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Archive for September, 2024

GenAI and the High School Sports Coach

Posted in Change, tagged , , , , , on September 24, 2024| 9 Comments »

Anyone coaching high school sports this year should be considering how they could use generative AI to support their work.

Of course, I am a bit biased as this combines my love of technology in an education setting with school sports – two of my favourite things!

In British Columbia, like many jurisdictions across North America, there are a range of skills when it comes to those who are coaching school sports from well meaning parents or community members without a lot of history with the particular sport to former players to highly experienced teachers and community members who have coached at the national or international level.

What is true about all of them, is there is an entry point to improve their coaching this year using generative AI.  Just as we are finding ways to improve experiences in our classrooms in school using AI, the same should be true for our extra curricular sports whether on the court, field, track or pool.

So, just where should you get started?

The most common tool many are using is Chat GPT.

Some things you can use it for include:

Customized Training Plans and Practice Plans – Whether not knowing where to start or being too busy oftentimes coaches do not have clear practice plans.  AI can take a series of skills you want to cover and turn them into a practice plan.  It can also help design individual plans for athletes – whether it is individual work outside team practices or for more individualized sports.  

Game Strategy Simulation – Ask AI to develop 5, 10 or 20 scenarios that you can play out at practice. I used a simple prompt: Give me 20 different last minute basketball scenarios I could use with my team at practice during a scrimmage. You could give additional details and create more complex situations including giving details or tactics for different opponents.

Injury Prevention – Most newer coaches know little about injury prevention. Here is a simple prompt I recently used:  I want to spend the first 10 minutes of my high school cross country practice focused on activities that help with injury prevention what could I do?

Performance Feedback – Many coaches collect data from games or practices – whether it is fitness data, scoring data or any sport specific data depending on the activity.  This can be uploaded into Chat GPT and you can ask it to find trends, or suggest teaching points to focus on.

Skill Development Resources – Athletes are often asking how they can get better at A, B or C.  AI can provide access to drills, exercises and skill development linked to individual sports and specific skills within a sport.  

And Much More – Coaches can use AI to generate motivational messages or help craft pre-game talks, as a source of professional development, as a place to get advice around handling team dynamics or creating social media content to promote the team.  It also can be a source for mental health resources to support athletes and help with organizing team schedules and calendars – and I am sure much more!

Coaching is often a lonely job in high school, but generative AI (I used Chat GPT as an example here but there are definitely other alternatives) can be an assistant coach freeing up time to spend directly connecting with your athletes.

And what about going beyond Chat GPT?

There are a number of apps using AI to do higher level work (most of these have fees attached to them).

Some I have dabbled in a bit include:

Coach Logic – Provides video analysis and performance review, enabling coaches to visualize different tactics.

DribbleUp – An AI-driven tool for soccer and basketball that offers personalized drills and feedback (we have this one at home but never caught on much with our kids).

Fitbod – An app that uses AI to create personalized workout routines based on user input and progress.

Hudi – A video analysis and coaching platform that allows coaches to review game footage and simulate different game strategies.  Hudi has bought up numerous other companies in this space in recent years and often a huge range of tools.

It is a good reminder that the quality of AI to improve sports coaching will never be as bad as it is today.  The tools will only get better.  I am excited to see greater abilities with video to be analyzed and suggest drills. The future will see real-time game analysis, AI-driven recruitment tools, and the opportunity for virtual reality training sessions.

Like with all uses of AI, it is important to acknowledge concerns that some have that AI will replace human judgment, the learning curve associated with new tools may be too great, and data privacy issues must be at the forefront – especially when working with young people.  AI is meant to augment, not replace, the human element of coaching, hopefully shifting how coaches spend their time.

To rework the well worn phrase, AI will not take your job, but somebody using AI will take your job;  high school sports coaches will not be replaced by AI, but those who use it will be on the front edge of finding new ways to work with student athletes.  

High school coaches out there – how are you using AI?  What tools are you using?

At the end of each blog post I indicate how generative AI supported my writing:  The image at the top of this post was created in Chat GPT4 after a series of prompts and by uploading the post and asking for suggested images to accompany it.  After writing the post – I asked Chat GPT to find flaws in my logic, identify topics I had not covered and list topics I should have included but didn’t – I used some of this feedback to revise my post.

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Expanding the Role of Generative AI in Supporting Governance

Posted in Change, tagged , , , , on September 17, 2024| 5 Comments »

While the applications of generative AI in operational tasks are quickly becoming well-recognized, its potential to transform governance within school districts is equally significant. I am doing a couple workshops on this later this fall, and thinking about the governance work of Boards and how they might consider using AI to help with these important tasks.

Some specific examples include:

Supporting Communication

Whether it is email responses or graduation speeches, AI can be a support.  You may have given a version of the same speech at grad for the last 10 years; you can upload these speeches and ask for a revised modern version and suggest some new content to keep some of your key themes but make it newly relevant again.  It can also serve in the assistance of email responses with structure and build drafts that can be a starting point of revision before they are sent.

Professional Development and Knowledge Enhancement

AI can be used to summarize and recommend resources such as articles, reports, and research relevant to govenance roles, helping you stay informed on educational trends and best practices.  There might be a new provincial health report and a local one for your region. You could upload both documents and ask to have a list of similarities and differences identified between the reports and have suggested actions suggested.

Drafting and Refining Board Policies

Generative AI can assist in drafting board policy proposals or reports by producing initial drafts, summarizing legal or regulatory documents, and refining language based on specific goals or criteria. Similar policies from multiple districts can also be uploaded to identify areas that other districts have included in their policies that you may want to include in your policies.

Strategic Planning Support

AI can help during the strategic planning process by generating drafts, helping with specific wording of goals and objectives, and providing suggestions for long-term goals based on data trends. The ability of generative AI to look at large data sets and identify key aspects can be very helpful to help move away from “gut-feel” that can often take over strategic planning conversations.

Scenario Analysis

AI can simulate potential impacts of proposed policy changes (e.g., school closures or grade reconfigurations) by evaluating historical data and predicting outcomes. This can be another point of reference to the processes that lead to recommendations.

Be Good Models

Perhaps most importantly, those involved in governance can embrace a learning mindset when it comes to using generative AI, setting an example for the system by modeling the adoption of new technologies.  Political and administrative leaders in districts can also be open to how they can create policies and set directions along with staff that take important safeguards and privacy precautions but also are open to how these tools can support the work of everyone in the system.

We are at just the infancy of seeing the impact of these emerging tools.  It is crucial everyone in the system has awareness over how they will impact the system going forward.  By remaining adaptable to the evolving capabilities of AI, school districts can ensure these tools enhance our collective governance, support decision making and ultimately the overall mission of educational excellence.

At the end of my posts I explain how I used generative AI in their creation.  After drafting this post  I posted it to Chat GPT and I also posted the West Vancouver Schools Policy Book with the following prompt: Based on the policies and bylaws of West Vancouver Schools in the attached link, what are additional ways school districts could use generative AI to support their governance work beyond those I have already listed.  This prompt helped me revise and improve my post.

The image at the top of the post was generated in Chat GPT from a series of prompts related to this blog post.

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Consistency is Often a Key to Positive Change

Posted in Change, Personalized Learning, SD45, tagged , , on September 11, 2024| 6 Comments »

Dean Shareski’s recent blog post about his time working with West Vancouver Schools (HERE) got me thinking. He is good at that.  His blog has been pushing my thinking for 20 years.

His recent blog post on his work with our district captures so much of what makes our partnership valuable. In his post, he is generous about the people and schools in our community and the exciting current work around generative AI. But what stands out to me isn’t just the highlights of the week—it’s the consistency of our work together over the years and how that consistency has fostered trust, which has become the foundation for innovation in our district.

 Trust Through Consistency

One of the most underrated factors in educational progress is the value of steady, consistent leadership and support. Dean isn’t just a consultant who drops in and out; he’s become a trusted partner who fully understands our vision and works with us to help move it forward. His ongoing presence has allowed us to build a relationship rooted in trust, which, in turn, has given us the confidence to take risks and innovate in meaningful ways. We have done this with others as well.  You can bring in someone for an hour or a day and you will get some initial enthusiasm – but it is the ongoing connections that move the work.

When you think about innovation, it’s easy to assume that change is the driving force. In reality, constant change without a strong foundation can lead to instability and confusion. What we’ve found in our district is that consistency—having the same voices, the same leaders, and the same trusted advisors—creates the conditions for genuine, thoughtful change. Of course, as a superintendent about to hit 15 years in the position, I am biased towards consistency.  When our team knows that the support they’ve relied on is there year after year, they can focus on pushing boundaries and exploring new ideas, knowing that their foundation is secure.  

In our classrooms, this foundation of trust and consistency has allowed our teachers to embrace innovative practices confidently. For example, our recent work around generative AI is not just a theoretical exercise but one that is being thoughtfully integrated into learning experiences. Teachers, secure in the knowledge that they have ongoing support and guidance, will be able to experiment and refine new methods in a way that directly benefits students. This steady approach ensures that our educators aren’t overwhelmed by constant change but can focus on delivering powerful, meaningful lessons.

This emphasizes the direct impact of innovation and leadership on daily teaching and learning, aligning the broader themes of trust and consistency with the tangible outcomes in the classroom.

Innovation Through Stability

Dean’s work with us around generative AI is a perfect example of how innovation flourishes in stable environments. We didn’t jump into AI because it was the trendy thing to do. Instead, we are laying the groundwork, with thoughtful conversations, professional development, and collaboration. This steady, deliberate approach is what allows us to dive deeper into AI in a way that feels sustainable and aligned with our broader educational goals.  In the end our goal isn’t AI, it is the creation of powerful learning experiences.  

When leadership and external partnerships are constantly shifting, it can be hard to build momentum. But in West Vancouver, we’ve been fortunate to have consistency in our leadership and in those who support us. This has allowed us to move forward faster and more effectively than if we were constantly changing course. With Dean’s ongoing guidance, we are able to focus on refining our work with AI, rather than starting from scratch each time we introduce a new initiative.  

Moving Forward With Confidence

There’s a lesson here about the power of consistency in all aspects of education. While we often hear that change is necessary for growth—and it is—it’s also true that change for the sake of change can slow progress. The real magic happens when consistent leadership and support create an environment where trust thrives and innovation can happen organically.

As we continue our work with AI and other innovative practices, I am grateful for the steady partnership we’ve built with Dean Shareski and others like him. It’s this consistency that has allowed us to push the boundaries of what’s possible in our classrooms while maintaining a clear sense of direction and purpose.

In West Vancouver, we are committed to continuing this approach: building on the foundations we’ve set, nurturing the trust we’ve established, and embracing innovation at a pace that feels both exciting and sustainable.

Thank you, Dean, for your ongoing support and for helping us model a culture of yes—one that is widely shared in its commitment to trust, consistency, and  moving forward together.

 

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Yeah, but where are we going?

Posted in Change, SD45, tagged , , , , on September 5, 2024| 2 Comments »

I joked in our initial meeting with our principals and vice-principals for this fall, that I think it is far better to be upset about the directions we are taking than it is to be upset because they feel that we are directionless, or they don’t know the directions. If you are about everything you end up being about nothing.  Every chance I get I am reinforcing the three key areas of focus we have set for this year.

As we embark on a new school year in West Vancouver, I am excited to share our district’s focus on three key areas that will guide our work. These areas are designed to ensure that we continue to provide exceptional learning experiences for all our students.  Our commitment to innovative learning, foundational skills, and inclusivity will shape the experiences of every learner in our district.

Innovative Learning: Embracing  Generative AI and Being Active

Innovation has always been at the heart of education in West Vancouver, and this year, we are pushing the boundaries even further. One of our focal points is the integration of artificial intelligence (AI) into the classroom. AI has the potential to transform education by offering personalized learning experiences, enhancing engagement, and preparing our students for the future. We are exploring ways to responsibly integrate AI tools that support teaching and learning, ensuring our students are not just consumers of technology but also creators and critical thinkers in a rapidly changing world.  I have written about it several times, including last week (HERE) when looking at what families can do at home to promote AI.

Alongside AI, we are equally committed to promoting physical literacy, physical activity, and outdoor experiences. We know that a healthy body supports a healthy mind, and our focus on physical literacy is about more than just movement. This has been a decade long journey (learn more HERE) integrating physical literacy throughout our system.  It’s about empowering students to develop the confidence, competence, and motivation to be active for life. By incorporating outdoor experiences into our curriculum, we are fostering a deep connection between our students and the natural world, encouraging a holistic approach to well-being that balances technological advancement with physical and mental health.

Physical literacy leads Erin Crawford and Amber Pascual lead a recent workshop.

Commitment to Foundational Skills: Literacy and Numeracy

While innovation drives us forward, we remain steadfast in our commitment to the foundational skills of literacy and numeracy. These are the building blocks of all learning, and our focus on these areas ensures that every student has the tools they need to succeed in all aspects of their education. We are enhancing our literacy and numeracy programs, with an emphasis on evidence-based practices that support diverse learning needs.

Our educators are dedicated to creating rich, engaging learning environments where students can develop these essential skills.  We are providing updated core learning resources, and ongoing supports, that will ensure high level experiences throughout the district.  Whether through innovative reading programs, hands-on math activities, or cross-curricular initiatives that integrate literacy and numeracy, we are providing our students with the strong foundation they need to thrive academically and beyond.

Foundational skills are no less important now in our ever changing world.

All Means All: Meeting the Needs of Every Learner

Inclusivity is not just a goal; it is a promise. The phrase “All Means All” captures our commitment to ensuring that every student in our district has the opportunity to succeed. This means recognizing and addressing the diverse needs of our learners, whether they require additional support, enrichment opportunities, or a different approach to learning.

We are working across the system to create an educational environment where every student feels valued, supported, and challenged. This includes ongoing professional development for our staff, the implementation of inclusive teaching practices, and the creation of programs that reflect the world changing around us.  Built on the Board of Education’s Strategic Plan commitment to Educational Excellence.

Our goal is to ensure that every learner, regardless of their background or abilities, can achieve their full potential.

I am excited to see the work we are doing in this area that is networked to a number of other districts across North America through our Deeper Learning partnership connected to the Harvard Graduate School of Education will flourish this year.  

Moving Forward Together

As we move forward into this school year, I am filled with optimism about the work we will do together. These are all areas that help guide our work in schools, but also require support from families and community.  Our focus on innovative learning, foundational skills, and inclusivity reflects our commitment to providing an education that prepares our students for the challenges and opportunities of the future. This is what I often refer to in this blog as a culture of yes—one that says yes to innovation, yes to strong foundations, and yes to every learner in our district.

The image at the top of this post was generated using AI and before publishing I pasted a draft of this post into Chat GPT to get feedback to improve the readability.

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