The Master Teacher Blog

It is no secret that overplanning and overpreparing for the next school year can produce some stress, to put that mildly. It can also be a colossal waste of time. In most circumstances, we have yet to meet our incoming group of students and are not aware of their individual personalities and learning needs. Trying to assume and anticipate the details and specifics of what lies ahead can be fraught with errors and misconceptions. However, this observation does not mean that we should not spend time thinking and doing some general preparation.

The key is to focus on issues and activities that are not heavily dependent on the specific makeup of the students with whom we will be working. Having some tasks out of the way can reduce our stress and allow us to focus our attention elsewhere. Improving resource and material organization, thinking through key processes, and previewing areas of potential challenge can often help us to identify actions and activities that can smooth out the start and protect momentum during the year. Here are five activities to consider this summer that can position us and our students for a good year:

• Declutter, organize, and store. Summer can be a great time to take a fresh look at our teaching and learning space—physical and virtual—and make some changes. Over time, we can become accustomed to living with disorganized bookshelves, extra furniture, and disordered equipment areas and not realize the extra work and inefficiency they create. Summer break can be a great time to cull and organize. Letting go of some things and securing new storage space can reduce the clutter and distractions while freeing up space for other uses. In our digital world, we can sort, organize, and abandon resources, old lesson designs, and other files. Our inboxes might use some cleaning out. Deleting emails we no longer need and organizing what remains can free up space and make locating past correspondence easier. Similarly, Google Drive and other tools and storage spaces might benefit from organization. A few hours spent this summer can reduce stress and make the start of the new school year much smoother and more efficient.
• Make some new content and skill connections. Think about concepts and skills in the curriculum where students struggle to make connections or find it difficult to see a compelling purpose. Brainstorming potential uses can generate creative applications and compelling reasons for learning. Think about local businesses, organizations, and other activities where a connection might be made. Of course, a few well-crafted AI inquiries might generate some interesting and useful applications and arguments to share with students. When we share good reasons and compelling purposes for new learning, we can reduce resistance and even stimulate interest and enthusiasm for the learning that lies ahead.
• Create some micro-lesson videos. Now can be a good time to review concepts and skills where students often struggle and create some proactive resources to address the most common challenges. Consider making some brief (four- to six-minute) videos that can help students find their way through these common rough spots. The videos might include examples, step-by-step processes, and useful tips and explanations to clear up common confusion. Choose a recording device with which you are comfortable, relax, add some fun graphics, and have fun!
• Go tech tool shopping. Finding and becoming comfortable with the right tech tools can be a challenge during the school year. Summer can be a great time to research and try some options. Check with colleagues about their favorite tools and consult online reviews and expert opinions. Securing and practicing with a new tool (or tools) now can build our confidence and save time as we put them to work in the next school year.
• Collect and position key resources. Finding and securing resources to support new content and skills can be a challenge and stress-producer in the middle of a busy school year. Now can be a good time to review and make a list of the most significant resource needs and pressures we are likely to face in the coming year. Starting now to locate and pre-position key curricular and other resources can lower our stress and smooth out the process of getting ready for new units and key projects.

Of course, there may be other anticipatory, preparatory, and inventory activities that you find helpful to complete during summer. If so, be sure to share them with a colleague and help them to have a great start to the next school year, too.

Sweet, sweet summertime! For some educators, summer break is a time to do just that—take a break. Others do not have that luxury. And for many, summer is a time for both leisure and continued work, work that may or may not be related to education. These next few months will almost certainly seem to fly by; how we spend them remains to be seen, but if we are lucky, we will have time to rest and time to learn and grow.

Summer does not always mean that we have the time and opportunity to take a course or that we can set aside the time we do have to attend a conference. When possible, these are certainly great sources for learning; they can be excellent for networking, re-energizing our passion for education, and providing professional growth experiences. However, courses and conferences are not the only ways to gain new skills and elevate our practice.

When our summer is too full, too hectic, or too unmanageable to engage in formal learning—or if we just don’t want to go that route—we have an array of other options from which we can choose. These options can flex to accommodate our schedule, and they can allow us to focus on what we want to learn, when and where we want to learn it. Let’s explore six informal, but promising, ways to feed a summertime desire to learn.

Consider setting aside time to meet with a colleague (or colleagues) whose practice you admire. Often, colleagues who have an existing relationship with us and who share common experiences can provide highly useful tips, techniques, and ideas we can adopt or adapt for use with our students. Our relationship can also make it safe to ask questions that we might be reluctant to ask in other settings. Equally beneficial, we can share effective strategies and approaches from our practice that our colleagues may find beneficial in their work with their students.

You might join an educator group on social media. Like the first option, engaging with other educators in an informal setting can make it more comfortable to ask for advice, ideas, and suggestions that we can add to our repertoire of instructional, classroom management, and administrative strategies. Learning from others who share similar experiences can also provide us with encouragement and reassurance. Social networking can offer opportunities to share ideas and insights about what works for us.

Set aside time to read books, journals, and blogs you did not have time to read during the year. There never seems to be enough time to read everything shared with us, especially during the school year. We might have a stack of journals that were set aside for later reading. We might have heard from colleagues and others about books that they have found especially useful. Or we may follow blog sources that we have not had time to keep up with. Summer can offer the opportunity to return to these sources of information at a time when we can read, reflect, and plan.

Listen to professionally-focused audio and video podcasts. Summer break can offer a wide array of options for listening and watching podcasts. Whether driving to and from summer destinations, relaxing between summer activities, or engaging in physical activities that leave room for your mind to wander, podcasts can be a good way to catch up on issues and trends of interest, explore new ideas and thinking, or encounter some new perspectives worth considering and trying out.

Do your own blogging or podcasting. Of course, we don’t necessarily have to just read or listen to the ideas and insights of others. We can capture and share our own thinking and practice with others. While we might not initially consider this approach for learning, in fact, reflecting on our own practice, explaining useful techniques, and sharing what we have experienced can be a great way to solidify what we have learned, understand a deeper level of what we know, and discover new ideas and even better ways to accomplish our work.

Engage in your own research. We may want to find our own path as we seek to learn a new technique, overcome a persistent barrier, or uncover something completely new. Beyond what we may learn through the usual channels, we might search websites and databases that specialize in new research, report on promising practices, or engage in deeper debate regarding educational issues. This approach can pair well with a summer school course we might be teaching or a course we are preparing to teach in the fall.

Summer can be a valuable time for learning and reflection, but we do not need to rely solely on formal options and opportunities. The fact is that we can create our own! When we take responsibility for our own learning and find ways that work for us, the results can be amazing.

This is a time of the year when educators can feel as though our energy levels have been depleted and are in need of a boost so that we can fully enjoy our summer breaks. For some of us, the school year has left us feeling utterly spent and focused only on getting through each day. As a result, we might have narrowed some of our interests and neglected activities that have excited, energized, and motivated us in the past. Or we may be looking for something to refocus, reenergize, and renew our sense of purpose and direction, especially as we look toward the summer months and hope for rejuvenation.

There is a historical figure whose approach to life can provide inspiration and guidance for living life to its fullest, staying vibrant, and being interested in the world around us: Benjamin Franklin. It must be said that there were aspects of Franklin’s life that were not admirable and are not to be emulated. Nevertheless, he was someone who fully embraced life. His contributions to science, culture, and other areas have endured. There is much we can learn from how he approached and lived his life, things that we can apply to our own lives to keep us fresh, alert, and engaged.

Richard Munson’s “Ingenious: A Biography of Benjamin Franklin, Scientist” is filled with insights and examples of what made Franklin and his life exceptional. Here are six lessons we can glean from his approach to life and the behaviors he practiced and promoted.

Benjamin Franklin was insatiably curious. Franklin had a wide variety of interests; his curiosity extended to include science, politics, literature, philosophy, history, and more. He did not fear appearing uninformed. In fact, what he did not know drove his enthusiasm for learning.

Lesson: We do not have to fear what we do not know or what people might think. Being willing to ask, explore, and experience can lead to energizing, motivating, and enlightening new insights.

Benjamin Franklin was deeply reflective. Benjamin Franklin began each day by reflecting on what he wanted to accomplish and ended the day with reflection on what he succeeded in accomplishing and what he needed to learn and improve. He believed that reflection is the key to remaining focused, moving forward, and becoming better.

Lesson: Life is a series of experiences. However, they only have an impact when we take time to reflect on and learn from them. Reflection can help us to avoid having repeated experiences that lead nowhere, and it encourages us to view every experience as an invitation to learn, grow, and move forward.

Benjamin Franklin reveled in discovery. He appreciated discovery when it was what he expected, but he delighted in discoveries that were not what he anticipated. In fact, Franklin treasured discoveries that dispelled assumptions and revealed new insights.

Lesson: Every day features activities and outcomes, some of which are planned and expected and others that are not. We might be reassured when what we expect happens, but the unexpected often reveals something worth exploring, appreciating, and treasuring. Our choice to revel in discovery can be an excellent source of inspiration and renewal.

Benjamin Franklin was a voracious learner. He was an avid reader and prolific writer. His reading included topics far afield from his formal career. Franklin understood that exposure to a variety of disciplines and perspectives broadened his understanding and grew his knowledge. His writing offered a means to process what he learned and sharpen his thinking.

Lesson: We can access information today through multiple means, but exposing ourselves to other perspectives, views, and knowledge is no less beneficial to our thinking and understanding. Similarly, we may not write letters and depend on formal communication as much as during Franklin’s lifetime, but the process of writing, through whatever means, can still solidify our thinking and keep our minds sharp.

Benjamin Franklin was a constant networker. He maintained a wide array of friends, colleagues, and contacts. His engagement with others spanned an expansive array of disciplines, expertise, and backgrounds. Franklin saw interactions with others as valuable sources for learning, discovering fresh ideas, and challenges to his thinking.

Lesson: The social networks we form can be excellent sources of information, insight, and encouragement. When our networks include people who think differently than we think, have experiences that are different than our experiences, and who bring insights and ask questions that challenge our thinking, they can be great resources for freshening our learning and sustaining our growth.

Benjamin Franklin sought balance in life. Despite the breadth of interests and involvements that filled his life, Franklin advocated for balance and moderation. Finding time for recreation and rest from work helped him to maintain his energy and remain mentally sharp.

Lesson: Life can seem to be filled with limitless expectations and demands. As a result, we can find ourselves spending a disproportionate amount to time and energy in one area while neglecting others. Unless we commit to setting boundaries, finding balance, and practicing discipline, exhaustion and frustration will be our frequent companions as we make our way through life.

Without question, life today can be challenging. However, there are elements and aspects of life that are universal and timeless. Benjamin Franklin lived in a difference century, but much of what he promoted and practiced still has value today. Our task is to learn the lessons we need to live the life we seek.

It might seem as though the summer break offers limitless time to do what we want and need to do. However, as we well know, the time will end up passing quickly. Some structure and focus can be helpful to our ability to use the time to our best advantage. Of course, summer comes with its own set of commitments, expectations, and responsibilities, so we need to find balance if we hope to have a successful break from the school year.

We can be tempted to pack the summer full of events, activities, learning, and preparation for fall. Yet, over-scheduling can prolong our recovery from the school year, distract us from using the break to our best advantage, and leave us low on energy and enthusiasm for the start of a new school year in a few months.

As we make the transition from finishing the school year and begin to focus on how best to spend the time we have over breaks, we would do well to prioritize our time and attention. Our priorities might include some items that help us to “tie off” our experiences from the year that just ended, consider how best to engage the summer, and do some preliminary thinking and planning for next year. Here are six ideas we might consider putting into action to create some structure, form some focus, and preview what we would like to accomplish.

Catalog the best things that happened and your most significant accomplishments from the past year. You might relive some of the most uplifting and satisfying experiences from the past year, so consider making some notes to capture reflections and record your insights. If you kept a journal or made contemporaneous notes during the year, now is a good time to read and reflect on your thoughts and observations. Be sure to forgive yourself and others for what may not have gone as you planned and expected.

Make a list of what drew your interest and attention during the year. You might have heard about or encountered some new strategies to research, new tools to secure and learn to use, or you may have been stymied by reoccurring challenges you want to understand and overcome. Unfortunately, the pressure and pace of the school year can make focused exploration and development of new skills difficult to accomplish. The summer might be a good time to delve into these areas of interest and possibility.

Make a “soft” outline of what you would like to improve next year. Deciding to take some action and tackle a challenge can stimulate your thinking and draw your attention to information and opportunities that support your intentions. Your list might include strategies, units, or lesson designs you would like to develop. You might want to gain some insights and strategies for classroom management. Or your interests might lie elsewhere! What is important is to identify what you are looking for because when you do, you are more likely to find it.

Make an initial list of what you would like to learn, accomplish, polish, or produce during the summer. This task may require some discipline and a reality check. After all, you can only do so much. However, giving some thought and having a list can help you focus and prioritize available time, and it can assist you in scheduling potential learning and practice opportunities before the summer slips away.

Take time for some casual, informal collaboration. The coming weeks can offer opportunities to meet with a colleague, mentor, or coach to explore ideas, share observations, and exchange insights without the pressure of immediate action or application. Exploratory conversations, what-if ruminations, and “how might _____” exchanges can surface new ideas, open new paths, and suggest opportunities to pursue this summer and beyond.

Make a commitment to unplugging from constant work-related communication and tasks. Occasionally checking your email can help you avoid missing important communication, but hourly or daily checking and responding can unnecessarily drain energy and undermine your efforts to recharge and refresh your energy and spirit. The summer can also be a time to experiment with setting boundaries and developing strategies you can use during the school year to maintain a sustainable balance between your work and personal life.

Obviously, some of these steps may be more relevant to your life than others. You may also have ideas for additional or alternative actions to make your summer the best it can be. Now is the time to put your thoughts into action.

Summer is an opportune time to reflect on our professional profile. Reacquainting ourselves with our strengths and talents can be a source of renewed pride and cause for celebration. Revisiting areas that could use greater attention and more consistent focus can lead us to shift some priorities and make new commitments. And uncovering areas with potential for growth can lead to useful learning, new habits, and growing insight.

Our profession demands a wide array of abilities in response to a wide array of challenges that arise while we effectively engage students, colleagues, and others. Consequently, our reflection might be a list of behaviors and characteristics that are typically associated with high performance and universal effectiveness. While not necessarily all-encompassing, here is a list of nine “abilities” (including a few “-ibility” words modified for the purpose of this article) and related questions we can ask ourselves to start our reflection:

• Reli-ABILITY: Am I a “go-to” person when others want someone who will be certain a task or project is completed? Am I someone people turn to with a challenge or problem that needs attention? Can I be depended on to show up and follow through?
• Account-ABILITY: When something does not go as planned, do I take responsibility, or do I try to deflect, deny, or distract? Am I someone who, once I make a promise, follows through no matter what happens?
• Cred-ABILITY: Do I avoid exaggeration, pontification, and conjecture? Do people seek out my opinion and judgment? Do I continually build my professional knowledge base?
• Flex-ABILITY: How easily do I adjust to unexpected events, last-minute requests, and unanticipated expectations? Am I able to go with the flow, or do I become rigid and stressed in the face of change? Do I need advanced warnings, time to adjust, or someone to blame?
• Adapt-ABILITY: When conditions change, and I need to change in response, do I resist and press to keep things the way they were, or do I explore what I need to do to remain successful, then shift my approach or practice and continue to learn? Do I remain aware of trends and conditions that may make future adaptation necessary?
• Like-ABILITY: How well do I make positive first impressions and build deep and lasting relationships? Does it feel as though people want to be around me? Do I smile most of the time? Do I learn and remember people’s names? Do I give my full attention when people are speaking to me?
• Coach-ABILITY: How often do I seek constructive feedback? How well do I receive and act on the advice I receive? Can I set my ego aside when it is time to learn a new skill or practice a new approach?
• Inspir-ABILITY: (Yes, it is a real word.) What inspires me? How often am I inspired? When was the last time I experienced awe? How do I inspire others? How effectively do I share my enthusiasm and passion?
• Humor-ABILITY: (No, it is not a real word, but it should be.) How often do I see and share humor in my work with students and colleagues? Am I conscious of irony and absurdity in the situations I encounter? How often do I laugh with my students and colleagues?

If revisiting some of these “abilities” (reliability, accountability, credibility, flexibility, adaptability, likeability, coachability, inspirability, and "humorability") leaves us feeling uncomfortable or wondering if we need to shift, learn, or grow, now is great time to explore and commit to making change. Summertime may offer opportunities to practice, or we may start now to plan how we will make adjustments in the fall.

Many of us have an extensive list detailing what we need and want to accomplish during the summer break. The list likely contains many important and unavoidable tasks, but hopefully, the list also includes several activities that will contribute to refreshing our spirits and renewing our enthusiasm for when fall arrives.

What may not be on our list are actions and activities we plan to avoid. However, what we choose not to do can be as important as those activities in which we plan to engage. As you finalize your plans for the coming weeks, here are six actions and activities to take off your list.

First, resist excessively rehashing the past year. Conflicts, missteps, disappointments, and regrets offer little value unless we can—and intend to—do something about them. If there are lessons to be learned, we need to discern what they are, learn them, and let go. Obsessing saps our energy and can undermine our confidence.

Second, avoid spending too much time in your classroom on materials organization, room orientation, and classroom decoration. Physical separation from our classroom can assist the processes of refreshing and renewing our energy and enthusiasm. While briefly stopping by the classroom to collect or drop off items might make sense, organizing, arranging, and decorating can generally wait until closer to the beginning of the new school year.

Third, forgo creating a detailed content coverage plan and assessment calendar for the semester or year. A general schema to estimate and monitor progress and determine appropriate times to assess that progress can be helpful. However, rigid planning risks focusing exclusively on content coverage and delivery rather than true learning and may result in administering assessments before students have finished with and are ready to demonstrate their learning.

Fourth, don’t spend time developing meticulous lesson plans. The makeup of classes and the needs of individual students need to be considered for lessons to be successful. We might script the first couple of days to get off to a good start, but as soon as we begin to interact with students, the experiences we design need to respond to their readiness, needs, and interests.

Fifth, skip making exhaustive lists of classroom rules. Having a general picture of behaviors and guidelines can help, certainly, but students generally respond better and feel greater ownership when they can play a role in discussing and developing classroom behavior expectations.

Sixth, try not to spend time stressing about the coming school year. We need to trust ourselves to know what to do when the time comes. We cannot predict the future, and worries about it are almost always unwarranted or overblown. It’s easier said than done, sure, but time spent worrying risks distracting us from the refocusing and refreshment time that summer should be.

Summer should be a time for rejuvenating our spirit, recharging our energy, and renewing our enthusiasm. When we remove unproductive and premature activities and actions from our summer to-do list, we make these goals more attainable.

Hoarding physical objects can be a significant life problem. We have seen television shows and read news articles about people who compulsively collect and hold on to seemingly useless objects, even junk. People fill their living space with stuff they collect and often cannot bring themselves to abandon what they have collected. In extreme cases, people are hardly able to live in their house or apartment due to the space occupied by what they are hoarding. For a variety of reasons, despite the stress and discomfort associated with the behavior, they persist.

While physical hoarding is a visible phenomenon, not all hoarding necessarily is visible or physical. Without consciously choosing or even realizing the impact, we can be accumulating mental and emotional “baggage” that saps our energy, grows our stress, and undermines our ability to fully enjoy our life and work.

Much like the accumulation of physical objects, our mental and emotional capacity to engage, explore, grow, and learn can be compromised when we allow past hurts, current conflicts, and the possibility of future disappointments to fill our minds and fray our emotions.

Of course, the mental and emotional elements that take up space come in many forms. It is also true that hoarding happens in stages and does not always grow to the point of paralyzing the hoarder. Regular house cleaning can help to counter urges to hoard. Similarly, conducting a mental and emotional inventory can help us to see what may be interfering with our happiness and success. Becoming conscious of what we are holding on to can position us to let go of what is not serving us well and create space for new energy, curiosity, and growth.

Let’s consider six mental and emotional elements that are worthy of examination and are candidates for abandonment:

• Grudges. Grudges can be among largest occupiers of mental space. Grudges distract us; hold us back from forming, fixing, and flourishing relationships; and almost always exact the greatest price from the people who hold them. Deciding to let go, forgive, and move on can be a major emotional space freer.  
• Guilt. Guilt can occupy a similar amount of mental and emotional space as grudges, but guilt is aimed at ourselves rather than someone else. To clear space, we need to forgive ourselves. To do this, we may need to apologize and make things right with someone we have harmed. We might need to recognize that we cannot change what happened, but if we have learned from the experience, we can give ourselves permission to let it go and free up some emotional space.
• Regrets. Regrets can be the result of choices we made or did not make. They can be the result of opportunities we let pass us by or paths we chose that did not serve us well. However, with each decision made, there were likely new experiences gained, lessons learned, and opportunities presented. Rather than looking back and fixating on what might have been, we can commit to making the best of what we have and making better choices in the future.
• Assumptions. Assumptions also take up significant undeserved mental space. Assumptions are untested, unproven, and often inaccurate perceptions of how things work, who people are, and what is possible. Testing our assumptions can help us to avoid misunderstandings, miscalculations, and missteps in our relationships with others and become more productive in our work.
• Beliefs. Beliefs are formed out of the assumptions we make. We might even think of them as being “stacked” on what we already assume to be true. Beliefs based on inaccurate assumptions can prevent us from engaging in new experiences, taking responsible risks, being curious, and trying new things. Like assumptions, we can create mental space by testing and sorting our beliefs about learning, teaching, and other aspects of our practice.
• Fears. Fear may be the most insidious occupier of mental and emotional space. Fear can conjure up images of failure, identify endless risks, warn of embarrassment, and present a near endless list of other “better avoided” actions. Yet, fear thrives on what might be, not on what is or what will be. Unless we confront our fears, we are not likely to dispel those that have no basis but still have a hold on us.  

Summer can be a great time for mental and emotional housekeeping. Remember: We do not have to be full-fledged mental and emotional hoarders to benefit from letting go of what distracts and holds us back. Most importantly, any space we create is available for more productive and growth-inducing opportunities.

Throughout the year, we have been bombarded with news, opinions, and advice regarding the presence, potential, and power of artificial intelligence (AI). With so much information swirling around us, it can be difficult to sort what is relevant and useful from what is just hype and noise. Yet, we know that AI is making an impact all around us, and we need to pay attention.

Now, with the summer ahead of us, we can take some time to absorb, reflect, and learn. It can be a challenge to know where to even begin. Because each of us is on our own journey and will have our own individual learning needs and levels of readiness, it will be helpful to consider what is most relevant in terms of our unique needs and potential uses. Here are six questions to guide reflection within your personal context with accompanying discussion to provide support for your journey.

A logical first question is, what steps do I need to take to expand my understanding of how AI can increase the efficiency of my work and effectiveness of my practice? AI is a potentially powerful tool to help us to manage much of the time-consuming work that has been part of our world forever. Lesson planning, correspondence, and brainstorming are just three examples. Further, AI offers access to a wide array of ideas, resources, activities, and perspectives that can enhance the learning we design for and with students. Innovative approaches, creative applications, and novel strategies to support learning can be part of our regular practice without us always having to spend hours developing them.

Second, we might ask what additional information and resources do I need to understand where and how can I use AI to add learning value for my students? This question is related to the first question, but it shifts the focus to how AI can add to the arsenal of learning skills students are developing. AI can add dimensions to their learning experiences that go beyond what we have been able to provide in the past. As examples, AI can position students to view world events from the perspectives of people from other cultures and regions. It can help students to understand and experience the value of what they are asked to learn in ways that extend far beyond what we might be able to provide without extensive research and planning.

A third reflection question is, what additional guidelines and safeguards do I need to put into place to ensure that my students are using AI appropriately and safely? As amazing as AI can be as a resource, it also can create important dilemmas, questions, and quandaries for learners. We need to think through what our students need to know about protecting their privacy and safety. We can examine with students crucial ethical issues regarding the use of AI. Further, we need to equip our students with the skills to be aware of and recognize bias and fabrication of information, and we need to prepare them with options and strategies to respond when they believe they are victims of inappropriate use of AI.

Fourth, how can I increase the engagement of parents as learning partners and supporters to help students use AI in safe and meaningful ways? Communication with parents is key to ensuring safe, ethical, and meaningful AI engagement. Parent engagement will likely be a key element in determining the level and nature of their support as students begin to utilize AI in more integrated, impactful, and extensive ways. Parents will want to know and be reassured that their children’s safety is being protected and that students are continuing to learn and develop skills beyond those necessary to use AI.

Fifth, how can I best support students’ utilization of AI to stimulate, build, and extend learning while avoiding potentially unfounded suspicions and accusations of plagiarism and other forms of cheating? Once introduced to the power of AI, students will want to utilize it—regardless of our approval. Our best choice is to teach students the proper ways in which to access AI to support their learning rather than to replace it. Students need to know how to cite AI sources, how to use AI to stimulate their ideas, and how to access important support AI can provide while not ignoring the importance of their own learning. Predictably, some students will attempt to shortcut their learning by relying on AI to provide the work product for which they are responsible. In response, we might be tempted to use commercially available tools to identify AI content, but caution is warranted as many of them have been shown to be unreliable. Striking a balance is key.

Finally, how am I using engagement with AI to help students to build their resilience, critical thinking, communication, and other durable skills they will need in a tech-driven world? Building the skills necessary to utilize AI is an important challenge for students. However, we also must give attention to the life and work skills students need to be successful in a world where relationships, sound judgement, decision making, problem solving, and other competencies remain crucial. In fact, the existence of AI in no way lessens the importance of these skills. On the contrary, AI arguably make these skills even more important and their application even more consequential.

Obviously, these are questions we can ask ourselves repeatedly as we learn and our experience and skills continue to evolve. It is reasonable to assume that AI will continue to grow and evolve, and our utilization of it will also need to be frequently reconsidered, reoriented, and renewed.

Many schools have formal checklists for finishing the school year. These tasks are, appropriately, designed to ensure an orderly close-out to the year, and they are often heavily weighted toward logistical and procedural tasks. As examples, most end-of-year checklists include items such as putting away materials and equipment, completing maintenance and repair requests, and finishing any remaining storage and inventory tasks. Our completion of these and similar tasks will make it easier for maintenance, purchasing, and other staff to complete their work over the summer.

However, these are not the only important steps we need to consider as we wrap up another year. Often, there are things not yet said that should be said, steps not taken that need to be taken, and commitments not made that deserve our attention and action before we leave. They may not be on the formal checkout list, yet they can be even more important those tasks that are. Here are six steps that can make the summer better—and the fall worthy of anticipation.  

First, if you have a lingering conflict, disagreement, or other unfinished business, tend to it now. If you need to apologize or make things right with a colleague, student, parent, or other person, don’t leave it for later. We cannot know what the summer will bring. There may not be another opportunity, and carrying an unnecessary emotional burden can drain the very energy you need to be replenishing. 

Second, if there is someone you need to thank, someone whose support needs to be recognized, or appreciation that needs to be shared, do it now. What you have to say may be exactly what they need to hear. There may never be a time when what you have to say will mean more. The longer you wait, the less weight your words are likely to carry. 

Third, if you are part of a team, schedule time to meet before everyone scatters for the summer. Now is a good time to create an initial plan and list of priorities for next year’s work. Time spent sorting out logistical, alignment, and resource issues before you leave can relieve pressure in the fall and give everyone a head start on their thinking, planning, and arranging as they have time over the summer. If someone new will be joining the team, this also may be a good opportunity to get acquainted and begin building the new team. 

Fourth, consider what you will need immediately in the fall. As you put things away, be sure to place the items you will need first in easily remembered and easily accessed spaces. You might even make a list of a few things that you want to remember and attend to first and create a file or place the list in a desk drawer or other handy place. Having a few things ready when you return can ease some stress, save some time, and help you have a smoother re-entry when you return. 

Fifth, if you have not done so yet, finish your professional learning plans for the summer. Time will pass quickly once the school year fades into history. Committing, scheduling, and registering for professional learning events and activities now can ensure that they are not overlooked or forgotten. By making commitments now, vacations and other summer activities can be scheduled around the learning you want to gain.  

Finally, once this year has been “tied off,” it is time to refocus your attention on recharging your energy and rejuvenating your spirit. Returning in the fall with renewed passion and a fresh mindset is much easier to accomplish when time with family and friends, pursuing hobbies, or just engaging in activities that feed your soul has been a focus for the summer.  

The final days of the year, especially once students have departed, can be filled with mixed emotions. We may want to leave as soon as possible! However, we cannot afford to leave the year with unfinished business that can compromise our effectiveness, sap our energy, and add to our stress in the summer or fall.