I am thrilled to hear more and more conversations about redesign across multiple states and communities. We are at an inflection point where we are facing many challenges in our existing education systems, and we have extraordinary examples of alternative schools, academies, career pathways, and new school models demonstrating what learning can look like.

I continue to be inspired by the young people who set goals and chart their own paths. In these amazing schools, young people work on meaningful projects and solve problems alongside community partners. They develop expertise, receive coaching and feedback, and demonstrate what they know and can do. Through these experiences, they build agency, collaboration, communication, creativity, resilience, and other capabilities that matter far beyond school.

And yet, many of these experiences remain available to only a fraction of young people.

Sometimes we assume that if we simply create more compelling learning opportunities, people will choose them.

But that underestimates the power of culture and community.

Choosing a different learning model can also mean choosing something less familiar. Your friends may not go there. Your family may not understand the experience. There may not be a football team, a homecoming dance, a senior class tradition, or the shared milestones people have come to associate with growing up in their community.

The comprehensive neighborhood school, meanwhile, carries enormous social and cultural significance.

Friday Night Lights

This is the Friday Night Lights problem that Michael Horn and Thomas Arnett discuss in a recent podcast, “Why Kids Don’t Want to do School Alone,” that has been swirling in my head all week. (Tyler Thigpen and I discuss it on an upcoming podcast too). Tom shared why his kids have rejected more learner-centered models because “they want to be with their friends.” This resonated with me as my own kids have made the same choice.

To be clear, Friday Night Lights isn’t really about football.

It’s about everything surrounding it.

The game. The student section. The band. The jerseys at school on Friday. The homecoming dance. And even the drama. The traditions passed from one class to the next. The stories everyone knows. The anticipation of finally being a senior. The experience of participating in something generations before you have participated in too.

These rituals and routines have tremendous power that we cannot underestimate.

We can create learning environments that offer young people more agency, meaningful work, stronger connections to their communities, greater flexibility, and more opportunities to develop the skills they will need for life, work, and citizenship.

And young people may still choose their neighborhood school.

Why?

Because they want the shared experience. They want to be with the friends they grew up with. They want to participate in the traditions of their community. They want the experiences they have watched siblings, neighbors, and generations before them experience.

We Can’t Ignore Our Biology

Humans are social creatures. For most of human history, our survival depended on being part of a group.

We watch what other people do. We learn the norms of our communities. We participate in rituals. We adopt shared language and behaviors. We look for cues about what is valued and expected.

Over time, those repeated experiences become culture.

Schools have been creating this kind of culture remarkably well for generations.

Think about how quickly most of us can conjure an image when someone says “high school.”

Bells. Lockers. Classes. Grades. Football games. Clubs. Prom. Homecoming. Graduation gowns. Yearbooks. Senior traditions.

Not every one of these structures was designed around what we now know about learning, but together they have created a powerful and enduring cultural experience.

That is something to learn from, not simply something to leave behind.

Innovation on the Fringes Isn’t Enough

None of this is an argument against great models that exist in microschools, alternative academies, or new school designs.

We need spaces where educators, young people, and communities can challenge assumptions, test new approaches, and demonstrate what is possible. These models help expand our collective imagination about what school can be.

But creating alternatives alone will not transform the experience of school for all learners. Nor can we avoid evolving our existing systems simply because changing established structures is difficult.

If we believe all young people need opportunities to develop agency, judgment, communication, collaboration, creativity, adaptability, and the other durable skills required for life, work, and citizenship, these experiences cannot be limited to those who choose a specialized program or different school models.

They have to become part of the everyday experience of school.

That changes the redesign question.

Instead of only asking:

How do we create more innovative schools?

We should also be asking:

How do we bring the best of what we are learning into the schools and communities young people already value?

What if a comprehensive public high school could preserve the traditions, activities, athletics, friendships, performances, facilities, and shared experiences that make it a community institution while continuing to evolve how young people learn?

Students could be part of the same school community while pursuing different pathways.

One learner might spend two days a week interning with a local business. Another might work in an interdisciplinary studio. Another might pursue a profession-based pathway. Another might build an individualized course of study around a problem they care deeply about.

They could still show up Friday night. They could eat lunch with their friends, share traditions, play sports together, perform in the same theater, and contribute to the same community.

We don’t have to choose between the power of the community school and the possibilities of learner-centered education.

Perhaps the opportunity is to bring the two together.

Making It the Everyday Experience of School

The challenge ahead isn’t to eliminate Friday Night Lights.

It’s almost the opposite.

We need to understand why Friday Night Lights is so powerful.

Rituals matter.

Traditions matter.

Shared experiences matter.

Culture matters.

What a community comes to expect from school matters enormously.

So rather than continuing to build many of our most compelling learning experiences primarily at the edges of the system, we need to learn from them and bring those lessons into the core experience of our comprehensive schools where kids and families are choosing to be.

We need schools where setting meaningful goals is part of how learners learn.

Where learning in and with the community is woven into the school experience.

Where internships and meaningful projects are accessible pathways, not exceptional opportunities.

Where young people have multiple ways to demonstrate what they know and can do.

Where learners have meaningful choices about their pathways.

Where educators have opportunities to serve as teachers, coaches, connectors, designers, and experts.

Where developing the skills needed for life, work, and citizenship isn’t an enrichment opportunity for a handful of students. It is central to what school is designed to do.

Because ultimately, transformation won’t happen simply by creating more innovative programs for people to choose.

It will happen when the practices we currently call innovative become part of what students, families, educators, and communities expect from a great school.

The goal isn’t to get rid of Friday Night Lights.

The goal is to preserve what communities value while building a version of school worth showing up for on Monday morning, too.

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I’ll never forget a conversation with a seventh grader. I asked him what he liked most about school. He paused for a long moment before answering quietly: “Lunch.”

When I asked why, he smiled and said, “Because that’s when I get to see my friends.”

This bright, articulate student wasn’t struggling academically. He knew how to “do school.” But he didn’t feel seen in his classes, worksheets, lectures, or tests. The most meaningful part of the day was the brief window when he could connect, laugh, and simply be himself.

And he is far from alone.

I hear versions of the same story from students again and again: school often feels like something they endure rather than something they experience as meaningful, engaging, or connected to who they are and are becoming.

Success at What Cost

While some students still succeed within traditional structures, success often comes through adaptation to the system rather than because the system was designed with human development in mind.

I hear parents say all the time:
“My child is different.”
“He just needs to move more.”
“She struggles sitting all day.”
“He learns better hands-on.”
“She’s anxious.”
“He needs more purpose.”

But what if these aren’t signs that children are “different” at all?

What if these are normal adolescent needs that our systems have learned to suppress?

Some students simply become better at compliance than others. They learn to sit still, follow directions, play the game, and delay parts of themselves in order to succeed. But compliance is not the same thing as engagement. And high achievement is not always the same thing as thriving.

The Science of Adolescence

When I studied adolescent development during my master’s program in middle-level

education, one idea stayed with me: adolescence represents the second greatest period of growth and development in human life, second only to infancy.

At this stage, young people are undergoing enormous neurological, emotional, social, and physical changes. Relationships become central. Identity formation accelerates. Peer interaction matters deeply. Curiosity, risk-taking, testing boundaries, and seeking independence are all normal developmental behaviors.

Yet many schools are built around the opposite conditions:

• prolonged sitting,

• constant compliance,

• limited autonomy,

• fragmented relationships,

• passive learning,

• and systems of control.

Students ask permission to use the bathroom. They get corrected for talking. Movement is restricted. Learning is often disconnected from real-world purpose or relevance. Adults and students can become locked in unhealthy power struggles precisely at the developmental stage where young people are biologically wired to seek greater agency and independence.

Teachers feel disrespected and overwhelmed.
Students feel controlled and disconnected.
Schools add more rules and consequences.
Students disengage further.

And somehow, we’ve normalized this cycle by telling ourselves that we simply need to “survive the middle school years.”

We Can Do More than Survive

Why should school be something educators and students merely survive?

Why not create learning environments intentionally designed around how young people actually grow and learn?

Schools designed with adolescent development in mind look different. They take what that young man I spoke with enjoyed most about his day (as do most adolescents) and weave them throughout the day, rather than leave it to chance at lunch. They create space for connection, exploration, movement, reflection, and authentic contribution. They build smaller learning communities where students feel known. They provide opportunities for mentorship, collaboration, exploration, and real-world learning beyond classroom walls. Assessment becomes a tool for growth rather than simply ranking and sorting.

Most importantly, they recognize that learners are not products moving through a system. They are human beings becoming who they are.

“Students don’t need to spend as much time in school.”

I understand the instinct.

When attendance is declining, engagement is dropping, and technology allows learning to happen anywhere, many people assume the solution is simply less seat time.

I found myself asking a different question:

If students spend less time in traditional classrooms, what are we building in its place?

Because the future of education cannot simply be about reducing time in school.

It must be about creating something better.

Redesign Requires Imagination, Not Just Subtraction

New school models like Alpha are getting a lot of attention for their AI-powered “2-hour learning model,” but the two hours of personalized academic instruction are actually the least interesting part of the story from my perspective. The real innovation is what those two hours make possible for the rest of a young person’s day.

We’ve had online courses, credit recovery programs, and self-paced virtual schools for years. Students moving through content independently is not new. What matters is what schools intentionally design around that efficiency.

Too often, when students finish academics quickly, we simply give them more free time and hope they use it well. Some do. Elite athletes can train. Some teenagers work to support their families. But many young people are left without meaningful structures, mentorship, or opportunities that help them build purpose, relationships, and real-world skills.

The promise of models like Alpha is not that AI can replace teachers or compress academics into two hours. The promise is that technology can free up time for experiences that traditional schools have struggled to prioritize: internships, entrepreneurship, collaborative projects, community impact, mentorship, passion-driven learning, travel, apprenticeships, wellness, and deeper human connection.

If we only focus on the efficiency of the academic model, we miss the bigger question: What experience should young people have to launch them into life, work, and citizenship as young adults and beyond?

The future of education is not about getting through content faster. Information has already become abundant and accessible. The real challenge is helping young people discover who they are, how they contribute, how they work with others, and how they navigate an unpredictable world.

Redesign requires more than subtraction.

It requires imagination.

Young people still need and want structure, guidance, mentorship, accountability, challenge, and community. They still need caring adults who know them well. They still need opportunities to develop skills, identity, confidence, and purpose.

What needs to change is not the importance of learning.

What needs to change is what and how we learn, and the design of the ecosystem surrounding it.

Designing Education Ecosystems

The schools emerging from the most forward-thinking design conversations are not abandoning learning. They are expanding where, how, and with whom learning happens.

They are moving beyond the idea that education only occurs inside classrooms between bells.

Instead, they are building learner-centered ecosystems.

Ecosystems where students learn across schools, workplaces, community organizations, studios, civic spaces, athletic programs, and digital environments.

Ecosystems where students are accountable not only for academic credits, but also for internships, mentorships, community impact, collaboration, creative work, and real-world problem solving.

Ecosystems where learning feels connected to life.

During the Liftoff Design Sprint, we intentionally brought together youth, educators, entrepreneurs, human development specialists, and technologists to design future models that prepare young people to thrive in life, work, and democracy.

Several key shifts are beginning to define these emerging models.

1. Relationships become the foundation.

In many traditional systems, students can move through an entire school day without being deeply known by a single adult. Redesigned models prioritize advisory systems, mentorship, coaching, and smaller learning communities where students build meaningful relationships with adults who support both their academic and personal growth.

2. Learner agency becomes central within a community of support.

For too long, students have experienced school as something done to them rather than something they actively shape. Redesigned models recognize that young people develop confidence, motivation, and purpose when they have meaningful voice, choice, and ownership over their learning. Students increasingly help set goals, make decisions about how they learn, pursue personal interests, and contribute to real work that matters.

But agency does not mean isolation or unlimited independence. Young people still need structure, guidance, accountability, and belonging. The strongest models balance autonomy with community—creating environments where students are known, supported, challenged, and connected to others. Learners develop agency not by navigating everything alone, but by participating in collaborative communities where they learn to lead, contribute, communicate, and take responsibility alongside peers and mentors.

3. Learning becomes more flexible and personalized.

Instead of assuming all students learn the same thing, at the same pace, in the same way, schools are beginning to create competency-based pathways focused on mastery and growth. AI and technology can help personalize foundational instruction, freeing educators to spend more time on mentorship, feedback, collaboration, and deeper learning experiences.

4. Learning becomes more authentic.

Students increasingly want work that feels meaningful and connected to the real world. Internships, client-connected projects, entrepreneurship, civic engagement, design challenges, and community partnerships allow students to apply skills in meaningful contexts rather than simply completing disconnected assignments.

The most powerful learning opportunities often exist beyond school walls. Businesses, nonprofits, universities, libraries, museums, and community organizations can become active partners in learning—not occasional add-ons, but integrated parts of the educational experience.

5. Success gets redefined.

For generations, success in school has largely been measured through grades, credits, and test scores. But in a world where AI can increasingly replicate routine cognitive tasks, human strengths matter more than ever: creativity, communication, collaboration, adaptability, ethical decision-making, curiosity, resilience, and purpose.

Redesigned systems recognize that transcripts alone are no longer enough to capture the fullness of a learner’s growth. Digital portfolios, exhibitions, public demonstrations of learning, and competency-based evidence provide richer ways for students to show what they know and who they are becoming.

This shift moves schools away from compliance-driven systems toward cultures where students are active participants in their growth, capable of directing their learning while understanding their role within a larger community.

6. The role of the educator shifts.

The one teacher to a class of 35 students is not set up for the four shifts above. A caseload of 150-200 youth does not allow 1 teacher to build meaningful relationships with them, mentor them, or personalize their learning. Educators, like all humans, have strengths and challenges in their roles, and we will get the best of everyone when we design for educators to collaborate to better serve young people in teams, not around courses and bell schedules.

Centering Learners By Design

Most importantly, these emerging models recognize something essential:

Learning is deeply human.

Technology can personalize content. AI can accelerate access to information. But no algorithm should replace belonging, mentorship, encouragement, or human connection.

The real opportunity before us is not simply to modernize school.

It is to redesign learning around what young people actually need to thrive in a rapidly changing world.

Not less accountability.

Not less rigor.

But more relevance.

More connection.

More purpose.

More opportunities for students to contribute meaningfully to the world around them.

Because if we want students to fully show up—in school and in life—we must create ecosystems worthy of their presence.

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“Mom, can you sign me out of school?”

I know we are not alone.

I hear similar stories from parents across the country. I see it all over social media. I hear it directly from educators. My daughter told me that by the end of the year, only 11 of the 35 students in one of her classes were showing up consistently. Principals tell me attendance is worse than they have ever seen it. The data confirms that.

“Kids are leaving for appointments, sports, travel, illness, or just staying home more than ever,” one principal shared with me. And honestly, many families admit that they no longer see school attendance as essential in the way they once did.

Schools have responded in many ways: stricter attendance policies, threats to withhold prom, homecoming, or even graduation for unexcused absences. But many parents quietly admit they still sign their children out—especially when their child has good grades, as the amount of time in school no longer correlates with the grades if students can keep up with the assignments.

And that raises an uncomfortable set of questions:

If AI can complete assignments, what is the value of the work students are being asked to do?

If students are physically sitting in school but mentally disengaged, what is the value of the time they are spending there?

If students can get A’s and B’s without sitting in class every day, what is the value of seat time?

If there is rich, authentic learning happening outside of school, how do we make those opportunities more accessible?

It’s Not More, It’s Different

These questions are not an attack on teachers or schools. They are signals that something deeper is shifting beneath us.

For generations, school attendance was rarely questioned because school was the central place where learning, social life, activities, and opportunities happened. Now, students can access information instantly. They can connect socially anytime and anywhere. They can learn skills online, build audiences, start businesses, create content, and use AI tools to complete tasks faster than ever before.

At the same time, many of the experiences that once made school feel meaningful and memorable have slowly disappeared under pressure to maximize instructional minutes and improve test scores. The final weeks of school used to be filled with field days, assemblies, performances, traditions, celebrations, and rituals that brought people together. School was not only academic; it was social, emotional, and deeply communal.

Today, many students experience school as a series of disconnected assignments, compliance tasks, and performance measures.

Meanwhile, educators are trying to hold together a system under enormous strain.

Teachers are navigating rising behavioral challenges, widening academic gaps, chronic absenteeism, mental health concerns, and now the rapid emergence of artificial intelligence—all while working inside systems built for a different era. Many feel trapped between conflicting expectations: raise achievement, maintain rigor, improve attendance, personalize learning, close gaps, increase engagement, and somehow do it all with less time, fewer resources, and declining trust and support.

And AI has accelerated the tension.

The Foundation is Shifting

Students tell me their teachers are using AI to create assignments and grade work. Teachers tell me students are using AI to complete those assignments. Families still want their children to succeed, but the traditional formula—work hard, get good grades, get a stable job—no longer feels guaranteed.

Meanwhile, many assessments still prioritize memorization and compliance over critical thinking, creativity, collaboration, or authentic application. Cheating has become easier, but more importantly, the line between “doing the work” and “outsourcing the work” is becoming increasingly blurred.

These are not isolated problems.

They are warning signs that the foundations of the steady system are shifting.

For decades, schools have been organized around seat time, Carnegie units, schedules, standardized pacing, and compliance structures. Those systems created stability and consistency for generations. But technology is changing how people learn, work, communicate, and create value in the world. As that happens, the limitations of our current model are becoming harder to ignore.

This moment should not lead us to blame young people, families, or educators. It should lead us to rethink the experience we are asking students to show up for every day and the job we are asking educators to do.

Young people are not disengaging from learning. In many cases, they are disengaging from systems that no longer feel connected to their lives, identities, relationships, or futures.

Reframing the “Disengaged Teen”

One of the most important shifts we need to make is reframing how we think about disengaged teenagers. Too often, we label students as lazy, unmotivated, or apathetic when, in reality, disengagement is often a response to the system itself. The traditional high school model frequently overwhelms, exhausts, or bores students rather than nurturing their natural curiosity and strengths. My daughter, like many, would love to be in school learning and connecting with peers around work and issues that matter.

In The Disengaged Teen, researchers Jenny Anderson and Rebecca Winthrop describe four common ways students adapt to school environments. Some become Resisters—acting out, or refusing work because they feel unsuccessful or unseen. Others become Passengers—doing the bare minimum to get by because school feels disconnected from meaning or purpose. Some become Achievers—earning high grades and appearing successful externally while quietly battling anxiety, burnout, and fear of failure. And then there are Explorers—students driven by curiosity, purpose, and intrinsic motivation.

The goal is not simply to force compliance or improve attendance numbers. The goal ought to be to create learning environments that help more young people become Explorers: engaged, curious, connected, and motivated to learn because they see meaning in what they are doing.

What many are rejecting is not accountability. It is irrelevance.

The attendance crisis is not just a policy problem. It is a design problem.

And if we continue responding only with tighter rules, harsher consequences, more surveillance, and stronger compliance measures, we risk missing the deeper message students are sending us.

Young people are asking for learning environments worthy of their presence.

That is the real challenge in front of us.

And it is also the opportunity.

Cross-Posted on katielmartin.com

High-quality instructional materials have long been the focus of education reform. A well-aligned curriculum can provide a helpful foundation, but curriculum alone doesn’t meet the needs of today’s learners.

To truly engage and prepare students in a world of rapid change — especially now, in the age of AI — we must go beyond delivery. The future of effective Tier 1 instruction lies in the intersection of pedagogy, curriculum, and AI-powered tools.

And the most important shift isn’t just technical. It’s instructional.

AI Changes Everything, But It Can’t Replace Good Teaching

Artificial intelligence is transforming how we live, work, and learn. It’s already showing up in writing tools, language translation, math support, coding, and creative work.

And while some schools rush to ban it, the smarter move is to teach students how to use it thoughtfully and responsibly.

But here’s the truth: AI won’t make instruction better on its own. A fancy tool won’t transform a classroom that’s still designed for compliance and standardization.

In fact,, most generative AI tools used in education—whether for lesson planning, tutoring, or assessment—reflect a default bias toward traditional, teacher-directed instruction. A recent study highlights the pedagogical bias:

“Through analysis of 90 lesson plans from commercial lesson plan generators, we found that AI-generated content predominantly promotes teacher-centered classrooms with limited opportunities for student choice, goal-setting, and meaningful dialogue.”

This pedagogical bias not only reinforces outdated industrial models of schooling, but also limits the transformative potential of AI in education.

The real power comes from using AI in service of strong pedagogy and learner-centered design — not instead of them.

Learner-Centered Instruction: The Anchor in an AI World

In a world where AI can summarize content, solve problems, and generate ideas, the value of human learning shifts.

Students don’t just need to memorize facts. They need to:

• Ask better questions

• Make sense of complex problems

• Apply knowledge in real-world situations

• Use tools (like AI) with judgment and creativity

• Reflect, revise, and grow

That’s exactly what learner-centered design is built to do. It engages learners in personalized, authentic, and competency-based experiences that prepare them for the real world — not just the next test.

Pedagogy + Curriculum + AI = The Future of Learning

AI tools can support personalization, provide real-time feedback, and amplify creativity — but only when combined with the kind of instructional design that puts learners and learning first.

Here’s what happens when we bring these elements together:

Pedagogy: The mindset and methods that focus on learners — not just content. This is where learner-centered practices come in.

Curriculum: High-quality materials that offer a solid foundation — made flexible and relevant through the lens of the learner.

AI-Powered Tools: Technology that can adapt, support, and accelerate — when used intentionally, not passively. Try this

Together, they create responsive, modern classrooms that meet learners where they are and prepare them for what’s next.

What It Looks Like

In action, this might look like:

• A high school student using an AI writing assistant to brainstorm and revise — then reflecting on the process and presenting their work in a student-led conference.

• A middle school class using generative tools to simulate historical debates, then building out portfolios with research and reflections.

• A 3rd-grade team that uses learning progressions and goal-setting to guide each learner’s journey — supported by digital tools that give just-in-time feedback.

This isn’t about replacing teachers. It’s about leveraging the best of what humans can do and what technology can do. Check out these case studies.

Moving Forward

As AI reshapes our world, the question isn’t whether schools will change — it’s how.

Will we double down on rigid systems and outdated models?

Or will we evolve to create learning environments that are dynamic, personalized, and deeply human?

Learner-centered pedagogy is not a trend—it’s grounded in the science of learning, motivation, and development. And when combined with powerful curriculum and smart AI integration, it becomes the most effective strategy we have for reaching all students, in real time, at the Tier 1 level.

And it’s how we help every learner thrive — today and into the future.

Although the data sounds bleak, I am hopeful as I see that the awareness is leading to action and growing momentum to do school differently. Instead of individuals in silos wondering if there is another way, I am seeing teams of teachers, schools, districts, and even states begin to see not just the need but the responsibility to shift our practices in schools to allow for more personalization, authentic and meaningful learning, competency-based practices to develop the whole learner beyond narrow academic proficiencies.

There are 3 trends that I am excited to grow this year and beyond as we continue to evolve into more learner-centered ecosystems.

1. Whole Learner Outcomes 

More and more districts are working with their community and creating their own version of outcomes that they aspire to develop in the students that transcend singular classes’ GPAs or standards. Some call it a Learner Portrait or a Graduate Profile. Regardless of the name, the movement to recognizing and orienting systems toward whole learner outcomes that prioritize the knowledge, skills, and mindsets that are critical to ensure learners are not just successful in school but well poised to navigate their path outside of school is inspiring. There is often a lot of alignment in these outcomes– as there should be– that are related to skills future employers are looking for in their employees as well as the skills necessary to navigate life and relationships beyond work. The beauty however is not simply in the outcomes, it is the process in which the community learns, dreams, and commits together to new and different outcomes that becomes the driving force for the evolution of our educational systems.

2. Locally-Based Measure of Success

One of the biggest barriers to change is often how we are measured. National accountability models are focused narrowly on standardized assessments because they are easy (and frankly very profitable) to measure at scale. However, the data have shown that by and large, zip codes predict test scores, and the one moment in time doesn’t actually give us actionable data to inform our community about how we are doing aligned with the whole learner outcomes, readiness for the next steps, well being, and growth to celebrate what is working and inform the next steps. So many leaders are left with disparate assessments, surveys, and inputs to answer the question, “Are we successful?”

I am beyond excited to see states like Kentucky and Hawai’i prioritize local accountability models and districts like Logan County lead the way in creating models to test out what is possible. I can’t wait to continue to support the development of what is possible. 

Check out the model on their website here.

3. Performance Assessment   

I kicked off the new year in Muhlenberg, Kentucky, with design teams who are in the midst of creating new performance assessment practices. The team of central office leaders, principals, and, of course, teachers are piloting a defense of the learning process to help learners showcase the development of their Learner Profile, the desired competencies that transcend standards and courses. When the team saw examples and tested their ideas with students, they were beyond motivated to grow these practices. They felt more connected to students and understood their unique talents and skills. Performance assessment and more specifically, Defense of Learning for all students is a powerful way to bring the Portraits to Life in diverse systems. I am so excited to grow these practices across diverse systems.

Moving Beyond What We Have Always Done to What is Best for Learners

The pressure is real to continue to do “what we have always done.” I don’t want to dismiss this at all, but we also know that there are many practices that aren’t in service of achieving the outcomes that we want for learners and for ourselves. The power of coming together in community is that it reinforces our instincts and helps us feel connected to others and not alone in our frustrations or ideas. It allows us to identify the practices that we want to keep, discuss those that aren’t serving our communities, and give us the permission to grow new and different systems that create more learner-centered practices.

The post 3 Learner-Centered Movements I am Excited to See Grow in 2024 first appeared on Katie Martin.

Syrie also opens up about feeling disillusioned with the education system. He explains how he continues to iterate on his teaching practice to create meaningful learning experiences, even when it means going against the status quo. Syrie believes relationships, relevance, and growth matter most. He challenges traditional notions of assessment and compliance. Overall, Syrie provides an insightful look into his journey to "teach better" every day.

She emphasizes moving away from the constant drive to win, instead focusing on progress, effort, and enjoyment. The conversation covers tips for parenting in a way that empowers kids through autonomy, struggle, and a growth mindset. The goal is developing happy, confident kids who can thrive on and off the field.

Listen in as Dr. Katie Martin explores Krauss's latest thinking found in her book, Whole Child, Whole Life, which explores the core question: What do young people need to be ready and well?

If you like what you hear and want to learn more from Krauss, be sure to take advantage of the 20% discount Krauss is providing The Learner-Centered Collaborative Podcast's audience.

Simply go to bit.ly/SAVEWCWL and use promo code SAVE20 at checkout.

In his work at VIDA, Eric changed a middle school (formerly Washington MS) from a place learners hoped to be bussed away from to a learning community that now has a wait list of over 700 children and families.

This remarkable turnaround was deeply influenced by a simple idea: What if we embraced teacher autonomy and encouraged them to create the kind of learning experiences they had always dreamed about?

Once the trust between teachers and administrators was solidified, the ideas (and learning) took off like a rocket ship—reaching heights no one in the surrounding communities thought were possible.

In this insightful conversation, Buffy describes SEEQS' unique model and how their assessment practice keeps the humanity of the learner at the center.

If you want to inspire middle schoolers to find their voice and change the world, don't miss Episode 16 of The Learner-Centered Collaborative Podcast.

As I evolve my own thinking and skills to leverage Artificial Intelligence (AI), it’s clear to me that we need a more nuanced conversation in education about how we might use AI instead and the challenges that will come with it instead of simply going all in or avoiding it altogether.   

I want to share a few examples of how AI is currently being used as a provocation to think about the evolving role of the educator and how we might use (or not use) AI in our learning environments. 

1. In some middle and high school classrooms, students must write essays by hand and in person to ensure that there is no AI-supported writing. 

2. In another classroom, a 7th grader outlines a narrative with characters, setting, rising action, climax, and resolution and uses ChatGPT to create the story’s first draft. He revises and adds personal details and anecdotes, gets feedback from classmates, and revises and finalizes the story according to feedback with about 60% new or revised content from the first AI draft. 

3. An elementary school teacher uses an AI tool, Amira, to give students feedback on their reading. As they read a passage, they get feedback on their fluency and accuracy and are given specific next steps. Each student has an individual tutor supported by AI to guide their personalized needs, while the teacher can work with a small group of students to provide coaching and support and encourage the next steps. 

4. Another high school teacher creates criteria for success with learners, and as part of the learning experience he designed, 10th graders grapple with complex texts and identify key themes and the connections to their lives. In small group rotations, the teacher encourages them to use an education chatbot like Khanmigo to provide nuanced feedback on their initial ideas as their formative assessment. He then meets with students to discuss their ideas and guides their next steps in the final product, where students with demonstrate their learning and show the connections between their lives and the text. 

Embracing the Power of AI

With AI-powered tools and technologies, educators can personalize instruction, adapt content to individual needs, and provide targeted student support. Intelligent tutoring systems can offer real-time feedback, identify knowledge gaps, and suggest tailored learning resources. Virtual reality and augmented reality can immerse students in interactive and engaging learning environments. As educators, we can harness these technological advancements to create dynamic and effective learning experiences. 

While some may view AI as a threat to traditional teaching methods, we have to acknowledge that it presents exciting opportunities for enhancing teaching and learning experiences, and educators play a crucial role in designing and facilitating meaningful learning journeys. The power of an educator is not simply in the information they share but in the opportunities they create for students to learn how to learn, solve problems, and apply what they are learning in meaningful ways.

I wrote about the evolving role of the educator in 2017 and am updating it as I consider the power and impact of AI. Here are my thoughts on an educator’s evolving role in the AI age. 

Co-Design Powerful Learning Experiences

Despite the integration of AI, the role of educators remains irreplaceable. Technology should not be seen as a substitute for teachers but as a valuable tool in their toolkits. Educators become co-designers of learning experiences, working alongside their students to create relevant and authentic educational journeys. Educators can leverage AI to facilitate inquiry-based learning, problem-solving, and critical thinking. By incorporating AI into lesson plans, teachers can empower students to explore their interests, connect with real-world contexts, and develop essential skills for the future.

Curate of AI-Driven Content 

With the vast amount of educational content available through AI-powered platforms and resources, educators can take on the role of curators. They select, evaluate, and adapt AI-generated content to meet the specific learning needs of their students. Educators also ensure that the content aligns with educational standards, promotes critical thinking, and fosters deep understanding. By curating AI-driven content, educators can personalize and differentiate instruction based on learners’ strengths and interests.

Partner in Learning 

AI opens up new opportunities for collaboration and partnerships. As students engage in projects that require interaction with external organizations or experts, educators become facilitators of these connections. By fostering collaborative experiences, teachers enable students to learn from diverse perspectives, develop teamwork skills, and embrace lifelong learning. In this collaborative ecosystem, educators also embrace their role as learners. They acknowledge that nobody can know everything in a world of ever-expanding knowledge. By continuously learning alongside their students, educators model the importance of curiosity, adaptability, and a growth mindset.

Cultivate Learning Communities 

Education is not just about individual learning; it is about building communities. Educators play a crucial role in developing relationships with their students and fostering a supportive learning environment. By leveraging AI, teachers can utilize adaptive learning platforms that provide personalized feedback and recommendations. However, it is the human connection that truly nurtures the emotional well-being of students. Through face-to-face interactions, mentorship, and guidance, educators create spaces where all learners feel valued, respected, and motivated to learn. The role of educators as community developers becomes even more critical in the digital age.

Prepare Students for an AI-Driven Future

As AI becomes increasingly integrated into various industries, it is essential to equip students with the skills necessary to thrive in an AI-driven world. Educators are pivotal in ensuring students develop critical thinking, problem-solving, creativity, and ethical decision-making abilities. By incorporating AI into the curriculum, educators can help students understand the implications of AI on society, ethics, and privacy. They can guide students to become responsible users and creators of AI, preparing them to navigate the complexities of the digital landscape.

AI is not about replacing teachers but empowering them with innovative tools to enhance teaching and learning. AI offers endless possibilities to personalize education, foster collaboration, and create meaningful learning experiences, but it also creates challenges that we have to learn to navigate. As educators, we are responsible for embracing AI as a powerful ally in our mission to nurture and inspire students to leverage tools responsibly and ethically. 

Supporting Educators in Their Evolving Role

As we embrace the potential of AI in education, it is crucial to support educators in developing the competencies required for their evolving role. Professional development programs should equip teachers with the skills, knowledge, and dispositions necessary to effectively leverage AI tools and resources. Collaboration and sharing of best practices within professional learning communities can foster a culture of innovation and continuous growth. 

The age of AI offers a world of possibilities for educators and students alike. By embracing AI as a powerful tool, educators can enhance the learning experience, foster deeper engagement, and empower students to become lifelong learners. While technology brings immense potential, educators’ guidance, creativity, and compassion truly unlock its transformative power.

The post The Evolving Role of Educators in the Age of AI first appeared on Katie Martin.

Tom shares with us how many of the perspectives gained by educating at the middle school level can apply to learners of any age. With over 25 years of experience in administration, Tom shares his insights on leadership, education, and lifelong learning.

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Tom shares his insights on how educators can implement sound grading practices and how to provide effective feedback to students. With over 30 years of experience in education and has conducted international workshops on assessment and grading, Tom brings a wealth of knowledge to the conversation. Tune in to gain a deeper understanding of how assessment can support student growth and success.

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Shane has over 20 years of experience working in education at all levels, from classroom to boardroom. She co-founded the June Jordan School for Equity in 2003, which is recognized as a national model for supporting low-income students of color. She has provided coaching and professional development to leaders in schools and educational organizations across the US and Canada. Shane is an innovator with a rare combination of leadership and instructional expertise, and her work focuses on creating equitable learning environments.

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“Every single human on this planet has the capacity to grow their ability, their knowledge, their skills, and even their intelligence, regardless of their starting point, if they believe they can.”

For almost 27 years, Jenn has worked as a special education teacher for middle school students, as well as an Education Specialist at Mindset Works. Her emphasis throughout her career in education has been on cultivating self-efficacy and intrinsic motivation in students, which frequently leads to the development of self-awareness and independent learning skills.

As part of Mineola's growth "Process," Jenn has transitioned from teaching in the classroom to serving as the district's growth and Growth Mindset coach and coordinator this year.

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Starr is an experienced educator, consultant, coach, and speaker with over 20 years of experience. She received National Board Certification in 2012 and is a certified Master journalism educator through the Journalism Education Association (JEA). Starr is the author of several educational books and has given a TEDx talk about grading practices. She blogs on Education Week Teacher at "Work in Progress" and has contributed to other publications. Starr has traveled globally to share ideas about assessment reform and hopes to continue making a positive impact for students everywhere.

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