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...