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Archive for the ‘Change’ Category

AI in Education: A Year of Discovery, Anxiouness and Hope

Posted in Change, SD45, tagged , , , on December 17, 2024| 1 Comment »

This is not my last post of the year, but as we move through the middle December I wanted to pull together various threads and posts from this year on AI, and a few thoughts about what comes next. I find myself reflecting on what has been a transformative year for me as an educator, leader, and writer. Few technologies in my career have reshaped the way I think, work, and innovate as rapidly as AI has over the past twelve months.

This year, I have explored the opportunities and challenges of AI in education in a series of blog posts. It has been a journey of enthusiasm, curiosity, and learning, punctuated by moments of skepticism and concern. Now, as we approach 2025, I sense that we may be entering what the Gartner Hype Cycle calls the Trough of Disillusionment. And yet, I believe this is where the real work begins.

Here is my best effort at pulling together various posts I have written, presentations I have participated in and other learnings from this year:

Blog Posts

Gen AI – Governments, Districts, and Schools (May) Examining how British Columbia’s education system addresses generative AI, detailing the roles of the provincial government in providing guidance and resources, and individual school districts in implementing specific tools and fostering community engagement.

Leveraging Generative AI for Elementary Learners at Home (Sept) Offering parents practical advice on integrating generative AI into their children’s home learning, suggesting activities like using AI for writing assistance, personalized learning paths, and creative projects, while emphasizing the importance of safety and balance.

Exploring the Role of Generative AI in Supporting Governance (Sept) Exploring how generative AI can enhance school district governance by aiding in communication, professional development, policy drafting, strategic planning, and scenario analysis, advocating for a learning mindset among leaders.

Gen AI and the High School Sports Coach (Oct) This piece discusses the potential of generative AI to support high school sports coaches in areas such as creating training plans, simulating game strategies, preventing injuries, providing performance feedback, and developing skills, while acknowledging the importance of human judgment.

The Stages of Gen AI Adoption in Schools (Oct) Outlining a three-stage process for integrating generative AI in education: personal use by staff, professional use for tasks like lesson planning, and direct application with students, emphasizing gradual adoption to build confidence.

Leading the AI Charge:  Strategies for Forward Thinking Districts (Oct) Sharing strategies for school districts to effectively integrate AI, including designating leadership roles, forming cross-functional teams, creating clear guidelines, focusing on key applications, engaging the community, modeling AI use, consulting external experts, and participating in networks.

When AI Meets Education:  The Power of Diffusion Over Replication (Nov) A reflection  on the organic adoption of AI in education, advocating for trust in educators to adapt AI tools to their unique contexts, and promoting the diffusion of innovation through professional dialogue and shared experiences.

Video Presentations

The West Vancouver Story (Sept) – Cari Wilson, Megan Roughley and I share perspectives from our different vantage points on the use of AI in West Vancouver.  

AI Unlocked (Oct) – Presentation specifically for support staff in West Vancouver with an overview of AI and ways it could be incorporated into work that support staff do.  

Generative AI in K-12 (Oct) – Cari Wilson and I along with grade 12 student Jadyn Mithani shared our current work in AI and advice as part of a UBC speakers series.

Alec Couros Presentation (Oct) – West Vancouver has worked with Alec Couros from the University of Regina as we grow AI understanding in our community.  This video is a presentation he did for parents in the community.

Where I am Learning

On social media, I am finding LinkedIn to be my go to place for AI learning.  If I identified a couple people to add to your network they would be Adam Garry and Leon Furze.  Adam works with school districts across North American, including West Vancouver, as we look to thoughtfully plan for AI use in our systems and Leon is out of Australia and digs deep into both practical and ethical considerations around AI.

I also find podcasts super helpful.  There are lots of good ones, but the one I listen to every week is the TED AI Show with Bilawal Sidhu.

Of course, much of AI is just about playing.  I find myself going to AI first before Google, and regularly thinking if AI could add value – either efficiency or quality to the work I am doing.  


Reflections on the Year

As I look back, I’m struck by how much my thinking has evolved. At the start of the year, AI felt like an exciting frontier—a tool to experiment with and explore. By mid-year, it became clear that AI is no longer optional for educators. It’s a fundamental shift that requires us to rethink everything from pedagogy to policy.

Now, I see the cracks emerging—the Trough of Disillusionment. Educators are grappling with questions about bias, misinformation, and the ethical use of AI. Some are even questioning whether the promises of AI can be fulfilled. These doubts are natural. They are a sign that we’re moving beyond the initial hype and beginning to confront the complexities and possible outcomes.

Moving Forward with Hope

What gives me hope is that education has always been about people, not technology. AI is a powerful agent—but it’s our creativity, empathy, and leadership that will determine its impact. As we move into 2025, I am committed to continuing to push this dialogue and think about the impact of AI on our system today and into the future.

I am so appreciative of my network –  thank you for engaging with these ideas this year.  As I have regularly noted, it is the power of the network that is crucial in our AI work. Whether you’ve agreed, challenged, or simply reflected, widespread engagement has made the conversation richer and is crucial as we look ahead.

My “Top 3” Post will come next week, but for all wrapping up in schools this week before the break – Happy Holidays!

Ironically, I did not use a lot of AI in this week’s post.  The image at the top is generated in Magic School AI.

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Taylor Swift’s Masterclass: Lessons in Leadership for Schools

Posted in Change, SD45, tagged , , , , , on December 10, 2024| 2 Comments »

When the 2-minute countdown clock appeared on the jumbotron, the crowd was already in a frenzy. Our bracelets, which would soon flash in unison, hadn’t even activated yet. A 3+ hour phenomenon ensued—a concert that was part live music, part immersive storytelling.

This past weekend I joined more than 150,000 “Swifties” for the final 3 nights of The Eras Tour in Vancouver. While I felt like one of the few in the crowd who didn’t know the words to all the songs, nor did I have any bracelets to trade, I was taken by the amazing event that is a Taylor Swift concert—like nothing I had ever seen. Swift isn’t just an artist—she’s a master of connection, reinvention, and community building.

So, like any educator in the crowd who never truly clocks out, I was left wondering: What can teachers and leaders learn from her? What lessons do her concerts hold for us?

Reinventing Relevance

Taylor Swift has transitioned seamlessly from country music to pop and now to genres blending indie, rock, and even cinematic storytelling. She evolves not just to stay relevant but to stay true to where she is in life. In schools, reinvention isn’t just important, it is essential. The world is changing rapidly—students’ needs, societal expectations, and technology are all evolving. Like Swift, we need to find ways to stay relevant while staying true to our core values. Embracing change doesn’t mean abandoning the past—it means using it as a foundation to innovate and stay relevant.

Storytelling That Sticks

Swift’s songs resonate deeply with fans because they tell authentic, relatable stories. Her music isn’t just entertainment; it’s a connection. At the concert, the crowd became a single voice, shouting every lyric in unison – quite the testament to the power of a shared experience. In schools, our stories—both as educators and as a community—matter. One of the greatest powers of schools lies in the human connections we make with colleagues and students. Sharing the successes, challenges, and dreams of our schools can build trust and engagement with students, parents, and staff. Schools are at their best when they transcend the transactional and become spaces of genuine connection and shared purpose. 

Building Belonging

When you look at Taylor Swift’s fans, the “Swifties,” you see more than just an audience—you see a community. Swift has created a space where every fan feels seen and valued. Schools can learn from this by building strong communities where students, staff, and families feel part of something bigger. Whether through shared values, celebrations, or collaborative projects, the power of belonging cannot be underestimated. Swift’s concert was a celebration of community, like all our events in schools where we come together face-to-face. For example, our high schools hold Grade 8 retreats each fall to make students feel they are part of their new school community – mirroring Swift’s ability to foster inclusion.  

The Power of Details

If you’ve ever attended a Taylor Swift concert, you know the level of detail she brings to every performance—from the stage design to the secret songs in her setlist. Everyone was buzzing in Vancouver about what the secret songs would be the night we were there and they are a great example of both the personalization and commitment to every single detail. The 3 hours are tightly scripted but also made to feel completely real and authentic. These details create a memorable experience. In schools, details matter too. Whether it’s a well-planned field trip, thoughtful lesson design, or personalized feedback for a student, the little things add up to make a big impact. I recently visited a science class with a masterfully designed experiment. The students were completely engaged, and the real effort had been in the careful setup, not just the execution.

Lifelong Learning in Action

Swift’s career is a testament to growth. She’s learned from challenges, such as disputes over her music rights, and she’s used those lessons to become stronger. She was great when I saw her concert in 2015, but she is completely different today—an ongoing reinvention. Schools are the epicentre of lifelong learning. We teach students that growth isn’t just for the classroom—it’s for life. As educators, modeling this growth mindset in our work is essential. Using the Swift analogy of growth in the 9 years between her concerts in Vancouver in 2015 and 2024, schools could have been great in 2015. But if they haven’t changed in the last nine years, they may still be fine, but it’s a missed opportunity to evolve as the world has changed.

Leading with Influence

Swift isn’t just an artist; she’s a leader in her industry, using her platform to advocate for change and inspire her fans. Similarly, those of us in schools have the opportunity to influence our communities in positive ways. By setting an example, standing up for what matters, and leading with conviction, we can inspire students and staff to strive for their best. Teachers are the adults children spend the most time with after their immediate family, and this is an amazing opportunity to lead and inspire.

Empathy Is Everything

What sets Swift apart is her ability to make fans feel like she truly understands them. She is known for choosing the empathetic path, whether through small gestures at concerts or interactions with fans and this resonates with her supporters.  The crowd in Vancouver was the nicest I have ever been part of – a testament to the culture of kindness Swift fosters. This empathy is something schools should all embrace. Whether it’s understanding a struggling student’s needs or supporting a staff member, empathy builds trust, encourages resilience, and strengthens relationships.

Participation Breeds Engagement

Swift engages with her fans in ways that make them feel involved, from dropping Easter eggs in her social media posts to acknowledging fan-made bracelets. Schools can do the same by amplifying student voice and encouraging participation. When students feel heard and seen, they become active participants in their education, not just passive recipients.

Final Thoughts

Taylor Swift’s concert was more than a spectacle—it was a masterclass in connection, relevance, and leadership. As educators, we can draw inspiration from her ability to engage and uplift, to adapt and evolve, and to create a sense of belonging for everyone she touches.

Perhaps the biggest takeaway is this: in both music and education, it’s not just about what we deliver—it’s about how we make people feel. Swift understands this instinctively, and it’s a lesson we need to live everyday in our schools.

When we approach our schools with Taylor Swift’s energy, heart, and attention to connection, we create not just learning spaces, but thriving communities where everyone feels they belong. Because, like a Taylor Swift concert, schools should leave everyone feeling they were part of something extraordinary.

I have previously written about other musicians connecting them to education including Paul Simon and The Tragically Hip.

I used both Chat GPT 4 and Claude to give me feedback on various drafts of this post.

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Embracing the Trickies

Posted in Change, SD45, tagged , , , , on November 26, 2024| 4 Comments »

In education, we navigate a world full of challenges, each one demanding creativity and perseverance.  But some challenges are different – those that don’t fit neatly into categories or yield simple solutions. They’re not necessarily problems, crises, or opportunities—they’re just… tricky. You know the kind: situations with too many layers to unravel in one sitting or questions that don’t have a single right answer. When I hear someone describe something as “tricky,” my mind instantly goes to the iconic Run-D.M.C. song, It’s Tricky. If you’re already humming the chorus—“This beat is my recital, I think it’s very vital…”—you get it. Just like in the song, tricky moments require rhythm, effort, and a little bit of creativity to navigate.

So, what makes something tricky? It’s the layers. A tricky situation might involve balancing the needs of different students, navigating new technologies, or implementing a well-meaning procedure that not everyone fully supports. It’s the kind of challenge where the answers aren’t obvious, and sometimes you don’t even know the right questions to ask. Think about the first time we had to move to virtual learning overnight or tried to introduce equity-focused changes to deeply rooted and ingrained systems—tricky.

The beauty of the word “tricky” is that it reframes our mindset. Unlike heavier terms like “problem” or “crisis,” which can feel overwhelming, or even “opportunity,” which might feel overly optimistic, “tricky” sits in the middle. It’s a word that invites curiosity. It says, “This isn’t easy, but we’ll figure it out.” It’s nonjudgmental, leaving space for exploration, experimentation, and, yes, even failure.

Facing trickies in education requires us to lean on a few key strategies. First, curiosity over control. The best way to approach a tricky situation is with a willingness to learn. Instead of trying to force a solution, we can step back and ask, “What is this moment teaching us?” Second, collaboration over solitude. The best ideas don’t happen in isolation. When we come together, our collective creativity can turn the trickiest of challenges into manageable tasks. Finally, reflection over reaction. Trickies often tempt us to act quickly to resolve discomfort, but taking time to understand the complexity can lead to better, longer-lasting outcomes.

I’ve seen these strategies in action in my own work. A few years ago, we faced a particularly tricky challenge: how do we balance the populations at various elementary and secondary schools with minimal disruptions. We didn’t solve it overnight, but by involving students, families, and educators in the conversation, we started to chip away at it. The solution wasn’t perfect, but the process taught us how to listen, adapt, and build trust.

Trickies are part of the terrain in education—they’re not detours from the work but central to it. They stretch us, challenge us, and, when we embrace them, make us better at what we do. The trickies push us to innovate, to think more deeply, and to grow as a community.

So, the next time you encounter a tricky, channel your inner Run-D.M.C. Remember that it’s not just about surviving the challenge but finding the rhythm, leaning into the process, and maybe even enjoying the ride. “It’s tricky to rock a rhyme,” but as the song reminds us, tricky doesn’t mean impossible. Let’s embrace the trickies.

Thanks to my colleague Ian Kennedy, a seasoned educator and district leader for modeling how to embrace trickies with curiosity and resilience, and to the Roy Group for guiding our administrators in managing these complexities. 

Of course, now Ian knows I have Run DMC running through my head every time he talks about the trickies.  

The image at the top of the blog was created in Chat GPT 4.  Some of the research around Run DMC and their song “It’s Tricky” was based on a series of prompts in both Chat GPT 4 and Claude.

 

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Beyond Adulting: Rethinking Life Skills in K-12 Education

Posted in Change, SD45, tagged , , on November 12, 2024| 2 Comments »

Recently, two insightful blog posts from my former West Vancouver colleagues and now superintendent colleagues Dave Eberwein in Saanich (his post here) and Sean Nosek from Abbotsford (his post here) have sparked fresh dialogue about our curriculum—specifically, what’s missing from it. Dave’s post, Why Don’t Schools Teach X?, and Sean’s, Beyond the Classroom: Preparing for Tomorrow, both tackle the growing calls for “adulting” skills in our K-12 system. While the desire for practical education in areas like budgeting, cooking, and basic repairs resonates with many, we must ask: Is K-12 education truly the right venue for these skills?

The push for “adulting” skills often surfaces as a critique of modern education. “If only schools taught more life skills,” the argument goes, “students would be better prepared for the real world.” Yet this perspective overlooks a fundamental truth: K-12 education isn’t merely about immediate functionality—it’s about building a foundation for lifelong learning and adaptability.  And yes, the truth is that schools should really be about both – preparing students with the immediate skills for the world and preparing them to be participants in shaping the changing world.

Our curriculum centers on core competencies: communication,  thinking, personal awareness, and social responsibility. These aren’t just academic abstractions; they’re versatile tools that students can apply across all aspects of life. The  thinking that helps decode complex literature can also untangle a confusing lease agreement. The collaboration skills honed in group projects translate directly to managing household responsibilities with your college roommates or family members.

Could we weave “adulting” skills more deliberately into existing subjects? Certainly. Mathematics classes already tackle financial literacy through real-world applications. Home economics programs teach food preparation and could expand more often to cover meal planning on a budget. Language arts and social studies naturally prompt discussions about housing, health, and personal responsibility through diverse texts and historical contexts.

However, we face real constraints. Each school day has limited hours, and every new addition to the curriculum means something else must give way. We’re constantly balancing depth against breadth, trying to cover an ever-expanding range of essential knowledge while maintaining meaningful engagement with each topic.

I am pitched dozens of topics each year by well meaning, passionate people with ideas on what should be included as part of the package of school.  And it is not that all these things aren’t important – should students know how to change a tire – yes, should they be able to do their taxes – yes, should they know first aid – of course, what about basic table manners  – absolutely!  There is no shortage of great things that it would be awesome if younger people knew – but when you come with an idea for school, also come with the item that you take out.  This is the challenge.  And moreover, we want to give students more choice in schools so a key goal of the last 20 years has been to make school more flexible and less restrictive.

I do think there are opportunities in  community partnerships. Many “adulting” skills—from understanding taxes to maintaining a car—are best learned through direct experience, often outside the classroom. Parents, community organizations, and local businesses can offer practical learning opportunities that complement, rather than compete with, core academic instruction.

The calls for “adulting” education, as both Dave and Sean note, reflect legitimate concerns about relevance. But perhaps the solution isn’t a dedicated “Adulting 101” course. Instead, we might focus on creating an education system that equips students with the foundational skills and confidence to master practical challenges as they arise.

As educators, our mission extends beyond preparing students for immediate practical challenges. We aim to nurture curiosity, resilience, and adaptability—qualities that serve students not just in managing daily tasks, but in navigating life’s broader journey. The key lies not in cramming more content into our curriculum, but in fostering a mindset that empowers students to tackle new challenges, seek out knowledge, and grow throughout their lives.

All that said, if my kids’ teachers could start teaching the recycling  process that includes putting the refundable cans in one bag and not just the blue box with other cans, and that cardboard boxes do not magically find their way to the yellow bag when they are thrown into the garage –  that would be appreciated!

What are your thoughts on this balance between practical skills and foundational learning? How do you see the role of K-12 education evolving to meet future needs while staying true to its core mission?

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When AI Meets Education: The Power of Diffusion Over Replication

Posted in Change, SD45, Technology, tagged , on November 4, 2024| 4 Comments »

A decade ago, while contemplating innovation I wrote (HERE) about how meaningful change in education spreads through diffusion rather than replication. This is an idea that David Albury has written and spoken about regularly and been very influential in my thinking.

As we navigate the integration of generative AI in our schools today, this principle resonates more strongly than ever.

The early waves of AI adoption in education brought familiar pressures – the rush to replicate successful models, the search for universal “best practices,” and the desire for quick implementation.  If we only purchase the “right tool” amazing experiences will be happening similarly in all classrooms. But just as we learned with previous innovations, the most impactful changes come when we allow ideas to diffuse naturally, adapting to each teacher’s unique talents and each school’s and district’s unique context.  And then those of us in district positions try to network this work together.

Every School Tells Its Own AI Story

Walk into any school in our district, and you’ll see how AI tools are being embraced in distinctly different ways. In one class, teachers are exploring AI as a tool for differentiated instruction, helping students who need additional support while challenging those ready to dive deeper. In another, AI is supporting timely feedback as the teacher looks to see how it can help students in their writing process. And in many schools, AI is being used to support the completion of the administrative tasks of teaching.

This organic adoption isn’t chaos – it’s exactly how innovation should spread in education. When we trust educators to experiment and adapt AI tools to their specific needs, we see more authentic and sustainable integration.

The Heart of Diffusion is Trust

The key to successful diffusion lies in trusting our educators’ professional judgment.  I was speaking about this last week, and got the good question, “OK, so if this happens how do you respond to the parent of a child in one grade 3 class where no AI is being used when it is being richly used in the grade 3 class next door.”  This of course is not an AI issue, teachers have always found their own ways to adapt new tools in their classroom.  And what I have seen over 30 years is that when teacher A sees teacher B using something that is creating efficiencies and improving engagement and learning, they will want to be on the journey as well.

Rather than mandating specific AI applications or setting rigid implementation timelines, we’re creating spaces for teachers to explore, question, innovate and network together. We provide district-supported AI tools not to enforce uniform classroom usage but to support teachers and assure them that the tools they are exploring are safe to use with students. This approach acknowledges that our educators know their students best and are uniquely positioned to determine how AI can enhance their teaching practice.

Some teachers find AI to be a powerful tool for providing immediate feedback on student writing. Others are using it to generate personalized practice problems in mathematics. The common thread isn’t the specific application – it’s the thoughtful consideration of how these tools can serve their students’ needs.

Growing Together, Learning Together

As we continue this journey, we are seeing the power of organic networks forming among educators. Teachers are sharing their discoveries, challenges, and successes with AI integration, not as a blueprint to be copied, but as inspiration for others to adapt and build upon. This professional dialogue enriches our collective understanding and helps us navigate the ethical considerations that come with AI in education.

The future of AI in our schools won’t be determined by a single master plan or universal implementation strategy. Instead, it will emerge from thousands of small experiments, adjustments, and innovations happening in classrooms across our district and beyond. This is diffusion at its finest – messy, organic, and ultimately more transformative than any top-down initiative could be.

As we move forward, let’s remember that the goal isn’t to replicate success stories but to create the conditions where each teacher, school and district can write its own story of AI integration – one that reflects its unique community, challenges, and aspirations.

Interested in hearing 4 of these teacher stories?  Here is a video from a project we are doing with Dell and C21 Canada, supported in our district by Advanced Learning Partnerships and Dean Shareski. Such exciting times!

 

The image at the top of this post was created in Chat GPT.  Before publishing I used Claude as a grammar / spell check and to identify any statements that needed additional clarification or examples.

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The Art of Staying Relevant

Posted in Change, Personalized Learning, SD45, tagged , , on October 17, 2024| 3 Comments »

Staying relevant is an ongoing journey.

This is ground I have in part, covered before. In 2018, relevance was actually my word for the year. As said in that post in January of 2018, “I am desperate to be relevant.” And this still holds true and is even maybe truer. The deeper I have got in my career, the more I have wondered if my thinking is still current. With AI dominating current education conversations, I feel an even greater need to stay relevant—not just as a leader but as someone who has always valued the balance between tradition and innovation.

Staying relevant is about balancing future demands while staying rooted in core values—a balance that has felt increasingly challenging lately. My recent writings on AI are part of this journey, reflecting my effort to understand how these technologies fit into our educational landscape. I want to be in the mix with important conversations for our profession. Whether navigating AI’s rise in classrooms or leading a school district, relevance means more than keeping up with trends—it’s knowing which to embrace and which to let pass by.


Rooted in Values, Evolving with Purpose
No matter the speed of change, certain principles—trust, empathy, and consistency—act as anchors. In education, our work isn’t just to adopt new practices whether it is literacy teachings or physical activity practices, it’s to assess how they enhance the learning experience while holding fast to the human connection that students need. Having worked in West Vancouver for 18 years now, for better or worse, my values and principles are very clear and public. And during this time, I have seen education become far more student-centric and personalized.


Adapting, Not Just Adopting
The key to relevance is thoughtful adaptation. Take AI, for instance: it can enhance lesson planning and save time, but how do we ensure it aligns with our broader goals? I’ve learned in both the classroom and through sports that not every innovation will fit, and it’s okay to be selective. Relevance comes from refining the tools that genuinely serve our values.


Consistency as the Foundation for Innovation
Consistency often gets a bad reputation in fast-moving industries. However, it’s precisely this stability that enables innovation. By creating an environment where trust thrives—whether in the classroom or on the court—we allow space for risks and experimentation. In my recent post Consistency is Often a Key to Positive Change I wrote about how our long-term relationship with Dean Shareski had been instrumental in some of the key innovations in our district.


Learning Across Contexts
One of the most powerful lessons in staying relevant is recognizing how different areas of life intersect. My experiences in education continually inform my approach to coaching, and vice versa. Whether it’s understanding how to motivate a student or an athlete, the principles remain: build trust, stay consistent, and be open to learning. Relevance is about seeing these connections and applying them across all aspects of our work.

 

Practical Tips for Staying Relevant

Learn Something New Every Year: Challenge yourself to master one new idea each year.

Stay Engaged with the Next Generation: Relevance is often about understanding younger voices and perspectives. Having younger leaders in key positions in our district has been healthy for everyone.

Adapt with Purpose: Don’t chase every trend; stay true to what works, and thoughtfully integrate what aligns with your core mission.  I have often said, “If you think everything in schools is important you really think nothing is important.”

Ultimately, relevance isn’t just about surviving change—it’s about thriving in it. When I wrote in 2018 and said, “It is easy to do this year just like last year.  I know that in the long run, that will not work.”  This sentiment sure hits home and even with more urgency knowing that the number of years I have to contribute and make a difference is shrinking (and seemingly faster than ever). By staying grounded in our values and embracing purposeful adaptation, we remain relevant in education and life.

How are others trying to stay relevant with how quickly things are moving in education?

The image at the top of this post was produced through Chat GPT 4.

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Leading the AI Charge: Strategies for Forward-Thinking School Districts

Posted in Change, SD45, Technology, tagged , , , , , on October 10, 2024| 2 Comments »

Is anyone else feeling overwhelmed by how fast AI is evolving?

It is a sentiment I hear from a lot of school superintendents. The conversation about how fast things are moving and a resignation that it is impossible to keep up are commonplace.

We definitely have some of those same feelings in West Vancouver—whether it’s choosing the right tools or simply keeping up with the pace of change. We are trying to do some specific things to stay in the game, be AI relevant and not be so anxious.  What we have done and continue to do include:

Make leading AI part of people’s jobs – While declaring anyone ‘AI experts’ is silly, assigning someone AI leadership signals its importance and provides a go-to person for questions and coordination.

Build a cross-functional team – And the team looks different than with a curriculum implementation for example.  We have school and district administrators as well as IT personnel part of our core team around AI integration.

Creating and Revising Documentation – Setting clear guidelines and documentation ensures that everyone is on the same page as AI becomes more integrated into our work.  We started with our Core Values and Guiding Principles (HERE), Guidelines for the Use of AI (HERE) and When Do I Use AI visual (HERE). We also revised existing technology policies to ensure they were inclusive of AI.  

Focus on a few key AI apps – There are thousands of AI tools out there.  And it is easy to just talk about and debate which tools to use rather that just identifying a small number, supporting their use and getting on with better conversations around how AI can positively impact teaching and learning.  For us, Magic School has become a go-to tool for its ease of use and versatility in the classroom, helping both teachers and students adapt to AI technology

Engage the entire community – Often with new ideas or initiatives they apply unevenly to a school district.  One of the best things about AI is that it has uses throughout the system.  As I wrote recently there are great ways for trustees or senior leaders (HERE), or sports coaches (HERE), or parents (HERE), to use the tools to support their work and the work with students.  We have also leaned in to district-wide and school specific sessions specifically for parents.

Model AI in Action – Have you noticed this is the 5th AI related blog I have written in the last 2 months?  That is not coincidence.  My colleague Cari Wilson is also regularly blogging about it. And I have committed myself to spending a couple minutes at all meetings this year showing my learning with AI.  Over the last two weeks this has included meetings with Trustees, parents, principals, office staff and others.  

Leverage external experts – We have engaged with Alec Couros who worked with all district staff and then smaller groups in our district, and will be back this month to work with parents.  We have also spent five days with Dean Shareski and Adam Garry and are planning three more for the new year.  It is always a balance of using internal champions and outside experts. 

Join local and global AI networks – Locally we are working to network teachers inside our district and then network our schools around their AI work.  And then we have built a network of about 12 districts in Metro Vancouver that are working and sharing resources around AI. This is work that Shareski, Garry and ALP Learning are supporting.  We are also part of a network with Michael and Bailey Fullan and districts from across Canada and a network in partnership with C21 Canada, Mindshare Learning and Dell that is looking at AI practices across the country.

It is not fluke when you see things are moving fast, and you want to get out front what you need to do.  And it is never just one thing.  I am definitely bullish around the impact AI is going to have on schooling and want us to lead and guide what happens.  So we need to be doing things to look around the corner to what is coming next.

The speed of AI is exhilarating, and with so much possibility ahead, I’m excited to see where we can take it together.

The original blog post was posted into Chat GPT with the following prompt “Be a critic of this blog, what could be improved or clarified to make it more readable for the audience.” Feedback was incorporated into the final copy.  The image at the top was generated through the enterprise version of Magic School.  

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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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