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Surprising Benefits of Giving Back to the Profession

This may seem like a surprising time to think about giving back to our profession. These are challenging times. We feel challenged just to do the work and meet the responsibilities we already have. Yet, there are many important reasons to make the choice to give back, especially now. Of course, education as a profession urgently needs advocates who understand its challenges, pressures, and problems and can speak to today’s reality, propose solutions, and share a positive vision. We need voices to advocate for young people to choose a career in education and be empowered to help make needed changes. We need voices of encouragement and support for each other. We can be that voice. Giving back to the profession also means passing on what we’ve learned to aspiring and new-to-the profession educators. We can encourage others and offer perspective and advice to help them hone their practice and build their repertoire of skills and strategies. Our willingness to share our experiences can also provide insights and prevent others from making the mistakes and missteps from which we've had to learn. Equally important, giving back offers significant benefits for us. Giving back reminds us why we chose this profession and reignites our passion and enthusiasm. Giving back increases our sense of purpose and generates feelings of meaning and significance. Meanwhile, we gain perspective as we reflect and share our experiences. Giving back reinforces the knowledge, skills, and wisdom we possess. Mentoring and coaching consolidates and brings to consciousness what we know, including what we may have thought we'd forgotten. So, what does it mean to give back, and what are some ways we make a difference? Here are eight options to consider and places to start: • Volunteer to work with student teachers and teacher interns. Young people who are considering and preparing to enter the profession need professional support and guidance. They also need good models and coaches to build their knowledge and skills. • Mentor/coach new teachers and colleagues. As experienced educators, we have much to share that can ease the entry of new colleagues. We can be the resource they need and a guide on which they can depend. • Teach a professional development or graduate level class or seminar. Even experienced educators need continuing education. Often the best information and ideas come from experienced colleagues. • Volunteer for professional committees and work groups beyond our department or school. Engaging with other professionals offers opportunities to share our experience, contribute our creativity, and build our knowledge while contributing in a larger context than the classroom. • Join a professional network. As we expand our network, we also can uncover opportunities to have an influence with and to learn from a wider group of educators. We also can gain access to increasing opportunities to advocate and influence the status and future of education • Write an article/present at a conference/do a webinar or podcast. We might share a technique we've developed, a routine that works well, or an approach that’s particularly effective. Or we might address important issues or advocate for changes that will make a difference. • Write a note about the contributions and difference making of a colleague. Noticing and sharing good things we see and recognizing excellence is a great way to give back. The note may be to the colleague’s supervisor, a newsletter, or just an informal note to the colleague. • Offer to cover a class or assignment. Covering for a colleague may seem small, but supporting each other is a great way to give back. It can make a far greater difference than we might think. Remember: Giving back is as much an attitude as it is a set of actions. Why we choose to do something can matter as much as what we do. An open heart, generous spirit, and readiness to help may be all that we can give right now. If so, it will be enough.

January 27, 2023

An Often Hidden Consequence of Childhood Trauma

We know the impact trauma can have on the health and spirit of young lives in its immediate aftermath. We also often see the aftereffects of trauma for months following serious incidents and tragic occurrences. Obviously, these experiences are difficult enough when they’re happening, but now research shows that the damage children suffer can create long-term changes to their DNA. Sadly, research shows that the impact of early-in-life trauma stays with young people as they grow and can make them vulnerable to even more trauma later in life. Researchers at the University of Wisconsin-Madison and others in a research collaborative recently completed a ten-year study of the effects of childhood stress on the genetic chemistry of victims. Researchers observed that young people who’ve suffered childhood trauma often have genetic markers on specific genes. The markers, known as epigenetic modifications, determine whether the genes will function properly. These genetic markers influence emotional regulation, including susceptibility to depression, vulnerability to drug dependency, and other mental health challenges. The study also revealed that victims of childhood trauma often don’t recall their experience accurately, possibly because they were too young, or they’ve blocked all or parts of their memory. Consequently, the experiences and their effects can be ignored or misread. Researchers hope that the research will lead to more accurate and stable diagnoses of later life aftereffects. With further development, the findings may also open the possibility for treatment. Educators have suspected for a very long time that serious trauma during childhood can have lasting implications for students. The challenge has been to understand the implications and provide help. Since this research defines and documents the problem in genetic terms, it positions it to receive additional attention. The findings might also hold promise for the development of treatment protocols. Research points to the importance of partnerships between the research and medical communities and the mental health and education communities to develop supports and services and advocate for solutions. It’s difficult to predict how quickly genetic-related treatment in response to past trauma will be available. However, this research reinforces the importance of public policies that prevent or minimize social conditions associated with childhood trauma. Fighting poverty, supporting families, and providing employment aren’t just worthy aims. Effective public policies can prevent the life tragedies trauma can cause and life compromising effects that result. These policies also make good long-term economic sense. This research and what we have long known about the effects of childhood trauma make a strong case for us to partner with other local, regional, and national organizations and agencies. It’s imperative to advocate for better public policies and funding for research to mitigate and potentially reverse the lifelong effects of these tragic experiences. We’ve no time to waste. Each day more children suffer trauma and preventable tragic events in their lives. For those young people who’ve already lived through their own trauma, we need to do our best to provide hope and help.

December 23, 2022

Does Cursive Writing Have a Place in Today’s Schools?

The debate about whether cursive writing should be required learning in school has grown over the past few decades. The dominance of electronic communications and keyboard-based writing has intensified this debate. Educators, policymakers, and parents are left to wonder about the role and value of students learning to write by hand, including the development of cursive writing skills. We have a responsibility to ask ourselves where and how it's most crucial for learners and educators to invest their time. There's a near endless list of activities in which students could engage. Yet, the time available for formal education is limited and must be prioritized to prepare students to meet the demands of a lifetime. Fortunately, numerous studies have focused on the value of handwriting, including manuscript and cursive. The most compelling findings reinforce the value of students learning to form letters, having an efficient means to convey thoughts, and developing fine motor skills and hand-eye coordination through handwriting. There's also evidence that learning to write offers benefits in development of reading skills. However, there's far less compelling research regarding whether students should learn both manuscript and cursive writing. Certainly, keyboarding removes the challenge of legibility and, depending on the technology, can support correct spelling, grammar, syntax, and other vexing aspects of handwriting. While keyboarding can be efficient, there remains value in students experiencing the process of writing by hand. Studies have shown that notetaking by hand improves memory over notetaking via a keyboard. Additionally, the act of forming and sequencing letters gives students a different relationship with writing than selecting the correct key to press. Still, there's no doubt that writing via keyboard will continue to play a prominent role in how we communicate. Meanwhile, instruction in cursive writing in schools has declined steadily over the past few decades. In fact, today only a minority of schools of education include instruction in how to teach cursive writing. Consequently, fewer teachers know how to teach or place a high priority on cursive writing and are spending less time teaching students to write using cursive. With limited time, increasing accountability for learning and competing priorities, how might we think about handwriting instruction and the role it should play in learning? Four considerations seem important: First, the research on the value of handwriting is clear. There's value in students learning to write by hand despite advances in technology. We’re not at a point where abandoning this aspect of the curriculum appears viable or wise. Second, since most text to which students are exposed is in the form of print, it makes sense that they at least learn to write using manuscript. The appearance of letters and words students are reading and forming are most consistent in manuscript, and confusion is likely to be minimized. Third, if the decision is made not to provide cursive writing instruction, students still can be taught to read cursive writing. While learning to write in cursive takes considerable time and practice, learning to read cursive can be done in a relatively short time. Learning to read cursive also preserves for students access to historical documents and personal communication that is written in cursive. Fourth, several surveys and research studies show that most older students and adults who've learned to write in cursive still choose to use a combination of manuscript and cursive when writing by hand. Additionally, signatures and other forms of official correspondence typically accept printed forms of handwriting, so students aren't likely to be seriously disadvantaged by the absence of full command of cursive writing. Even if cursive is not taught, consideration might be given to introducing students to the process of connecting letters in cursive form for purposes of signatures and other specific uses. Obviously, there also are political aspects to this decision. Learning cursive will be a strongly held value in some communities, and there may be demands that students learn to write using this approach. Certainly, local perspectives must be considered. Still, it appears clear that deciding not to teach students to write using cursive won't seriously impair their ability to communicate and succeed in their futures.

December 16, 2022

Don’t Confuse Gratitude With Toxic Positivity

In this pressure-packed, often confusing time, some people conflate gratitude with what we call toxic positivity. The two concepts and related behaviors could not be more different. Engaging in one makes us more optimistic, connected, and healthy, while the other can leave us feeling guilty, isolated, and depressed. One deals with reality, while the other ignores it. Unfortunately, the confusion leads us to ignore and even reject a potentially powerful force that not only improves our mental health but creates greater happiness. We may believe that ignoring reality helps us cope. Yet, dealing with reality leads to healthier outcomes. Let’s explore these two concepts and how they can influence ways in which we feel, live, cope, and grow. Let’s begin with gratitude. Gratitude has a long history in society. In fact, Cicero called gratitude the parent of all virtues. Studies have established that having and acting on feelings of gratitude leads to greater patience, decreased depression, increased wisdom, and higher levels of honesty, generosity, patience, and perseverance. It also helps to prevent burnout. Gratitude does not ignore reality. In fact, gratitude embraces life in all its forms. We can feel grateful in the face of tragedy and in response to triumph. Gratitude focuses our attention and emotions on others rather than keeping the focus on ourselves. Gratitude leads us to move past quick, superficial expressions of thanks to actually pausing and feeing emotion of the moment. A powerful relationship builder, gratitude has been called the “glue” that fortifies relationships. Researchers have labeled gratitude the find, remind, and bind behavior. An attitude of gratitude helps us to find people with whom we would like to form relationships. Gratitude reminds us of what is good in our current relationships, and gratitude binds us to friends and partners by making them feel appreciated. Gratitude encourages behaviors that lengthen and strengthen relationships. Of course, obvious benefits to having an optimistic outlook and positive attitude result. They carry us through difficult times and help us to see the positive side of situations and experiences. However, when positivity overshadows reality or discounts difficult, even tragic experiences, it becomes toxic to relationships and organizations. High levels of toxic positivity result in not understanding, recognizing, or appreciating the challenges and circumstances faced by others. As a result, toxic positivity generates feelings of guilt when people feel sad, depressed, or stressed by circumstances they face. Toxic positivity also creates an environment with ignored problems and unaddressed challenges. Consequently, situations deteriorate, preventing needed growth and change. Unfortunately, those who point out the reality of situations get blamed and shamed. To summarize:

Gratitude is grounded and authentic while toxic positivity ignores reality and engages in wishful thinking.
Gratitude shares authentic emotions and builds relationships while toxic positivity leads to feelings of guilt and shame.
Gratitude leads to improved emotional and mental health while toxic positivity ignores feelings, creates stress, and generates feelings of depression.
Gratitude is growth supporting while toxic positivity stunts and undermines growth at crucial life junctures.
Gratitude supports others’ positive feelings and behaviors while toxic positivity leads to feelings of resentment and isolation.

These are difficult, often trying times. We need to marshal all our resources to remain healthy, grounded, and productive. Being positive is important, but it must not be carried to the point of toxicity. Gratitude, on the other hand, enjoys few limits. The more we embrace it the better we feel, the better we make others feel, and the better our organization functions.

December 09, 2022

Four Trends Transforming the Workplace Our Students Will Inherit

The COVID pandemic changed our world in many ways. Some shifts, already apparent, influence our daily lives. Others are still emerging and may not be clear for some time. Some of the changes are specific to how we live our lives. Others are more general and may have an impact on how we work and relate to others. Many of these trends also have implications for how we prepare our students for the lives and work that lie ahead for them. Among these shifts are several post-COVID trends in the business world that deserve our attention as we contemplate the experiences we offer to our students and the preparation they will need to compete in a rapidly changing work environment. Here are four key trends increasingly shaping strategies adopted by leading businesses and providing implications for us to consider. Trend #1. Business strategy is increasingly driven by three “A’s” (artificial intelligence, automation, and analytics). While the pandemic slowed or stopped activity in many areas of life, leading businesses, for key tasks, used the interruption to invest resources to automate their work, thus decreasing their dependence on human performance. They also moved toward greater reliance on artificial intelligence to design processes, solve problems, and create opportunities. Meanwhile, sophisticated analytics increasingly monitor these shifts and provide real time information regarding what’s working, what needs adjusting, and what problems need addressing. Implications: Future workers need the ability to support technology that will perform key organizational functions and operations. Familiarity with emerging applications and implications of artificial intelligence will give our students an advantage in our rapidly evolving work environment. Understanding statistics and other mathematical concepts will be crucial to success in new roles. To what extent are we exposing our students to new developments in and applications of technology? How well are our students prepared to use mathematical thinking and skills to contribute in this new world? Trend #2. Worker success measures have shifted from IQ to EQ to AQ. Not long ago our society valued the intellectual intelligence, or IQ, of learners and workers as the key driving factor for education and career success. Then the focus shifted and broadened to include emotional intelligence, or EQ. Now, employers increasingly want workers with a high adaptability quotient, or AQ. The rapid pace of change in the workplace increasingly demands that workers are flexible, adaptable, capable of performing new roles, capable of adopting new practices, and capable of building new behaviors in short time spans. Implications: Intellectual capacity remains important, as does emotional intelligence. However, constant change, new challenges, and shifting expectations demand that we nurture in students the skills necessary to adjust to their environment quickly and smoothly. What experiences are we designing and presenting to students to prepare them to successfully respond to changes in the work roles they'll fill, respond to expectations presented to them, and respond to skills demanded of them? Trend #3. Employers are placing less emphasis on degrees and more on skills and potential. Formal degrees will remain important, but they’ll be given less weight on their own. Employers progressively want to know what skills potential employees bring and how motivated they are to continue learning. Rapid changes in work environments, expectations, and skill needs will make it increasingly imperative that workers not only have strong, relevant work skills, but they'll need equally strong learning skills and motivation to continue learning. Implications: While academic learning will remain important, the ability to apply what is learned, develop new ideas, and design innovative approaches will become increasingly valued by employers. The ability to be taught will increasingly be considered only one way of learning. Orientation toward curiosity, inquiry, and discovery will be priority characteristics of sought-after workers. How are we encouraging, nurturing, and valuing these characteristics among our students? Trend #4. Businesses are placing increasing priority on agile organizational positioning. Agility from the perspective of organizations and employers speaks to their ability to change quickly without loss of focus or momentum. One of the key strategies employers now adopt to create agility is hiring free-lance and contract workers. These workers bring existing skills to assist organizations to shift quickly. They offer flexibility to enter and exit projects and initiatives as their skills are needed and work is completed. Employers do not have to be as concerned with issues, such as retirement, sick leave, vacations, and other benefits typically given to full-time, permanent employees. Implications: Free-lance and contract workers need to take responsibility for staying current in their areas of skill and expertise. They need to be sensitive to new skill and learning needs and quickly secure the expertise they need to remain competitive and attractive to employers. They also must assume responsibility for providing consistent quality in the work they do to assure consideration for future work. How are our students learning to take responsibility for their learning, initiating learning efforts, and ensuring the quality of their work without constantly deferring to adults to judge their work and direct their learning? Of course, not every one of our students will enter a work environment influenced by these trends. However, skills, characteristics, and dispositions prioritized by these trends will give our students important advantages regardless of the careers they choose or environment within which they choose to work.

December 02, 2022

Achievement Gaps and Discipline Disparities—Five Questions to Ask

Among the two greatest challenges we face as we emerge from the pandemic are lagging academic achievement and student behavior. The pandemic harmed students in both areas, and we need to address them. However, the pandemic also exacerbated a long-standing, problematic relationship that is even more concerning today. For decades, we have been concerned about the existence of gaps between the achievement of groups with certain characteristics, especially students of color and Caucasian students. Meanwhile, we’ve attempted to address disparities in discipline incidents based on race for years. Yet, the two phenomena have typically been studied and addressed largely as separate, unrelated issues. Changes in academic performance have been viewed as instruction/curriculum/learning issues while disparities in discipline have been viewed as cultural/contextual/connectedness issues. Importantly, a recent study calls the approach of separating these two challenges into question. The study suggests that the connection between achievement gaps and discipline disparities is stronger than we have assumed. It also may be that working on one of the gaps can influence the other and that working on both types of gaps may have a larger beneficial impact on school success than previously understood. The researchers studied achievement gaps and discipline disparities using data from more than 2000 American school districts drawn from the Stanford Education Data Archive, a massive database of math and reading scores and racial achievement gaps, and federal civil rights data on school suspensions. The research was conducted by a team of researchers from several universities, led by a professor from Stanford University. The analysis focused on students in grade three through eight from the 2011-12 school year to 2013-2014. In general, the study found that students who attend schools in districts with large racial achievement gaps experienced higher suspension rates. However, the disparity was greatest for black students. For example, a widening of ten percent in reading and math achievement gaps between black and white students was accompanied by a 30 percent larger gap in suspension rates between black and white students, as compared to similar school districts. On the flip side, school districts with black/white suspension rate gaps ten percent wider than average, experienced black-white achievement gaps that were 17 percent wider. Importantly, this relationship between academic achievement gaps and discipline disparities held firm even when controlled for socio-economic, parent education, and other demographic characteristics. The study did not extend to causational factors driving the relationship between achievement gaps and discipline disparities. However, the result of the study suggests several important questions for us to consider and test in our own schools and districts. First, is it possible that when students are suspended from school that missed instruction and lost learning opportunities lead to lower academic performance? Logic suggests that this may be at least one factor. Obviously, finding alternatives to out-of-school suspension and maintaining learning and teaching continuity could reduce this impact. Second, might suspensions from school result in students feeling less connected in their relationships to school staff and fellow students? We know that a sense of belonging and being accepted are important factors in support of the willingness of students to take learning-related risks and practice learning persistence. Third, might some suspensions be the result of students feeling as though they cannot be successful in school? If students believe they cannot succeed, they sometimes choose to behave in ways that connect academic failure to misbehavior rather than unsuccessful learning efforts. High quality learning experiences, effective instruction, and appropriate supports can go a long way toward preventing students from facing such a choice. Fourth, are there negative perceptions embedded in the school culture about the ability of some groups of students to excel in academics? What we believe about the abilities of our students can make a big difference in what they believe about their own potential and our commitment to ensure that they succeed. Fifth and related, do we hold expectations and perceptions, whether higher or lower, about the behavior of some groups of students that lead to inequitable discipline? Behavior that may be outside of dominant cultural norms can sometimes become the basis for discipline even when the behavior is not threatening or disruptive to the school environment. Understanding and flexibility often can go a long way toward avoiding unnecessary disciplinary incidents and achieving equity. Obviously, the findings of this study raise many important questions. It is crucial that we review the experience of students in our schools and determine if these same conditions are present. If so, we have no time to waste in determining causes and designing strategies to achieve the academic and behavioral outcomes we need.

November 28, 2022

Share Your Tips & Stories

Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.

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Is Gamification of Learning the Answer?

Gamification in education typically refers to systems of incentives, experiences, competition, or other means to induce students to engage in learning. Gamification comes in many forms. It can be as soft a touch as providing rewards and badges for accomplishing a task or demonstrating mastery of a concept, or as extensive as a full-fledged game where separate rules, scoring, and other aspect of competition dictate how participants will engage and prevail. On one side of the debate, advocates argue that it’s a great way for students to learn and have fun at the same time. Many educators see it as a way to convince students to engage in learning they might otherwise find unattractive and want to avoid. Without question, students can find gamification of learning to be enjoyable and motivating. Meanwhile, students are learning academic content and skills to compete and be rewarded. On the other side of the parley, many educators fear students will become so preoccupied with succeeding in the game that little attention will be paid to the purpose and value of what they’re learning. While they may be able to show progress, it may be in the context of the game, not in response to purposeful engagement with academic content and skills. Also of concern is how well students retain what they learn beyond the context of the game. We know that when the perceived purpose for learning has been met, such as learning to pass an exam or win points in a game, retention can quickly drop. On the other hand, when learning serves a deeper and longer purpose connected to life opportunities and goals, it’s more likely to remain accessible to students farther into the future. Other questions regarding the role and value of gamification in learning include:

Might gamification be used as a strategy to gain initial engagement with a specific aspect of academic learning?

Can gamification be beneficial for learning that has no clear, life or learning goal connection, such as memorizing required technical information?
Should gamification be avoided when what we are asking students to learn has an important purpose, needs to be retained beyond immediate assessment, and holds the potential to be engaging for students without additional structure or rewards?
Does gamification detract from the development of key academic learning skills, strategies, and habits?

It might be argued that much of what is found in traditional academic curricula does not present a clear purpose for students. This problem is with the framing, presentation, and positioning of the content of the curricula, not the students who are being asked to learn it. After all, just about every student is interested in learning. They do it all the time. Our challenge is to help students see the purpose and value of the learning we present to them. Whether framing learning in the context of real-life benefits, value, and purpose, or embedding learning in the context of an artificial game, contest, or adventure, it is the ability to acquire, retain, and apply what students learn that matters most.

November 18, 2022

Why Encourage Young People to Become Teachers?

These are tough times to be an educator. In fact, a considerable number of current educators indicate they would make a different career choice if making the decision today. Unfortunately, many educators wouldn’t recommend that young people, including their own children, become teachers. Not surprisingly, enrollment in teacher preparation programs has plummeted.

These sentiments are understandable given current conditions. However, when we step back and consider the significance of education to our society and the importance of learning to future generations, the matter takes on a distinctive character. We cannot afford to take a narrow, temporal view without considering the broader context and long-term implications of less-than-quality learning opportunities for our children and young people. We need to encourage our best and brightest young people to consider education as their mission.

Let’s consider two of the most obvious reasons to encourage young people to consider education as a career. First, our children deserve to learn from great teachers. It is true that learning is an autonomous process. However, learning is heavily influenced by the conditions and support under which it occurs. Great teachers expose, inspire, nudge, and guide learners in ways that make learning richer, deeper, and more profound.

Second, our collective future depends on each generation being well-educated and ready to contribute to the success and well-being of our society. Without bright, dedicated, and skilled teachers, we risk the future upon which we all depend. We need young people to take up the challenge of preparing the next generation. Compromising the learning of a single generation can compromise our societal and economic success for decades.

The context within which education finds itself today also is changing and presents myriad opportunities to make a difference. Here are three more reasons we can share to encourage young people to consider a career in education.

Third, we need intelligent, courageous, idealistic educators to advocate for the supports and opportunities that todays and tomorrow’s learners deserve. These are challenging times. The education profession does not currently receive the respect it deserves. Yet, the best hopes for the future, our learners, and the profession lie in the committed advocacy of skilled and courageous educators on behalf of the students whose future they are helping to shape. Changes in society, technology, and the workplace demand that future generations be well-prepared to participate and succeed. This reality represents an opportunity to change the perception and shape of the education profession.

Fourth, opportunities to make changes are greatest during times of disruption. We are living through some of the most disrupted times in memory. There is consensus that education needs to change. Teachers entering the field in the next several years will have more opportunities to shape their practice and profession than any time in recent history.

Fifth, the ability to help others learn will increasingly become a highly respected and well-compensated skill. It is true that teaching in the traditional model is not held in high regard by much of society. However, the ability to help others learn through design, technology, coaching, targeted instruction, and other means promises to grow in perceived value and demand. Learning is increasingly central to success in almost every profession. Those who have the expertise to stimulate and support learning will be afforded a wide range of practice and professional options and opportunities.

In short, our nation needs bright, committed, talented young people to take up the challenge of educating the next generations of citizens. Our future depends on it. We cannot afford to be short-sighted or timid in the face of the challenges before us. We need to encourage young people to consider education and support them in their choice.

November 08, 2022

The Power of Noticing, Appreciating, and Supporting Each Other

Every time of the year brings its challenges. This month is no exception. We can feel nostalgia with the change of seasons. Shorter hours of daylight can signal our bodies that we need more sleep. Our energy and enthusiasm may ebb. Meanwhile, we continue to struggle to address our students’ learning needs. We may be dealing with behavior issues that accompanied students back to in-person school. We may also be facing more adult conflicts and troubling interactions than we recall from the past. Yet, there are actions we can take to counter these feelings and lift the spirits of our colleagues and staff. During times like these, we need to hear that what we do matters, that others understand what we are experiencing, and they want to support us. We need to get beyond glib sayings and meaningless phrases if we hope to have our words be heard and accepted and have an impact. Our messages will matter most if they include three crucial dimensions:

Attention: People want to know that we notice what they face, what they are doing, and how what they are contributing matters, especially to us.
Understanding: They want to know that we grasp how difficult, frustrating, and exhausting some tasks, responsibilities, and situations are, even if there are limits to what we can do immediately to lift the burden or resolve the situation.
Support: When we genuinely offer our support - whether tangible, emotional, or symbolic – we can lighten the load, make the work more worthwhile, and leave people feeling appreciated.

So, what might be some messages we can share that will make a difference? Here are five examples to consider and build on as your own:

I know that you are working hard right now. Is there something I can do to help?
I noticed how you worked through a difficult and challenging situation. I appreciate and admire the flexibility and creativity you demonstrated.
I have an idea about how to address a challenge we face, but I would appreciate your insights and advice before a decision is made.

I have noticed how your team seems to be pulling together despite the situation you face. Thank you for collaborating and continuing to search for the best answers.
I appreciate the insight and commitment you demonstrate in response to the student behavior incidents we have faced recently. Thank you for the sensitivity and wisdom you have shown.

There is no question that many of the challenges we face are enormous, longstanding, and systemic. However, we all do better when we notice, understand, and support each other. In fact, we may be surprised by the impact we can have when we commit to face our challenges together, work together, and search for solutions that will make a better future.

November 03, 2022

Five Reasons for Educators to Be Optimistic

Earlier this fall, Lexia Learning released the results of a study on attitudes and perceptions of educators regarding their optimism about or the likelihood of burnout in the year ahead. Not surprisingly, educators reported several significant future concerns. Yet, while more educators expressed fear of burnout, the percentage of teachers who alternatively reported optimism trailed close behind. Obviously, in the near term we’re flanked by concerns. We worry about resources available to serve all students, about time and effort needed to get students back on track with their learning, about the political climate in which we work, and other issues. However, when we step back from immediate issues and concerns, good reasons provide confidence for the education profession. First, a recent study by the Brookings Institution ranked educators as among the professions least likely to be replaced through automation. The rate of automated job replacement in the aftermath of the pandemic and the scarcity of workers are staggering. Researchers identified many tasks currently performed by teachers that can and likely will be automated. Yet, the study reinforced the crucial role of human interaction in support of learning. They noted that daily tasks and roles of teachers will likely become less administrative, while offering more time and opportunities to engage with and teach learners. Second and related, a recent study by McKinsey & Company estimated that 20-40% of the tasks performed by teachers, including some lesson preparation, grading, and general administrative tasks, could be automated using existing and developing technologies. The researchers estimated this automation could free up as much as thirteen hours per week for teachers to engage in other professional or personal activities. Of course, teachers often perform these necessary tasks outside school hours. The shift to automation poses a challenge, but with imagination, a willingness to risk, and commitment to succeed, it can happen. Meanwhile, researchers agreed with the Brookings Institution research team that educators’ key work of instructing, coaching, and guiding students will not likely see automation any time soon. Third, learning skills and the desire to learn are quickly becoming among the most prized skills and characteristics sought by employers. Our work to help students become skilled, motivated learners, who strive beyond following directions and responding to adult expectations, provides the best advantages we can offer. Equally important, as learning becomes a key advantage for workers and organizations, those who can build these skills and instill these attitudes in young people will likely enjoy new status and appreciation. Education may once again become a profession to which young people aspire and an option that caring adults will counsel young people to consider. Fourth, education still is a profession in which creativity is an everyday opportunity. Many jobs and work roles offer few or no opportunities for flexibility and creativity in response to real time conditions and challenges. Education, every day—often every hour—brings new challenges, insights, and conditions that invite our creativity and demand our flexibility. Of course, we can choose to ignore these opportunities, revert to prescribed practices, and fall back on traditional instructional models. Yet, new strategies we try, innovative approaches we learn, and creativity we employ fuel our success, satisfaction, and, often, our sanity. Fifth, even slight differences we make with learners can change their life trajectory. We engage with and nurture the learning of children and young people when their intellect, attitudes, and identity are still forming. At this point in their lives, a comment we make, a nudge we offer, or a sense of confidence we instill can be life changing. What we see as a small shift can be magnified decades later as new opportunities, new challenges, and new circumstances to shape the lives of today’s students in ways that can far exceed our imagination. If we doubt this fact, all we need to do is ask successful adults around us to describe key moments and influences that made a difference for them. Inevitably, we’ll hear stories of educators who believed in them, encouraged them, and pushed them to see and be more than they saw in themselves. Admittedly, this is a challenging time in education, but there are compelling reasons to be optimistic about our profession and our future. Equally important, we can choose to be a part of making real the future for which we hope.

October 28, 2022

We’re In Your Corner!

As AI gets better at providing answers, it becomes more important for students to ask the right questions, think deeply, exercise keen judgment, and use those answers in meaningful, useful ways.

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