagan, SVP of Product, says Lightspeed’s product team meets monthly with sales to gather feedback from the field, and that they’ve actually trained salespeople to ask better questions during the sales process to help keep that line of communication open.  The result, says Fagan, is a communication solution that is mobile, simple, and immediately available to a teacher wherever they are in the classroom or building.

    The greening of device management

    Another avenue for communication, that’s particularly effective at conferences like FETC, are informal customer focus groups.  There are so many social options around venues like Orlando’s Orange County Convention Center that with a little coordination, an après-event social can be a relaxed way to discover the real issues on educators’ minds.

    MicroReplay, a leading provider of device repair services and replacement parts, did just that at FETC this year. Through evening conversations Tani Marinovich, MicroReplay’s VP of Sales was able to discuss the whole range of priorities involved in sourcing a repair partner.

    According to Marinovich, the paramount concern has always been ensuring districts have devices ready and available for their communities around the clock, with the elimination of service gaps being a top priority. However, beyond the imperative of service quality, various other factors occupy the minds of IT directors. During a casual dinner and drinks, Marinovich and the team uncovered other considerations.

    Marinovich explained, “Job number 1 is maintaining continuous device availability, but there are additional aspects to address. For instance, assessing what can be serviced in-house rather than being shipped out, determining optimal sources for replacement components, aligning with environmentally sustainable goals, and evaluating the overall financial return on investment (ROI) are all significant concerns.” She added, “Hearing these insights firsthand is encouraging, as they align with the core drivers behind our daily operations.”

    MicroReplay recognizes that while service quality remains a top priority, the nuanced needs and concerns of IT directors encompass a broader spectrum. By understanding these intricacies, the company tailors its services to effectively address the whole range of concerns around device repair and maintenance, emphasizing efficiency, environmental sustainability, and financial return-on-investment.

    How are the kids doing?

    Along with the distance learning band-aids that got applied during the pandemic, we also saw a burgeoning of teletherapy solutions.

    One of the prominent K12 teletherapy solutions that responded to student needs in the pandemic was eLuma.  I had a chance to speak with their CEO Jeremy Glauser.

    As with many education partners, eLuma started based on personal experience… in this case recognizing that the anxiety Glauser wrestled with in high school and college was far more common that he realized at the time.

    But what’s critical for a partner to serve K12 effectively is recognizing that their initial idea is only a starting point.  To ensure that the educator’s voice remains front-and-center, eLuma pairs dedicated customer success partners with each district as well as running periodic focus groups. This has resulted in to significant responses. 

    The first is their recent expansion of remote services to provide Multi-Tierd System of Supports (MTSS). Glauser shared that many teachers just don’t feel equipped to assess and respond to the vast array of student needs they see every day.

    And the second is to help districts find ways to fund those programs… Glauser continued, “Many districts aren’t sure how to access funding and they welcome guidance for how to apply that to programming that benefits all their students’ mental health needs.” To address that, eLuma provides resources and guidance that help districts understand and take advantage of funding opportunities, a welcome support as has been mentioned in another post (Know Your Audience).

    And forward!

    Maybe there’s a parallel between the future of education conferences and partners recognizing the voice of the educator? The K12 leaders that attend conferences, and the customers that partners serve, are the connection between partners and student success. Making sure those voices are heard loud and clear is something we can all work on… Those conversations are certainly seem to be leading in the right direction!

  • Before There Was AI…. Wait. What Was Before AI?

    Before There Was AI…. Wait. What Was Before AI?

    It’s sometimes hard to remember that education technology was deep and robust before AI hit the scene in 2023. While we continually hear about how AI is going to directly affect the classroom, it’s also important to understand how it will integrate with the existing ed-tech ecosystem.

    Some of the possibilities are truly amazing, and others should be explored with an eye on student (and teacher) privacy. In some cases, the existing ecosystem may actually magnify the impact AI can have while mitigating some of the risks we’re just starting to understand.

    Education institutions share a common mission — to provide their students with the knowledge and skills that form the foundations of a successful future. Education technology (ed-tech) is an important driver in reaching this goal, and its advancement is opening the doors to exciting new ways to use it in today’s classrooms. Explore what ed-tech is, how it creates value, and how it’s evolving in a world increasingly influenced by AI.

    Remember Ed-tech?

    Ed-tech is the collective media and tools that help facilitate knowledge communication, delivery, and exchange. This broad definition can refer to solutions like software, smart devices, and electronics. These empower school faculty to teach more effectively and remotely, promote better knowledge retention, create engaging student experiences, and run more efficiently.

    6 Ways Ed-Tech Enhances Education

    Learners today expect an interactive experience beyond passive learning through sitting in a live classroom and listening to a lecture. Ed-tech enables faculty to prepare students for future workplaces by providing exciting new ways of interactive learning and engagement.

    Among the many benefits of tech in the classroom are:

    1. It Supports Diverse Learning Styles

    Every student’s needs are unique, and each learns differently. These realities can make it challenging for your workforce to meet diverse demands.

    Modern technology can support learning styles and needs in several ways, including online platforms, interactive learning tools, and collaborative experimentation. These solutions empower your teaching staff to deliver materials through different mediums. They also allow students to engage in ways that work for them. For example, an educator can leverage technology to permit students to demonstrate their knowledge through different options. This approach creates more customized experiences while still providing an education of meaningful benefit.

    2. It Fosters Better Communication and Collaboration

    Modern technology makes communication easier for your workforce, students, and parents. Pupils can readily make suggestions or ask questions that they may be too shy to pose in class by using electronic tools. Teachers and parents can use email for routine communication and video tools for more convenient parent-teacher conferences.

    Technology solutions are also ideal for nurturing collaboration between students. Pupils can work together on projects through platforms like text messaging, videoconferencing, and online discussion forums. Existing and upcoming programs can even help your teachers track individual contributions and group effort.

    3. It Prepares Pupils for Their Futures

    Today’s businesses increasingly rely on technology to power and improve their operations. Whether your future graduates will operate costly equipment or design the next space shuttle, savvy tech skills are essential for their success. Your campus’s classrooms are the ideal places for students to get the introductory skills they need to be confident technology users in the workforce.

    4. It Creates an Engaging Experience

    Technology and education combine to create more interactive learning experiences. In turn, users have more involvement with the tools they’re using. This association can lead to better knowledge retention, increased subject interest, and higher lesson engagement.

    5. It Offers Enhanced Learning

    Technology can make learning more engaging and interactive, improving students’ understanding and retention of the information. Students can also access a vast amount of information and resources online, expanding their knowledge beyond traditional textbooks and learning deeper research skills for finding authoritative, credible sources.

    6. It Accommodates Inclusivity

    Technology can assist students with disabilities and special educational needs, making education more accessible to a wider range of learners. Distance learning curricula and assistive technology such as speech-to-text, subtitles and captions, and keyboard and mouse adjustments can benefit learners with and without disabilities for more advantageous classroom experiences.

    Top 10 Trends for the Use of Technology in Education

    [the_ad id=”51195″]

    The tech environment is dynamic, with innovative new solutions coming to the market daily. Harnessing all the benefits these tools offer means staying on top of trending uses for them. Below are the top 10 ed-tech trends to know to make the most informed buying decisions for your campus.

    1. Artificial Intelligence

    Artificial intelligence (AI) and machine learning (ML) applications continue to grow. Experts anticipate the market to reach $1,345 billion by 2030, with education playing a key role as industry demand increases.

    Your teachers will save time using sophisticated tools to automate tasks and enhance the delivery of course material. AI can help them grade objective exams or generate a lesson plan outline in moments. They can then focus on other tasks like completing continuing education requirements instead.

    AI is equally beneficial to your entire student body. The technology can help improve their writing and simplify complex topics into easier-to-understand material. AI tools are also ideal for detecting learning gaps and creating personalized, correctly paced learning plans to fill them. This approach allows students to receive the precise help they need to succeed, fostering their motivation and boosting their academic performance.

    The typical concerns around AI in the classroom have to do with the authenticity of student work and efficacy of their learning, and potential bias as it recognizes patterns. While there are some answers to those concerns, many others remain.

    What is not as well understood are how AI engines work with student data, and how they will need to respect existing laws regarding FERPA Student Identifiable Information, and CIPA.

    The Department of Education has published guidelines regarding both the benefits and risks of AI in education, but we should expect this to be an ongoing conversation, not a static position.

    2. Cloud Computing

    Many of today’s education technology trends begin with cloud computing. The Cloud has become almost transparent, and it’s hard to recall a time when we were concerned with how much disk space we were using. While transitioning assets to the cloud enables access to school resources from anywhere with any connected device, AI also depends on the cloud for storing the vast amount of data it relies on. For a school or district, the cloud remains ideal for:

    – Students: Pupils can efficiently complete lessons, collaborate on projects, communicate with their teachers, and access digital textbooks from anywhere, 24/7.

    – Faculty: Educators can quickly post and grade assignments, email or conference with parents, and track student attendance and progress.

    – Parents: Parents can conveniently monitor grades, communicate with school staff, and digitally sign and submit required forms.

    – Administrators: Senior-level staff can review curricula, create and approve budgets and expenditures, and easily manage faculty.

    – Employees: The operational workforce can quickly request tools and equipment, manage their benefits, or complete required computer-based training.

    3. Online Learning

    Online learning — also called e-learning — first debuted in the 1960s through the University of Illinois when it offered on-premise students instruction through linked computer terminals. By 1984, the University of Toronto began offering foundational courses, and the University of Phoenix became the first fully distance-learning college a few years later.

    As internet connectivity and home-based devices became more popular during the 1990s, more e-learning opportunities began to appear. These programs supported asynchronous learning, where students complete work around their schedules rather than during a defined classroom time. This approach gives pupils more control over their assignment timing and allows them to develop time management skills. The onset of the pandemic only reinforced the demand for instruction options capable of keeping pace with the many shifting needs.

    Today’s technology allows educators to meet students’ learning objectives through smartphones, computers and tablets. Modern solutions let educators use podcasts, videos, simulations and more to deliver captivating and engaging lessons. High configurability and affordability of these formats help ensure this trend’s continued popularity.

    AI will help online-learning advance quickly by:

    • Accelerating Personalized Learning : AI will help learning systems recognize student learning styles and recommend the content and lessons it has seen individual learners respond to best.
    • Smart Content Deliver: Slightly different that Personalized Learning, smart content delivery will recognize gaps in understanding that need to be filled to meet learning outcomes.
    • Predictive Analytics: If AI has access to historic student data, it will be able to recognize patterns and suggest interventions to address learning gaps early in a student’s career.

    4. On-Demand Video Learning

    Humans love videos, a fact continuously proven by social media platforms and television programs that showcase them. Leveraging this medium as a learning tool is a natural progression, and its use skyrocketed during the pandemic when in-person classes weren’t an option.

    Video learning offers the flexibility of on-demand access and supports peer collaboration. It’s also compatible with microlearning, which focuses on bite-sized, interactive lessons. That adaptability makes it ideal for team assignments and self-paced learning.

    Recent studies have also shown that video is effective at skill-building and enhancing other lesson materials. Many anticipate video-assisted learning to continue rising in popularity as more empirical research proves its value.

    AI will help target on-demand video learning via “smart content delivery.”

    5. Augmented and Virtual Reality

    Augmented and virtual reality (together, often referred to as XR) are two technology trends in education gaining traction. These solutions transform learning into an immersive experience that engages multiple senses. In augmented reality, pupils better view a topic incorporated into their real-world setting. Virtual reality creates an entirely new environment for the student to explore. Both engage learners in a whole new way.

    Your institution can equip your teachers with these tools to:

    • Conduct virtual field trips.
    • Enhance language learning through immersive role-play.
    • Travel through outer space, the ocean depths, or the inner human body

    AI amplifies the capabilities of XR, making it more engaging, personalized, and practical. As these technologies evolve, their symbiotic relationship will continue to redefine how we perceive and interact with digital and physical worlds.

    Enhanced Realism and Interaction: AI Algorithms enhance the realism and interactivity of AR/VR environments. By analyzing real-world data, AI can create more convincing virtual objects and scenes.

    Gesture and Voice Recognition : AI will enable natural interaction within XR spaces. Gesture and voice recognition algorithms can interpret hand movements and vocal tone allowing users to interact with virtual environments intuitively.

    Personalization and Adaptation : By analyzing user preferences, behavior, and context, AI will customize content, adjust lighting, or modify virtual scenarios.

    Data Fusion and Spatial Mapping : AI powered spatial maps enable precise tracking and positioning in AR/VR creating a seamless and more realistic experience.

    6. Data and Analytics

    AI is already deeply integrated with big data and data-analytics offer ing meaningful insights to school districts and educational facilities. This technology helps capture information on student engagement, progress, and behavior. With the increased visibility, it’s easier for your staff to see what’s working and what’s not. Educators can quickly adjust lesson plans or delivery mediums and pinpoint gaps or students needing extra help.

    Pairing data with learning analytics provides even more value. AI can quickly discover patterns useful in planning, interacting, and identifying skill gaps. Predictive analytics deliver insights on who may fail or drop out so you can respond proactively instead of reactively.

    7. Gamification

    Gamification is the process of applying interactive game-like elements to teaching, a typically nongamified setting. Doing so delivers many benefits for your student body, including:

    • Boosting motivation:  Presenting pupils with a challenge can spur them to want to learn. For example, they may be excited to complete lessons to earn rewards for their avatar.
    • Making learning more fun and engaging:  Adding more ways for students to interact with their learning materials raises their enjoyment and participation.
    • Increasing knowledge retention:  Gamifying curricula powers active learning processes and improves information retention.
    • Honing real-world skills:  Transforming traditional lessons into game-like ones helps students develop and apply problem-solving, teamwork, self-confidence and fine motor skills.
    • Transferring knowledge:  Gamifying education allows pupils to test their new skills. For example, they can play detectives and hunt down clues from relevant sources to document the research skills your workforce teaches.

    As with assessment and personalized learning, AI algorithms will recognize learners preferences and understand which awards are most likely to encourage learning behaviors.

    8. Blockchain

    Blockchain is a technology that creates an immutable data record. It records information in small units called blocks, which connect to previous blocks to form the chain. It’s a valuable solution in business and education for data accuracy, integrity and storage.

    This tool provides value to facilities like yours for tracking student grades, achievements, and credentials. Because the information is immutable and secure, blockchain reduces the risk of fraudulent transcripts or certifications and helps protect sensitive data. The technology can also help support your academic honesty policies by lessening the potential for plagiarism. Since it creates transparency, security and permanence, experts anticipate its adoption will rise.

    AI and blockchain have a natural relationship, offering the potential to address some of the main concerns with AI by enabling:

    • Secure Data Sharing: Blockchain ensures secure data sharing among schools and classrooms, providing a transparent and immutable ledger. AI can then analyze this data to improve educational outcomes, maintaining a high level of security and privacy.
    • Credential Portability : Blockchain allows students to carry their verified credentials seamlessly across schools, districts, and even into the workforce. AI can match these credentials with placement and enrollment algorithms or job requirements, streamlining the verification process and enhancing credential portability.
    • Learning Analytics: The combination of blockchain and AI leads to powerful learning analytics. Educators can track student progress, identify areas for improvement, and personalize interventions. The use of blockchain adds an extra layer of privacy protection, addressing concerns related to data security.

    9. Social Media:

    Contrary to expectations, social media is proving its value as a helpful educational tool. Institutions worldwide are leveraging it for enhanced communication, creating campus-specific platforms for quick and easy interaction between students and faculty. Pupils can share notes, videos, and study materials or pose questions to their teachers. Educators can post discussion topics, assign students to respond, and facilitate meaningful dialogue. With social media being a daily part of many people’s lives, its familiarity makes it a sustainable and effective format for educational engagement.

    10. STEAM Education

    Science, technology, engineering, and math (STEM) have been foundational skills, but the addition of art has transformed STEM into STEAM. Recognizing the importance of balanced instruction and creative expression, educators have embraced this multidisciplinary approach. STEAM exposes students to a broader range of subjects, helping them discover their career interests and providing a more well-rounded education. This evolution in education aligns with the demand for diverse skill sets in the workforce.

    AI’s contribution to STEAM curriculum is going to largely draw on how it enables Personalized Learning, Smart Content Delivery, and Learning Analytics. Each of those components are deeply embedded in STEAM curriculums already, helping students find learning experiences that engage them and map to the learning outcomes educators hope for them to achieve.

    Common Types of Device Technology Used in Education Today

    Modern digital learning tools encompass a variety of solutions to balance student educational needs with budget-conscious technology spending. Today’s classrooms feature advanced equipment, including:

    1. Portable Electronic Devices:

    Many institutions issue individual student laptops, tablets, or notebook computers for take-home or in-class use, promoting flexibility in learning.

    2. Smartboards:

    These replace traditional chalkboards and offer recording capability for future reference, fostering interactive and dynamic teaching methods.

    3. Projectors:

    Easily integrating with computers, projectors display content onto classroom screens or walls, enhancing visual learning experiences.

    4. Ultra-High-Definition Televisions:

    Wide-screen TV displays enable faculty to play educational videos, movies, microlessons, or mirror their portable device screens, providing versatile multimedia options.

    5. Charging Towers:

    Centralized device-charging stations streamline organization and ensure devices are fully powered, simplifying technology management.

    6. Digital Microscopes and Cameras:

    Enabling close examination and documentation of scientific specimens, these devices enhance hands-on learning in science classes.

    7. Virtual Reality and Augmented Reality Headsets:

    Creating immersive learning experiences for subjects like science, history, and art, these devices bring lessons to life in engaging and interactive ways.

    The integration of these technologies empowers educators to create dynamic and interactive learning environments, preparing students for success in an increasingly digital and interconnected world.

    What have we missed?

    The whole point here is that ed-tech is constantly evolving… and Moore’s Law doesn’t seem to apply. Innovation is only accelerating. What do you think we missed talking about here? Where do you see things headed next?

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  • We Need to Integrate 3D Interactive Content into our Curriculum today!

    We Need to Integrate 3D Interactive Content into our Curriculum today!

    A Gateway to the Future of Education

    In the swiftly advancing digital landscape, incorporating 3D interactive content into mainstream education represents a pivotal transformation and a requisite evolution. The academic syllabi must be metamorphosed to incorporate these technological advancements as we navigate a new educational epoch driven by AR, VR, and spatial computing advancements. Utilizing learning object repositories such as Safari Montage for effective content dissemination and integrating content from innovative providers like Phibonacci can be significant steps in this direction. Seeking XR and content guidance from experts at XR Terra can lay a solid foundation for this transition, nurturing a generation proficient and skilled in utilizing these platforms.

    Let’s Dive In

    Incorporating 3D interactive content into mainstream education heralds numerous benefits. It amplifies the learning experience by rendering complex concepts more tangible and understandable. Picture a biology student navigating the complex architecture of a cell in a 3D space or a history student immersing themselves in a vibrant simulation of an ancient civilization facilitated by resources from Safari Montage. Such immersive experiences can make learning more captivating and profound.

    This dynamic approach to learning fosters critical thinking and problem-solving capabilities. Students can hypothesize, alter, and validate their concepts in virtual settings, encouraging a hands-on and iterative learning method. It also facilitates visible thinking and fosters a deeper engagement and active participation.

    Prepping for a future significantly influenced by AR, VR, and spatial computing, weaving 3D interactive content into education assures students are acquainted with technologies that would predominantly shape their professional environments. This visionary approach nurtures a workforce that is not just tech-savvy but also capable of exploiting these technologies to the utmost extent, encouraging innovation and expansion in diverse fields.

    3D interactive educational settings are inclusive and accessible, allowing students with various learning styles and abilities to excel. Primarily, visual and kinesthetic learners stand to gain tremendously, having the opportunity to visualize and interact with the content that aligns with their learning preferences.

    To fully realize the potential of these technological advancements, a collaborative effort between educators and policymakers is imperative. Crafting progressive and adaptive curriculums, with training modules and integrated content facilitated through platforms like Phibonacci is essential. These empower teachers with the requisite skills and understanding to wield these tools efficaciously. This guarantees a fluid integration that amplifies the benefits of 3D interactive content in education, introducing students and educators to spatial and experiential concepts.

    In conclusion, the amalgamation of 3D interactive content with mainstream educational content transcends being a mere trend; it signifies a critical stride in readying the education sector for the unfolding developments in AR, VR, and spatial computing. By embracing these technologies, guided by insights from XR Terra, we can cultivate an immersive and captivating learning habitat, concurrently preparing students for a technologically advanced future. This fosters a generation adept at harnessing the expansive capabilities of these platforms. Now is the opportunity to advance, nurturing minds well-informed, flexible, and primed for the forthcoming challenges.

    Early drafts of this article were inspired by K12 Co-author.  Try it here.

  • Reflecting on Thinking and Democracy in Greece 

    Reflecting on Thinking and Democracy in Greece 

    Our family was fortunate to visit Athens, Greece this summer, where you cannot help but reflect on Socrates, Plato, Aristotle, and thinking in general—even while sweating profusely. These great philosophers lived almost 2500 years ago. They had some similar and some different philosophies, but they were all deep thinkers who inspired others as teachers.

    Philosophy is the study of truths about the world and our place in it. Philosophers use reason, logic, and critical thinking to explore questions about the nature of reality, knowledge, morality, and beauty. The term comes from the Greek words “philo” (love) and “sophia” (wisdom), so a philosopher is literally a lover of wisdom. Philosophers seek to learn more about the world and understand the meaning of life. Do we philosophize enough these days? Why not?

    I also pondered the concept of democracy, which originates from the Greek words ‘demos’ meaning citizen and ‘kratos’ meaning power or rule. (My fellow movie lovers are no doubt thinking about Windex.) Athenians practiced one of the earliest examples of Western democracy during this time. (I use “Western” to avoid any false claims of exceptionalism, recognizing that other forms of democracy emerged independently, such as the Iroquois Confederacy, Mayan city-states, the timawa system of the Kalinga people, and the mbari system of the Kikuyu people.) What was the relationship between Athenian democracy and deep thinking?

    Fast-forward to today. Do we, as a society, value thinking more or less? Does it vary based on cultures and other attributes? Do religions and affiliations encourage profound contemplation or blind adherence to doctrine? Do we truly comprehend cognition and appreciate the value of thinking, or are we inclined to blame and delegate governance responsibilities to others?

    I believe that Homo sapiens’ capacity to think has increased, but what about our desire? What does it signify if we neglect cognition, the science of learning, and even philosophy in our schools? I hope that advancements in our understanding of cognition and learning will usher in another golden age of thoughtful inquiry, unhampered by AI. However, I also observe a growing trend of intellectual passivity in favor of information consumption, groupthink, and bias blindness. Perhaps we are simply overwhelmed by the information explosion and need time to adjust. One thing is certain: the promise of collective progress in thinking and decision-making hinges on an accelerated evolution of our educational systems.

  • Why Is US Public Schooling Designed This Way? Or Why Prussia, Mann, the Committee of Ten, and Sloan Continue to Influence Education More than Dewey and the Science of Learning  

    Why Is US Public Schooling Designed This Way? Or Why Prussia, Mann, the Committee of Ten, and Sloan Continue to Influence Education More than Dewey and the Science of Learning  

    This is Part 3 of Jim Flanagan’s summer project exploring instructional design.

    As a child, I watched too much TV, so “sit right back and you’ll hear a tale.” US public schooling, like Gilligan’s Island, seems trapped in the limitations of its design despite readily available means of improving. This quote is attributed to Winston Churchill: “Americans will always do the right thing, only after they have tried everything else.” Whether he said it or not, let’s hope that we are ready to do the right things to improve education. But the early signs of the post-pandemic response are not promising as we continue to feed more resources into the same, old coal furnace hoping for greater output. To understand the present, it is necessary to explore the past. So this blog is inspired by David Byrne’s prompt – “You may ask yourself, “Well, how did we get here?” ”

    Seat time, courses, summative tests, and schedules drive the current traditional design of K-20 schooling. We move the students based on time instead of allowing the instructional content to move to meet each student. In grades 6-20, there is a curriculum of courses in approximately 15-week semesters. Teachers develop lesson plans, deliver lectures based on curriculum, and grade students based on coursework and summative tests. Students access static textbooks, other reading, and increasingly digital materials based on a standardized scope and sequence. The institution, not the student, determines the pace of learning. The school building and classrooms are the predominant place of learning. I refer to this as the factory model because the students essentially move on schedule-based conveyor belts through instruction with little regard for their readiness. The traditional model contrasts with a personalized, competency-based model – based on the science of learning – in which students can learn at any path, any pace, any time, any place. In this blog, I outline some significant influences that formed our traditional system and drive our unyielding, nostalgic acceptance of it.

    Education is as old as humankind. On the savannah, our ancestors had to teach their young to survive. With the advent of societies and religious beliefs, norms, and doctrine were added to expected knowledge. Teaching was primarily spoken along with some gestures and imagery – PowerPoint in the dirt or on a cave wall. Stories emerged as a primary way to retain and share wisdom. Then came the technologies of symbols (~100,000 years ago), alphabets, and writing (~ 1900 BC) to store and transmit knowledge.

    Let’s pause our sprint to recognize Socrates – of the method and dramatic exit fame. His contributions to teaching and learning are well-trodden. Did you know that he also opposed learning from reading? He believed that reading – instead of memorizing the spoken word – could lead to forgetfulness, intellectual laziness, and misinterpretation. So an aversion to change is as old as learning itself.

    Back to the drive-thru history lesson. The concept of schooling emerged around the time of Socrates, Plato, and Aristotle (470 BCish.) They believed that learning should be compulsory, designed to help people develop their minds and souls, and based on inquiry, dialogue, and civic education principles. Socrates preferred to teach on the move, interacting with society. Plato created “the Academy,” so school as a place emerges. Aristotle added ideas about practical knowledge and personalized learning that is lifelong.

    In the last three paragraphs, I summarized 300,000 years of homo sapien education for my fellow short attention spanners. As of 1 AD, we have a concept of school with a place, time, expectations, methods, and curriculum. Before moving on, I recognize this blog has a Western bias. That is because Western influences overwhelmingly inform the US system of schooling. I do not mean to convey that these models are all-encompassing or better than those from other cultures. And most of the people I reference are white males. Unfortunately, most readily accessible history is biased. I recognize that they are not solely responsible for how our systems have succeeded or are increasingly failing. Our understanding of education history can use a healthy exploration of hidden figures.

    Skipping forward to 1452, Johannes Gutenberg used the first mass-produced movable metal type to print Bibles – a game-changing learning technology. For the next 350 years, formal education was elite, private, heavily influenced by the Protestant religion, and primarily reserved for white males.

    The founding of the US had a significant influence on education. Founded in 1635, Boston Latin School is the first public school and oldest existing school in the United States. There was an emerging belief in universal education to provide all citizens with the knowledge and skills they needed to participate in civic life and support this new democracy thing. English grammar schools served as a template. English educational methods were used to teach reading, writing, and arithmetic; reinforce family, church, community, and apprenticeship; and assess progress based on standardized tests. And even the English “six hours” school day influenced our six-period structure. Noah Webster introduced the Blue-Backed Speller in 1793 – a school staple for years with spelling and reading exercises, moral lessons, religious content, and a pro-American perspective. Thomas Jefferson promoted “universal” access to education – with some glaring exceptions to the universal concept. But formal education still remained mostly elite, private, male, and white until Horace Mann entered the picture.

    Why are over 50 public schools in the US named after Horace Mann? Well, he was kind of a big deal. In 1837, he was appointed Secretary of the Massachusetts Board of Education and took that job seriously. He visited over 100 schools by horseback and chronicled issues in detail. He founded and edited The Common School Journal promoting publicly funded and controlled, non-sectarian education to serve children with various backgrounds provided by well-trained, professional teachers. In 1843, a visit to Prussia led him to conclude that their system was:

    – “assiduously cultivated it in all its branches. The result has been that the Prussian people are the best informed in Europe.”

    – “highly centralized, with the government exercising a great deal of control over the schools.”

    – “very successful. The Prussian people are well-educated, and the country has a high level of literacy. The Prussian system of public instruction is also a model for other countries.”

    The Prussian system also emphasized obedience, duty to country, and general ethics. Mann’s national influence led to the Common School Movement – also championed by the first US Commissioner of Education, Henry Barnard. And the McGuffey Reader emerged to supplant the Blue-backed Speller. Mann (and others) had an incredibly positive impact on most Americans’ lives. And yet the system was still segregated, biased, inequitable, and designed for a time with limited understanding of human cognition and no digital technology.

    Education reform is a small world, as evidenced by Catharine Beecher, who advocated for women’s education along with Emma Willard and Mary Lyon in the early to mid-19th century. Catharine was the sister of author-abolitionist Harriet Beecher Stowe, whose husband was Prussian education advocate Calvin Stowe. In the early 19th century, men made up the majority of teachers in the US. Catharine believed that women were naturally more nurturing and patient than men and that they were better equipped to handle the challenges of teaching young children. So she championed Normal Schools to professionalize the teaching profession and train female teachers – particularly in the expanding West. By the late 19th century, women made up the majority of teachers in the US and have remained the majority ever since.

    Immigration and religion were two other significant education influencers in the latter half of the 19th century – especially battles related to Protestant versus Catholic doctrines. And the civil war should have eliminated all racial barriers to education, but we know it did not. We cannot ignore the racial and nationalistic exceptionalism that led to horrific phrases like “Kill the Indian, save the man,” first used by Richard Henry Pratt, the founder of the Carlisle Indian Industrial School. (I recommend the book Path Lit by Lightening: The Life of Jim Thorpe, who attended Carlisle.) This thread runs through the history of US education and continues to impede our progress toward high-quality education for all based on inquiry, evidence, and critical thinking instead of doctrine and cultural bias.

    Participation in public education was increasing but still not meeting the demands of the growing US industrial economy. So the National Education Association (NEA) created the Committee of Ten to study the state of secondary education. The members were all white males, and the majority were university presidents. In 1893, the Committee recommended that all high schools:

    – offer a common core curriculum that included English, mathematics, science, history, and foreign languages.

    – focus on college preparation, and offer courses that would prepare students for college-level work.

    – use standardized tests to assess student achievement and to compare the performance of schools.

    The Committee also recommended that teachers be better trained with opportunities to learn about new teaching methods, including the use of textbooks, lectures, recitations, labs, and libraries.

    Around that time, Gary, Indiana school superintendent William A. Wirt developed a “platoon” system in which schools were open eight hours a day, alternating groups of students between classrooms and recreational or vocational activities so that every facility was in constant use.

    In the late 19th century, John Dewey – philosopher, psychologist, educational reformer, and founder of the Chicago Lab School – authored The School and Society. He called his philosophy “progressive education” and argued for education based on the child’s experience, learning by doing, exploration, and experimentation. He also promoted social learning and cooperative work. Maria Montessori and later Loris Malaguzzi (from Reggio Emilia, Italy) had similar ideas – and differences.

    In 1906, the Carnegie Foundation developed the Carnegie unit to measure how much time students must spend in class to complete a course. It was based on seat time and determined that 14 units would translate into four years of high school education. (Note that the Foundation recently announced a project promoting competency-based assessment.)

    At this juncture, the powers that be convened and committed to redesigning teaching and learning based on a balanced, research-based evaluation of progressive and traditional models with a global perspective and appreciation for all cultures. Fake news alert! Of course that never happened. Instead, people like Dewey became both the most quoted and most ignored in favor of the status quo. More on that later.

    The first half of the 20th century saw steady increases in school participation driven by expanded compulsory attendance. And increased use of testing – including IQ tests – and academic tracking to sort kids into college-prep or vocational courses. The explicit and implicit bias against groups other than white males went largely unabated.

    Alfred P. Sloan Jr., President of GM and founder of the Sloan Foundation in 1934, significantly influenced public education. Scientific Management Theory, which emphasizes efficiency and productivity, was used to develop standardized tests, curriculum frameworks, and the departmentalization of schools. The Sloan Foundation also supported the Advanced Placement Program and the National Assessment of Educational Progress (NAEP.)

    In the latter half of the 20th century, we finally started to chip away at the inequity with court decisions or legislation, including but not limited to Brown vs. Board of Education (1954); Civil Rights Act of 1964; Bilingual Education Act of 1968; Title IX (1972); and Lau v. Nichols (1974.) But our education system is a reflection of our society so equity is a work in progress and the ideal of a high-quality, personalized, education – freely available to every child – remains an aspiration.

    While I have generally described US education nationally, public education is controlled primarily at the state and local levels. Everyone tells me that their state is the most local control. It is close enough, so I just agree with them all. Unfortunately, governance, funding, and accountability differ by state and zip code, but local control has yet to drive instructional design innovation at scale.

    The last 50 years feel like No Acronym/Catch Phrase Left Behind. It started with the Elementary and Secondary Education Act (ESEA) of 1965 and the eight subsequent reauthorizations with hollow names like No Child Left Behind and Every Student Succeeds Act. And targeted programs and policies like IDEA and Title I. And funding booms like Race to the Top and ESSER. And requirements like IEPs and MTSS. They were all important with positive intentions. Unfortunately, they all reinforce rigid instructional designs meant for a different time and purpose other than human fulfillment. And few political or educational leaders are calling that out. This inertia is on a collision course with advances in our understanding of cognition and the Science of Learning in areas such as plasticity, differentiation, context, feedback, encoding, retrieval, etc. Grab some popcorn because The Science of Reading is just a short before the full-length feature reckoning of the largely ignored Science of Learning.

    Admittedly, I missed a lot – especially technology and the pandemic. Unfortunately, technology has yet to effectively personalize learning without breaking the human connections critical to learning and human development. To date, edtech has just tweaked or reinforced the status quo. Consider data analytics and dashboards. How much time is wasted analyzing inputs like attendance and performance gaps created by the traditional system instead of redesigning it? And artificial intelligence won’t have an impact without the required instructional redesign that recognizes the importance of maintaining the instructional core of student, teacher, and content relationships. And the pandemic exposed how dated and rigid our system is more than it caused the problem. The cracks were all there.

    For another perspective on the history of US education, check out this brief video from 2012 by Khan Academy’s Salman Khan and Forbes’ Michael Noer. https://www.youtube.com/watch?v=LqTwDDTjb6g

    In my next blog, I will address the barriers to improvement and why the obvious is so darn hard to realize.

  • My Summer to Explore Instructional Design

    My Summer to Explore Instructional Design

    I am reflecting and writing about my K-12 public education experience and perspective this summer. After starting my career in finance and management consulting, I have spent 30+ years serving public education in many roles for many types of organizations – as you can see from my LinkedIn profile – linkedin.com/in/jimdflanagan, I also consumed it as a student for 16 years, including public university. And I am a parent of twin boys entering their 14th year of public schooling, including pre-K. Finally, I am the proud son of an elementary teacher and took a year off to volunteer in elementary, middle, and high school classrooms to inform my work. But I am certainly not a teacher, so I continuously cycle my ideas through educators for a much-needed reality check. For all the public education I directly or indirectly consumed and all of the educators I cherish, I’ve always viewed the industry with some skepticism – more as a critical friend than an advocate or cheerleader.

    I’ve observed that we overwhelmingly address change at the state, district, or school level. We change variables such as funding, school size, construction, school choice, governance, standards, course offerings, and staffing. But we spend little effort pursuing changes in instructional redesign based on the science of learning. (The delayed recognition of the science of reading is just one example.) Therefore, school improvements, reforms, and transformations all regress to the mean – if successful. So instructional redesign will be my focus. Along the way, I‘ll reference topics like personalization, differentiation, blended learning, student ownership, and Universal Design for Learning (UDL.) And I’ll explore the potential of edtech, but only as it advances the human relationships fundamental to effective learning. I’ll go deepest on the science of learning, cognition, bias, and critical thinking. How can we design effective teaching and learning without that basic understanding of how the brain works?

    I’ll use two models to ground my inquiry as I explore topics. First, The Instructional Core developed by Dr. Richard Elmore. I’ll ask how any change impacts the student-teacher relationship to each other and content. Early in my career, I did not fully appreciate how social and relational learning is, so I advocated for technological solutions that isolated more than connected. Most failures I’ve seen – especially in edtech – disrupt the relationships between and among humans – teachers, students, parents, mentors, tutors, etc. – instead of strengthening the social bonds. Second, I’ll consider how the proposed instructional practice impacts the lifelong love of learning. Does it degrade or support our innate curiosity and hunger for knowledge and understanding? Too many adults feel defeated by learning and are even skeptical of thinking because of their experience with “schooling.” According to a recent Gallup survey, on average, students give their school a C+ rating in making them feel excited about learning – and ratings decrease as students advance.

    I use K12Leaders as a platform because I believe in the mission and value the community. I welcome any feedback. If you agree, that is fine. But I prize a challenge or a different perspective – especially when accompanied by evidence or research. And additional reading or research recommendations are golden.