Tag: educator

  • Why student engagement starts with teacher clarity

    Why student engagement starts with teacher clarity

    Key points:

    In Alpine School District, we serve a wide range of students, from Title I to highly affluent communities. While our population has traditionally been predominantly white and middle income, that’s changing. In response to this growing diversity and shifting needs, one of my missions as professional learning and curriculum director for secondary schools has been to provide needs-based professional learning, just in time for educators, and to give them a real voice in what that looks and feels like.

    I lead a team of full-time educator equivalents across every discipline: math, science, social studies, ELA, the arts, health, and PE. Together, we guide professional learning and instructional support. Over the past several years, we’ve had to take a hard look at how we teach, how we engage students, and how we prepare educators for long-term success.

    Where we started: Tier 1 challenges and high turnover

    When I first became curriculum director, I noticed in our data that our schools were not making much progress, and in some cases had stagnated in growth scores. We were leaning heavily on Tier 2 interventions, which told us that we needed to shore up our Tier 1 instruction.

    At the same time, we were hiring between 400 and 500 teachers each year. We’re located near several universities, so we see a continuous flow of new educators come and go. They get married, they relocate, or a spouse gets into medical school, which translates to a constant onboarding cycle for our district. To meet these challenges, we needed professional learning that was sound, sustainable, and meaningful, especially early in a teacher’s career, so they could lay a strong foundation for everything that would come after.

    Teacher clarity and engagement by design

    Several years ago, we joined the Utah State Cohort, doing a deep dive into the Teacher Clarity Playbook. That experience was a real turning point. We were the only team there from a district office, and we took a train-the-trainer approach, investing in our strongest educators so they could return and lead professional learning in their content areas. Since then, we’ve used Engagement by Design as the framework behind much of our PD, our classroom walkthroughs, and our peer observations. It helped us think differently: How do we support teachers in crafting learning intentions and success criteria that are actually meaningful? How do we align resources to support that clarity? We’ve embedded that mindset into everything.

    Coming out of the pandemic, Alpine, like many districts around the country, saw decreased student engagement. To focus deeply on that challenge, we launched the Student Engagement Academy, or SEA. I co-designed the Academy alongside two of our content specialists, Anna Davis and Korryn Coates. They’re both part-time teacher leaders at the district office and part-time visual arts teachers in schools, so they live in both worlds. That was important because we believe professional learning should always be contextualized. We don’t want teachers burning extra bandwidth trying to translate strategies across subject areas.

    SEA is a yearlong, job-embedded learning experience. Teachers participate in PLCs, conduct peer observations, and complete a personalized learning project that showcases their growth. Our PLC+ coaches work directly with our lead coach, Melissa Gibbons, to gather and analyze data that shapes each new round of learning. We also included classroom observations, not for evaluation, but to help teachers see each other’s practice in action. Before observations, Anna and Korryn meet with teachers in small groups to talk through what to look for. Afterward, they debrief with the teachers: What did we see? What evidence did we see of student engagement? What did we learn? What are we still wondering? As we answer these questions about teaching, we’re also asking students about their experience of learning.

    Learning from student surveys

    Hearing from our students has been one of the most powerful parts of this journey. With the support of our Director of Student and Educator Well-eing, we created a student survey. We asked a random group of students questions such as:

    • What are you learning?
    • How are you learning it?
    • How do you know how you’re doing?
    • Why does it matter?

    The responses were eye-opening. Many students didn’t know why they were learning something. That told us our teachers weren’t being as clear or as intentional as they thought they were. One specific question we asked was based on the fact that attendance in world language classes stayed high during the pandemic, while it dropped in other subjects. We asked students why. The answer? Relationships, expectations, and clarity. They said their world language teachers were clear, and they knew what was expected of them. That led other disciplines to reflect and recalibrate.

    Today, teachers across subjects like ELA, math, and social studies have participated in a SEA cohort or aligned learning. We’re seeing them plan more intentionally, better target skills, and align instruction with assessment in thoughtful ways. They’re starting to see how mirroring instruction with how learning is measured can shift outcomes. It’s been truly exciting to witness that change. Engaging students through improved teacher clarity, positive classroom relationships (with each other, the teacher, and the content), and providing the students with appropriate levels of rigor has been a game changer.

    Building teacher leadership teams

    Next year, we’re focusing on developing teacher leadership skills, knowledge, and dispositions across the full geographic area of our district. We’re building professional capacity through leadership teams using the PLC+ model, with an emphasis on facilitation skills, research-based practice, and advocacy for strong instruction in every discipline.

    If you’re a district leader looking to boost student engagement through professional development, my advice is simple: You can’t do it alone. You need a team that shares your values and your commitment to the work. You also have to be guided by research–there’s too much at stake to invest in strategies that don’t hold water. Finally, this is a marathon, not a sprint. Aim for small, incremental changes. There’s no silver bullet, but if you stay the course, you’ll see real transformation.

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  • Report highlights growing movement to elevate student voice in school communications

    Report highlights growing movement to elevate student voice in school communications

    Key points:

    As K-12 leaders look for ways to strengthen trust, engagement, and belonging, a growing number of districts are turning to a key partner in the work: their students.

    A new national report from the National School Public Relations Association (NSPRA) and SchoolStatus reveals that districts that incorporate student voice into their communication strategies–through videos, messaging, and peer-created content–are seeing real results: stronger family engagement, increased student confidence, and more authentic school-community connection.

    The report, Elevating Student Voice in School Communications: A Data-Informed Look at Emerging Practices in School PR, is based on a spring 2025 survey, which received 185 responses from K-12 communications professionals. It includes real-world examples from school districts to explore how student perspectives are being incorporated into communication strategies. It highlights the growing use of first-person student storytelling, direct-to-student messaging, and student internships as strategies to build trust, improve engagement, and strengthen school-community relationships.

    “School communicators do more than share information. They help build connection, trust, and belonging in our communities,” said Barbara M. Hunter, APR, Executive Director of NSPRA. “Elevating student voice is not just a feel-good initiative. It is a powerful strategy to engage families, strengthen relationships, and improve student outcomes.”

    Key findings include:

    • Video storytelling leads the way: 81 percent of districts using student voice strategies rely on video as their primary format.
    • Direct communication with students is growing, but there is room for improvement in this area: 65 percent of districts report at least some direct communication with students about matters that are also shared with families, such as academic updates, behavioral expectations or attendance
      • However, just 39 percent of districts copy students on email messages to families, and just 37 percent include students in family-teacher conferences, allowing them to be active participants
    • Internships on the rise: 30 percent of districts now involve students as interns or communication ambassadors, helping create content and amplify student perspectives
    • Equity efforts around student storytelling vary significantly. While some districts say they intentionally recruit students with diverse perspectives, fewer encourage multilingual storytelling or provide structured support to help students share their stories

    Early results are promising: Districts report improved engagement, stronger student confidence, and more authentic communication when students are involved.

    • 61 percent of districts that track comparisons report student-led content generates higher engagement than staff-created communications
    • 80 percent of respondents observe that student voice positively impacts family engagement
    • A majority (55 percent) said direct communication with students improves academic outcomes

    Building Inclusive Student Voice Strategies
    The report outlines a three-part approach for districts to strengthen student voice efforts:

    • Start with student presence by incorporating quotes, videos, and creative work into everyday communications to build trust and visibility
    • Develop shared ownership through internships, ambassador programs, and student participation in content creation and feedback
    • Build sustainable systems by aligning student voice efforts with district communications plans and regularly tracking engagement

    The report also highlights inclusive practices, such as prioritizing student consent, offering mentorship and support for underrepresented students, featuring diverse stories, involving student panels in review processes and expanding multilingual and accessible communications.

    “When districts invite students to take an active role in communication, it helps create stronger connections across the entire school community,” said Dr. Kara Stern, Director of Education for SchoolStatus. “This research shows the value of giving students meaningful opportunities to share their experiences in ways that build trust and engagement.”

    The report also explores common challenges, including limited staff time and capacity, privacy considerations and hesitancy around addressing sensitive topics. To address these barriers and others, it offers practical strategies and scalable examples to help districts start or expand student voice initiatives, regardless of size or resources.

    This press release originally appeared online.

    eSchool News Staff
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  • 6 steps to transforming parent engagement, one message at a time

    6 steps to transforming parent engagement, one message at a time

    Key points:

    When you open the doors to a brand-new school, you’re not just filling classrooms, you’re building a community from the ground up. In August 2023, I opened our Pre-K through 4th grade school in Charlotte, North Carolina, to alleviate overcrowding at several East Charlotte campuses. As the founding principal, I knew that fostering trust and engagement with families was as essential as hiring great teachers or setting academic goals.

    Many of our students were transitioning from nearby schools, and their families were navigating uncertainty and change. My top priority was to create a strong home-school connection from the very beginning–one rooted in transparency, inclusivity, and consistent communication, where every parent feels like a valued partner in our new school’s success. Since then, we’ve added 5th grade and continue to grow our enrollment as we shape the identity of our school community.

    Up until two years ago, our district was primarily using a legacy platform for our school-to-home communication. It was incredibly limiting, and I didn’t like using it. The district then switched to a new solution, which helped us easily reach out to families (whose children were enrolling at the new elementary school) with real-time alerts and two-way messaging.

    The difference between the two systems was immediately obvious and proved to be a natural transition for me. This allowed us to take a direct, systematic, and friendlier approach to our school-home communications as we implemented the new system.

    Building strong home-school bonds

    Here are the steps we took to ensure a smooth adoption process, and some of the primary ways we use the platform:

    1. Get everyone on board from the start. We used comprehensive outreach with families through flyers, posters, and dedicated communication at open-house events. At the same time, our teachers were easily rostered–a process simplified by a seamless integration with our student information system–and received the necessary training on the platform.
    1. Introduce the new technology as a “familiar tool.” We framed our ParentSquare tool as a “closed social media network” for school-home communication. This eased user adoption and demystified the technology by connecting it to existing social habits. Our staff emphasized that if users could communicate socially online, they could also easily use the platform for school-related interactions.
    1. Promote equity with automatic translation. With a student population that’s about 50 percent Hispanic and with roughly 22 different languages represented across the board, we were very interested in our new platform’s automatic translation capabilities (which currently span more than 190 languages). Having this process automated has vastly reduced the amount of time and number of headaches involved with creating and sharing newsletters and other materials with parents.
    1. Streamline tasks and reduce waste. I encourage staff to create their newsletters in the communications platform versus reverting to PDFs, paper, or other formats for information-sharing. That way, the platform can manage the automatic translation and promote effective engagement with families. This is an equity issue that we have to continue working on both in our school and our district as a whole. It’s about making sure that all parents have access to the same information regardless of their native language.
    1. Centralize proof of delivery. We really like having the communication delivery statistics, which staff can use to confirm message receipt–a crucial feature when parents claim they didn’t receive information. The platform shows when a message was received, providing clear confirmation that traditional paper handouts can’t match. Having one place where all of those communications can be sent, seen, and delivered is extremely helpful.
    1. Manage events and boost engagement. The platform keeps us organized, and we especially like the calendar and post functions (and use both a lot). Being able to sort specific groups is great. We use that feature to plan events like staggered kindergarten entry and separate open houses; it helps us target communications precisely. For a recent fifth-grade promotion ceremony, for example, we managed RSVPs and volunteer sign-ups directly through the communications platform, rather than using an external tool like Sign-Up Genius. 

    Modernizing school-family outreach

    We always want to make it easy for families to receive, consume, and respond to our messages, and our new communications platform helps us achieve that goal. Parents appreciate receiving notifications via email, app, voice, or text–a method we use a lot for sending out reminders. 

    This direct communication is particularly impactful given our diverse student population, with families speaking many different languages. Teachers no longer need third-party translation sites or manual cut-and-paste methods because the platform handles automatic translation seamlessly. It’s helped us foster deeper family engagement and bridge communication gaps we otherwise couldn’t–it’s really amazing to see.

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  • Career-connected learning builds a more employable, future-ready generation

    Career-connected learning builds a more employable, future-ready generation

    Key points:

    Abraham Maslow’s Hierarchy of Needs is a fundamental psychological theory that explains human motivation. At its base are physiological and safety needs, followed by love and belonging, esteem, and self-actualization at the peak. While this theory is universally recognized for understanding personal growth in human development, it can also be applied to an individual’s educational journey.

    Had Maslow been an educator, he might have reconsidered the foundation of our education system to one that would align student aptitudes and interests to sustain the rapidly changing workforce. Consider the phrase, “If you give a man a fish, he will be hungry tomorrow. If you teach a man to fish, he will be richer forever.” It could be applied here, too. If we pair students’ strengths and aptitudes with in-demand careers through personalized learning, we are ensuring the success of our students and tomorrow’s workforce, thus realigning motivation and fulfilling the individuals Hierarchy of Needs.

    States have begun investing in career-connected learning (CCL) to connect learning to career pathways as a means to boost employability and inevitably support businesses and the local economy.

    Students are rarely guided toward career paths that match their aptitudes (or natural talents). But if our districts began doing so, we would likely see higher levels of employment and job satisfaction, and lower economic instability and gaps in the job market. This could ultimately impact our communities and the national economy at large.

    While work is being done, there is still plenty to do as the career exposure gap grows, particularly in IT, manufacturing, finance, and more. It’s time for educational stakeholders–policy, K-12 decision makers, guidance counselors and parents alike–to rethink how we prepare young people for their futures.

    The foundation: Addressing basic needs first

    It has become ever so clear that every student, starting as early as junior high, should have the opportunity to take an aptitude assessment. Researchers have identified that students’ natural aptitudes solidify by age 14, forming the foundation for understanding what they’re inherently good at. If Maslow were designing today’s educational experience, this would be the starting point–helping students discover their strengths and setting the stage for growth.

    Students’ ability to learn, and therefore their level of education, has always shown to have direct correlations to their physical well-being and sense of security. Often, students feel discouraged and unengaged in their coursework because it doesn’t connect to their innate strengths, making it harder to feel confident in their abilities and motivated to tap into potential future pathways for employment. 

    When these foundational supports are provided, students are likely to feel ready to explore career opportunities and develop the workplace-ready skills needed in today’s economy.

    Building confidence: Belonging and self-esteem in education

    Students thrive when they feel a sense of belonging–both in the classroom and in the broader community. They also need to build self-esteem by experiencing achievement, recognition, and purpose. Connecting education with natural aptitudes and real-world career experiences can foster this sense of belonging and achievement.

    Encouraging students to participate in internships, apprenticeships, or mentorship programs can bridge the connection between their talents and real-world job opportunities. This fosters a sense of community and a personal identity tied to their future careers and success. CCL helps students understand that they have valuable contributions to make, both in school and beyond, which often leads to students taking ownership of their educational journeys.

    Path to self-actualization: Unlocking career potential

    At the pinnacle of Maslow’s hierarchy is self-actualization. Students are no longer just attending school to pass tests–they are actively seeking knowledge and skills to help them achieve their dreams. Students are often more motivated when they see the relevance of their learning, especially when they understand how it connects to their future aspirations.

    Tech solutions have helped districts provide personalized career assessments and work-based learning experiences for students, which empowers them to explore their career interests in-depth. When we offer students opportunities for hands-on exploration and real-world application, they find greater fulfillment in their educational experiences and a stronger desire to achieve higher learning goals.

    The crisis: How the current system is failing to meet Maslow’s vision

    Most high school graduates (75 percent) do not feel prepared to make college or career decisions after graduation.

    Simultaneously, 40 percent of employers stated that educational institutions do not sufficiently prepare students for their future careers, and 90 percent emphasized the need for stronger partnerships between K-12 schools and postsecondary institutions.

    Despite the clear benefits of linking education to career pathways, more often schools solely focus on academic success, neglecting the broader skills students need to thrive in the workforce. And CCL is frequently seen as a nice-to-have, rather than an essential piece of education. The growing career exposure gap is evidence of this disconnect.

    Closing this disconnect begins with helping people understand where to invest in their skills. 

    A new model: Career-connected learning as the solution

    By ensuring basic needs are met, fostering belonging and esteem, and unlocking students’ potential, we equip students with the real-world skills they need to succeed. CCL benefits every student and should be seen as an essential part of education, not just a nice-to-have.

    Personalized learning platforms, aptitude assessments, career identification, and skill-based learning tools provide the foundation for this transformation. But it’s the convergence among educators, employers, policymakers, and technology providers that will ultimately ensure that every student has the opportunity to realize their full potential. 

    My final thoughts: Maslow would remind us that education isn’t just about filling students’ heads with knowledge–it’s about inspiring them to dream, grow, and discover their limitless opportunities. This vision offers not just hope for individual students, but economic benefits for society as a whole.

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  • 6 ways tech simplifies school communication and engagement

    6 ways tech simplifies school communication and engagement

    Key points:

    • Streamlining school communication empowers all district stakeholders
    • The dos and don’ts of parent-educator communication
    • Female district leaders target back-to-school priorities
    • For more on school communication, visit eSN’s Educational Leadership hub

    As technology trainers, we support teachers’ and administrators’ technology platform needs, training, and support in our district. We do in-class demos and share as much as we can with them, and we also send out a weekly newsletter. We coordinate a lot of different training sessions across our many different platforms, and support principals during staff meetings and on professional development days.  

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    How will schools replace devices bought during the pandemic?

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    How multimedia and interactive tech transform engagement

    Education today looks dramatically different from classrooms of just a decade ago. Interactive technologies and multimedia tools now replace traditional textbooks and lectures, creating more dynamic and engaging learning environments.

    Using technology to support learning through movement

    There is significant evidence of the connection between physical movement and learning.  Some colleges and universities encourage using standing or treadmill desks while studying, as well as taking breaks to exercise.

    Halting education research in the name of ‘government efficiency’ is incredibly inefficient

    This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters. In recent weeks, we’ve seen federal and state governments issue stop-work orders, withdraw contracts, and terminate…

    Report details uneven AI use among teachers, principals

    English/language arts and science teachers were almost twice as likely to say they use AI tools compared to math teachers or elementary teachers of all subjects, according to a February 2025 survey from the RAND Corporation.

    Want to share a great resource? Let us know at [email protected].

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  • How to incorporate real-world connections into any subject area

    How to incorporate real-world connections into any subject area

    Key points:

    In my classroom, I frequently encounter students expressing their opinions: “How is this relevant to the real world?” or “Why should I care? I will never use this.” This highlights the need for educators to emphasize real-world applications across all subjects.

    As an educator, I consistently strive to illustrate the practical applications of geography beyond the classroom walls. By incorporating real-world experiences and addressing problems, I aim to engage students and encourage them to devise solutions to these challenges. For instance, when discussing natural resources in geography, I pose a thought-provoking question: “What is something you cannot live without?” As students investigate everyday items, I emphasize that most of these products originate from nature at some point, prompting a discussion on the “true cost” of these goods.

    Throughout the unit, I invite a guest speaker who shares insights about their job duties and provides information related to environmental issues. This interaction helps students connect the dots, understanding that the products they use have origins in distant places, such as the Amazon rainforest. Despite it being thousands of miles away, I challenge students to consider why they should care.

    As students engage in a simulation of the rainforest, they begin to comprehend the alarming reality of its destruction, driven by the increasing demand for precious resources such as medicines, fruits, and beef. By the conclusion of the unit, students will participate in a debate, utilizing their research skills to argue for or against deforestation, exploring its implications for resources and products in relation to their daily lives. This approach not only enhances their understanding of geography but also creates a real-world connection that fosters a sense of responsibility toward the environment.

    Creating a foundation to build upon

    Engaging in academic discussions and navigating through academic content is essential for fostering a critical thinking mentality among students. However, it is often observed that this learning does not progress to deeper levels of thought. Establishing a solid foundation is crucial before advancing toward more meaningful and complex ideas.

    For instance, in our geography unit on urban sprawl, we start by understanding the various components related to urban sprawl. As we delve into the topic, I emphasize the importance of connecting our lessons to the local community. I pose the question: How can we identify an issue within the town of Lexington and address it while ensuring we do not contribute to urban sprawl?  Without a comprehensive foundation, students struggle to elevate their thinking to more sophisticated levels. Therefore, it is imperative to build this groundwork to enable students to engage in higher-order thinking effectively.

    Interdisciplinary approaches

    Incorporating an interdisciplinary approach can significantly enrich the learning process for students. When students recognize the connections between different subjects, they gain a deeper appreciation for the relevance of their education. According to Moser et. al (2019), “Integrative teaching benefits middle-level learners as it potentially increases student engagement, motivation, and achievement. It provides learners with the opportunity to synthesize knowledge by exploring topics and ideas through multiple lenses.” This method emphasizes the importance of making meaningful connections that deepen students’ comprehension. As they engage with the content from different perspectives, students will apply their learning in real-world contexts.

    For instance, principles from science can be linked to literature they are studying in English class. Similarly, concepts from physics can be applied to understand advancements in medical studies. By fostering these connections, students are encouraged to think critically and appreciate the interrelated nature of knowledge.

    Incorporating technology within classrooms

    In today’s digital world, where technology is readily accessible, it is crucial for classroom learning to align with current technological trends and innovations. Educators who do not incorporate technology into their teaching practices are missing an opportunity to enhance student learning experiences. In my class, I have students explore their designated area using Google Earth, which we previously outlined. Each student selected a specific region to concentrate on during their analysis. This process involves identifying areas that require improvement and discussing how it can benefit the community. Additionally, we examine how these changes can help limit urban sprawl and reduce traffic congestion.

    We have moved beyond the era of relying solely on paper copies and worksheets; the focus now is on adapting to change and providing the best opportunities for students to express themselves and expand their knowledge. As Levin & Wadmany (2014) observe, “some teachers find that technology encourages greater student-centeredness, greater openness toward multiple perspectives on problems, and greater willingness to experiment in their teaching.” This highlights the necessity for teachers to evolve into facilitators of learning, acting as guides who support students taking ownership of their learning.

    Strategies for implementation

    1. Start with the “why”: Teachers should critically consider the significance of their instructional approaches: Why is this method or content essential for students’ learning? Having a clear vision of the desired learning outcomes enables educators plan effectively and what instructional strategies to use. This intentionality is crucial.

    2. Use authentic materials: Incorporating meaningful text that involves real-world concepts can significantly enhance students’ engagement. For instance, in social studies class discussing renewable energy can lead to academic discussion or projects where students research about local initiatives in their community.

    3. Promote critical thinking: Encourage students to engage in critical thinking by asking open-ended questions, creating opportunities for debates to challenge their ideas, and urging them to articulate and defend their viewpoints.

    4. Encourage collaboration: Students excel in collaborative learning environment, such as group projects and peer reviews where they can engage with their classmates. These activities allow them to learn from each other and view different perspectives.

    5. Provide ongoing feedback: Providing constructive feedback is essential for helping students identify their strengths and areas for improvements. By having planned check-ins, teachers can tailor their instruction to ensure that they are meeting the academic needs of individual students.

    References

    Levin, T., & Wadmany, R. (2006). Teachers’ Beliefs and Practices in Technology-based Classrooms: A Developmental View. Journal of Research on Technology in Education, 39(2), 157–181. https://doi.org/10.1080/15391523.2006.10782478

    Moser, K. M., Ivy, J., & Hopper, P. F. (2019). Rethinking content teaching at the middle level: An interdisciplinary approach. Middle School Journal, 50(2), 17–27. https://doi.org/10.1080/00940771.2019.1576579

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  • AI in K-12 instruction: Insights from instructional coaches

    AI in K-12 instruction: Insights from instructional coaches

    Key points:

    As artificial intelligence (AI) becomes an integral part of modern education, instructional coaches play a pivotal role in guiding teachers on its implementation, bridging the gap between emerging educational technologies and effective classroom practices.

    As trusted mentors and professional development leaders, they guide teachers in implementing AI tools thoughtfully, ensuring that technology enhances student learning while aligning with pedagogical best practices. This article briefly synthesizes responses from instructional coaches regarding their experiences, challenges, and recommendations for integrating AI into K-12 education.  

    Ten instructional coaches, all with advanced degrees, had the following insights into the instructional use of AI in K12 education. They all have more than 10 years of experience in education and work across all three types of school environments: urban, suburban, and rural.

    The coaches reported that AI is used for various instructional purposes. The most-cited applications included providing feedback on student work, creating professional development materials, supporting writing and content generation, creating course content, and enhancing accessibility for students with special needs. Many coaches note that AI tools assisted in grading assignments, offering real-time feedback, and supporting differentiated instruction. AI-powered feedback helps teachers provide more personalized responses without increasing their workload.  Regarding professional development, AI is being used to generate training content for teachers, ensuring they stay updated on educational trends. Coaches are leveraging AI to curate research, synthesize best practices, and develop instructional strategies tailored to their schools.  They encourage teachers and students to utilize AI for brainstorming, outlining essays, and improving writing mechanics.  

    Perceived impact of AI on instruction 

    The vast majority of instructional coaches expressed positive expectations regarding AI’s potential to reduce educator workload, create personalized learning experiences, and improve access for students with disabilities. However, perspectives on AI’s overall impact on education varied. While most believe AI has positively influenced instruction, a few remain cautious about its potential risks.  One coach suggested that allowing students to utilize the tools in a structured setting and teaching them to use AI as a tool is one of the biggest potentials for generative AI in education. About three-fourths of coaches feel that AI will reduce teacher workload by automating repetitive tasks such as grading and data analysis.

    Concerns about AI in education 

    While AI presents numerous benefits, instructional coaches also raised concerns about its potential drawbacks, including ethical dilemmas, student engagement challenges, and equity issues. Despite its advantages, instructional coaches identified several challenges and ethical concerns. They worry some students will use AI tools without critically engaging with the material, leading to passive learning and an overreliance on generative tools. Some had concerns that AI-generated content could reduce the need for creativity and independent thought. Coaches worry that AI makes it easier for students to plagiarize or rely on generated answers without truly understanding concepts which can negatively impact academic integrity. Coaches cite technical challenges as well. Educators face issues with AI tool reliability, compatibility with existing learning management systems (LMS), and steep learning curves. The coaches mentioned that some schools lack the infrastructure to support meaningful widespread AI integration. 

    Several ethical and privacy concerns were mentioned. AI tools collect and store student data, raising concerns about data privacy and security–particularly with younger students who may be less aware or concerned about revealing personally identifiable information (PII). They mention the need for clear guidelines on responsible AI use to prevent bias and misinformation.

    Coaches emphasize the importance of verifying AI-generated materials for accuracy. They suggest teachers be encouraged to cross-check AI-produced responses before using them in instruction. They recommend robust integrating discussions on digital literacy, AI biases, and the ethical implications of generative AI into classroom conversations. Schools need to train educators and students on responsible AI usage. Some schools restrict AI for creative writing, critical thinking exercises, and certain assessments to ensure students develop their own ideas–an idea that coaches recommend. Coaches suggest embedding AI literacy into existing courses, ensuring students understand how AI works, its limitations, and its ethical implications. 

    Equity concerns are a serious issue for instructional coaches. Schools should ensure all students have equal access to AI tools. AI should be leveraged to bridge learning gaps, not widen them. Making sure all students have access to the same suite of tools is essential to create a level playing field for all learners. Instructional coaches generally agree that AI is not just a passing trend, but an integral part of the future of education. There is a concern that generative AI tools will reduce the human interaction of the teaching and learning process. For instance, interpersonal relationships are not developed with AI-based tutoring systems in the same way they can be developed and encouraged with traditional tutoring processes.

    The integration of AI in K-12 education presents both opportunities and challenges. Instructional coaches largely recognize AI’s potential to enhance learning, improve efficiency, academic integrity, and maintain human-centered learning experiences. As AI continues to evolve, educators must be proactive in shaping how it is used, ensuring it serves as a tool for empowerment rather than dependency. Future efforts should focus on professional development for educators, AI literacy training for students, and policies ensuring equitable AI access across diverse school settings.

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