Defining Your Philosophy of Education for the AI Age
The author introduces a "context audit" that probes ChatGPT’s assumptions about a teacher’s educational philosophy, teaching style, and pedagogy. By prompting the AI to list its beliefs, confidence levels, and sources, educators can spot outdated or misaligned information stored in the model’s memory. The audit process, demonstrated with a series of prompts and interviews, takes roughly 45 minutes and culminates in a refreshed AI profile that reflects current instructional priorities. The piece argues that regular audits should become a core component of AI literacy for teachers as AI tools gain memory and contextual capabilities.
What AI-Enabled Education Actually Looks Like When It’s Working for Workforce Students
Stephen Griffin outlines a practical vision for AI‑enabled education that delivers real‑time competency mapping, portable skill records, and transparent pathways for workforce students. He argues that the technology exists, but institutions must prioritize student readiness over operational efficiency. Using Cuyahoga...
The Ozempic Problem: The Generative AI Norms Forming in Silence, and How Youth and Adults Can Shape Them
The article warns that generative AI is reshaping classroom dynamics and youth culture in silence, using anecdotes of teachers and students who feel a disconnect when AI feedback replaces human interaction. It introduces the "Ozempic Problem" analogy to illustrate how...
Changing Work Flow of Schools
The article argues that schools are layering AI tools onto a century‑old, bell‑driven classroom structure, so the promised productivity gains are not materializing. It describes the current workflow as teacher‑centric, time‑segmented, and assessment‑focused, then proposes an AI‑orchestrated ecosystem where learning...
Access without Action: How Toxic Mindsets Stop Learners From Realizing Their Potential
The Institute for Self‑Directed Learning surveyed 4‑12th‑grade students at The Forest School who were at least one grade level behind on IXL diagnostics. Although 78% said peers or family could help, only 28% collaborated regularly, exposing an “access‑action gap.” The...
The Quiet Quitting Principal: What Districts Can Do to Re-Engage School Leadership
Quiet quitting has moved from corporate desks to school corridors, where disengaged principals subtly withdraw from core instructional leadership. The article outlines how this disengagement manifests as instructional drift, surface‑level supervision, delayed decisions, and a peace‑keeping stance that erodes trust...
Responsible Inference Engines: Safeguarding Students with Learning Differences in the AI Era
A new brief from EALA and New America warns that 73% of students with disabilities are already using AI for coursework, while 57% of special educators rely on it for drafting IEPs. A 2025 systematic review found zero AI‑based interventions...
In Kansas City, Real World Learning Finds Champions on Both Sides of the State Line
Real World Learning (RWL) will host its District Planning Summit on April 16 in Kansas City, bringing together educators, administrators, and business partners from both Kansas and Missouri. The event builds on a February conference that showcased state education commissioners...
A Call to Action for AI to Promote Mathematical Reasoning
Former elementary math teacher Nicola Hodkowski recounts how shifting from surface‑level drills to a "second‑order model" (SOM) of student reasoning boosted her class’s proficiency from 58% to 85% in one year. By inferring whether students counted in single units or...
Can’t. Will. Did.: How One Teacher-Mountaineer Is Bringing Social-Emotional Learning Outdoors
Kimber Cross, a nationally board‑certified kindergarten teacher and professional mountaineer, is merging social‑emotional learning (SEL) with outdoor adventure. After a near‑fatal rescue in 2021, she created the “Can’t‑Will‑Did” framework to help students navigate perseverance, and is now authoring a six‑book...
Probable and Possible: Why the Era of Probabilistic Computing Requires Real World Learning with an Entrepreneurial Mindset
The article argues that we are moving from deterministic to probabilistic computing, where AI models generate distributions of likely outcomes rather than single answers. This shift fuels agentic systems that can execute tasks faster and cheaper than human experts, expanding...
Book Review: How We Thrive
Stephanie Malia Krauss’s *How We Thrive* expands her Whole Child framework to include adults, arguing that modern life’s four "over" conditions—overtapped, overworked, overstimulated, overwrought—create a relentless storm. She introduces “rehumaning,” a return to evolutionary essentials across body, mind, heart, and...
How AI Impacts the Use of Protocols in the K-12 Classroom
Instructional protocols—structured routines like Critical Friends Groups—have become core tools for collaborative learning and professional development in K‑12 classrooms. Originating in the 1980s and popularized by organizations such as NSRF, EduProtocols, and EL Education, they standardize discussion, reduce teacher planning...
So, Your District Wants Personalized Learning… Where Do You Start?
Across more than 20 states, districts have adopted Portraits of a Graduate to define the competencies students need, yet many schools fail to redesign learning systems to match those outcomes. The article argues that the gap is a design problem,...
What Is CAPS? | A Conversation with Corey Mohn
In this episode, Tom Vander Ark talks with COREY MOHN, CEO of the CAPS Network, about the organization’s unbundled, profession‑based learning pathways that give students the freedom to design their own futures, much like building with a box of LEGO...