Over 18 months ago, because of the natural pressure I feel to do the best for students daily, I committed myself to becoming “bilingual” (in quotations, because I acknowledge that it’ll always be a journey, and my Spanish will likely never be at the level of a native speaker!). This involved intentional study, tutoring, an unwavering commitment, and working through the seven courses that are in the English as a Second Language (ESL) endorsement and Bilingual endorsement teacher preparation programs. The courses were complete by February. The 100 hours of working directly with students will continue through this year, as I promised to be diligent about this before done.

The culminating portion of this program is the bilingual exam. An individual is assessed on their speaking, writing, and response to 55 multiple choice questions. I took the test yesterday (results forthcoming on August 7). Here are my two biggest takeaways at this point:

Takeaway #2 (lesser point) first: The skills. These are helpful. Daily, I interact with Spanish speaking students, staff, and families, and can feel my strength improving from a ~2-minute prepared statement I would read aloud at the start of the year, to a prepared statement I would practice and then recite from memory with some deviation and improvisation built in, to now walking into the room with topics I plan to discuss (as I would always do) and speaking comfortably in Spanish…as well as being able to have full conversations in Spanish. I still hesitate in sensitive conversations (discipline, family matters, etc.) so that I do not miss important details. Translation still helps. These skills have helped me be a better leader, and develop the ability to now enter more spaces with an ability that allows me to feel more present and engaged. I need to keep going, and will likely add more languages in a more basic form. I think what’s most exciting is the confidence around speaking. We know that students enter a silent phase when they become self-aware of their own abilities and limitations, and coming out of it, I am excited to see what that journey felt like and no longer be in it.

Takeaway #1 (the bigger point) last: The empathy and understanding of the journey. My students, staff, and families do this for various reasons. They learn language oftentimes for survival, or as part of a required curriculum in a prior country or as they come to the US, and while we can all observe what this looks like, it’s different to go through it. I encourage anyone to either do this, or if you have, reflect on the barriers and prideful moments students and adults alike develop along the way. The learning theory and approaches vary for our youngest learners who are sponges and rapidly develop their English speaking when engaged and receiving strong intentional language-development-aided core instruction to those adolescents whose neuroplasticity looks different and need more explicit support in skill deficits, to the adults whose learning needs to be intrinsically motivated or their survival instincts that have kept them in their current state remain in place as a barrier to learning the new targeted language. I have now (as we all do in this journey) developed skills to build language in others through the coursework and application of strategies learned, to understanding what is happening (albeit at a different developmental age) in the minds of children as they encounter barriers and success. I also love that many of us have the multilingual luxury of being able to practice and build on multiple languages, which motivates me further to seek out opportunities for students to maintain their native language either at our school or in after-school programs or community-based programs. They deserve it!

I hope I passed the exam. I will take it again until I do, if not. More importantly, I hope this resonates with you so that you see the importance of staying the course on your own language learning journey or starting your own! We live in an increasingly diverse world, and despite the ability of AI to overcome language barriers, the skill itself transcends the magic that technology can bridge, as we understand more about one another when we step into each others’ shoes. :)

I’ve been reflecting this time of year on what I’ve been working on, and what I plan to continue to develop, through 2026. Here goes:

• Bilingual in Spanish. I’m so impressed when I meet folks who are true “polyglots,” and having been principal both of a school where students learned a second language for an hour every day for all nine years and now being principal of a school where there are 30+ first languages spoken before English, it’s fascinating to see this in real life. While AI and translation apps will largely solve language divides in the coming years, there’s a superpower that comes with being multilingual, and the research shows that being multilingual helps students outperform monolingual peers. So, by May of 2026, I plan to take and pass the Spanish bilingual exam. Will I be fully fluent? No, but even reflecting on how far I’ve come in the past year after the typical on-and-off studying since I first started learning Spanish at 12 years old is fascinating. Most importantly: I have a profoundly deeper understanding of how understanding multiple languages helps me be a better learner and, understand how my students and their families navigate their own learning. Wow! Much more to say on this in future posts…

• Health and welfare. My AP and I prioritize our adults, more than anything. Our philosophy is, “If we (admin) take care of the adults, then together, we take care of the students and their families.” We think that our persistent efforts on this, which are charged with multiple opportunities every day to reflect on how to make this happen in real life practical ways, has led to minimal turnover and a joyful school experience for all. Is it tough? Yes. So many challenges. But, the mission to overcome those while focusing on the humanity of everyone, makes the experience of our environment one that focuses on care. As a result, we feel it being given back: We show our staff (and students, families) that we prioritize YOU as a person first, and we feel that we get that back. It’s so healthy! Prioritize health. Take your days off. Take time off to see your kid in that assembly. Come talk to us if you’re going through something. Find your people who you rely on, wherever they are at work. Not feeling well? Go home, and rest up. Do we have high expectations? Any staff member would say yes, but to achieve those, we need to be “well.” That takes investment in your own needs, which we will continue to prioritize, as we’re constantly seeing the benefits.

• Prevent sickness. While I’ve always been an avid gym-goer since age ~22, I notice that there are aspects of my health I ignore. When did I last replace that toothbrush? Is that sponge collecting germs? That hand towel has been there for awhile…and when did we, sweep, vacuum, replace that air filter, etc.? As someone who has struggled with my relationship to food since I was young but has found an eating plan that has helped me maintain healthy weight for many years, I’m trying to be more serious about a routine for making sure our environment is also healthy. A simple list of tasks to make sure the house is clean leads to healthy people feeling well. Air quality index. Natural remedies before pharmaceuticals. Ample fruits and veggies, with some vitamins. And, lots of time with wife and dogs. :)

• Pets. Not a goal, just a commitment. We have five (dogs)! A sixth is on the way (foster). Still, I regularly make the case AGAINST pet ownership, when we think: Are we getting pets for them, or for us? It should be both. So, we’ll continue to prioritize giving time, attention, and lots of love to them for all their needs. Two of them we sought out and accepted, knowing they were older with serious health concerns. It’s a mission to give them all the care they need. As we say in our home: It’s not okay to complain about something we asked for. We look forward to all the ups and downs, day by day, while reaping all the benefits of snuggles, snorts, quirky behaviors, and, yes, farts…from our frenchies and greyhounds. :)

It’s a mission to keep growing, and it’s one I know I’ll always be on. I hope to hear about your future goals, too!

Our students, who bring over 30 languages and 40 countries of origin (including those directly referenced in this post) represent a powerful, essential cultural enrichment and unique problem-solving abilities vital for a globally-aware educational environment. These families are the very embodiment of the human capital of new Americans, arriving with a collective wealth of resilience and a mastery in cross-cultural navigation that provides a vital multiplier effect for our entire community and school success. By centering the lived experiences of those from countries like Somalia, Afghanistan, and Palestine, our school is actively living the shared narrative of beginnings that is the bedrock of our nation’s history and the true source of our community’s strength. Let’s look at a broader impact, and hence why I’m speaking up not only for what beauty happens within the four walls of our school, but advocating larger for the humanity families like these deserve, nationally.

The Human Capital of New Americans

When we move past the divisive language of the mainstream political stage, the actual data regarding our immigrant neighbors tells a story of essential contribution. As of mid-2025, there are approximately 51.9 million immigrants living in the United States, representing 15.4% of the total population. More importantly, these individuals make up 19% of the national labor force. In a landscape where the native-born working-age population is estimated to decline by hundreds of thousands annually, immigration remains the primary force preventing a contraction of our economic potential.

This is a value-added reality. Research indicates that when net international migration declines, as it has sharply in late 2025, the ripple effects include slower job growth across all thirteen major sectors of the economy. Contrary to common misconceptions, a lack of immigrant labor does not necessarily boost the earnings of native-born citizens. In fact, real wage growth for low-income workers has nearly halved in 2025, reflecting a broader economic stagnation that occurs when we shut our doors to the global community.

Beyond the Spreadsheet: Cultural Enrichment

While the economic arguments are clear, the cultural knowledge that immigrant populations provide is an even greater asset. In a professional environment, having a team that understands the nuances of global markets and different lived experiences is a competitive necessity. This is not about filling quotas, but about leveraging the “multiplier effect” of diverse perspectives.

Every new resident who arrives from a place like Somalia, Afghanistan, or Palestine carries a wealth of resilience and unique problem-solving abilities. These individuals often fill critical gaps in healthcare, agriculture, and high-tech innovation. By centering the voices of those who have navigated the most challenging global conditions, we build a workforce that is more adaptable and more innovative than one defined by a single cultural lens.

A Shared Narrative of Beginnings

It is worth pausing to remember that nearly every single one of us has a family tree rooted in another shore. Generations ago, our own ancestors were the ones seeking a path to stability, often arriving under conditions far more dire than we like to admit. The same arguments used today against Somali or Afghan immigrants were once directed at Irish, Italian, and Jewish families in the early 20th century.

The greatness of this nation is not found in a “blood and soil” ideology, but in the idea that anyone with the grit to work can contribute to a better whole. When we dehumanize the homelands of others, we effectively dehumanize our own history. We are a nation of striving people, and our economy only thrives when the suffering and the hopeful are still willing to choose our shores as the place to build their lives.

Turning Awareness into Action

As we move forward, I encourage you to resist the temptation to view immigration through a lens of scarcity. Instead, consider these actionable steps:

• Support first-generation entrepreneurs in your local community who are investing in our neighborhood economies.

• Advocate for humane policies that recognize the inherent value of every person, regardless of their country of origin. Find non-profits to support. Contact those with authority on these matters: lawmakers, business owners with leverage, etc.

• Engage in local dialogues that prioritize empathetic listening over the noise of national rhetoric. Engage with civic organizations who host events or need volunteers.

There is a moral and economic imperative to ensure that the current shift toward exclusion does not become a permanent feature of our society. This post begins a thought series where we can continue to unpack global injustices and highlight how we can foster a more restorative and inclusive reality. In the coming weeks, I hope to explore the specific ways that global conflict affects educational access and how we can support the brilliance that remains hidden by institutional barriers.

Since the coursework is entirely online, I kept coming back to two questions: How can I make this information as useful as possible to me as a leader? And… How can I build out what I am learning in a way that supports my students, my staff, and our strategic plans as a school? As I constantly tinker with how AI can be a tool, I eventually devised a plan for how ChatGPT could help me deepen my knowledge of all of these materials.

I will admit, I had a moment where I thought to myself, Chris, you have a doctorate. You have been a principal for years. Surely you can keep track of a few readings. But the truth is that the life of a CPS principal is not designed for leisurely afternoons filled with deep annotation and quiet contemplation. Life for us is more like a constant motion machine that runs on the fuel of hallway supervision, family meetings, student needs, teacher coaching, district initiatives, union commitments, budget cycles, and the one simple pleasure of (discount) Aldi fresh ground coffee in my office each morning, as a pour-over. Trying to keep track of every concept from every reading while juggling the responsibilities of a preK through eighth grade school is a tall order for any of us! And, it’s a passion.

The coursework itself is good. The professors are thoughtful. The readings are relevant and the assignments are meaningful. But when everything is online, there is no classroom conversation to anchor the learning (beyond the simple online discussion posts). There is no peer sitting next to you saying something brilliant that sticks in your brain forever. There is no in person discussion where someone challenges your thinking or connects the theory to something you experienced last week. There is only the text, the screen, and your own discipline. And on many days, my discipline is battling the constant ping of incoming messages and the need to respond to someone who has appeared in my doorway with the words, Do you have a second.

So instead of going through the materials once and hoping something sticks, I realized I could approach this differently. What if I could turn all of these readings and videos into a sustained learning journey? What if AI could become a partner in not only helping me remember the content, but helping me translate it into leadership practice that actually matters for Jordan? What if I could build a system that made the coursework more powerful in my daily work, not something separate that I try to complete in the cracks of time?

That led me to a simple idea. What if every time I said something like, Teach me something new, ChatGPT would pull the next file or reading from my ESL and Bilingual coursework and walk me through it? Not only summarize it, but teach it in a way that fits a busy principal learning on the move. What if it could also take the theory and connect it directly to leadership? And as if that is not enough, what if it could even prepare a summary email at the end that I could send to myself or use to build out resources for my staff?

Suddenly my commute becomes a graduate class with intentional, engaging learning. My scattered notes transform into a full archive of reflections tied directly to our goals at Jordan. For the first time, the coursework feels not just academically interesting, but professionally strategic. These notes may be helpful for me, and for others. And, what I learn, I take with me into the work directly, in ways that I was previously grasping to remember what I had learned. The conversations are topical, and the summary notes become topical documents that are easy to recall.

Here is where the magic really began. I uploaded every reading from every course. Every article. Every video link. Every assignment prompt. I created an entire digital library of my ESL and Bilingual journey and handed it to ChatGPT with a simple instruction. Whenever I say “Teach me something new,” my AI folder chooses the next item in order. It teaches me the content in a way that works for voice mode so I can literally listen while driving to and from school. Then it shows (tells) me exactly how the concept matters for my bilingual staff, my newcomer supports, my Spanish dual language structures, my K through fourth grade transitional bilingual program, my school improvement plan, and the teacher support and coaching I do every week.

This system felt almost embarrassing in how obvious it was. Does it replace the teacher? No. Does it put the power in my hands to enhance the learning at my own pace, and continue it without perpetual access to the professors? YES! Why had I not done this sooner? We talk so often in education about meeting learners where they are. Yet when it came to my own learning, I was trying to force myself into a structure that did not match the realities of my work life. I needed a model that was flexible, portable, and designed for retention. I needed a way to take the deep theory around bilingual education and apply it in a school that speaks more than thirty languages and welcomes refugee families from every corner of the world. AI helped me build that bridge.

Now, every time I say the key phrase, ChatGPT begins the next lesson. If the next resource is about second language acquisition theory, I get a clear explanation that prepares me to eventually coach my teachers about the silent period and comprehensible input. If the next reading is about translanguaging, I get a walkthrough of practical implications for our classroom libraries, our hallway signage, and the way we design small group instruction. If the topic is policy, I get a translation of legal requirements into leadership actions, such as ensuring that program placement decisions align with family voice and choice.

What I love most about this system is that it does not replace learning. It amplifies it. It keeps me honest. It pushes me to actually understand what I am reading, instead of skimming it and hoping that something sticks long enough to complete an assignment. It turns the entire endorsement process into a personalized, sustained, and meaningful professional development journey. And because it is built around my real daily work, it feels both relevant and energizing. I tend to be quick with coming up with content that works for me and my staff, and a conversation while commuting to deepen my knowledge on a topic coupled with a summary email helps me get started. Then, avoiding any semblance of brain rot (a hot topic in AI worlds!), is how I engage with the AI via voice mode, re-reading our summarized notes, and editing these notes to be something that’s in a format that makes sense for my school. I’m shifting the cognitive load from finding the content I need in the materials to now engaging with my AI tutor and engaging with my notes and applying them.

So for anyone out there trying to balance leadership, learning, and life, especially in education, this is my new strategy. Let the tools we have work for us. Let the learning fit the realities of our days.

Does this replace professors? No. Of course not. Does this enhance what’s possible, in my own context? Yes, definitely. 60+ hours a week of work I care deeply about doesn’t leave much time for study, but that time in the car and while doing chores with my phone by my side is time I can use this way. Does this in any way replace teachers of younger students? No, as adult learning theories are different. Still, I know any of this could be controversial. So, I welcome the engagement with others as to the grander impacts of using AI to supplement learning…not just for me, but systematically.

I hope you are finding your own journey to further your education, and at least considering how AI can help support your mission!

You are told you might never become a citizen. Meanwhile, new laws and policies make it ever harder: stricter vetting, added layers of review, “anti-” screening. You live in fear that a single error, a slight misstep or even paperwork delay, can undo everything.

That’s what it means to be “well-intentioned and law‑abiding,” yet denied full belonging.

Or, imagine the United States starts to feel unsafe for you to live in. Maybe it’s because of targeted violence, war, or political instability. Maybe you or your family face death threats, or you’re part of a persecuted group. So you flee. You arrive in another country… let’s say Canada, Germany, or Chile, and seek protection under their refugee or asylum laws.

You’re careful. You follow every rule. You keep your documents in order. You apply for protected status, or maybe you’re here on an H‑1B or temporary humanitarian visa. You do what the system asks. You don’t break any laws. You build a life, maybe even a family.

And then, the rules change.

Suddenly, that country says it’s going to re-evaluate your case. That your status might expire early. That you could be deported with little warning. You’re questioned on the street. Immigration officers show up at your workplace. You’re treated not like someone who came for safety, but like a potential threat simply because of where you’re from, how you look, or the language you speak.

Now imagine the stress, the fear, the uncertainty. Imagine your child asking you, “What happens if we have to leave?” and not knowing what to say.

That’s exactly what’s happening to people here in the U.S. in 2025.

We’ve seen a return to “neighborhood checks” targeted background investigations revived under a recent DHS directive. We’ve seen increased deportations of people who have legal, protected status. And we’ve seen racial profiling used as a justification for detaining and questioning individuals even in cities once thought of as safe.

How is this fair?

When people follow the rules, they deserve stability and not fear. When people seek safety, they should be welcomed…not criminalized.

We are at a turning point in U.S. immigration policy. And it’s not just about immigrants, rather it’s about all of us. When a government begins targeting the most vulnerable, it rarely stops there. History has shown us that. Dissenters, allies, and anyone seen as “different” or “disruptive” are often next.

If you feel safe doing so: speak up. Talk to your neighbors. Share what’s happening. Challenge misinformation. I truly believe that most people in this country (and certainly many here in Chicago) would be horrified to see what’s being done in their name.

Local action matters. In Chicago, that could mean:

• Supporting organizations like the Illinois Coalition for Immigrant and Refugee Rights (ICIRR) or Organized Communities Against Deportations (OCAD)

• Showing up to community forums or city council meetings where immigrant protections are on the agenda

• Donating to local legal aid funds for asylum seekers and refugee families

• Amplifying immigrant voices in your workplace, faith community, or school

Let’s not wait until it reaches our own doorstep to care.

Over the past year, I’ve committed to a daily study of Spanish. It began with 45-minute sessions through Duolingo…almost always in the quiet hours of the morning before school and meetings began. On weekends or during breaks, I often studied for two to three hours a day. This level of commitment wasn't born out of obligation, but out of passion, rooted in the desire to better connect with and serve our multilingual learners and their families.

I’ve now reached level 120 in Duolingo, and I’m on track to complete the entire Spanish program by the end of the calendar year. While I understand that this alone doesn’t make me bilingual, the cumulative effect of this daily immersion is clear. My listening and speaking abilities have improved significantly, especially since school resumed and I’m once again surrounded by the rich sounds of Spanish in our hallways, classrooms, and community conversations. The contrast with the quieter summer months has reminded me how vital authentic immersion is in language development, as something our students experience firsthand every day.

As part of my broader professional learning, I’m now in my third course toward completing both my ESL and Bilingual endorsements. These classes have been incredibly eye-opening, not just in terms of pedagogy and theory, but in seeing the direct parallels between my own learning process and what our emergent bilingual students experience. Language learning is humbling. It requires patience, vulnerability, and the willingness to make mistakes. It’s a daily reminder of the resilience and brilliance our multilingual learners bring to school with them each day. I’m perpetually impressed at the pace of learning students exhibit frequently, and how I may be 10x the age of many of them, but their zest and excitement helps accelerate their growth curve much beyond mine. While I see that as the primary reason for their rapid development, I also know that the neuroplasticity of younger learners is much different than someone like me who has been in the profession for 20 years. :)

To take this learning further, and to create meaningful reciprocal benefit, I’ve recently committed to tutoring three students each day during the school year (roughly 20 minutes each) to genuinely accomplish the expectation of acquiring 100+ hours of direct instruction as part of the endorsement program. This one-on-one time gives me an additional hour of targeted language interaction. More importantly, it allows me to provide personalized support for students while putting research-based strategies into practice. In effect, I’m learning by doing: applying both ESL instructional techniques and Spanish acquisition strategies that accelerate language development on both sides. My students benefit from individualized instruction, and I benefit from the deep pedagogical reflection that comes from working closely with learners who are navigating complex linguistic transitions.

In the spring, after completing my coursework and passing the Bilingual Spanish language exam, I’ll officially hold both ESL and Bilingual endorsements. But I know that these credentials are just markers on a lifelong journey. Becoming bilingual is not a destination but rather an ongoing process that requires continuous exposure, practice, and humility. It’s about more than grammar or vocabulary; it’s about connection, empathy, and honoring the lived experiences of our students and families. And, there’s the humbling reminder that whenever I think my Spanish has improved significantly, I spend time with fluent, native Spanish speakers, and realize how impressive their skillset is and how I may not quite ever get to that level. Still, I can feel my level of comprehension increasing in conversations (such as parent conferences) that take place entirely in Spanish, and my confidence to speak in Spanish at a moments’ notice has increased significantly.

Earlier this year, I had the opportunity to travel to Mexico City over spring break—my first visit to a Spanish-speaking country. It was a powerful experience, not only linguistically but culturally. I was able to navigate conversations, ask questions, and engage with people in ways that would have been impossible a year ago. This December, I’m planning to return to Mexico City and also visit Monterrey. This next trip will give me another chance to practice Spanish in real-world contexts, deepening my understanding of the language and the cultural nuance that goes along with it.

These experiences remind me that language is deeply tied to identity, culture, and belonging. Our students don’t leave their language at the door when they come to school, nor should they be expected to. In fact, it’s our responsibility as educators and especially as school leaders, to create environments that celebrate linguistic diversity and invest in our own growth to meet the needs of the communities we serve.

The work of becoming bilingual is, for me, also about modeling what it means to be a learner. I want my staff, students, and families to see that this is not just a theoretical commitment. It’s lived. It’s practiced. It’s visible in the choices I make and the time I devote to growing in ways that matter. They move to our country (with a high percentage of our students and families are first generation immigrants), and I see their sentiment surrounding the importance of learning English to adapt to our culture here. The least I can do is empathize with their journey, while bridging the language divide.

Our schools are increasingly multilingual, and while this enriches our communities, it also demands that we rise to meet the needs of our students not just through curriculum, but through relationships. Building authentic trust with families who speak a different language requires more than translation services. This requires an intentional effort to learn, to listen, and to speak in ways that affirm their identities.

And yet, we know that subtractive bilingualism where we replace a child’s home language with English, remains all too common. This mindset not only undermines students’ cultural identities but also contradicts what research tells us about effective language learning. When we invest in additive bilingualism, where the home language is maintained and English is added, we’re doing more than promoting academic achievement…we’re affirming who students are.

My personal journey has only reinforced how complex, courageous, and rewarding bilingualism truly is. And I know I’m not alone. Many educators are on similar paths, whether formally through endorsement programs or informally through classroom experience and community engagement. My hope in sharing this update is not only to reflect on my progress, but to encourage others (especially those of us in leadership) to consider how we can better align our growth with the needs of our students.

Ultimately, the work we do should reflect the communities we serve. If we are educating multilingual learners, we must strive to be multilingual leaders. If we value cultural heritage, we must engage with it meaningfully. And if we believe that every student deserves to be seen, heard, and supported, we must continuously examine our own practices, asking what we can learn, how we can grow, and how our growth directly impacts those around us.

So, as I move through this academic year, tutoring students each day, studying Spanish each night, and preparing for another immersive trip in December, I carry this commitment with me not as a checkbox, but as a way of being. Bilingualism is not a skill to master and shelve; it’s a lifelong practice, a lens through which I aim to lead, teach, and serve.

To all the educators on similar journeys learning a language, advancing your educational journey, and more efforts to improve your skills and your personal self: keep going. Our growth matters not only for ourselves, but for the countless students whose stories, languages, and lives you honor each day.

It used to feel pretty clear. For a long time, the role of school was to help students learn information…information that was housed in textbooks, stored in teachers’ heads, and revealed through lectures, worksheets, and carefully sequenced curriculum units. The work of students, then, was to take in that information, retain it, and show they could recall or apply it in fairly controlled ways. There were always exceptions, of course. But the core rhythm of school was often built on this model of knowledge transmission.

But that model feels increasingly mismatched with the world students are actually living in now.

AI has made this especially clear. In just the past year, the tools available to students, including generative text models through embedded supports in learning platforms, have changed dramatically. Students can now ask a chatbot to summarize an article, draft a response, generate practice problems, explain confusing concepts, and even revise their writing. Information isn’t something students have to wait for. It’s something they can summon instantly. And not only can AI retrieve knowledge, but it can now generate it, or at least simulate the appearance of having done so.

This brings up a different set of questions. If students can access facts, write a decent summary, and complete a task with a well-crafted prompt, what’s left for school to do? If AI can already perform many of the outputs we used to ask students to produce, then what should we be asking instead?

I don’t think the answer is to double down on detection. Trying to catch students or lock down technology use might feel like a solution, but it doesn’t really address the deeper shift that’s happening. It treats AI like a threat to learning, rather than as a signal that we need to rethink what learning actually involves. It eliminates the possibility of how we can leverage AI for our benefit. And, if we don’t, others will…to our detriment. Aren’t we competitive, and strive to be so?

Lately, I’ve been wondering if the role of education now is less about teaching students what to know and more about helping them figure out what to do with what they find. We might need to spend more time helping students practice things like interpreting information in context, asking good questions, recognizing patterns, and weighing competing perspectives. Maybe the core challenge isn't whether students can write an essay or summarize an article, but whether they can tell the difference between a convincing response and a truthful one. Whether they can use a tool well without letting the tool think for them. We know AI is setting us up for this: With many of the popular tools we use only accurate in their information somewhere between 40-70% of the time (depending on the tool), we are now charged with finding information quickly, but slowing down to discern the reliability and validity that it can afford.

These aren’t new ideas, of course. Educators have been talking about critical thinking and problem-solving for years. Research, truth-seeking, and analysis have always been higher order demands. What feels new is the urgency, and the necessity. The baseline has shifted. It's no longer enough to simply assign tasks that demonstrate information recall. AI can already do that. The learning now seems to live in how students navigate ambiguity, test assumptions, and collaborate meaningfully. We can’t go back, nor can we remain the same, as these tools are increasingly available and unregulated, and no matter how school districts try to restrict their use, we are both fooling ourselves to think that’s an effective approach and also handicapping ourselves while others will use these tools unfettered to create new learning opportunities and enhance outcomes.

I’m also noticing a bigger role for interpersonal and intrapersonal skills—the kind that can’t be easily replicated by technology. Things like empathy, curiosity, discernment, and ethical judgment. The ability to have a real conversation. To ask a question you don’t already know the answer to. To hear someone else’s perspective and let it challenge your own. These capacities don’t show up on a standard multiple-choice test, but they shape the way students think, act, and engage with the world. AI won’t replace these, and as long as LLMs are scraping the internet for advice on how to handle interpersonal situations, we know it will be filled with the errors of many mistakes made by those whose information is harvested in the effort to give this advice. Developing the skills and learning through actions, trials, errors, and psychological development is what will help us remain invaluable: people with souls and a need for connection to both relate and accomplish, and we won’t be replaced by AI as a result.

So I find myself coming back to this: if we want students to be ready—not just for college or careers, but for life in a world where technology is advancing faster than any of us can keep up—then maybe we need to be asking different things of school. Not “What do students know?” but “How are they making sense of what they encounter?” “How are they using tools thoughtfully?” “How are they learning to reflect, to adapt, and to work with others toward something meaningful?”

These aren’t rhetorical questions. They’re the ones I think we need to sit with as educators, leaders, and community members. I don’t have a finished answer. But I do think we’re in a moment where it’s worth pausing and noticing what’s shifting…not just in our classrooms, but in our assumptions about learning itself.

What happens when we stop thinking of AI as a shortcut and start thinking of it as part of the learning environment? What new possibilities open up when students are encouraged to explore, critique, and even challenge the outputs of the tools they use? What might it look like to design learning experiences that AI can’t complete on its own?

These are the kinds of questions I’m carrying into my work with teachers and leaders. The landscape is changing, and with it, the role of the teacher, the design of the curriculum, and the purpose of the classroom. This won’t happen overnight, but as rapid as AI tools and opportunities are evolving, it’s going to force us to shift strategies whether we like it or not.

So no, school is not obsolete in its’ current format. If anything, it matters more than ever. But perhaps for different reasons than before. Not just as a place to acquire knowledge, but as a space to make sense of it. Not just to produce correct answers, but to engage with complexity. And not just to prepare students for a job, but to help them learn how to think, reflect, and relate in a world that is increasingly shaped by tools we’re only beginning to understand. As we know those above us are looking at policy, budgets, and how to shake up the way things are (in the mindset of reform and overhaul), let’s cling to the necessity of building on what we know works, rather than resist what is coming.

If you're thinking about this too, I'd love to hear what you're noticing.

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Each essay was written in Google Docs, so that I can continue to edit and add over time. I welcome any insight and feedback you have, to help sharpen the points made. While I’m confident that the learning was powerful and I have attempted to make sure that the reflections I write are well considered, they are subject to interpretation and perspective. I welcome any healthy discussion that challenges my comments and observations, so that we can all learn best from what I’ve discovered.

Read the essay here.

If this work was helpful, please consider making a donation to support my work: https://bio.site/gravesdi

Each essay was written in Google Docs, so that I can continue to edit and add over time. I welcome any insight and feedback you have, to help sharpen the points made. While I’m confident that the learning was powerful and I have attempted to make sure that the reflections I write are well considered, they are subject to interpretation and perspective. I welcome any healthy discussion that challenges my comments and observations, so that we can all learn best from what I’ve discovered.

Read the essay here.

If this work was helpful, please consider making a donation to support my work: https://bio.site/gravesdi

Each essay was written in Google Docs, so that I can continue to edit and add over time. I welcome any insight and feedback you have, to help sharpen the points made. While I’m confident that the learning was powerful and I have attempted to make sure that the reflections I write are well considered, they are subject to interpretation and perspective. I welcome any healthy discussion that challenges my comments and observations, so that we can all learn best from what I’ve discovered.

Read the essay here.

If this work was helpful, please consider making a donation to support my work: https://bio.site/gravesdi

Each essay was written in Google Docs, so that I can continue to edit and add over time. I welcome any insight and feedback you have, to help sharpen the points made. While I’m confident that the learning was powerful and I have attempted to make sure that the reflections I write are well considered, they are subject to interpretation and perspective. I welcome any healthy discussion that challenges my comments and observations, so that we can all learn best from what I’ve discovered.

Read the essay here.

If this work was helpful, please consider making a donation to support my work: https://bio.site/gravesdi

Each essay was written in Google Docs, so that I can continue to edit and add over time. I welcome any insight and feedback you have, to help sharpen the points made. While I’m confident that the learning was powerful and I have attempted to make sure that the reflections I write are well considered, they are subject to interpretation and perspective. I welcome any healthy discussion that challenges my comments and observations, so that we can all learn best from what I’ve discovered.

Read the essay here.

If this work was helpful, please consider making a donation to support my work: https://bio.site/gravesdi

Each essay was written in Google Docs, so that I can continue to edit and add over time. I welcome any insight and feedback you have, to help sharpen the points made. While I’m confident that the learning was powerful and I have attempted to make sure that the reflections I write are well considered, they are subject to interpretation and perspective. I welcome any healthy discussion that challenges my comments and observations, so that we can all learn best from what I’ve discovered.

Read the essay here.

If this work was helpful, please consider making a donation to support my work: https://bio.site/gravesdi

Each essay was written in Google Docs, so that I can continue to edit and add over time. I welcome any insight and feedback you have, to help sharpen the points made. While I’m confident that the learning was powerful and I have attempted to make sure that the reflections I write are well considered, they are subject to interpretation and perspective. I welcome any healthy discussion that challenges my comments and observations, so that we can all learn best from what I’ve discovered.

Read the essay here.

If this work was helpful, please consider making a donation to support my work: https://bio.site/gravesdi

Each essay was written in Google Docs, so that I can continue to edit and add over time. I welcome any insight and feedback you have, to help sharpen the points made. While I’m confident that the learning was powerful and I have attempted to make sure that the reflections I write are well considered, they are subject to interpretation and perspective. I welcome any healthy discussion that challenges my comments and observations, so that we can all learn best from what I’ve discovered.

Read the essay here.

If this work was helpful, please consider making a donation to support my work: https://bio.site/gravesdi

Each essay was written in Google Docs, so that I can continue to edit and add over time. I welcome any insight and feedback you have, to help sharpen the points made. While I’m confident that the learning was powerful and I have attempted to make sure that the reflections I write are well considered, they are subject to interpretation and perspective. I welcome any healthy discussion that challenges my comments and observations, so that we can all learn best from what I’ve discovered.

Read the essay here.

If this work was helpful, please consider making a donation to support my work: https://bio.site/gravesdi

Each essay was written in Google Docs, so that I can continue to edit and add over time. I welcome any insight and feedback you have, to help sharpen the points made. While I’m confident that the learning was powerful and I have attempted to make sure that the reflections I write are well considered, they are subject to interpretation and perspective. I welcome any healthy discussion that challenges my comments and observations, so that we can all learn best from what I’ve discovered.

Read the essay here.

If this work was helpful, please consider making a donation to support my work: https://bio.site/gravesdi

Each essay was written in Google Docs, so that I can continue to edit and add over time. I welcome any insight and feedback you have, to help sharpen the points made. While I’m confident that the learning was powerful and I have attempted to make sure that the reflections I write are well considered, they are subject to interpretation and perspective. I welcome any healthy discussion that challenges my comments and observations, so that we can all learn best from what I’ve discovered.

Read the essay here.

If this work was helpful, please consider making a donation to support my work: https://bio.site/gravesdi

Each essay was written in Google Docs, so that I can continue to edit and add over time. I welcome any insight and feedback you have, to help sharpen the points made. While I’m confident that the learning was powerful and I have attempted to make sure that the reflections I write are well considered, they are subject to interpretation and perspective. I welcome any healthy discussion that challenges my comments and observations, so that we can all learn best from what I’ve discovered.

Read the essay here.

If this work was helpful, please consider making a donation to support my work: https://bio.site/gravesdi

Each essay was written in Google Docs, so that I can continue to edit and add over time. I welcome any insight and feedback you have, to help sharpen the points made. While I’m confident that the learning was powerful and I have attempted to make sure that the reflections I write are well considered, they are subject to interpretation and perspective. I welcome any healthy discussion that challenges my comments and observations, so that we can all learn best from what I’ve discovered.