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...

Tis the Season...

'Tis the Season to Be…we have all heard this phrase. In my opinion, though we hear it around this season a ton, it is probably the most under used phrase. We should be using it more because the words that follow the phrase are, most of the time, good. Unless we are joking, we don’t link the phrase with ‘stresses out’ or ‘stuck in traffic’.  We link it with feel good things like ‘jolly’ or ‘happy’. Wouldn’t be nice if during the dog days of summer, we heard the phrase, ‘Tis the season to be jolly’. Unfortunately, that isn’t the case. Though we know the phrase, we often find the month of December filled with crazy days and rushing to this, that, or the other thing. It seems the days grow shorter, yet somehow our to-do lists grow longer. There’s a constant hum of busyness in the air and an ever-present sense of urgency. For teachers, the holiday season can feel like a whirlwind of activities: end-of-semester grading, school performances, and planning holiday celebrations for students. It’s easy to get swept up in the rush. Amidst the chaos, we need to remember what the season truly represents: human connection.

Walk into any store in December, and you’re immediately greeted by festive music, towering stacks of holiday goods, and sales promising the best deals of the year. While there’s a certain joy in finding the perfect gift or decorating the home, the commercialization of the holidays often distracts us from their deeper meaning. The frantic pursuit of material items can overshadow the moments that bring genuine happiness. For me, I do it a bit differently. December becomes a time to slow everything down. Enjoy a heartfelt conversation with someone, experience laughter shared with loved ones, or simply stop to appreciate the beauty of the season. Teachers are no strangers to this frenzy. Between organizing classroom activities and crafting holiday-themed lessons, the pressure to “do it all” can be overwhelming. It’s a delicate balancing act, made even more challenging by the personal demands of the season. Yet, even in the busiest moments, there are opportunities to find and foster connections that make the holidays meaningful.

For many of us, the holidays are steeped in tradition. Whether it’s baking cookies with family, lighting candles, decorating the house, or watching a favorite holiday movie, these rituals ground us. All of these are things I do with my family. I acknowledge the same thing that my parents knew, we are constructing memories that will last a lifetime for our children. As challenging as some of the things that are done in the classroom, as a parent, I know they matter. Teachers make impacts that can be recalled for a lifetime. We all can fondly remember the holidays at school. As educators, we have the unique ability to introduce or reinforce traditions that highlight the values of kindness, generosity, and gratitude.

At its core, the holiday season is about connection. It’s about reaching out to others, whether through acts of kindness, shared meals, or heartfelt words. In a time when digital screens often dominate our interactions, making space for genuine human connection is more important than ever. For teachers, this means being present with your students, even in the midst of holiday chaos. It’s taking a moment to check in with the student who seems quieter than usual or celebrating the small victories with a colleague. These acts may seem small, but they’re the threads that weave the fabric of everything we do. ‘Tis the season to be…present. It is a gift, that is what makes it a present. Be kind. Be grateful. Whether in your classroom or at home, it’s not the gifts under the tree but the people around it that truly make the holidays special. 

Until next time...

Happy Thanksgiving!

Next week marks the beginning of a series of celebrations, starting with Thanksgiving and rolling into what we used to call Black Friday.  I guess Black Friday is not so much of a big deal now with the onset of deal shopping at all times of the year. Black Friday has been replaced by Amazon Deal Days or something like that. I’m not so upset about it, because in my younger days, I remember White Flower Days (I probably just dated myself). For those of you that don’t know this awesome event, it was the Black Friday deals of yesteryear in Macy’s. But I digress. The Saturday after Thanksgiving is Small Business Saturday, which I absolutely love. I really do. My wife and I usually head into town and shop all the little stores. Not so much a Black Friday sale day, but it is a healthy community day that adds to the events of the season. As a society, we’ve created an extended "holiday season" as many of you know. It starts with Halloween and doesn’t stop until the Super Bowl in February. That’s over four months of festivities and gatherings. Whatever your plans are, let us hope for rain, just not the troubles that accompany the rain. So, here’s my humble holiday wish this year: may everyone’s roof hold up against the elements. It might not be the flashiest or most exciting wish, but if your roof fails during a storm, you’ll quickly realize how critical it is. Having been there a few years ago when the roof leaked and warped the drywall ceiling in my house. It was not fun with tarps and buckets trying to save the flooring. For that, I’d hate to be the guy who didn’t send out well wishes in advance.  Most importantly, the holiday season is a time to take stock of what truly matters. While it’s easy to get caught up in the busyness of shopping, decorating, and planning, it’s equally important to pause and appreciate the simple things: a warm home, nice meal, family and friends, and the roof over your head…literally and figuratively. And since it’s Thanksgiving, why not start by reflecting on gratitude? This weekend, as you prepare for the whirlwind of holiday activities, take a moment to consider the things that bring meaning and joy to your life. Maybe it’s the laughter of loved ones gathered around the table, the satisfaction of a job well done, or the comfort of a familiar routine. Whatever it is, cherish it. As the holidays unfold, let’s hope for the best.  The best in all of us. Let us hope for laughter instead of leaks, for joy instead of storms, and for peace and warmth to fill our homes. After all, this season is about more than just celebrations; it’s about connection, resilience, and gratitude for the things we often take for granted. So, as Thanksgiving gives way to Black Friday and the holiday hustle, remember to pause and savor the moments that matter most. May your weekend be unbelievable, your spirits be high, and your roofs hold strong. Happy Thanksgiving!

Until next time...

10,000 Hours

Throughout my career in education, I have pushed the concept of incremental change. I believe in the power of small changes. I utilize it in my life. I teach it to my children. The true power of change is found in incremental change.  Look at erosion, plate tectonics, investment, and in my case, keeping the garage clean. Small changes over time will make a big difference. The evidence is all around us. This idea was much more pronounced in the book I recently read called ‘Outliers’ by Malcolm Gladwell. He presented several stories of success and boiled them down to the “10,000-hour rule”. His thesis is that mastery in any field requires about 10,000 hours of dedicated practice and that resonated with me. I know that meaningful growth is a product of consistent, focused effort over time. It doesn’t happen by chance and it cannot happen overnight. In education, that is why incremental change is so important. Success is the result of small, daily improvements that compound over time. Each lesson plan, classroom interaction, and professional development session contributes to the growth of teaching skills. Even the most seasoned teachers can refine their craft by embracing incremental change. Consider dedicating just 30 minutes each day to honing a specific skill. Whether it’s integrating technology, improving classroom management, or designing engaging lessons, it will add up to over 180 hours in a year. Over the course of a teaching career, these small investments yield significant dividends. The key is consistency. As I stated above, I not only utilize this approach professionally, I employ it in my private life. If our paths would have crossed two years ago, you would have seen me 80 pounds heavier. For health reasons, I decided to make a change. I had read an article in Runner’s World on ‘Streaking’ and it inspired me. So, on January 1st of 2023, I began streaking. No, not running around without clothes, (we will leave that action to the decade of the 70’s where it was born), but doing something with consistency and holding a streak. My streak was simple: run, walk, or jog a minimum of 2 miles a day. Today I am happy to say that I am at day 685 of my streak. Not only have I lost 80 pounds, but my blood pressure is lower and my resting heart rate is lower. These outcomes are a result of consistent, incremental change. As educators, our role is to guide students in breaking down large goals into manageable steps. For example, a student struggling with reading can benefit from 15 minutes of focused reading practice each day. Over time, this small effort leads to substantial progress. Similarly, in subjects like math, consistent practice with foundational concepts builds the skills necessary for tackling advanced problems later. In sport, it is about learning the fundamentals so well that the performance of fundamentally sound movement becomes second nature. As a guitar player, I no longer have to think about where to put my fingers, I just do it. When I think about it, I get slower. Gladwell’s 10,000-hour rule aligns with the powerful truth that hard work over time can lead to significant success. This idea is often illustrated with the concept of compound interest. Just as small investments grow exponentially in a financial account, incremental improvements in education compound to create profound transformation. The progress may seem slow at first, but over months and years, the results are undeniable. By focusing on incremental change, we remind ourselves and our students that every small effort matters. Together, we can build a foundation for long-term success, one hour, one day, and one step at a time. Make tomorrow better than today and begin your own streak.

Until next time...

Hope

This week, I wanted to write a bit about hope. In our profession, we often see things that give us pause. For me, during the pause, my brain trails off into a thought about hope. How do we inspire it? How is it lost? How does it fuel us? Though I may have some answers, I will not offer them. I will simply allude to the obvious, that hope is the force that fuels us all, but it is not the blueprint. It is a powerful force in education. I see it like the midi-clorians that make up ‘The Force’ in Star Wars. The more you have, the more powerful your potential. Like hope, it is intangible but real, potent but not able to be held in your hand. Unfortunately, just like in Star Wars, we can’t simply hope to beat Darth Vader. Hope is part of the motivation, but it is not a strategy. Our job as educators is to work with hope daily. Just as misery likes  company, hope loves an audience. As a parent, I learned early on that hope is not the plan, but the push. Not the physical push, but the mental. As a coach for many years for Cross Country and Track and Field, I often asked my student/athletes to go beyond what they had done before. I talked to them about how the hard work will pay off at championships. I would give them the ‘tough love’ that we cannot rely on hope because hope is not a strategy. This phrase is one that I have used countless times before. In schools, we cannot wait for test scores with fingers crossed to see if our students did well. We have to meticulously plan for their success and when it happens, it is not a surprise. We planned for it. To base our outcomes on hope alone would be ridiculous. We cannot sit back and wait for things to turn around on their own, and we can’t spend our days with crossed fingers expecting results. Hope without action is just wishing in disguise. We’re here to make real change, not wait for it. Our students deserve it. Our parents expect it. When we add proper planning and execution with hope, that is when the real magic happens in the classroom. Every lesson plan, discipline strategy, and classroom rule is a layer of action. Hope is what fuels our energy to take that action, but the structure we build with our plans is what holds it up. For educators, this means getting clear on your goals. You’ve got standards, you’ve got common formative assessments, you’ve got every acronym known to man. Choose the right strategies that will get your students from Point A to Point B. When you have meticulous planning, hope becomes part of the atmosphere. It’s real, and it’s what we’re doing every day. With hope, we all know there is a time limit associated. We never want our students to lose hope. I would not wish that on anyone. Therefore, begin taking steps to fuel a brighter future. The flickering flame of hope can be fanned into a bonfire with on-time planning. Just remember, no one ever won a battle, taught a classroom, or ran a school on hope alone. I hope you enjoy your weekend. With amazing weather, enjoy the outdoors but most of all, be restful! (cue Beethoven - Moonlight Sonata).

Until next time...