The Master Teacher Blog

The Master Teacher Blog
Providing you, the K-12 leader, with the help you need to lead with clarity, credibility, and confidence in the ever-evolving world of education.
The More Powerful AI Becomes, the More Leadership Matters

The More Powerful AI Becomes, the More Leadership Matters

Artificial intelligence can do many things, but it cannot leadnot in a classroom, not in a school, not in a district. AI can generate information, analyze data, summarize knowledge, and even mimic expertise, but it cannot read a room, exercise contextual judgment, or demonstrate emotional stability and wisdom. It is not a leader. 

Leadership is a complex, uniquely human behavior. In fact, rather than replacing leadership, the rise of AI has magnified its importance. Our students, staff, and communities want to know that we understand what matters to them and that we will be there for them. They want assurance that we can handle complex and emotional situations, and they want to feel that we are capable and trustworthy. These elements cannot be handled by technology.  

Consequently, now is the time to really, truly lead. The clarity, credibility, and conviction we bring to our work cannot be easily replaced by technology. People want leaders to whom they can turn in times of confusion, drama, and pressure. This is our opportunity.  

The truth is that as the capacity of artificial intelligence grows, so does the need for insightful, stable, skilled leaders. Consider these ways in which leadership becomes even more important and valued in an era of artificial intelligence. 

Judgment gains importance when information is abundant.  

Leadership gains value by demonstrating discernment, wisdom, and contextual understanding while considering information that AI can provide. Knowledge and expertise remain important when integrated with AI, but the value leaders add becomes less driven by their knowledge. Asking the right questions, navigating ambiguity, and making sound decisions in the face of uncertainty and competing priorities matter even more.  

The value of trust grows with the proliferation of auto-generated content. 

Incidents of deepfakes, hallucinations, and algorithmic decision-making raise caution and skepticism about the information AI produces. Trust remains among the most valuable currencies in organizations. Consequently, leaders who communicate openly, consistently, and authentically come to be increasingly relied on. People are more likely to assume credibility based on their emotions than to evaluate it solely on an intellectual level.  

Calmness and consistency are crucial in times of complexity and constant change.  

AI is accelerating the pace and breadth of change for most institutions and industries, including education. Rapid change inevitably generates confusion, fear, resistance, and fatigue. Leaders can provide stability and reassurance by projecting calm, consistency, and clarity. The key is not to pretend to have all the answers. Curiosity, adaptability, intellectual humility, and commitment to learning are increasingly important and impactful leadership behaviors.  

Genuine human connections mean more in the context of AI-simulated emotions. 

AI can simulate empathy and understanding, but artificial, mechanical emotions have limits and often lead to disappointment and a lack of fulfillment. They are poor substitutes for genuine emotional safety, human connection, and meaningful relationships. Leaders can offer authentic attentiveness, genuine care, and emotional intelligence that technology cannot fully replicate. People want to be seen, experience hope, and feel psychological safety in ways that only humans can provide.  

Real communication is even more important in an era of auto-generated content. 

It is true that AI can make communication easier and more efficient. It can produce polished emails, professional-looking presentations, and succinct reports. However, the presence of these tools also makes meaningful communication even more valuable. People want to feel connections that are authentic, deeply human, and emotionally fulfilling. Leaders can tap into the benefits AI offers, but the communication that matters most is an extension of who they are and what they value, and it reflects the connections they make with their audience. 

Ethical leadership is crucial to evaluate machine-generated advice and direction.  

AI can be vulnerable to bias, dismissive of privacy, insensitive to equity, and unconcerned with human dignity. Technical competence is not a substitute for moral clarity and ethical considerations. Leaders can ensure alignment with values, exercise the courage to make principled decisions, and model other behaviors that protect and value those who depend on them to guide and serve in ways that reflect everyone’s best hopes and highest expectations. 

As technology continues to advance and get better at generating information and providing answers, people will increasingly seek and value leadership that features the human qualities of wisdom, curiosity, empathy, vision, and trust. Now is the time to embrace our role and lead with humility, authenticity, and courage. 

Get the Most from Instructional Coaching

Get the Most from Instructional Coaching

A growing number of schools are investing in instructional coaches to help teachers to reflect on their practices, broaden their teaching strategies, and build their skillset. On its face, this seems like a great new resource for teachers and a wise investment for schools and school districts. However, instructional coaching is not always welcomed and valued.

Many veteran educators have not experienced a coach since they were a student teacher, and that experience may not have been positive. Consequently, they are now resistant to the idea of being coached. Some teachers are reluctant to engage with an instructional coach because they fear that having a coach may suggest that their skills and practices are not adequate or viewed positively. Still others resist coaching because they are not convinced that a coach will offer significant benefit in exchange for the investment of time and effort.

Yet, most top-performing CEOs and other executives have coaches to help them maintain and improve their performance. Top athletes are constantly coached to help them perform at their very best and remain at elite levels. World-famous visual and performing artists have coaches to help them refine their techniques and hone their skills. The list could go on, but the point is that receiving coaching does not mean that there is a skill deficit or performance problem. Rather, it reflects a commitment to constantly improve and perform at our best and, when done well, instructional coaching offers among the most powerful impact on student learning of all school-based professional development initiatives.

Instructional coaches are not necessarily smarter, better skilled, or more experienced that those they coach. Rather, they serve as reflectors, collaborators, resource providers, and explorers to help us do our very best work on behalf of our students and their learning. They may share observations, ask questions, explore options, and otherwise help us to reflect on and improve our practice.

The challenge we face when being coached is how to get the most from the experience. Coaching takes time, requires investment of effort, and may occasionally challenge us to take risks. We want to be certain that our investment pays off. Here are seven experience-proven insights we can tap to make the best of the coaching we receive.

First, we need to commit to active listening. The first step toward a successful coaching experience is being open to listen and consider what we hear. We may have years of experience under our belt and enjoyed significant success, but becoming even better starts with a willingness to hear and consider ideas and suggestions that do not originate with us.

Second, we must “put our ego in our pocket.” If it has been a while since we have engaged with a coach, it can be a challenge to accept someone else’s ideas and perspectives. We can feel the urge to resist or argue when our coach notices something or somewhere we might improve. We need to be humble enough to accept that there may be areas in which we can and need to improve and that sometimes others are in a good position to notice and suggest opportunities.

Third, we need to avoid making excuses. When we are nervous, defensive, or feeling less than successful, it can be tempting to look for ways to justify our behavior rather than accepting that something did not work or admit that we may not have given our best effort. We need to keep our focus on progress and what can help us to move forward rather than become distracted with deflections and justifications.

Fourth, we can adopt a growth mindset. Just because we have not tried something in the past, or have tried and not been successful, does not mean that we cannot develop a skill or learn a new technique. We may need a better strategy, renewed effort, or access to some additional tools or resources, but we have accomplished difficult things in the past and there is no reason to be less than confident in success if we give our best.

Fifth, we need to ask questions. We may hear something from our coach that seems unclear or confusing. We may not fully understand how to implement what they suggest. Our relationship and the results we and our coach seek to achieve will require clarity and full understanding. Asking for clarification, examples, and models can improve our ability to implement and succeed with new behaviors.

Sixth, we must commit to implementing the results of coaching. Coaching naturally involves conversations, but it truly matters when what we hear and agree to is translated into action. It is not enough to see how a change might be beneficial. We need to put our new learning and emerging insights into practice.

Seventh, we need to remember that our coach wants us to be our best. We may sometimes disagree with what our coach suggests, or we may have what we think is a better idea. But this is not a contest or a circumstance in which we need to win an argument. While we may occasionally choose not to implement a suggestion, we need to remember that our coach is our advocate. They want us to do our best. When we do, they win, too.

Engaging with an instructional coach may be challenging at first, especially if we have little recent experience being coached. However, with patience, commitment, flexibility, courage, and some humor, being coached can be a rich and rewarding experience.