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...

I Hope...

This week for me was difficult and tiring at best. I’m sure that all parents can relate. My 5 year old contracted the norovirus and was out of school all week. The hard part is planning with my wife which one of us will stay with him. Since she is a 6th grade teacher, I totally understand the complexities of sub plans and the challenges that teachers have when they are out for a day.  Though I may not have sub plans, I have work that doesn’t get done when I’m not there. Understanding this, it becomes a shared experience for my wife and I alternating the first days out and then me, taking the third day in the hopes he will not need a fourth. Well, here we are on Friday and the score is 3-2 because he had to stay out again today. As I have mentioned before, I’m competitive so as for the score, I’m winning. I bring this up because the stress of sick children is real. We all want to take the sickness from our little ones. Let them be happy and playful. Let me deal with the ugliness of the virus. Been there, done that. I know, I know, I can hear Kelly Clarkson singing, “What doesn't kill you makes you stronger”. I get it. Ultimately all the germs our children pick up helps to train the immune system. But it truly is stressful. There is a ton of hope, which completely goes against one of my life rules, “Hope is not a strategy”.  When it comes to our children, it is sometimes all we have. Hope. When medicine only treats the symptoms and is not a cure, there is hope. When one day turns into three then into fourth with no end close, there is hope. When the symptoms are mimicking an acute appendicitis or pancreas issue, hope is all you got. The alternative is hopelessness and I refuse to ever go there. When I have done all I can do, sought out the experts, and followed the best advice available, I will employ my hope. I am a very lucky father. I have healthy children, though one is still slaying the norovirus dragon. They are healthy and my hope is that I have a lifetime of days to get stressed out about them and their health. I am lucky. I acknowledge that there are others that are not so lucky. There are some families that are hurting. They have an empty seat at the dinner table. I hurt for them and I have hope for them. Hope is a really strong tool. Hope is optimism. Though half the water in the glass is gone, the glass remains half full. In 1732, Alexander Pope coined the term, “Hope springs eternal”. I have always loved the idiom.   Most people will always hope for the best, even when faced with challenges. Pope nailed it. If you don’t understand it, then you may not be a baseball fan. There is a ton of hope in baseball. Maybe that is what it is. I am just a kid at heart, doing what I have always done. I hope for a fastball to hit and not some gnarly curveball that catches me looking. I’m not going down with a reverse K in the scorebook! If you don’t understand, ask a baseball fan.

Until next time...

ChatGPT in the Classroom: Enhancing Learning or Hindering Integrity?

I remember the day a student casually mentioned, “I used ChatGPT to get started on my history essay last night.” It was delivered with the same ease as, “I used Google to look something up,” and it made me pause. As educators, we’re stewards of integrity. So what happens when AI enters the homework equation?

Think about it. On one hand, ChatGPT can be a super-smart brainstorming buddy. It helps students unpack tough ideas, offers instant summaries, even checks grammar. Like when a student says they were stuck on how to begin a persuasive essay, then uses ChatGPT to craft an outline that could boost confidence and structure. I see the potential: shorter feedback loops, more personalized support, opportunity for revision, and yes, maybe even a chance to explore voice and argument in a low-stakes setting.

But, and it’s a big BUT, the risk is real. What if students lean on AI not as a helper, but as a substitute? Studies show about 26 percent of teens report using ChatGPT on schoolwork in 2024. This is double from the prior year. More than half say it’s okay for research, but only 18 percent think it’s fine for writing essays. These numbers tell me that students themselves are ambivalent, aware of the line between assistance and dependency. 

So here we stand with a tool that could elevate learning, or erode it. As Superintendent, my goal isn’t to ban or embrace without question. It is to craft intentional boundaries and design pedagogical experiences that use AI thoughtfully.

First, clear guidelines: ChatGPT is a tool, not a replacement. We’ll create honor codes that specify when it’s okay (like for idea-generation or iterative feedback) and when it’s off-limits, like writing full essays or solving unique problems. Students need to know it’s there for support, not for shortcuts.

Second, design AI-aware assignments. Let’s build tasks that require reflection, process documentation, or in-person discussion. For instance, a “show your work” component could ask students to submit ChatGPT prompts alongside their responses (or explain in writing how they adjusted outputs). That way, the thinking behind the thinking remains transparent.

Third, elevate digital literacy. We need regular classroom conversations about AI bias, hallucination, and ethical use. I imagine teachers leading students through exercises where they challenge ChatGPT, fact-check outputs, or identify when the tool delivers inaccurate content. That helps reinforce critical thinking skills.

Fourth, empower educators. Our teachers are already creative innovators. We’ll offer professional learning sessions and collaborative planning time focused on AI: when to lean in, when to step back, and how to weave ChatGPT into differentiated instruction, feedback cycles, and project-based learning.

Finally, involve families and the community. AI isn’t just a classroom concern. Hosting workshops where parents learn how to spot if ChatGPT is being misused, or better yet, how to encourage responsible experimentation, builds trust and alignment between school and home.

Why do this? Because banning AI ignores reality. Our students are already using it, and likely will continue to. The calculator analogy comes to mind. When scientific calculators emerged, some educators resisted. But today we accept them, while still valuing mental math and problem solving. AI deserves the same thoughtful integration.

If we handle ChatGPT with calm confidence, not panic or prohibition, we can shift from reactive policing to proactive preparation. We can teach students to treat AI as a collaborator, not a crutch. We can help them understand when to turn it on, and when real growth comes from turning it off.

In the end, I'd rather have students who say, “I used ChatGPT to jumpstart my thinking, then I dug deeper,” versus, “I had ChatGPT write it all for me.” Our goal is learners who understand how they learn, not just what they can produce. And if AI becomes an extension of their thinking, one they control with integrity, then we’ve done our job.

Being a thoughtful digital citizen means knowing not just what tools to use, but why, when, and how to use them. And that’s a lesson worth teaching, with or without AI.

Until next time...

*Authors note: This blog entry was written with AI as a co-collaborator.

Nothing Ventured, Nothing Gained

As we wrap up another week, we truly see how time flies. It was a blink of an eye, it seems, when it was New Years and now we are chasing the end of the month. As we look to Spring, a time of rebirth, we all should remind ourselves of the importance of growth. Education, at its core, is about growth and transformation for all of us. The transformation, however, is rarely linear or easy. It requires perseverance, courage, and a willingness to embrace challenges that push us beyond what is comfortable or familiar. Along the way, we will make mistakes but each stumble, error, or misstep is an opportunity to learn, adapt, and grow. Our students need to see that success is not about avoiding failure but about pushing through it. They need to know that failure is not the opposite of success; it’s a stepping stone to get there. True growth happens outside of your comfort zone. Growth, whether personal or professional, requires us to stretch beyond what feels easy or safe. It’s in those moments of uncertainty, discomfort, and challenge that we discover new strengths and unlock new potential. Growth doesn’t happen when we stick to what we’ve always done. It happens when we dare to try something new, even if we’re unsure of the outcome. As a school, I believe we need to foster this growth mindset in our students and in ourselves. We must also remember that growth and success don’t happen in isolation. They’re fueled by the collective support of a community that believes in one another. As we challenge ourselves and our students to grow, let’s continue to cheer each other on and celebrate progress. We ask students questions all the time but have we turned the questions internally? What risks have you taken recently? What failures have taught you valuable lessons? How have you stepped outside of your comfort zone? How have you encouraged your students, colleagues, or team members to do the same? These answers are for you only but I can tell you that when you begin to venture outside of your comfort zone, the experience is terrifying and energizing at the exact same time. These moments of growth, no matter how small, are the foundation of the incredible impact we’re making as educators. The work we do is not easy, and it’s not without its challenges. But it is meaningful, transformative, and worth every effort. You may not see the impact you make, but years from now, maybe in a store somewhere, you will see one of your old students and they will tell you the impact you made on them. That feeling is amazing. When you are feeling stressed and emotionally drained at the day’s end, just remember, success lies on the far side of failure. Nothing ventured, nothing gained. At the minimum, let us embrace that truth. Enjoy your weekend! (cue Imagine, John Lennon). 

Until next time...

AI Fluency: Preparing Our Students for a Digital Future

 As I think about education, I’m struck by both anticipation and responsibility. AI isn’t the future, it’s our present. From healthcare to agriculture, AI is transforming professions across the board. Our mission is clear: students need AI fluency, not just awareness. They must know what AI is, how it functions, where it applies, when and why to trust it (or question it).

This isn’t hypothetical. Ohio State University’s AI Fluency initiative offers a bold model: beginning with the Class of 2029, all undergraduates will graduate with AI fluency embedded in their core curriculum. Students will learn generative AI basics in general education seminars, progress through workshops in their First-Year Success courses, and explore AI deeply via the “Unlocking Generative AI” elective. Provost Ravi Bellamkonda describes graduates as “bilingual”. They are fluent both in their field and in applying AI responsibly. That vision resonates in K–12 as well. A Digital Promise survey shows that 88% of parents believe AI literacy is essential, yet many worry traditional schools aren’t up to the task. The AI Literacy Framework from Digital Promise provides five practical approaches districts can adopt:

Guidance for Adoption & Evaluation – choosing AI tools that respect equity, data privacy, and transparency.

Integration Across Subjects – embedding AI in English, math, history, arts, and science—not confining it to electives.

Just-in-Time Professional Learning – timely teacher training on emerging AI tools.

Powerful Learning Experiences – student-led projects like chatbot design, algorithm audits, and prototype creation.

Awareness & Agency – fostering critical reflection on bias, privacy, and responsible use.

Effective AI fluency weaves together algorithmic thinking, data literacy, ethical reasoning, and creative expression. But AI fluency demands more than skills, it calls for ethical grounding. Ohio State prohibits using generative AI to cheat while encouraging its use for creativity and discourse. We must teach our students to treat AI as a partner, not a shortcut. They must question the data behind it, identify biases, and protect privacy.

AI fluency isn’t some distant priority, it’s now. A Pew survey shows teen ChatGPT usage doubled from 2023 to 2024 . Globally, some regions mandate eight hours of AI instruction annually starting in elementary school. Those who delay leave students behind.

As a public school Superintendent, I commit to a dual strategy:

Strategic Implementation: Start early and introduce AI concepts in elementary grades integrating across middle school subjects. We’ll adapt the Digital Promise framework, and draw further inspiration from Ohio State and MIT models.

Community Empowerment: Provide professional development for teachers, host workshops for parents, and establish student ambassador teams who spread AI fluency into homes and neighborhoods.

Our goal is simple: every student should be able to understand, evaluate, use, and critique AI. In doing so, we honor our fundamental educational aim: Not just to prepare students for what the world is, but for what it will become.

I envision students equipped not only to navigate AI-powered industries but to lead innovation within them. These will be students who don’t just adapt to the digital world, they drive its future. And in that, we see the promise of public education fulfilled.

Until next time...