Tag: educators

  • Immigration enforcement is driving away early childhood educators

    Immigration enforcement is driving away early childhood educators

    by Jackie Mader, The Hechinger Report
    December 10, 2025

    Close to 40,000 foreign-born child care workers have been driven out of the profession in the wake of the Trump administration’s aggressive deportation and detainment efforts, according to a new study by the Better Life Lab at the think tank New America. That represents about 12 percent of the foreign-born child care workforce.

    Child care workers with at least a two-year college degree are most likely to be leaving the workforce, as well as workers who are from Mexico, a demographic targeted by ICE, or those who work in center-based care, the left-leaning think tank found. The disruption has worsened an already deep shortage of child care staffers, threatening the stability of the industry and in turn is contributing to tens of thousands of U.S.-born mothers dropping out of the labor market because they don’t have reliable child care.

    In addition to workers facing detainment or deportation, many people are staying home to avoid situations where they may encounter Immigration and Customs Enforcement (ICE), the report found. Agents are detaining people who have not traditionally been the focus of ICE actions, including those following legal pathways like asylum seekers and green card applicants. Child care centers were once considered “sensitive locations” exempt from ICE enforcement, but the White House rescinded that in January. In at least one example, a child care worker was detained while arriving for work at a child care program. 

    “What’s different now is the ferocity of the enforcement,” said Chris Herbst, a professor at Arizona State University’s School of Public Affairs and one of the authors of the report, in an interview with The Hechinger Report. “ICE is arresting far more people, the number of deportations has risen dramatically,” he added. “People are scared out of their minds.”

    Related: Young children have unique needs and providing the right care can be a challenge. Our free early childhood education newsletter tracks the issues. 

    America has long relied on immigrants to fill hard-to-staff caregiving positions and enable parents to work. Across the country, around 1 in 5 child care workers is an immigrant. In Florida and New York, immigrants account for nearly 40 percent of the child care workforce. One study that compared native-born and immigrant child care workers found that nearly 64 percent of immigrants had a two- or four-year college degree, compared to 53 percent of native-born workers. The study also noted that immigrant workers are more likely than native-born workers to have child development associate credentials and to invest in professional development activities.

    Overall, the child care industry supports more than $152 billion in economic activity.

    In Wisconsin, Elaine, the director of a child care center, said her program has benefited greatly from a Ukrainian immigrant who has been teaching there for two years, ever since arriving in the United States as part of a humanitarian parole program. (The Hechinger Report is not using Elaine’s last name or the city where her child care center is located because she fears action by immigration enforcement.) Elaine’s center has experienced a teacher shortage for the past 13 years, and the immigrant, who has a college degree and past experience in social services, has been a steady presence for the children there.

    “She’s their consistent person. She spends more time than a lot of the parents do with the children during their waking hours,” Elaine said. “She’s there for them, she’s loving, she provides that support, that connection, that security that young children need.”

    In January, the Trump administration suspended the Uniting for Ukraine program, which allowed Ukrainians fleeing the Russian invasion to live and work in the United States for two years. While the program later opened up a process to apply for an extension, Elaine’s employee has encountered delays, like many others.

    The teacher’s parole expired this month. Under the law, she is now supposed to return to Ukraine, where her home city in southeast Ukraine is still under attack by Russian forces. 

    Elaine fears what will happen if the center loses her. “As a business, we need her. We need a teacher we can count on,” Elaine said. “For our teachers’ mental health, to have her leave and knowing where she would go would be really difficult.” 

    Elaine has decided to allow the employee to keep working, and is appealing to state lawmakers to help extend her stay. Several parents have also joined in the effort, writing letters to Democratic U.S. Sen. Tammy Baldwin telling her how much their children love the teacher — and how important she is to the local economy. One factor in granting an extension is that the person offers a “significant public benefit” to the country. 

    The authors of the new report found immigrants are not the only caregivers affected by ICE enforcement this year. There has also been a drop in U.S.-born child care workers in the industry, especially among Hispanic and less-educated caregivers. This could be the result of a “climate of fear and confusion” surrounding enforcement activity, according to the report, as well as a “perceived pattern of profiling or discriminatory enforcement practices.”

    “These deportations have been sold under the theory that they are going to be a boon for U.S.-born workers once we sort of unclog the labor market by removing large numbers of undocumented immigrants,” Herbst said. “We’re finding at least in the child care industry, and at least in the short run, that appears not to be the case.” Some foreign-born and U.S.-born workers have different skills and do not seem to be competing for the same caregiving jobs, he added. 

    Not all workers are leaving the caregiving industry altogether. Some immigrants are shifting to work as nannies or au pairs, Herbst said, “finding refuge” in private homes where they are less likely to come into contact with state child care regulators or be part of formal wage systems. (Already, an estimated 142,000 undocumented immigrants work as nannies and personal care or home health aides nationwide.) That contact with regulators and other authorities may be a reason why center-based early childhood educators are leaving the field in greater proportions now, Herbst said. 

    These findings come at the end of a difficult year for the child care workforce, which has long been in crisis due to dismally low pay and challenging work conditions. More than half of child care providers surveyed this year by the RAPID Survey Project at Stanford University reported experiencing difficulty affording food, the highest rate since the survey started collecting data on provider hunger in 2021. Other recent reports have found child care providers are at a higher risk for clinical depression, and in some cities an increasing number are taking on part-time jobs to make ends meet.

    Across the country this year, early childhood providers have seen drops in enrollment as families pull their children out of schools and programs to avoid ICE. Child care centers are losing money and finding that some staff members are too scared to come to work or have lost work authorization after the administration ended certain refugee programs. Many child care workers have taken on additional roles driving children to and from care, collecting emergency numbers and plans for children in their care in case parents are detained and dropping off food for families too scared to leave their homes.

    This story about immigration enforcement was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

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  • Solving the staffing crisis is key to the Science of Reading movement

    Solving the staffing crisis is key to the Science of Reading movement

    Key points:

    As someone who’s dedicated my career to advancing the Science of Reading movement, I’ve seen firsthand what it takes to help every child become a strong, fluent reader. We’ve made incredible strides in shifting the conversation toward evidence-based instruction, but I know we’re at a critical inflection point. While we–obviously–continue our work helping schools and districts adopt SOR, there’s an issue that stands in the way of real, sustained, progress: the staffing crisis and leadership churn that are leaving our educators overwhelmed and skeptical toward “change.” Without addressing these deeper structural issues, we risk stalling the momentum we’ve worked so hard to build.

    The hidden costs of constant turnover

    The data on teacher and leader turnover is bleak, and I’ve seen how it undermines the long-term commitment needed for any meaningful change. Consider this: Roughly 1 in 6 teachers won’t return to the same classroom next year, and nearly half of new teachers leave within their first five years. This constant churn is a massive financial burden on districts, costing an estimated $20,000 per teacher to recruit, hire, and onboard. But the real cost is the human one. Every time a new leader or teacher steps in, the hard-won progress on a literacy initiative can be jeopardized.

    I’ve watched districts spend years building momentum for the Science of Reading, providing extensive training and resources, only to see a new superintendent or principal arrive with a new set of priorities. This “leader wobble” can pull the rug out from under an initiative mid-stream. It’s especially frustrating when a new leader decides a program has had “plenty of professional learning” without taking the time to audit its impact. This lack of continuity completely disrupts the 3-5 years it takes for an initiative to truly take hold, especially because new teachers often arrive with a knowledge gap, as only about one-quarter of teacher preparation programs teach the Science of Reading. We can’t build on a foundation that’s constantly shifting.

    Overwhelmed by “initiative fatigue”

    I know what it feels like to have too much on your plate. Teachers, already juggling countless instructional materials, often see each new program not as a solution but as one more thing to learn, implement, and manage. Instead of excitement, there’s skepticism–this is initiative fatigue, and it can stall real progress. I’ve seen it firsthand; one large district I worked with rolled out new reading, math, and phonics resources all at once.

    To prevent this, we need to follow the principle of “pull weeds to plant flowers.” Being critical, informed consumers of resources means choosing flowers (materials) that are:

    • Supported by high-quality, third-party research
    • Aligned across all tiers of instruction
    • Versatile enough to meet varied student needs
    • Teacher-friendly, with clear guidance and instructional dialogue
    • Culturally relevant, reflecting the diverse backgrounds of students

    Now, even when a resource meets these standards, adoption shouldn’t be additive. Teachers can’t layer new tools on top of old ones. To see real change, old resources must be replaced with better ones. Educators need solutions that provide a unified, research-backed framework across all tiers, giving teachers clarity, support, and a path to sustainable student progress.

    Building a stable environment for sustained change

    So, how do we create the stable environment needed to support our educators? It starts with leadership that is in it for the long game. We need to mitigate turnover by using data to understand why teachers are leaving and then acting on that feedback. Strengthening mentorship, clarifying career pathways, and improving school culture are all crucial steps.

    Beyond just retaining staff, leaders must foster a culture of sustained commitment. It’s not enough to have a few “islands of excellence” where a handful of teachers are getting great results.

    We need system-wide adoption. This requires strong leaders to balance support and accountability. I’ve seen how collaborative teams, engaged in problem-solving and data-based decision-making, can transform a school. When teachers see students as “our students” and not just “my students,” shared ownership grows.

    A leader’s job is to protect and sustain this vision, making sure the essential supports–like collaborative planning time, ongoing professional development, and in-classroom coaching–are in place. But sustaining change goes beyond daily management; it requires building deep capacity so the work continues even if leadership shifts. This means hiring, training, and retaining strong educators, investing in future leaders, and ensuring committed advocates are part of the implementation team. It also requires creating a detailed, actionable roadmap, with budgets clearly allocated and accountability measures established, so that any initiative isn’t just a short-term priority but a long-term promise. By embedding these structures, leaders can secure continuity, maintain momentum, and ensure that every step forward in literacy translates into lasting gains for students.

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  • High quality learning means developing and upskilling educators on the pedagogy of AI

    High quality learning means developing and upskilling educators on the pedagogy of AI

    There’s been endless discussion about what students do with generative AI tools, and what constitutes legitimate use of AI in assessment, but as the technology continues to improve there’s a whole conversation to be had about what educators do with AI tools.

    We’re using the term “educators” to encompass both the academics leading modules and programmes and the professionals who support, enable and contribute to learning and teaching and student support.

    Realising the potential of the technologies that an institution invests in to support student success requires educators to be willing and able to deploy it in ways that are appropriate for their context. It requires them to be active and creative users of that technology, not simply following a process or showing compliance with a policy.

    So it was a bit worrying when in the course of exploring what effective preparation for digital learning futures could look like for our Capability for change report last year, it was noticeable how concerned digital and education leaders were about the variable digital capabilities of their staff.

    Where technology meets pedagogy

    Inevitably, when it comes to AI, some HE staff are enthusiastic early adopters and innovators; others are more cautious or less confident – and some are highly critical and/or just want it to go away. Some of this is about personal orientation towards particular technologies – there is a lively and important critical debate about how society comes into a relationship with AI technology and the implications for, well, the future of humanity.

    Some of it is about the realities of the pressures that educators are under, and the lack of available time and headspace to engage with developmental activity. As one education leader put it:

    Sometimes staff, they know that they need to change what they’re doing, but they get caught in the academic cycle. So every year it’s back to teaching again, really, really large groups of students; they haven’t had the time to go and think about how to do things differently.

    But there’s also an institutional strategic challenge here about situating AI within the pedagogic environment – recognising that students will not only be using it habitually in their work and learning, but that they will expect to graduate with a level of competence in it in anticipation of using AI in the workplace. There’s an efficiency question about how using AI can reprofile educator working patterns and workflows. Even if the prospect of “freeing up” lots of time might feel a bit remote right now, educators are clearly going to be using AI in interesting ways to make some of their work a bit more efficient, to surface insight from large datasets that might not otherwise be accessible, or as a co-creator to help enhance their thinking and practice.

    In the context of learning and teaching, educators need to be ready to go beyond asking “how do the tools work and what can I do with them?” and be prepared to ask and answer a larger question: “what does it mean for academic quality and pedagogy when I do?”

    As Tom Chatfield has persuasively argued in his recent white paper on AI and the future of pedagogy, AI needs to have a clear educative purpose when it is deployed in learning and teaching, and should be about actively enhancing pedagogy. Reaching this halcyon state requires educators who are not only competent in the technical use of the tools that are available but prepared to work creatively to embed those tools to achieve particular learning objectives within the wider framework and structures of their academic discipline. Expertise of this nature is not cheaply won – it takes time and resource to think, experiment, test, and refine.

    Educators have the power – and responsibility – to work out how best to harness AI in learning and teaching in their disciplines, but education leaders need to create the right environment for innovation to flourish. As one leader put it:

    How do we create an environment where we’re allowing people to feel like they are the arbiters of their own day to day, that they’ve got more time, that they’re able to do the things that they want to do?…So that’s really an excitement for me. I think there’s real opportunity in digital to enable those things.

    Introducing “Educating the AI generation”

    For our new project “Educating the AI generation” we want to explore how institutions are developing educator AI literacy and practice – what frameworks, interventions, and provisions are helpful and effective, and where the barriers and challenges lie. What sort of environment helps educators to develop not just the capability, but also the motivation and opportunity to become skilled and critical users of AI in learning and teaching? And what does that teach us about how the role of educators might change as the higher education learning environment evolves?

    At the discussion session Rachel co-hosted alongside Kortext advisor Janice Kay at the Festival of Higher Education earlier this month there was a strong sense among attendees that educating the AI generation requires universities to take action on multiple fronts simultaneously if they are to keep up with the pace of change in AI technology.

    Achieving this kind of agility means making space for risk-taking, and moving away from compliance-focused language to a more collaborative and exploratory approach, including with students, who are equally finding their feet with AI. For leaders, that could mean offering both reassurance that this approach is welcomed, and fostering spaces in which it can be deployed.

    In a time of such fast-paced change, staying grounded in concepts of what it means to be a professional educator can help manage the potential sense of threat from AI in learning and teaching. Discussions focused on the “how” of effective use of AI, and the ways it can support student learning and educator practice, are always grounded in core knowledge of pedagogy and education.

    On AI in assessment, it was instructive to hear student participants share a desire to be able to demonstrate learning and skills above and beyond what is captured in traditional assessment, and find different, authentic ways to engage with knowledge. Assessment is always a bit of a flashpoint in pedagogy, especially in constructing students’ understanding of their learning, and there is an open question on how AI technology can support educators in assessment design and execution. More prosaically, the risks to traditional assessment from large language models indicate that staff may need to spend proportionally more of their time on managing assessment going forward.

    Participants drew upon the experiences of the Covid pivot to emergency remote teaching and taking the best lessons from trialling new ways of learning and teaching as a useful reminder that the sector can pivot quickly – and well – when required. Yet the feeling that AI is often something of a “talking point” rather than an “action point” led some to suggest that there may not yet be a sufficiently pressing sense of urgency to kickstart change in practice.

    What is clear about the present moment is that the sector will make the most progress on these questions when there is sharing of thinking and practice and co-development of approaches. Over the next six months we’ll be building up our insight and we’d love to hear your views on what works to support educator development of AI in pedagogy. We’re not expecting any silver bullets, but if you have an example of practice to share, please get in touch.

    This article is published in association with Kortext. Join Debbie, Rachel and a host of other speakers at Kortext LIVE on Wednesday 11 February in London, where we’ll be discussing some of our findings – find out more and book your place here.

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  • Why empowering students sets the best course for future success

    Why empowering students sets the best course for future success

    Key points:

    When middle school students make the leap to high school, they are expected to have a career path in mind so their classes and goals align with their future plans. That’s a tremendous ask of a teenager who is unaware of the opportunities that await them–and emerging careers that have yet to exist.

    Mentors, parents, and educators spend so much time urging students to focus on their future that we do them a disservice by distracting them from their present–their passions, their interests, their hobbies. This self-discovery, combined with exposure to various career fields, fuels students’ motivation and serves as a guidebook for their professional journey.

    To meet their mission of directing every student toward an individualized post-secondary plan, schools need to prioritize recognizing each student’s lifestyle goals. That way, our kids can find their best-fit career and develop greater self-awareness of their own identity.

    Give students greater autonomy over their career exploration

    The most problematic aspect of traditional career-readiness programs is that they’re bound so tightly to the classes in which a student excels.

    For example, a high schooler on a technology track might be assigned an engineer as a mentor. However, that same student may also possess a love for writing, but because their core classes are science-based, they may never learn how to turn that passion into a career in the engineering field, whether as a UX writer, technical editor, or tech journalist. 

    Schools have the opportunity to help students identify their desired lifestyle, existing strengths, and possible career paths. In Aurora Public Schools in Nebraska, the district partnered with our company, Find Your Grind, an ESSA Tier 2 validated career exploration program, to guide students through a Lifestyle Assessment, enabling them to discover who they are now and who they want to become. Through this approach, teachers helped surface personalized careers, mentors, and pathway courses that aligned with students’ lifestyle goals.

    Meanwhile, in Ohio, school districts launched Lifestyle Fairs, immersive, future-ready events designed to introduce students to real-world career experiences, industry mentors, and interactive learning grounded in self-discovery. Hilliard City Schools, for example, welcomed more than seventh-grade students to a Lifestyle Fair this past May. 

    Rather than rely on a conventional booth-style setup, Hilliard offered interactive activations that centered on 16 lifestyle archetypes, including Competitor, Explorer, Connector, and Entrepreneur. The stations allowed students to engage with various industry leaders and participate in hands-on activities, including rocket launch simulations and creative design challenges, to ignite their curiosity. Following the Fair, educators reported increased student engagement and a renewed enthusiasm for learning about potential career paths.

    Create a fluidity path for future success

    According to the World Economic Forum, by 2030, 97 million jobs will be displaced by AI, significantly impacting lower-wage earners and workers of color. At the same time, 170 million new jobs are expected to be created, especially in emerging fields. By providing students more freedom in their career exploration, educators can help them adapt to this ever-changing 21st-century job market.

    Now is the time for school districts to ensure all students have access to equitable career planning programs and work to close societal disparities that hinder professional opportunities. Instead of setting students on a predetermined pathway toward a particular field–which may or may not exist a decade from now–educators must equip them with future-proof and transferable core skills, including flexibility, initiative, and productivity, in addition to job-specific skills. As the job market shifts, students will be prepared to change direction, switch jobs, and pivot between careers. 

    In Hawaii, students are taking advantage of career exploration curriculum that aligns with 21st-century career and technical education (CTE) frameworks. They are better prepared to complete their Personal Transition Plans, which are required for graduation by the state, and have access to micro-credentials that give them real-world experience in different industries rather than one particular field.

    For decades, career planning has placed students in boxes, based on what the adults in their lives expect of them. Ensuring every child reaches their full professional potential means breaking down the barriers that have been set up around them and allowing them to be at the center of their own career journey. When students are empowered to discover who they are and where they want to be, they are excited to explore all the incredible opportunities available to them. 

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  • Preparing for a new era of teaching and learning

    Preparing for a new era of teaching and learning

    Key points:

    When I first started experimenting with AI in my classroom, I saw the same thing repeatedly from students. They treated it like Google. Ask a question, get an answer, move on. It didn’t take long to realize that if my students only engage with AI this way, they miss the bigger opportunity to use AI as a partner in thinking. AI isn’t a magic answer machine. It’s a tool for creativity and problem-solving. The challenge for us as educators is to rethink how we prepare students for the world they’re entering and to use AI with curiosity and fidelity.

    Moving from curiosity to fluency

    In my district, I wear two hats: history teacher and instructional coach. That combination gives me the space to test ideas in the classroom and support colleagues as they try new tools. What I’ve learned is that AI fluency requires far more than knowing how to log into a platform. Students need to learn how to question outputs, verify information and use results as a springboard for deeper inquiry.

    I often remind them, “You never trust your source. You always verify and compare.” If students accept every AI response at face value, they’re not building the critical habits they’ll need in college or in the workforce.

    To make this concrete, I teach my students the RISEN framework: Role, Instructions, Steps, Examples, Narrowing. It helps them craft better prompts and think about the kind of response they want. Instead of typing “explain photosynthesis,” they might ask, “Act as a biologist explaining photosynthesis to a tenth grader. Use three steps with an analogy, then provide a short quiz at the end.” Suddenly, the interaction becomes purposeful, structured and reflective of real learning.

    AI as a catalyst for equity and personalization

    Growing up, I was lucky. My mom was college educated and sat with me to go over almost every paper I wrote. She gave me feedback that helped to sharpen my writing and build my confidence. Many of my students don’t have that luxury. For these learners, AI can be the academic coach they might not otherwise have.

    That doesn’t mean AI replaces human connection. Nothing can. But it can provide feedback, ask guiding questions, and provide examples that give students a sounding board and thought partner. It’s one more way to move closer to providing personalized support for learners based on need.

    Of course, equity cuts both ways. If only some students have access to AI or if we use it without considering its bias, we risk widening the very gaps we hope to close. That’s why it’s our job as educators to model ethical and critical use, not just the mechanics.

    Shifting how we assess learning

    One of the biggest shifts I’ve made is rethinking how I assess students. If I only grade the final product, I’m essentially inviting them to use AI as a shortcut. Instead, I focus on the process: How did they engage with the tool? How did they verify and cross-reference results? How did they revise their work based on what they learned? What framework guided their inquiry? In this way, AI becomes part of their learning journey rather than just an endpoint.

    I’ve asked students to run the same question through multiple AI platforms and then compare the outputs. What were the differences? Which response feels most accurate or useful? What assumptions might be at play? These conversations push students to defend their thinking and use AI critically, not passively.

    Navigating privacy and policy

    Another responsibility we carry as educators is protecting our students. Data privacy is a serious concern. In my school, we use a “walled garden” version of AI so that student data doesn’t get used for training. Even with those safeguards in place, I remind colleagues never to enter identifiable student information into a tool.

    Policies will continue to evolve, but for day-to-day activities and planning, teachers need to model caution and responsibility. Students are taking our lead.

    Professional growth for a changing profession

    The truth of the matter is most of us have not been professionally trained to do this. My teacher preparation program certainly did not include modules on prompt engineering or data ethics. That means professional development in this space is a must.

    I’ve grown the most in my AI fluency by working alongside other educators who are experimenting, sharing stories, and comparing notes. AI is moving fast. No one has all the answers. But we can build confidence together by trying, reflecting, and adjusting through shared experience and lessons learned. That’s exactly what we’re doing in the Lead for Learners network. It’s a space where educators from across the country connect, learn and support one another in navigating change.

    For educators who feel hesitant, I’d say this: You don’t need to be an expert to start. Pick one tool, test it in one lesson, and talk openly with your students about what you’re learning. They’ll respect your honesty and join you in the process.

    Preparing students for what’s next

    AI is not going away. Whether we’re ready or not, it’s going to shape how our students live and work. That gives us a responsibility not just to keep pace with technology but to prepare young people for what’s ahead. The latest futures forecast reminds us that imagining possibilities is just as important as responding to immediate shifts.

    We need to understand both how AI is already reshaping education delivery and how new waves of change will remain on the horizon as tools grow more sophisticated and widespread.

    I want my students to leave my classroom with the ability to question, create, and collaborate using AI. I want them to see it not as a shortcut but as a tool for thinking more deeply and expressing themselves more fully. And I want them to watch me modeling those same habits: curiosity, caution, creativity, and ethical decision-making. Because if we don’t show them what responsible use looks like, who will?

    The future of education won’t be defined by whether we allow AI into our classrooms. It will be defined by how we teach with it, how we teach about it, and how we prepare our students to thrive in a world where it’s everywhere.

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  • How tutors can support student thinking

    How tutors can support student thinking

    Key points:

    Consider the work of a personal trainer. They can explain and model a workout perfectly, but if the athlete isn’t the one doing the lifting, their muscles won’t grow. The same is true for student learning. If students only copy notes or nod along, their cognitive muscles won’t develop. Cognitive lift is the mental work students do to understand, apply, and explain academic content. It’s not about giving students harder problems or letting them struggle alone. It’s about creating space for them to reason and stretch their thinking.

    Research consistently shows that students learn more when they are actively engaged with the material, rather than passively observe. Learners often forget what they’ve “learned” if they only hear an explanation. That’s why great tutors don’t just explain material clearly–they get students to explain it clearly. 

    Tutoring, with its small group format, is the ideal space to encourage students’ cognitive lift. While direct instruction and clear explanations are essential at the right times in the learning process, tutorials offer a powerful opportunity for students to engage deeply and productively practice with support.

    The unique power of tutorials

    Small-group tutorials create conditions that are harder to foster in a full classroom. Having just a few students, tutors can track individual student thinking and adjust support quickly. Students gain more chances to voice reasoning, test ideas, and build confidence. Tutorials rely on strong relationships, and when students trust their tutor, they’re more willing to take risks, share half-formed thoughts, and learn from mistakes. 

    It’s easier to build space for every student to participate and shine in a tutorial than in a full class. Tutors can pivot when they notice students aren’t actively thinking. They may notice they’re overexplaining and can step back, shifting the cognitive responsibility back to the students. This environment gives each learner the opportunity to thrive through cognitive lift.

    What does cognitive lift look like?

    What does cognitive lift look like in practice? Picture two tutorials where students solve equations like they did in class. In the first, the tutor explains every step, pausing only to ask quick calculations like, “What’s 5 + 3?” The student might answer correctly, but solving isolated computations doesn’t mean they’re engaged with solving the equation.

    Now imagine a second tutorial. The tutor begins with, “Based on what you saw in class, where could we start?” The student tries a strategy, gets stuck, and the tutor follows up: “Why didn’t that work? What else could you try?” The student explains their reasoning, reflects on mistakes, and revises. Here, they do the mental heavy lifting–reaching a solution and building confidence in their ability to reason through challenges.

    The difference is the heart of cognitive lift. When tutors focus on students applying knowledge and explaining thinking, they foster longer-term learning. 

    Small shifts, big impact

    Building cognitive lift doesn’t require a complete overhaul. It comes from small shifts tutors can make in every session. The most powerful is moving from explaining to asking. Instead of “Let me show you,” tutors can try “How might we approach this?” or “What do you notice?” Tutoring using questions over explanations causes students to do more work and learn more.

    Scaffolds–temporary supports that help students access new learning–can support student thinking without taking over. Sentence stems and visuals guide thinking while keeping responsibility with the student. Simple moves like pausing for several seconds after questions (which tutors can count in their heads) and letting students discuss with a partner also create space for reasoning. 

    This can feel uncomfortable for tutors–resisting the urge to “rescue ” students too quickly can be emotionally challenging. But allowing students to wrestle with ideas while still feeling supported is where great learning happens and is the essence of cognitive lift.

    The goal of tutoring

    Tutors aren’t there to make learning easy–they’re there to create opportunities for students to think and build confidence in facing new challenges. Just like a personal trainer doesn’t lift the weights, tutors shouldn’t do the mental work for students. As athletes progress, they add weight and complete harder workouts. Their muscles strengthen as their trainer encourages them to persist through the effort. In the same way, as the academic work becomes more complex, students strengthen their abilities by wrestling with the challenge while tutors coach, encourage, and cheer.

    Success in a tutorial isn’t measured by quick answers, but by the thinking students practice. Cognitive lift builds independence, deepens understanding, and boosts persistence. It’s also a skill tutors develop, and with the right structures, even novices can foster it. Imagine tutorials where every learner has space to reason, take risks, and grow. When we let students do the thinking, we not only strengthen their skills, we show them we believe in their potential.

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  • How Educators Seek to Shape AI Use in Classrooms

    How Educators Seek to Shape AI Use in Classrooms

    For educators, using artificial intelligence in the classroom only makes sense if they have a real say in its development.

    Building on expert experience

    This summer, the American Federation of Teachers and its New York City affiliate, the United Federation of Teachers, announced a $23 million partnership with Microsoft, OpenAI, and Anthropic to establish a first-of-its-kind teacher institute for artificial intelligence: the National Academy for AI Instruction.

    “Technology is routinely weaponized against us,” said UFT President Michael Mulgrew. “We were not going to sit by and watch that happen again. This initiative allows us to take control of AI in the education sphere and develop it for and by educators.”

    While the physical plant will take 12–18 months to build, the academy has already started hosting its first series of AI workshops, introducing attendees to tools to help teachers plan, manage their workload, and meet student needs more effectively. Teachers received guidance on writing AI prompts and discussed ethics and the responsible use of AI. 

    “The academy is saying to teachers: You bring expertise to the classroom. You bring high-value pedagogy to the classroom,” said Rob Weil, Chief Executive Officer of the Academy. “We want you to use that pedagogy and expand that pedagogy, and there are resources you can use to make your expertise better. This is not about replacing your expertise; it’s about expanding your expertise.”

    AI use influenced by teachers

    Workshops this fall will engage educators in 200 New York City schools and then extend to educators in AFT union affiliates across the country. Organizers said the content will deepen as educators gain experience. And while supporting the exploration of AI, the AFT and the UFT were clear that neither organization endorsed specific AI tools or platforms.

    Iolani Grullon, a teacher at P.S. 4 in Manhattan who attended two sets of AI workshops this summer, said AI could be “a game changer” for educators. 

    “This is where things are going,” Grullon said. “If we resist, we’re only going to make our lives harder. We need to be part of the conversation, learn how to use these tools, and influence their next iteration. We are the voice of the classroom. We know what educators and students need. And if these tools can streamline planning and paperwork, it allows for more time to build relationships with students.”

    “It does not replace the human component,” Grullon said. “You need to see my face. You need to hear me say, ‘Great job!’ or ‘Let’s try this again’ or ‘Are you OK?’”

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  • Responsible AI Adoption: Empowering Educators While Safeguarding Equity

    Responsible AI Adoption: Empowering Educators While Safeguarding Equity

    Artificial intelligence is reshaping classrooms nationwide. Experts share how schools can adopt AI responsibly, ensuring equity, ethics, and human-centered teaching remain at the forefront.

    A partner in learning

    Artificial intelligence is no longer a distant promise — it’s here, and schools are grappling with how best to use it. For educational leaders, the question is not whether to use AI, but how to adopt it responsibly.

    Dr. Joseph Rene Corbeil, Professor of Educational Technology at The University of Texas Rio Grande Valley, reminds us of Arthur C. Clarke’s famous line: “Any teacher that can be replaced by a machine should be.” To him, AI can ease repetitive tasks like practice feedback, freeing teachers to do what machines cannot — mentor, inspire, and connect.

    His colleague, Dr. Maria Elena Corbeil, emphasizes that responsible adoption must be “curious and intentional.” She encourages faculty to experiment openly with AI alongside students, showing that technology is a partner in learning, not a shortcut.

    But both caution against widening divides. “If left unchecked, AI could create a two-tiered system where those who can afford premium tools gain an advantage,” Rene warns. Maria Elena points to unequal access to devices, internet, and faculty support as critical barriers.

    AI use shaped by classroom realities

    For Yanbei Chen, a Ph.D. student at Syracuse University, responsible adoption must also account for culture, language, and diverse learning needs. In her courses, students use AI image generators to visualize inclusive classrooms — an exercise that enhanced creativity while sparking dialogue about equity and accessibility.

    Equity also drives the work of Dr. Veronika Abramenka-Lachheb, Assistant Professor at Boise State University and Director of the LENS Lab. She argues that responsible adoption begins with respect for learner privacy, autonomy, and agency. Her call to action for schools is to create values-based guidelines rooted in classroom realities, not one-size-fits-all policies.

    Qiu (Stephen) Wang, Professor of Measurement and Research Methodology at the University of South Florida, likens AI to “handing scissors to a kindergartner.” Useful, yes — but only with oversight. In his graduate classes, students use AI for brainstorming, then critique its outputs against pedagogy, learning both creativity and skepticism.

    Across perspectives, one theme stands out: AI should amplify human teaching, not replace it. Responsible adoption means prioritizing equity, ethics, and transparency, ensuring technology empowers every learner while keeping human judgment at the heart of education.

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  • Creating a classroom built for success

    Creating a classroom built for success

    Key points:

    For decades, curriculum, pedagogy, and technology have evolved to meet the changing needs of students. But in many schools, the classroom environment itself hasn’t kept pace. Classic layouts that typically feature rows of desks, limited flexibility, and a single focal point can often make it harder for educators to support the dynamic ways students learn today.

    Classrooms are more than places to sit–when curated intentionally, they can become powerful tools for learning. These spaces can either constrain or amplify great teaching. By reimagining how classrooms are designed and used, schools can create environments that foster engagement, reduce stress, and help both teachers and students thrive.

    Designing a classroom for student learning outcomes and well-being

    Many educators naturally draw on their own school experiences when shaping classroom environments, often carrying forward familiar setups that reflect how they once learned. Over time, these classic arrangements have become the norm, even as today’s students benefit from more flexible, adaptable spaces that align with modern teaching and learning needs.

    The challenge is that classic classroom setups don’t always align with the ways students learn and interact today. With technology woven into nearly every aspect of their lives, students are used to engaging in environments that are more dynamic, collaborative, and responsive. Classrooms designed with flexibility in mind can better mirror these experiences, supporting teaching and learning in meaningful ways, even without using technology.

    To truly engage students, the classroom must become an active participant in the learning process. Educational psychologist Loris Malaguzzi famously described the classroom as the “third teacher,” claiming it has just as much influence in a child’s development as parents or educators. With that in mind, teachers should be able to lean on this “teacher” to help keep students engaged and attentive, rather than doing all the heavy lifting themselves.

    For example, rows of desks often limit interaction and activity, forcing a singular, passive learning style. Flexible seating, on the other hand, encourages active participation and peer-to-peer learning, allowing students to easily move and reconfigure their learning spaces for group work or individual work time.

    I saw this firsthand when I was a teacher. When I moved into one of my third-grade classrooms, I was met with tables that quickly proved insufficient for the needs of my students. I requested a change, integrating alternative seating options and giving students the freedom to choose where they felt most comfortable learning. The results exceeded my expectations. My students were noticeably more engaged, collaborative, and invested in class discussions and activities. That experience showed me that even the simplest changes to the physical learning environment can have a profound impact on student motivation and learning outcomes.

    Allowing students to select their preferred spot for a given activity or day gives them agency over their learning experience. Students with this choice are more likely to engage in discussions, share ideas, and develop a sense of community. A comfortable and deliberately designed environment can also reduce anxiety and improve focus. This means teachers experience fewer disruptions and less need for intervention, directly alleviating a major source of stress by decreasing the disciplinary actions educators must make to resolve classroom misbehavior. With less disruption, teachers can focus on instruction.

    Supporting teachers’ well-being

    Just as classroom design can directly benefit student outcomes, it can also contribute to teacher well-being. Creating spaces that support collaboration among staff, provide opportunities to reset, and reduce the demands of the job is a tangible first step towards developing a more sustainable environment for educators and can be one factor in reducing turnover.

    Intentional classroom design should balance consistency with teacher voice. Schools don’t need a one-size-fits-all model for every room, but they can establish adaptable design standards for each type of space, such as science labs, elementary classrooms, or collaboration areas. Within those frameworks, teachers should be active partners in shaping how the space works best for their instruction. This approach honors teacher expertise while ensuring that learning environments across the school are both flexible and cohesive.

    Supporting teacher voice and expertise also encourages “early adopters” to try new things. While some teachers may jump at the opportunity to redesign their space, others might be more hesitant. For those teachers, school leaders can help ease these concerns by reinforcing that meaningful change doesn’t require a full-scale overhaul. Even small steps, like rearranging existing furniture or introducing one or two new pieces, can make a space feel refreshed and more responsive to both teaching and learning needs. To support this process, schools can also collaborate with learning environment specialists to help educators identify practical starting points and design solutions tailored to their goals.

    Designing a brighter future for education

    Investing in thoughtfully designed school environments that prioritize teacher well-being isn’t just about creating a more pleasant workplace; it’s a strategic move to build a stronger, more sustainable educational system. By providing teachers with flexible, adaptable, and future-ready classrooms, schools can address issues like stress, burnout, and student disengagement. When educators feel valued and empowered in their spaces, they create a better work environment for themselves and a better learning experience for their students. Ultimately, a supportive, well-designed classroom is an environment that sets both educators and students up for success.

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  • Teach For America Partners with Aspen Institute to Add Policy Training for Rural Educators

    Teach For America Partners with Aspen Institute to Add Policy Training for Rural Educators

    A Teach for America teacher works with a student. Teach for AmericaTeach For America has partnered with the Aspen Institute’s Policy Academy to expand leadership training for rural educators.

    The collaboration adds a four-part policy impact series to TFA’s Rural School Leadership Academy, a yearlong fellowship now in its 13th year. The new curriculum aims to help rural educators influence education policy at the state and national levels while addressing challenges in their local schools.

    Seventy fellows will participate in the policy training this year, learning to connect classroom issues to district and state-level decision-making. Past participants requested more tools to influence the systems affecting rural students, according to TFA.

    “RSLA was created to walk alongside those leaders—helping them grow, connect, and see what’s possible,” said Casey DeFord, managing director of alumni career advancement and field integration at Teach For America. “Our partnership with the Aspen Institute will deepen RSLA’s impact by equipping fellows with the policy skills needed to drive lasting change.”

    The Rural School Leadership Academy selects a cohort of educators annually to receive career development through virtual learning, in-person gatherings, school visits and personalized coaching. The program serves educators at various career stages, from aspiring leaders to experienced principals.

    Betsy Cooper, director of the Aspen Policy Academy, said rural educators bring valuable expertise to policymaking.

    “This partnership will enable educators to address unique challenges in their schools through policy entrepreneurship,” Cooper said.

    Participants who complete the program will receive a co-branded certificate from both organizations.

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