Call Me Old School, But I Miss the Happy Halloween

 

I walked into a Spirit Halloween store the other day with my 18-year-old son, and for a moment, I thought I’d accidentally wandered into the set of a horror movie. Chainsaws buzzing, clowns with dripping teeth, bloodied dolls that scream when you pass by. It was like a haunted house had exploded and someone decided to sell tickets.

Now don’t get me wrong, I understand that Halloween has always had its spooky side. A good jump scare, a creepy decoration, or a clever costume that makes you look twice? That’s all part of the fun. But something feels different lately. Darker. Gorier. Louder. It’s as if the entire holiday has shifted from “boo!” to “blood!”

I looked around at the costumes, rows and rows of zombies, slashers, and vampires with missing faces. I realized that more and more, Halloween seems aimed at adults trying to outdo each other in shock value. What used to be playful is now often extreme. It’s no longer about pretending, it’s about pushing limits. And standing there between the fake severed limbs and fog machines, I couldn’t help but think, When did we lose the happy in Halloween? 

I get it. We live in a world of constant competition. Every social media post has to be “next level.” Every event has to “top” the last one. Halloween has become another stage for that competitive creativity. It all has to be bigger, darker, scarier. Add in decades of horror films, survival video games, and streaming marathons of fear, and our cultural tolerance for the gruesome has gone way up. What once would have sent us running for the light switch is now considered “cute.”

I can appreciate the artistry, truly. Some of those special effects are impressive. But I miss when Halloween was more about imagination than intimidation. When creativity didn’t require carnage. I remember my Mom using a white sheet, cutting eye holes, and calling me a ghost. That was once good enough, but not anymore. 

Call me old school, but I remember simpler times. The excitement of carving pumpkins, lighting the candle inside, and watching it glow through the jagged grin. The smell of popcorn balls and caramel apples. The thrill of walking the neighborhood in a homemade costume with a pillowcase for candy. Those were the days! We didn’t have 12-foot skeletons or laser fog machines. We maybe had flashlights, some creativity, and the occasional sheet that tripped us up when the eye holes didn’t line up. And yet, those nights felt magical.

I understand the world has changed. Safety and hygiene matter, and the days of dunking our heads into a communal tub of apples are long gone, probably for good reason. So maybe we switch the “bobbing” to apples hung on strings. Maybe we keep the sealed candy instead of the homemade treats. Fine. But the spirit (no pun intended) doesn’t have to disappear. Halloween doesn’t have to be sanitized of fun or overrun with gore. It just needs a little recalibration. So here’s my plea: less ghosts and more Ghostbusters. Less Jason and Michael Myers, more Mary Poppins and Scooby-Doo. Let’s bring back the laughter, the cleverness, the joy.

There’s something beautiful about watching a little kid proudly wear a costume made out of cardboard and duct tape. Or a family that coordinates costumes and walks through the neighborhood together. Or a teacher who shows up to school dressed as Ms. Frizzle, The Cat in the Hat, or Waldo. That’s the kind of creativity that connects, not repels. Halloween doesn’t have to make us flinch to make it fun. It just has to make us feel.

Here’s what I think: Halloween, like anything else in life, reflects what we choose to see. If we focus on the fear, that’s what we’ll find. But if we focus on the community, the laughter, the imagination, it becomes something worth celebrating. It’s the same idea I talked about in my “Yellow Car Syndrome” reflection a week ago. What you look for, you see more of. If you look for darkness, you’ll find it everywhere. If you look for light, you’ll start to notice it in the smallest glow sticks and pumpkin lights on porches. The good old-fashioned Halloween I miss isn’t gone. It’s just waiting to be noticed again. It is in the joy of a child shouting “trick or treat!”, in the neighbors gathered at the end of the driveway, in the shared smiles behind every silly costume. So yes, call me old school. I’ll own it proudly. I like my Halloween with laughter instead of screams. I’ll take the Ghostbusters over the gory ghosts any day. And maybe this year, that’s what we can all aim for. Turn down the volume on the horror. Turn up the creativity, the nostalgia, the connection. It’s not about being naïve, it’s about remembering that joy and fright don’t have to be on opposite sides. Kenny Chesney was right in another way: Happy is as happy does. And maybe, just maybe, Halloween can be that too.

Because if life is 10% what happens and 90% how we react, then Halloween is the same. We can react with fear, or we can choose fun. We can decorate with doom, or with delight. So this year, I’m choosing happy. I’m choosing candy corn and cardboard ghosts. I’m choosing to smile when the porch light flicks on and to remember the simple magic that started it all. Happy Halloween, and may your night be more treat than trick. (cue Bobby "Boris" Pickett & The Crypt Kickers - Monster Mash). 

Until next time...

Redefining Assessment: Evaluating Student Learning in an AI-Enhanced Environment

In today’s classrooms, the moment a student whispers, “Could you check if ChatGPT wrote that?” signals something bigger than curiosity. It represents a turning point in education. We are no longer in a world where pencil and paper alone define learning or achievement. Artificial intelligence can now generate essays, solve complex problems, and even mimic human creativity. The traditional ways we measure learning are being challenged at their core. Tests, quizzes, and essays have served us well, but the time has come to evolve.

Why Change Is Needed

There was a time when success in school meant memorizing facts and recalling them on command. That was enough because knowledge lived in books, and students were rewarded for retrieving it. Today, knowledge is everywhere, instantly accessible. If ChatGPT can produce a polished five paragraph essay in seconds, what does an essay really measure anymore? One educator described it best when they said that AI exposes the flaws of a system built around recall instead of creativity.

We now face an opportunity to reshape assessment into something that reveals not only what students know but how they think. Instead of assessing only the product, we must assess the process. True learning happens when students can explain their reasoning, make connections, and apply understanding in new situations.

Rethinking Assessment Design

Educators are beginning to create what some researchers call AI resistant assessments. These are tasks that cannot be completed by a machine alone because they require personal insight, critical thinking, and creativity.

Capstone projects and portfolios are powerful examples. They allow students to craft a research project or creative artifact over time, showing how their thinking evolves through reflection and revision. Oral defenses, or what universities call a viva voce, invite students to explain their work in person, demonstrating that their understanding matches their written product. When students articulate what they know, learning becomes authentic and alive.

Assessment in an AI world must value both the journey and the destination. In practice, this means evaluating the drafts, notes, and reflections that lead to a final piece. It is not enough to submit a finished essay. Students should show their brainstorming steps, edits, and choices along the way.

Teachers can use rubrics that capture how thinking develops. Some schools even explore digital tools that analyze depth of reasoning within student work. The goal is not to catch students using AI but to encourage them to think deeply about how they use it. When students document their process, they learn that learning itself has value.

Making Learning Real

One of the best ways to make assessment meaningful is through authentic, real world tasks. When students write persuasive letters about environmental issues in their community, design math models to solve real problems, or create digital media projects, they move beyond memorization. These activities require critical thinking, analysis, and creativity. AI might assist in some parts, but it cannot replace the personal expression that comes from lived experience.

In these moments, assessment becomes more than a grade. It becomes a mirror that shows students what they are capable of when they take ownership of their learning.

Assessment should never feel like a one time event. It should feel like an ongoing conversation between teacher and student. AI tools can provide instant feedback on writing clarity or problem solving, but they should complement, not replace, teacher insight. Conferences, peer reviews, and reflective check ins add the human touch that deepens understanding.

Formative assessment builds confidence and direction. When students receive regular feedback, they begin to see learning as growth instead of judgment. That shift in mindset might be the most important change of all.

Integrity and Equity

The question of academic integrity will always matter. Some schools are experimenting with dual track systems that separate AI free assessments from open AI exploration. For our TK through 8 settings, this could look like a combination of in class writing tasks alongside creative projects where AI use is allowed but must be declared.

Clear policies matter. Students need to know when AI can be used, how to document it, and why transparency builds trust. Families also need to understand these expectations so that learning remains authentic and equitable for everyone.

Supporting Teachers and Students

Change takes support. Teachers need professional learning opportunities that help them design assessments for this new environment. Workshops on AI resistant assignments, tools to collect drafts and reflections, and guidance for facilitating oral presentations or project exhibitions will make a difference.

Students, too, must learn how to use AI responsibly. They should practice reflecting on the prompts they write, evaluating the responses they receive, and recognizing when AI helps them grow versus when it replaces their own effort. These lessons teach digital responsibility as much as academic skill.

The Vision Ahead

Reimagining assessment is not a burden. It is an opportunity. Instead of discouraging AI, we can embrace it as a partner in deeper learning. The focus shifts from asking whether a student knows information to exploring how that student can use it creatively and meaningfully. That is the kind of learning that prepares students for the world beyond school. It celebrates curiosity, application, and authentic voice.

Generative AI is not the enemy of education. It is a mirror reflecting what we value most about learning. If we design assessments that reveal understanding, originality, and reflection, we reclaim what assessment was always meant to be. It becomes a window into a student’s mind and heart, not just a record of their output.

With thoughtful design and human connection, assessment no longer asks, “Did AI do it?” Instead, it asks, “What did you learn while doing it?” And that is the classroom where real growth happens.

Until next time...

AI and Equity: Bridging the Digital Divide in Education

Think about our classrooms as bridges. They are not only bridges over gaps in knowledge, but also bridges over gaps in opportunity. Artificial intelligence has incredible potential to close those gaps. Yet that potential will only be realized if every student, regardless of zip code, has both access and support. Without that commitment, the bridge may collapse into a deeper divide rather than unite learners across it.

In every district, there are students who go home to high speed internet, quiet study spaces, and personal devices that connect them instantly to the world. Yet others return to crowded homes where Wi Fi struggles to connect, devices are shared, and even basic access is uncertain. That difference is not just inconvenient. It is unjust. It shapes who gets to explore the possibilities of AI and who does not.

Researchers have called this the second digital divide. The first divide was access to technology itself. The second divide is about digital literacy and connectivity. And now, we face what many are calling the third digital divide. It is the divide between those who have access to AI tools and those who do not. This divide will determine who can harness AI to learn faster, think deeper, and create more freely. We cannot allow the benefits of this new technology to be reserved only for those who already have advantage.

Thankfully, there are efforts taking place that give reason for hope. Here in California, the Closing the Digital Divide Initiative is working to bring both devices and training to underserved districts. The State education department has begun introducing professional learning focused on AI so that teachers and students alike can learn how to use it responsibly and creatively.

Beyond California, international programs like the EDISON Alliance and grants from the European Commission are supporting similar efforts around the world. They are providing affordable broadband, teacher training, and modern devices to communities that need them most.

Closer to home, partnerships such as the ConnectEd Initiative are working with Apple, AT&T, and Microsoft to bring high speed internet and instructional support directly to schools. These collaborations matter. They show what can happen when the public and private sectors work together toward a shared goal.

To truly bridge the AI divide in our TK through 8 schools, we need a strategy that covers four essential areas.

Infrastructure First

Access to reliable broadband must be the foundation. Schools and homes alike need dependable connections. This means tapping into state and federal grants, forming partnerships with local internet providers, and ensuring that connectivity is no longer a barrier to learning.

Affordability and Devices

Every learner deserves a working device and a quiet place to use it. This can be achieved through district programs, grants, and creative partnerships that refurbish used technology. It should not depend on chance or charity. It should be part of a sustainable plan.

AI Literacy for All

Once access is achieved, we must make sure that teachers and students understand how to use AI thoughtfully. Through workshops, digital literacy frameworks, and districtwide training, educators can learn how to embed AI into their lessons while guarding against bias and protecting student privacy. The goal is not to turn every student into a coder, but to help them become critical thinkers in an AI world.

Community Engagement and Trust

Equity is not only about hardware and software. It is about relationships. Hosting family nights, sharing clear information about how student data is protected, and showing how AI supports learning builds understanding and trust. When families feel included, true equity follows.

What This Looks Like in Action

At one of our partner districts, a fourth grade classroom began using an AI reading companion that adjusted story difficulty to match each child’s reading level. Yet the real success came from what surrounded the technology. The teacher worked closely with a volunteer mentor to provide individual feedback and encouragement. The technology did not replace human connection. It enhanced it.

In another situation, teachers began using AI to help design project based lessons. Students explored local agricultural data and used AI tools to brainstorm solutions for water conservation. Because the teachers had clear protocols and training, AI became a coach that extended their creativity, not a shortcut that replaced it.

These are not stories about technology alone. They are stories about people who chose to use technology in service of learning and inclusion.

There will be challenges ahead. Some areas still lack broadband. Some families still cannot afford devices. Some teachers still feel unprepared to integrate AI effectively. The road to equity is never smooth, but it is worth traveling. Digital Promise reminds us that equity is not a single project or product. It is a comprehensive approach built on leadership, resources, access, and ongoing support. We must keep checking where gaps remain and continue refining our strategies as technology evolves.

Our vision for the future is clear. We want every student, from the foothills to the cities, to have equal access to AI enhanced learning. We will achieve that by building partnerships with local organizations, nonprofit foundations, and technology companies that share our commitment. Together, we can provide reliable infrastructure, continuous AI literacy training, and community based digital navigation programs.

When AI is truly equitably integrated, it becomes more than a privilege. It becomes a right. And when that happens, every student can step confidently onto that bridge of opportunity. The beauty of education is that it gives us all a chance to cross together.

Until next time...

Listen to the Educator Forever Podcast

I enjoyed being a guest on the Educator Forever Podcast. It is always enjoyable to share about our profession and my book Impact Mentoring.  Listen here:

Educator Forever Podcast 

Student Perspectives on AI: Navigating the New Learning Landscape

When I walked into one of our classrooms and overhear a student saying, “I used ChatGPT to help brainstorm,” I  was immediately intrigued. That short sentence held   a ton of meaning. It carries curiosity, empowerment, and perhaps a little uncertainty too. Students today are not only using artificial intelligence in their learning, they are also wrestling with what it means. They are shaping the future of how we use these tools before most adults have even finished forming an opinion.

Every generation of students has grown up with a new learning technology that changed the way they think. For my generation, it was the arrival of the internet and search engines that replaced encyclopedias. For this generation, it is AI. Their classroom experiences are being transformed by tools that can generate text, answer questions, and summarize complex topics in seconds. The change is not just technical. It is cultural. It is changing what it means to learn, think, and create.

According to a recent Pew Research Center study, about one in four teens in the United States reports using ChatGPT for schoolwork. That number has doubled in a single year. AI is no longer a niche tool used by a few. It has entered the mainstream, becoming part of the modern student toolkit. When I ask students how they use it, the answers vary widely. Some say they use it to check their writing. Others use it to get ideas or to organize their thoughts. A few admit that they use it to finish assignments faster.

There is no single pattern that fits all. What stands out is how quickly they adapt. The technology does not intimidate them. They approach it with a mixture of curiosity and caution, aware that it can help but also aware that it can blur the line between their effort and the computer’s help. Students are not blind to the concerns surrounding AI. Surveys show that most teens see value in using ChatGPT for research or brainstorming ideas, but fewer believe it should be used to write essays or solve math problems. One study found that while more than half of students believe AI enhances learning, nearly a quarter feel uneasy or unsure about it.

Those mixed feelings make sense. Many of them know that using AI the wrong way could mean skipping the hard work that leads to real understanding. I have had students tell me, “I like it for ideas, but I do not want it to write for me.” That statement captures a lot of wisdom. They are already setting their own boundaries, recognizing that using AI to learn is different from using it to avoid learning.

In universities, the same tension exists. Studies show that more than two thirds of college students have tried ChatGPT. Most use it for brainstorming, summarizing readings, or organizing their thoughts. Yet when asked about using it for writing full essays, the majority say no. They worry about plagiarism, accuracy, and losing their own voice. One university study found that students are open to AI for daily tasks like note-taking or researching, but they grow cautious when it comes to deeper thinking and assessments. They want balance. They want the freedom to use the tool without losing the authenticity of their own work.

When you listen to students talk about AI, a pattern emerges. They are not asking for permission to use it freely. They are asking for guidance. More than half of K–12 students say they want teachers to show them when and how to use AI responsibly. College students echo this desire. They prefer clear policies that explain what is acceptable and what is not. Some even bring up ethical questions. They ask about the environmental cost of running AI systems. They talk about fairness, honesty, and the risk of bias in AI-generated information. These are not questions we would expect from middle schoolers a few years ago, yet they are now part of everyday classroom conversations.

Students are aware that technology is powerful, but they do not see it as neutral. They want to understand its impact on their world and their values. The message from students is clear. They want to use AI, but they want adults to help them do it the right way. That is our invitation as educators. Rather than banning it or pretending it does not exist, we can teach students how to engage with it thoughtfully.

We can start by creating classroom AI agreements. Invite students to help define what is appropriate and what is not. They will surprise you with their insight. We can also teach AI literacy, not just in computer science classes but across subjects. Imagine a short lesson where students compare their own paragraph to one written by AI and then discuss the differences. That single exercise teaches voice, structure, and reflection.

We can design “AI-reflect” zones where students use the tool to gather ideas, then pause to decide what they will keep, modify, or reject. It turns technology into a mirror for their thinking rather than a replacement for it. And perhaps most important, we can keep listening. Their understanding of AI will evolve quickly, and so should our approach.

Our students do not see AI as a threat or as a miracle. They see it as a companion in their learning journey, one that requires trust, guidance, and curiosity. They are ready to explore it with us, not instead of us. The best thing we can do is listen to their questions, shape their curiosity, and model how to think critically in a world where information can be generated instantly. That is how we ensure AI becomes a tool for growth rather than a shortcut that steals it.

Real learning will always depend on human thought, creativity, and care. If we can keep those at the center, then AI becomes not the end of learning, but a new beginning.

Until next time...

Happy Is As Happy Does

There is a song by Kenny Chesney titled “Happy Is as Happy Does.” I absolutely love it. It’s simple, upbeat, and packed with truth. The idea is that happiness isn’t something that just happens, it’s something we do. It’s not a prize handed out to the lucky few, but a mindset we choose and cultivate every day.

That message echoes through history. Aristotle is credited in 350bc as saying, “Happiness depends upon ourselves.” Voltaire added, “I have chosen to be happy because it is good for my health.” Abraham Lincoln then said, “Most people are about as happy as they make up their minds to be.” And Charles Swindoll famously reminded us that “Life is 10% what happens to you and 90% how you react to it.” Well over 2000 years of wisdom provides the roadmap for living. Happiness doesn’t come from what we have or what happens, it comes from how we respond.

Have you ever noticed how once you buy a yellow car, you suddenly see them everywhere? It’s not that the world suddenly filled up with yellow cars, it’s that your awareness changed. I call this the Yellow Car Syndrome. When something becomes important to us, we start to see it more often. Happiness works the same way. The more we look for it, the more we see it. If you wake up determined to find small moments of joy, a student’s smile, a kind gesture, a peaceful morning drive, you’ll notice them everywhere. But if your attention is fixed on frustrations, delays, or disappointments, that’s what will fill your view. The world gives us both, but our focus decides which one wins the day.

Picture yourself walking down a long sidewalk. Most of it is smooth and easy to travel, but every once in a while, a tree root has pushed up the concrete and left a crack. You could walk the whole length of that sidewalk staring only at the cracks, muttering about the flaws and tripping over what’s wrong, or you could look up, take in the view, and appreciate the miles of stable surface beneath your feet. That’s the secret of a happy mindset. It’s not about ignoring the cracks. It’s about seeing the whole picture. 

Another way to look at it is with planes. On a single day around the world, around 130,000 flights take off and land without incident, according to the International Air Transport Association. Commercial crashes are extremely rare, averaging about 3 crashes with fatalities per year globally. Compared to car crashes globally, there are approximately 3,500 to 3,700 road traffic fatalities per day, that is one death every 26 seconds on average. Yet, there are people that still think car travel is safer than a plan. It could be simply a fear of heights or, more plausibly, it is about the focus.    

Back to my point, there are always going to be things that don’t go our way, projects that don’t finish on time, plans that get interrupted, and days that start sideways before we even pour our first cup of coffee. But those cracks don’t define the journey. What defines it is how we react, how we adjust, and whether we keep looking for the beauty around us. We need to choose our filter. Happiness is a lens. It doesn’t erase the challenges, but it reshapes how we experience them. That’s where Lincoln’s insight lands so powerfully: “Most people are about as happy as they make up their minds to be.” It’s a decision. It’s not about pretending everything is fine, it’s about deciding to approach life with gratitude instead of grumbling, optimism instead of outrage, and curiosity instead of complaint.

Voltaire’s perspective adds another layer: “I have chosen to be happy because it is good for my health.” Science clearly backs that up. Positive emotions reduce stress, improve focus, and even strengthen immunity. But before science, the wisdom was clear. Choosing happy isn’t denial, it’s discipline. It’s tending to your mindset the way you’d tend to a garden. What you water grows.

Swindoll ties it all together with the ultimate reminder of, “Life is 10% what happens to you and 90% how you react to it.” That 90% is ours to determine, the space where we decide whether to dwell on the crack or just step over it. That brings me back to Kenny Chesney’s song, “Happy Is as Happy Does.” The title alone feels like an anthem for anyone who wants to live with purpose. Happiness isn’t a mood, it’s a practice. It’s not just feeling good, but doing good. It’s helping others, showing gratitude, finding humor, or choosing grace when frustration would be easier.

Each of us wakes up with a choice, to look for yellow cars or to overlook them. To see the cracks or the miles of smooth sidewalk. To react with joy or resentment. To do happy or to wait for it to arrive. The truth is, happy people aren’t the ones who have fewer problems. They’re the ones who focus more on what’s right than what’s wrong. They’ve made up their minds to walk with appreciation and respond with heart. So I invite you to join me in my challenge, to myself and my family, to make that choice. Let’s find the yellow cars, step over the cracks, and remember that happiness isn’t out there in some unreachable place somewhere. It’s inside each of us. It’s in how we choose to see and live each day. Because in the end, happy is as happy does. (cue Kenny Chesney - Happy Is As Happy Does). 

Until next time...

Incremental Change

My entry today is a bit longer than usual and if you can stick with me, the message should resonate. Today marks a milestone for me. One thousand days ago, I set out to create a simple streak. The goal was not grand or complicated. It was simply to run, jog, or walk at least two miles in a single workout each day. That was it. Nothing more. And yet this small commitment has carried me through one thousand consecutive days without a break.

When I think about the meaning of this streak, it is not about speed, distance, or competition. It is about consistency. It is about showing up. There were days when I felt strong and energetic, and there were days when I felt tired or overwhelmed. There were days of sunshine and days of rain. There were days when I had little time and had to squeeze in the bare minimum. Yet in every circumstance, I honored the streak.

This streak has taught me that improvement rarely comes in a single giant leap. It comes in steady, almost invisible steps. One day does not look like much. Two miles is not a marathon. Yet when you add up those small steps, when you stay faithful to the process, the result becomes something powerful. That lesson does not belong only to fitness. It belongs to every part of our lives, including the work we do together in education. Imagine what would happen if we each started a streak of our own. It does not have to be about running or walking. It could be a teaching streak. Maybe it is reading aloud to your class every single day, even if only for ten minutes. Maybe it is greeting every student at the door with a smile. Maybe it is sending one encouraging note a week to a colleague. It could be something outside the classroom altogether. A fitness streak. A reading streak. A family dinner streak. The point is not what the streak is, but what it builds inside of us. When we create streaks, we create momentum. Momentum keeps us moving even when motivation feels low. Momentum builds habits, and habits shape culture. As teachers and leaders, the culture we shape is contagious. Students see it. They feel it. They mirror it. When we model consistency and dedication, they learn that goals are reached not by luck but by steady effort.

I have also discovered that streaks are deeply personal. Better is not defined by someone else. Better is defined by each of us. My streak is not about being the fastest runner or covering the greatest distance. It is about keeping a promise I made to myself. For you, better might mean something entirely different. And that is the beauty of it. Better belongs to you. I do not want you to hear this and think that a streak is only about numbers. It is about meaning. It is about proving to yourself that you can take small steps every day toward something that matters. Over time, those steps add up. They add up in fitness. They add up in reading. They add up in relationships. They add up in classrooms.

One thousand days ago, I had no idea what this streak would become. I only knew that I needed to take that day’s step. Today, looking back, I see how those simple daily choices built something significant. The streak now runs my day. I have to move forward. I no longer have to find motivation because with my streak, the motivation found me. So I want to encourage you to consider your own streak. Choose something that matters to you. Start small. Stay consistent. Share it with your students if you want them to join in. Or keep it as a personal reminder of your own capacity to grow. Whatever you choose, let it be your steady path toward becoming better.

Better is not about perfection. It is about progress. It is about the courage to take one more step today, and then another tomorrow, and then another after that. Before long, those steps become a journey. And that journey will be worth celebrating. Though I have known this my whole life, I lived it when I was recovering from a life-threatening bout with the original COVID-19 (The Beast as I called it). As I recounted in my book ‘Upright’, due to the massive damage to my lungs and the significant scar tissue present, my oxygen uptake often expressed as VO2 max, was limited at best. My diminished lung capacity impaired my ability to perform basic daily activities, including walking around the house. I would often have to stop to catch my breath just walking to the kitchen. Walk up the stairs? Forget it. Over a 6 month period, I improved to a point that I could walk around the grocery store at a slow pace, but that simple activity expended energy resources.  

I have come a long way since then but I can remember the feeling. I used to coach myself with every step. I would tell myself, “baby steps”. Move incrementally toward the goal. Get better every day. Some days are better than others, but try everyday to move toward the goal. Incremental change works. It is a proven strategy for sustainable progress over time. I’ll take that any day. 

Until next time...

Dreams

There is a song that has been on repeat in my mind this week. It is by Ryan Shupe and the RubberBand and it carries a message that is both simple and profound. The song is called ‘Dream Big’. Whenever I take time to slow down and truly listen to the words, I am reminded that the message inside them can fit almost any moment in life. It can be a message to students who are just beginning to shape their hopes and ideas for the future. It can be a message from a parent to a child as they tuck them in at night, planting seeds of possibility and reminding them that the world is wide open. It can be a message from colleague to colleague, offered in those moments when work feels heavy and the road ahead seems long. It can even be that quiet pep talk we give ourselves when doubt begins to creep in and we need to be reminded that our goals are still worth pursuing.

Dreams give us direction. They push us beyond the limits we sometimes place on ourselves. They remind us that the future is not fixed, it is shaped by courage, creativity, and persistence. Think about a student who dreams of being the first in their family to graduate college. That dream becomes fuel. It carries them through long nights of homework and early mornings of study. Think about a teacher who dreams of reaching that one quiet student in the back of the room. That dream drives patience, care, and the extra mile it takes to build trust. Think about a parent who dreams of giving their child opportunities they never had. That dream strengthens sacrifice and keeps love steady even in difficult times.

But dreaming big is not always easy. Life has a way of placing struggles in our path. We all carry burdens that can weigh down our outlook. It becomes tempting to settle for smaller dreams, to accept limits, or to let cynicism creep in. That is why encouragement matters so much. The words we speak to each other either build walls or open doors. When we choose to support, when we choose to listen, and when we choose to understand rather than criticize, we help each other keep those dreams alive.

Like anyone, I have dreams of my own, both personal and professional. Some of them I continue to work toward every day. Others I left behind, and those missed chances still linger in my thoughts. That reminder keeps me focused in the present. It pushes me to encourage my children to hold tightly to their dreams and not let them slip away. My oldest son dreamed of traveling the world when he was just a boy. Today he lives in another country, chasing that very dream. My oldest daughter has a vision of owning her own business, and I could not be prouder to support her. My next son talks about studying bioengineering at Stanford or MIT, and although he worries about not being admitted, we applied together because the first step to a dream is daring to try. My younger daughter longs to perform on the stage, and I know I will cry tears of joy when the curtain rises on her opening night. Then there is my youngest son, who has the boundless imagination of a child. One day he wants to be a race car driver, the next day an astronaut, the next day an explorer of lands unseen. My answer to him is always the same: So do I, let’s do it. 

The more I reflect on dreams, the more I realize that supporting the dreams of others is often more fulfilling than chasing my own. To see a child or a colleague step into their passion and to know that I played even a small role in cheering them forward brings a joy that lasts. Whether it is a student finding their way, a colleague who needs encouragement, a child who looks up to us, or that quiet voice inside our own hearts, the message is the same. Dreams matter. They remind us that the best chapters of our lives are still waiting to be written. 

Until next time...

Keep

This week, I found motivation from Shakespeare’s Claudius in Hamlet, "When sorrows come, they come not as a single spy but as battalions." I suppose the more current saying would be “Bad things come in threes.”  We have all heard one or more variations of these sayings at one time or another in our lives. The sentiment is that negative events come at us in bunches. Life has a way of throwing challenges at us, sometimes not one at a time, but all at once. It can feel overwhelming when the setbacks come in battalions. This week I was also given a better answer, or truth, in response. The blessings of life are often found in the struggle. To fold your cards and stop playing is never the answer. To give in to a negative event is to let it define you. Consider the idea of boiling water. While it softens a potato, it hardens an egg. The same adversity produces different outcomes, not because of the water, but because of what lies within. Circumstances don’t determine who we become. Our character does. One bad event doesn’t have the power to ruin an entire day unless we give it permission. Refuse to be affected by the negative, and you will never be infected by it. With that, I jotted down a list, of what I call, ‘Keeps’.

Keep moving forward. Keep positive. Keep devoted to your goals. Keep unwavering in your ethics. Keep laughing, even when it’s hard. Keep your head up and your heart open. Keep learning something new every day. Keep extending grace. Keep your promises. Keep shining your light. Keep encouraging someone else. Keep taking care of yourself. Keep daring to dream. Keep your patience when it’s tested. Keep building bridges, not walls. Keep choosing kindness. Keep faith in the process. Keep resilience in your spirit. Keep gratitude at the center. Keep celebrating small victories. Keep listening more than you speak. Keep finding joy in simple things. Keep being a role model. Keep hope alive. Keep showing up, even on the tough days. Keep giving more than you take. Keep trusting the journey. Keep your curiosity alive. Keep smiling. Keep asking good questions. Keep courage in your pocket. Keep forgiving quickly. Keep seeing the best in people. Keep sharpening your skills. Keep writing your own story. Keep standing for what’s right. Keep humility at the forefront. Keep peace in your words. Keep balance in your life. Keep passion in your work. Keep your eyes on the bigger picture. Keep planting seeds for the future. Keep good care of your knees, you’ll miss them when they are gone. Keep believing that your impact matters.

When the battalions of sorrow march in, do not surrender your spirit. Call on your inner strength, hold firm to your values, and let your character rise to do the fighting. A single bad moment does not have the power to own your entire day unless you choose to hand it that authority. Instead, stand strong in who you are, stay grounded in what matters most, and keep perspective in the face of adversity. Remember that it is never the boiling water itself that determines the outcome. What matters is what is within. The potato softens, the egg hardens, but both sit in the same pot. In the same way, the circumstances of life do not define you. It is what you are made of that makes all the difference.These are the things I often ponder. The difficulty for all of us is in the execution. Words hurt. Actions hurt. Sometimes our students, and students’ parents do both. Yes, your response matters, though we should not let it infect us and our thinking. That will simply lead to stinking thinking. Nobody needs that. You matter more. You cannot help anyone or be there for your students if you are not taking care of yourself. (cue Michael Franti - Sound of Sunshine)

Until next time...

Standing Up, Stepping In, and Helping Out

Every so often, we come across moments that remind us what community really means. Sometimes it’s small such as holding the door for a stranger or offering a kind word when someone looks like they’re carrying the weight of the world. Other times it’s bigger like choosing to step into a difficult situation, to speak up for someone who doesn’t have the strength, or to remind others that dignity and respect aren’t optional.

It has always been my personal philosophy to try and be part of the solution. My father always said, "Stand up for what is right". Thanks to my Dad, an educator of 40 years, I was instilled with the moral belief that there are those among us that need assistance whether or not they make it known. He taught me that standing up for what is right is more than the defense of a person that has been wronged. It can be the defense of an ideal. such as living in a fair society when people are cutting the line. It is striving to live up to the standard, above the line, even when it's difficult. Sometimes it is standing up for the lessor among us that may be nameless, such as helping the poor or destitute. 

Standing up for the “lesser among us” isn’t always glamorous. It rarely comes with applause or recognition. In fact, it often requires quiet courage, the kind that says, “Even if no one else sees this, I’ll do the right thing.” Think of the student who notices a classmate sitting alone at lunch and decides to sit down next to them. Or the teacher who spots a child slipping through the cracks and finds a way to connect. Those small acts add up to a powerful truth that when we stand up for others, we strengthen the entire fabric of our community.

It is reflecting upon whether my actions are part of the solution, or part of the problem. It is being part of the greater moral and ethical push to be better everyday. Sure, there will be those days when decisions are wrapped with failure of the ideal, but soon there will be a new day to get it right. We can then make the right choices, right the ship, and become part of the solution.

As a flawed human being, I know I am not perfect. I also know that I can strive for perfect and never reach it, but at least I am trying every day to be better. As I tell students, to be better, we need to act better. Only then will a change become noticed. 

Until next time...

Have It All

This week I offer a commentary that is a little more personal as this past month has been one for the memory books. On July 24th, my oldest son got married, and our family spent three incredible weeks celebrating, laughing, reminiscing, and soaking in the joy of such a milestone event. For me, the moments were even more endearing due to the fact that, because of my son’s profession, he lives in the country of Oman. The geographic distance simply means our face to face visits are limited at best. It is for this reason, his wedding had a way of making time stand still, or at least slow down a little. The laughter around the dinner table, the conversations that stretch late into the evening, was special. Those are the moments that linger in the heart.  

I’ll admit, I’ve found myself drifting into a bit of a dream state since then. My mind trails off to images of my son and his new bride stepping into their future together. I think about the way he smiled when he saw her walk down the aisle, the joy in their voices as they exchanged vows, and the love that filled the room as two families became one. These thoughts come back often, and they are good ones. They are blessings in themselves. But life doesn’t pause for too long. As quickly as July passed in celebration, August has arrived with its own shift in rhythm. This week, all three of my children started school, and suddenly, our household feels different. Backpacks, pencils, early alarms, practices, and packed snacks remind me that life continues to move forward. As a parent, you feel that tug. The pride of watching your kids grow paired with the ache of realizing just how quickly the years seem to go. 

And that’s where I introduce a song. Jason Mraz’s song “Have It All” comes to mind. Every time I hear it, I can’t help but smile. It’s a song that feels like a letter to the next generation. It’s a blessing wrapped in melody, a wish that those you love might carry joy, kindness, and resilience into every corner of their lives. The chorus repeats the hopeful phrase: “I want you to have it all.” Not in the sense of material possessions or worldly success, but in the deeper sense. The kind of “all” that makes life meaningful. The kindness of strangers. The courage to face setbacks. The love of family and friends. The wisdom to know when to keep going and when to pause. The idea that as a father, I want my children to enter a room ‘as an esteemed guest’. 

As my children step into this new school year, that’s exactly what I want for them. I want them to “have it all”. I want them to be curious, to work hard, to be kind even when it’s not easy, and to recognize the beauty in both big moments, like a wedding day, and small moments, like laughing in the cafeteria with friends. And for my son and his new bride, I find myself wishing them the same. Marriage, like education, is a lifelong journey. It comes with lessons, challenges, and moments of triumph. The truth is, we all need a little more of the spirit behind “Have It All.” Whether we’re sending kids off to school, watching a child walk down the aisle, or simply navigating the day-to-day routine, those words remind us to live generously, to offer encouragement freely, and to never underestimate the power of kindness.

So as I adjust to the new season in my family’s life, I’m carrying that message with me. I hope my kids carry it too. I wish it for all that I come in contact with on a daily basis. May you always know the richness of community, the strength of compassion, and the joy that comes when we wish the very best for those around us. If you haven’t heard Jason Mraz’s song, give it a listen.

Until next time...

Simple

There’s a simple lyric from Michael Franti that’s been echoing in my mind lately: “Work hard and be nice.” I play this song for my kids quite often in the mornings as a reminder at the start of their day. On the surface, it doesn’t sound like much, just five words strung together. But if you let them sink in, you realize they carry the kind of wisdom that could transform not only classrooms, but entire communities. When you think about it, life is rarely smooth. Every one of us is carrying something that others can’t always see. Could be a worry, a past mistake, a health concern, a family struggle, or even just the weight of showing up every day and giving our best when our best feels stretched thin. We all have our cross to bear. Sometimes it’s obvious, but most of the time, it’s invisible. And yet, in the midst of all that, we still bump into each other. We share hallways, meeting rooms, playground duties, and countless conversations. Those interactions can either add to someone’s burden or help lighten it. Too often, without even realizing it, we slip into criticism: “You didn’t finish this.” “You should have done that.” “You always…” or “You never…” Those little “you” statements can sting, especially when someone’s already carrying more than they let on. But what if we tried something different?

What if we shifted from “you” statements to “I” statements? Instead of, “You’re not listening to me,” we try, “I feel unheard when I’m talking.” Instead of, “You need to step up,” we say, “I would appreciate more help with this.” That simple shift changes the tone. It takes the edge off and opens the door to understanding. It invites dialogue instead of building walls. So back to the song and the lyrics. Here is where Franti’s lyric hits home. Working hard is essential and none of us are strangers to effort. But being nice is the piece that transforms effort into impact. Kindness is not weakness. It doesn’t mean lowering standards or avoiding accountability. It means approaching others with encouragement before criticism, with support before judgment. It means remembering that everyone is fighting battles we can’t always see. In schools especially, this message matters. Our students watch how we handle conflict, how we talk to one another, how we respond when we’re frustrated. They’re learning not just from our lessons, but from our lives. When they see us practicing patience, offering encouragement, and choosing to lift each other up rather than tear down, they’re learning what real community looks like. 

It is my personal challenge to notice the way I communicate. To pause when I am speaking and pick my words. To pay attention to moments when criticism may be a first impulse and then ask, “How can I make an impact with this?” Because at the end of the day, our legacy won’t just be measured by the test scores or the programs we implemented. It will be measured by how we treated the people we worked alongside and the students we served. 

If you haven’t heard Michael Franti’s song, it is worth a listen. Work hard. Be nice. It is universal in application and so simple. 

Until next time...

Pay It Forward

Last spring, a small moment reminded me how the simplest acts can ripple outward in ways we might never fully see. A teacher walked into my office with a gift bag saying, “I thought you’d enjoy this,” she said, handing it to me with a smile. I opened the bag and found one of her favorite books. There was no special occasion, no hidden agenda. Just a thoughtful gift from one reader to another. Now, if you know me at all, you know that books are my weakness. A good story or a fresh perspective is like oxygen for my brain. I accepted it with genuine gratitude, then immediately began flipping it over to read the back cover. That book became the next on my reading list and it was wonderful. That simple gift reminded me that reading is more than just a skill we teach, it’s a bridge we build. Every book is a doorway, and when we hand one to someone else, we’re not just passing on paper and ink, we’re passing on possibility. So, I decided to pay it forward.

I chose a different teacher, someone who didn’t know this little chain of kindness had already begun. I told the teacher I was bringing the book. No reason, no celebration, it was just because. I then told her the story, and stated “I’m paying that gift forward. I’m asking you to do the same when the time feels right.” That’s the beauty of paying it forward. You can’t always predict where the gift will land next, but you can trust it will keep moving.

In our world where our days are jammed with making plans, deadlines, and a thousand small fires to put out, we sometimes forget that one of the most important things we give our students isn’t on any official curriculum. It’s an example of kindness in action. Whether it’s lending a hand, offering a listening ear, or sliding a book across a desk, we are teaching them what community looks like. And when that kindness comes in the form of a book? Well, now you’ve got a double win. You’re modeling generosity and you’re fueling the love of reading. So here’s my challenge for you this year. If you receive a book from another, pay one forward. Pick one you’ve loved, or one you think someone else will. Tell them it’s part of a chain. Tell them the only catch is that they have to also pay it forward. Ask them to keep it moving. As far as the book is concerned, you never know if it will inspire or if it will be loved as you intended. You simply need to take stock in the fact that your kindness has been delivered. Throwing the unknowns aside, I can promise you that when that person takes up reading the book, they will turn a page, pause, and think of you. And that is a story worth writing.

Until next time...

Empowering Educators: Professional Development in the Age of AI

Let me be honest, even for seasoned educators, the rise of AI in the classroom can feel a bit like stepping onto a spaceship. Except instead of closing the hatch and preparing for launch we are inviting our teachers aboard and charting a shared course. Professional development in this era becomes not just helpful but essential and when it is designed with care it gives teachers the ability to treat AI tools not as replacements but as collaborative instructional partners.

We begin by building teacher confidence. When a prompt returns a skewed or fact inaccurate response, what the technical world calls a hallucination, it provides an opportunity to model critical thinking. Encouraging students and educators to ask does this align with history diverse viewpoints or community values fosters ethical awareness that helps everyone learn to question AI outputs and trust wisely.

Of course there are real concerns around equity access and privacy. Not every school enjoys reliable wi‑fi and not every teacher shares the same familiarity with AI technology. That is precisely why development must be ongoing and responsive. The need to safeguard sensitive student information is real and without layered training teachers risk exposing data inadvertently. Those issues are woven tightly into effective professional learning.

Up to now we have described the what and why but professional development with AI must also include the how. Educators become interpreters and learning coaches guiding students to use tools while nurturing empathy context and judgment. AI can take over repetitive tasks handle grading help plan lessons or personalize practice, but only when teachers remain at the center of instruction offering that human spark.

When teachers thrive students thrive. Equipping educators with knowledge tools and ethical guardrails enables AI to extend, not diminish, their expertise. The message we send is powerful even as technology transforms teaching human insight compassion and wisdom remain the heart of learning.

That combination of innovation and ethics is the promise and responsibility of professional development in this age of AI. 

Until next time…

The Summer Slide: Not Just for Students Anymore

As the school year winds down and summer break approaches, there's a familiar phenomenon that educators, parents, and students alike dread: the "summer slide." This term refers to the learning loss that occurs when students take an extended break from academic activities. Studies have shown that students can lose up to 20–30% of their school-year gains in reading and math during the summer months. But here's the twist: it's not just students who are affected. Educators, too, can experience a form of the summer slide. After months of intense planning, teaching, and assessment, many teachers find it challenging to maintain their professional momentum during the summer. Without the daily structure and collaboration, it's easy to lose touch with the latest educational trends, strategies, and technologies.

For students, the summer slide can be particularly detrimental. The loss of academic skills over the summer months can lead to a significant achievement gap, especially among students from low-income families who may not have access to enriching summer activities . This gap often compounds over time, leading to long-term educational disparities.

For educators, the summer slide manifests as a loss of professional development opportunities. While summer break offers much-needed rest, it also presents an opportunity for teachers to engage in professional learning, collaborate with peers, and reflect on their teaching practices. Without intentional efforts to stay connected and continue learning, educators risk falling behind in an ever-evolving educational landscape.

So, how can we combat the summer slide for both students and educators? Here are some strategies:

1. Summer Learning Programs

Offering summer school or enrichment programs can help students maintain their academic skills. These programs provide structured learning opportunities that keep students engaged and prevent learning loss.

2. Professional Development for Educators

Providing teachers with access to professional development opportunities during the summer can help them stay current with educational trends and strategies. Online courses, webinars, and workshops are excellent ways for educators to continue their learning during the break .

3. Community Engagement

Engaging the community in supporting summer learning initiatives can make a significant difference. Libraries, local businesses, and community organizations can collaborate to provide resources and activities that promote learning during the summer months .

4. Family Involvement

Encouraging families to participate in their children's learning can have a profound impact. Simple activities like reading together, visiting museums, or exploring nature can reinforce academic skills and foster a love of learning.

Embracing the Summer

While the summer slide presents challenges, it also offers opportunities. By proactively addressing the learning needs of both students and educators, we can ensure that the summer months are a time of growth and development, rather than regression.

As we approach the end of the school year, let's commit to combating the summer slide together. By staying engaged, continuing to learn, and supporting one another, we can make the summer a time of enrichment and preparation for the year ahead.

Until next time...

Future-Ready Schools: Strategic Planning for AI Integration

If there’s one thing we’ve learned from Back to the Future, it’s that the future is full of surprises. But unlike Marty McFly and Doc Brown, we don’t need a DeLorean to prepare for what’s ahead. In education, we have the power to shape our future by strategically planning for the integration of artificial intelligence (AI) in our schools.

Before we can travel to the future, we need to ensure our current systems are ready for the journey. This means evaluating our existing hardware, software, and network capabilities to determine if they can support AI applications. Are our devices up to date? Do we have reliable internet access? Are our data storage solutions secure and scalable?

Just as Doc Brown had to learn how to operate the flux capacitor, our educators need to be equipped with the knowledge and skills to effectively use AI tools. Professional development should go beyond basic training; it should include hands-on workshops, collaborative learning communities, and ongoing support to ensure educators are confident in integrating AI into their teaching practices.

To navigate the complexities of AI integration, we need a roadmap. This means establishing clear policies that address ethical considerations, data privacy, and the responsible use of AI. Policies should outline acceptable use, data protection frameworks, and staff training requirements to ensure a safe and effective AI environment.

Just as Marty had to convince his parents to believe in the future, we must engage our community in the process. This involves transparent communication with parents, students, and staff about the benefits and challenges of AI integration. Hosting information sessions, surveys, and feedback channels can help build trust and ensure that all voices are heard.

The future is unpredictable, and our plans must be flexible. As we implement AI tools, we should continuously assess their effectiveness and make adjustments as needed. This iterative approach allows us to learn from our experiences and ensure that AI integration remains aligned with our educational goals.

As we look ahead, let's remember that integrating AI into our schools is not about replacing teachers or traditional methods; it's about enhancing the learning experience and preparing our students for a rapidly evolving world. By strategically planning and working together, we can ensure that our schools are truly future-ready.

So, as Doc Brown would say, "The future is what you make of it, so make it a good one."

Until next time...

Building Trust: Communicating AI Policies to Parents and the Community

As educators, we’re no strangers to change. From chalkboards to smartboards, from paper report cards to digital dashboards, we’ve adapted time and again. But the introduction of artificial intelligence (AI) into our classrooms feels different. It is more transformative, more immediate, and yes, a bit more intimidating.

I often liken it to the first time we introduced calculators into math class. Remember the debates? “They’ll never learn to do math without them!” Fast forward to today, and calculators are standard tools, not crutches. AI is on a similar trajectory, but this time, we must be more deliberate in how we integrate it.

When it comes to AI in education, transparency isn’t just a best practice, it’s a necessity. Parents and community members need to understand how AI tools are being used, what data is being collected, and how their children’s privacy is being protected. Without this clarity, we risk eroding trust and fostering skepticism.

A recent initiative by Ohio State University underscores this point. The university announced that all incoming students will be required to become "fluent" in AI as part of their education. While the goal is to prepare students for a rapidly evolving workforce, the move also highlights the importance of clear communication about AI's role in education .

Developing a clear AI policy is the first step in building trust. This policy should outline:

• Purpose: Why are we using AI? Is it for personalized learning, administrative efficiency, or both?

• Scope: Which AI tools are being used, and for what purposes?

• Data Privacy: What data is being collected, how is it stored, and who has access to it?

• Ethical Considerations: How are we ensuring that AI use is fair, unbiased, and inclusive?

Once the policy is in place, the next step is communication. It's not enough to send home a letter or post a policy on the website. We need to actively engage with parents and community members through:

• Information Sessions: Host workshops or webinars to explain AI tools, their benefits, and how they align with educational goals.

• Feedback Channels: Provide avenues for parents to ask questions, express concerns, and offer suggestions.

• Regular Updates: Keep the community informed about new AI initiatives, policy changes, and any incidents or issues that arise.

To make the concept of AI more relatable, I often draw parallels to pop culture. Remember the movie The Matrix? In it, humanity is trapped in a simulated reality controlled by machines. While it's a dystopian view, it serves as a cautionary tale about the unchecked use of technology. On the flip side, consider Big Hero 6, where AI is used to enhance human capabilities and foster positive change. These stories highlight the dual-edged nature of AI and underscore the importance of responsible integration.

Ultimately, building trust is about fostering a culture of openness, collaboration, and continuous learning. As we navigate the complexities of AI in education, let's remember that our goal is not just to teach students how to use AI, but to teach them how to use it responsibly and ethically.

By being transparent, engaging with our community, and continuously evaluating our practices, we can ensure that AI becomes a tool that enhances education rather than complicates it.

Until next time...

Personalized Learning with AI: Opportunities and Challenges

I like to think of personalized learning as having a GPS in your classroom. You know where you’re going, maybe mastering multiplication or crafting stronger sentences, but AI can help chart a route tailored just for each student. When it works well, it can turn broad highway learning into a scenic, engaging road trip that keeps every learner interested and growing.

AI tools, like intelligent tutoring systems or adaptive math practice, are already making that GPS dream come alive. They can assess student performance, detect where someone is stuck, and deliver the right challenge or support precisely when it's needed. Programs like Khanmigo and Khan Academy use AI to simulate tutoring for learners; students can work at their own pace, with hints and guidance modeled after expert teachers. 

Teachers also gain traction. AI can analyze homework or quizzes, highlight common misconceptions, and free up time that used to go to grading. That means more time for creative lesson designs, individual check-ins, and even better, playtime in the recess yard.

But here’s where the road gets a little bumpy. To fine-tune learning, AI systems collect lots of student data: what questions they get right, how fast they learn, sometimes even behavioral patterns. That creates a treasure trove for teaching, but also serious questions around privacy and data security .

We have to ask ourselves: How is this data stored? Who can access it? Do students and parents understand what’s happening behind the scenes? California districts, including ours, regularly check compliance with laws like FERPA and implement encryption protocols, privacy isn't optional, it's mandatory .

Then there’s bias. AI learns from past data, and if historical data reflects inequity, AI may reinforce it. That could mean unintended favoritism or penalizing students from underrepresented groups. We must stay vigilant. AI shouldn’t be the final word. Educators need to ask why a student is being assigned certain tasks and check for hidden patterns.

Another big concern: relying too heavily on technology. AI can suggest a prompt for a story, but it shouldn’t prevent teachers from sharpening student imagination or conversation. We don’t want classrooms where students sit silently while software does the thinking .

I’m reminded of a vivid scene: a fifth-grade teacher used AI to create a personalized reading plan for a student who lacked confidence. The program suggested text calibrated to that child’s reading level. But when they met to talk about the story, the student used rich, expressive language, something AI couldn’t generate. That human connection transformed what might have been just another lesson into a moment of empowerment.

We also must recognize the digital divide. AI tools are only meaningful if students can access them. That means districts must advocate for broadband in rural areas, device programs for families, and inclusive design so every learner benefits.

What does it mean to move ahead thoughtfully? First, pilot with clear purpose: small-scale trials in one grade or subject so we can evaluate impact before scaling up. Second, develop learning agreements with students and families that explain data use, consent, and what we do. Third, regularly review AI tools for bias and effectiveness, putting teachers and families in the decision-making loop .

AI-powered personalized learning holds real promise. Students who once struggled can thrive. Educators can refocus on connection and creativity, and classrooms can flex to each child’s pace. But like any powerful tool, it comes with responsibilities. We need strong privacy safeguards, training for teachers, equitable access, and ongoing oversight.

If we do it right, personalized learning with AI doesn't replace human educators, it enhances them. It lets us bring our best to every student, helping each to flourish. And that, after all, is the heart of teaching, no matter how smart our software becomes.

Until next time...