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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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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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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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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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The last two years I have finished the school year with posts of lists that have been a lot of fun to write. In 2022, I wrote 26 Years, 26 Teachers, 26 Lessons and last year I wrote 27 Ways Schools are Better to wrap-up my 27th year.

As teaching shortages locally and globally have become more common, I have been thinking a lot about our profession and how rarely we share the amazingness that comes from our work.  So, as I wrap-up year 28, here are 28 reason to love teaching, schools and education (in no particular order):

  1. Impacting Lives – Teaching has this amazing opportunity to change life trajectories for young people. Beyond immediate family, it is often teachers who a child will spend the most time with in any given year.
  2. Everyday is Different – No two days are the same.  Each day brings new challenges and experiences.   And this is amplified year to year – even if you teach the same grade or same subject, each year is so different from previous ones.
  3. Mentorship – I have had the opportunity to be on both sides of this.  It is a great profession to learn from others more experienced and then share your experiences with others.  The chance to role model for others is exceptionally fulfilling.  There is a great sense in teaching you learn from those who came before you and pass along wisdom to those who follow.
  4. Make a Difference – It is a bit cliché that teachers make a difference, but it is true.  It is a job where every single day is a chance to make a difference and that stacks up over time.  It is often the smallest thing like a positive comment to a child in class that can have a huge impact.
  5. Using New Technologies – When I started teaching I never contemplated this.  And while some might think teaching is antiquated at times, from calculators, to laptops to VR goggles to AI there is always a chance to see how emerging technologies in our world could enhance learning.
  6. Collaboration – Teaching is a team game.  You are reliant on others to work together in the support of students.  This synergy can be exceptionally fulfilling.  
  7. The Pay is OK – Teachers don’t usually have a summer home in Europe but they make a good salary that is stable and reliable and comes with comprehensive benefits.  Good for us low-risk money people.  
  8. Lifelong Friends – Teaching can create a great network of friends.  Some of those I went through education with and started teaching beside are some of my best friends today.  Teaching draws people who often have a similar view of the world, which makes it an easy friendship circle.   
  9. It is a Respected Profession – Now I know some will point to how jobs in the public sector like in health and education have come under attack in recent years, in a recent poll (HERE) teaching was among the most highly respected professions in Canada (OK – not firefighter level – put still pretty good!).
  10. Sharing passion for subjects – Whether it is a love of Ancient History or of botany or robotics, teaching lets you share your passion with others.  Actually many of the best school experiences are built around teacher passions for a particular content area that they not only teach but inspire.  
  11. Social Impact – Teaching helps contribute to reducing educational inequality.  The power of a great teacher or school can have a dramatic impact on a community.
  12. Family Friendly – We have 4 kids and having similar break times when your kids are in school is amazing!  Watching other parents  try to manage Winter, Spring and Summer breaks while balancing work was a good reminder of how lucky we were to share much of the same time off.
  13. Always Learning – I have learned so much while teaching.   You are in the learning business so you are constantly curious and learning new material, new methods and new ways to approach learning.  As students change and the world around you changes, you change.
  14. Creativity Flourishes – Schools are not assembly lines.  Teachers bring their own style and creativity to the classroom.   Both lesson plans and teacher methods are places where individual flair can come through.  
  15. Community Connections – Teaching is part of the community.  You are often connected to professional in health, non-profits and a range of other community organizations that wrap around schools.  Many times you can bring in experts from the community to support your classroom activities.  
  16. Stimulates the Brain – Somedays in makes your brain hurt.  When every student and situation is different it can be challenging but so stimulating.  It keeps you fresh and always forces you to think about different possibilities.  
  17. Leadership Opportunities – There are so many ways to take on informal and formal leadership roles in education.  From leading a project or initiative at your school, so something more formal with the union or the district or to pursue management options as a vice-principal or principal – it is a job full of ways to lead.  
  18. Travel Options – It does not have travel options like sales or other business jobs.  But if you want to see the world, you can through teaching.  I see many former colleagues teaching around the world – the skills of teaching are universal and the needs for English instruction are global.  Yes, I would like teachers to stay close to home (we need you here) but it is a job with global options.
  19. Sense of Purpose – Teaching makes a difference.  There is this strong sense of moral purpose to the work.  While we try to not take ourselves too seriously, there is serious work, we are making a difference and good teaching really matters.
  20. Kids are Always Changing – Kids today are different than 5 years ago, and 5 years from now they were be very different from today.  Sometimes one thinks of teaching as static, once you figure it out you just repeat over and over.  That doesn’t work with teaching as every group of students are different, the dynamics in the class are different and you get to evolve as those you work with change.
  21. Shape the Future – Lots of people complain about the present and lament the future, but teachers have a chance to help shape it.  The kinds of conversations we have now with students, the citizenship skills we hone in young people will have a dramatic impact on the coming decades in our world.  Many feel helpless in making change in the world, but teaching really can shape the future.
  22. Helps You Stay Young – As I was sitting under a table reading with a student this past year, I was reminded not many other 50 year-olds get to do this and call it work.  Being around young people all the time and all the energy and curiosities they have keep you young.  
  23. See a Range of Perspectives –  Schools are communities and teachers, students and families bring a range of views.  And this is so interesting.  I have had my thinking broadened so often by people with different life experiences.  
  24. Job Security – In an era when many people talk about the jobs that are disappearing or may be disappearing you don’t hear about teaching on the list.  It is a job that can be a lifelong career.  
  25.  Celebrating Milestones – I have had the chance to attend more than 50 graduation ceremonies (in my current role I get to go to several a year).  And they are all special.  Seeing students reach transition points in their life and celebrate with their friends and families is a privilege.  And getting to be a part of these milestones is incredibly special.  
  26. Students Come Back to Say Thank You – This is the best.  Students you may have taught 20 years ago will reach out to you on social media or in-person and say thank you.  That sometimes a little thing you did that you didn’t even realize was a thing made a huge difference in their life.  
  27. All The Stuff Beyond the Classroom – For my dad it was being involved with more than 20 school musicals as a teacher, for my mom it was the music concerts, for me it has been the sports coaching – there are so many connection points with students beyond the classroom that are all volunteering but contribute to the school and community and wildly satisfying while creating life long memories.  
  28. Legacy – A teacher’s impact lasts well beyond their years in the classroom. Let me tell you a quick story about my dad.  Some context, he retired in the late 1990’s and died in 2014.  This past fall there was a best selling book, East Side Story, by one of his former students from Killarney Secondary in Vancouver.  This is a quote from author Nick Marino in the acknowledgements of the book, “As a teacher myself, I want to thank the teacher who inspired  and supported me as a writer while I was a student at Killarney Secondary.  Mr. Barry Kennedy brought joy to his work and to my life.  I hope that some of my students will one day think of me the way I think of him.”  Teaching truly lasts far beyond the classroom.

Teaching is a really hard job.  But there are few ways to make such an impactful dent in our world that through teaching.  As we close the year, thanks to all the teachers present and past who have and continue to impact me.

I would love to hear from others on who you would add to this list.

And thanks to everyone who connects through this blog.

Happy Summer!

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Checking back in on AI. 

So, when it comes to gen AI in education – where do we start?  It is a question that is paralyzing many.  I am reminded of this Spiderman meme:

Tom Holland, Andrew Garfield, and Tobey Maguire Recreate ...

All levels in education point at the others expecting them to take the lead.  

One of the reasons that the gen AI conversation is moving forward in British Columbia is because we have largely clarified this – with different responsibilities for different levels within the system.  And this clarification allows the work to move forward.

Provincial Government

Always good to remind non-Canadian readers that education in Canada is under provincial jurisdiction with joint responsibility shared between provincial governments and local districts.   

In BC, government is providing high level consistent messaging around generative AI.  The materials they have developed (HERE) are excellent.  They provide a background on what everyone needs to know about AI, with documents for students, parents and staff.  They also have considerations for using AI tools in classrooms, connections to curriculum and learning stories on their use in classrooms.

The provincial government has given the nod that they acknowledge gen AI is part of our lives, and we need to consider its use throughout the school system.  They take away the questions of AI – yes or no (which is a terrible question anyways), and at the same time are not prescriptive over a particular tool, or even the requirement or expectation that it needs to be used.

School Districts

If the provincial government messages at 30,000 feet, then we try to be much closer to the ground as a school district.  We have identified a district staff member to have this as one of the key piece of their portfolio.  Cari Wilson (her blog is a great read with lots of AI content) works with our educators and IT staff to support the work across the district.  It is an interesting time, as we actually need dozens or hundreds of gen AI experiments in classrooms, but we also want to use some consistent tools so we have coherence in our system.

For us it has been Magic School that is the core tool we are using.   And first, we gave it to teachers to use and experiment. Then, we have rolled it out to students asteachers and schools were ready.  We are trying to take the lessons of the last 20 years of technology and think deeply about how we be the leaders of the technology rather than the technology running us.  We don’t need a repeat of “Hey – we all have iPads how should we use them?”  We need more “what do we want to do that we couldn’t do without AI, and how can it help us?”.

We are creating study groups, and pro-d opportunities, and bringing in outside experts, and telling stories of successes and failures.  We are bringing the community along  = like this recent virtual session for families which featured our staff and students talking about what AI looked like in the classroom,  in both an elementary and secondary setting.

And like with the Ministry, one important thing we do is to give permission to work and learn in this space.

Schools and Classes

We have a huge range of gen AI use in our schools.  Some teachers use Magic School all the time.  Some don’t.  And that is totally OK.  Without a doubt there will be more AI in classes next year than this year and I have trouble believing all staff will not find ways to use AI to support lesson planning, help with personalizing learning and interpreting data in coming years. 

We also want to have real conversations about the questions that exist – topics like academic integrity, online safety, equitable access, privacy concerns and reliance on technology are all real and worth exploring.  

And while we are using AI to help personalize learning, and offer additional supports and extensions for students, we should also use it to do some of the silly things it does well – like create a parody song to the tune of Shake it Off to review the elements of the periodic table.  

And I know this will not be popular with some AI champions, I don’t think we should be selling AI as the answer to efficiency in the classroom.  Gen AI will not make teaching easier or quicker – it will make it different and hopefully more purposeful and relevant.

My #1 Piece of Advice

What is my number one message for all involved in the gen AI conversation?  Network.  Everyone thinks they are behind and looking at others.  The most thoughtful systems will network with other similar minded systems (British Columbia should be connected with other provinces and countries like Australia and New Zealand doing interesting work in this space), and districts should be connected together (for us this is being part of 4 networks connected to AI that link us with districts in our region, our country and globally).  And this process should repeat itself at the school and teacher level as we look for ways this technology is leading to learning breakthroughs.  

I have written about AI a few times, and my thinking is a work in progress.  Over the last 18 months I have come to see the emerging tools as ones we want to influence in the hope that we can shape their use to allow us to do many things in education around reaching all learners that have often just lived in the world of the theoretical.  

Note:  The visual at the top of today’s post was generated by me pasting this blog post into Chat GPT 4.0 and asking it to generate some options of images that could accompany the post. 

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As we navigate the halls of our schools – whether those are the traditional ones or the virtual ones, a question emerges that challenges the core of our educational journey: Are we here to discover the unknown or to reinforce what we already believe?

As I read news stories from around North America recently, I have been thinking about this more.  Of course in some ways the answer to the questions is yes – it is both of these things.  As some groups of people become more polarized with what they believe, it does seem that more parents are resistant to their children being exposed to a diversity of ideas.  And some of various political views want to narrow the ideas young people connect with.

Schools have long been celebrated as bastions of knowledge and innovation, places where curiosity meets opportunity. Yet, there’s an underlying tension that merits exploration. Do our educational experiences serve to expand our horizons, or are they subtly designed to validate our pre-existing notions?

In classrooms everywhere, the pursuit of knowledge is often depicted as a linear path towards understanding. However, true learning requires not just the absorption of information, but the ability to question and challenge the status quo. It involves exposing students to diverse perspectives and, perhaps more importantly, teaching them to think critically about their own beliefs.  I think of this in the context of protests right now – across the political spectrum on a variety of issues connected to schools.  Part of the power of schools and learning is this tension – to be able to challenge ideas.

The beauty of education lies in its potential to transform. By encouraging students to venture beyond their intellectual comfort zones, we equip them with the tools to engage with the world in meaningful ways. Schools must strive to be more than just echo chambers of familiarity; they should be arenas of robust debate and discovery.

As we ponder the purpose of our educational systems, let’s advocate for a model that embraces the unfamiliar and the uncomfortable. Let’s prepare our learners not just to succeed in the world as it is, but to have the courage to question and reshape it. In the world of AI, where a few clicks can generate a thesis, let’s continue to push our students to think.  And as teachers let’s be sure we are also doing our part to not limit our classrooms to the ideas we have or hold, but model the openness to ideas we want with our students.

The goal? A generation of thinkers who are as adept at questioning assumptions as they are at confirming truths. Because perhaps the most profound learning occurs not when we confirm what we already know, but when we dare to explore what we don’t.

As I have noted with previous posts, this post was supported through the use of generative AI and prompting through Chat GPT 4.0.  

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When you are known for technology and innovation, you experience this ongoing mix of excitement and adrenalin at some points of the year and anxiety and worry at other points.

The question I get asked most is – “So, what’s next?”   I usually just want to snap back, “Come on, can we just do what we are doing for a minute before thinking about what’s next.”  But that is not our world, and if we want schools and learning to continue to be relevant for all learners we need to push the boundaries of what we are doing.

With that as an intro, I want to share today what I see as three of the next big moves for our schools.  I am not ready to make any announcements today, but when people ask “just what do those people at the Board Office do?” – the answer as one of “those people” is: I am working on these three strategic initiatives.

  1. Fully Virtual Reality Classrooms.  There is lots in the news about the space crunch in schools.  School construction is not keeping up with population growth and school districts are looking at a variety of new schedules to accommodate all the learners.  We are looking to do something a bit different.  We are considering having half of all high school classes occur in a virtual reality environment.  This means you would spend half the time in a physical class,  with the other half students will be wearing their VR glasses and haptic feedback suits and won’t need to physically present in the school building.  Art classes will occur in the great galleries of our world, biology classes will be under the sea and history classes will take place throughout Asia and Europe.  We will need half as many classrooms and schools with this new model.
  2. Anti-Gravity Physical Education Programs.  Obviously health and wellness is top of mind for students and families.  We have worked hard to lead the physical literacy work in British Columbia and across Canada.  And this year the Feeding Futures Program had helped solidify the work.  There is a lot of research on the advantage of doing athletic activity in an anti-gravity environment.  We would look to convert one of the gyms in each high school to an anti-gravity chamber, allowing students to experience sports like basketball and volleyball without the constraints of gravity.  If the research is true, this will see tremendous gains for our students in balance and spatial awareness among other key development skills.
  3. Time Travel Field Trips.  I am most excited about this option. I know, this sounds like some crazy science fiction, but for those who have been following along with the developments in artificial intelligence, you know this is likely going to be possible in the next several years, and we want to be at the front edge of this in West Vancouver.  We are partnering with Loof Lipra Technologies out of Sweden.  The idea would be that students could travel to different historical periods using cutting edge time travel technologies.  In addition to the traveling back in time we are also working with our Robotics teachers on travel to the future.  Our students will be able to learn about careers that don’t even exist now!  While not quite ready for testing yet, we would see our students currently in elementary school being able to have these kinds of experiences before they graduate grade 12.  The opportunity for our students to not just read or watch history but be part of history is something that is tremendously exciting.  And experiencing the future first-hand could inspire students to explore new opportunities and industries.

I do like to use this space to be transparent with the thinking of what is coming next.  While some might worry that others will steal their ideas, I think it is important to share key directions.  And especially at this time of year I have tried to make it a habit.  We know once we move to VR Learning, Anti-Gravity classrooms and time traveling field trips other will follow.  Sometimes you have to be first – and that is the blessing and the curse of being us.   

To catch you up on some of the other innovations I have shared in recent years, here is a list:

In 2012 I launched my FLOG.

In 2013 I made the announcement of Quadrennial Round Schooling.

In 2014 we formalized our System of Student Power Rankings.

In 2015 we created our Rock, Paper, Scissors Academy.

In 2016 we piloted the Drone Homework Delivery System.

In 2017 we introduced the Donald J. Trump Elementary School of Winning.

In 2018 we announced the construction of Soak City Elementary.

In 2019 we went back to the 80’s with the launch of the Belvedere Learning Academy.

In 2020 we embraced the latest in learning styles with our PBL (Pajama-Based Learning) Program.  

In 2021 we announced we were going out of this world with our Galaxy High Program.

In 2022 we modernized our schools with  New Nicknames for All of Our Schools.

And just last year in 2023 we embraced our expanded mandate with our Animal Kingdom Academy.

Happy April Fools’ Day, everyone! While this might not all really be in the strategic plan yet, it is fun to think about what might be.  Here’s to a future where education knows no bounds, and where we’ll keep dreaming big and embracing the endless possibilities that lie ahead.

This blog post was assisted by Chat GPT.  The ideas were refined through a series of prompts with Chat GPT 4.0 and the image accompanying the blog was generated by pasting the post into Chat GPT 4.0 and asking for suggested images.  In an effort to be transparent with my own learning with generative AI, I will include a reference at the end of any posts that I used AI assistance.

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I have written before (HERE) about the importance of not just moving more, but developing physical literacy skills with students.  This was pre-pandemic. And if anything the limited activity many had during the COVID-19 pandemic increased these challenges leading to what many are seeing as a health crisis.

In the world of education, we rightly emphasize intellectual growth, but the significance of physical health cannot be overstated. We are intentionally trying to do this differently in West Vancouver Schools. We are looking at the whole school environment to get students moving more often throughout the day.  For us physical health is not just about sports or fitness; it’s a comprehensive approach encompassing mental and emotional well-being, community involvement, and personal development.

During the pandemic new connections and partnerships were formed between health and education. And for us, this is translating into our work in physical literacy – it is not just about the “school’s job” to make changes, but it is also for the entire community to work together. Community partnerships can push us forward, positively impacting students’ overall health and wellbeing. This new physical health promotion video which is a product of our collective efforts in West Vancouver, shares our thinking:



The video showcases the importance of finding creative ways to promote physical activity and make movement matter.  Engaging students in a variety of activities, from yoga and dance to outdoor adventures, while also using simple but intentional movements in classrooms and hallways, highlights the diverse ways students can engage in physical health. It’s a reminder that physical health must be accessible to everyone, regardless of their athletic ability or interests. And we know that it is important for all of our students to be competent in key physical literacy skills.  Just like you have key literacy and numeracy skills to function in the world, the same is true with physical literacy.  When you are competent in movement skills, it is more likely you will  be immersed in diverse physical pursuits throughout your life because activities are more fun when you are physically competent. The focus is on enjoyment, participation, and the holistic benefits of staying active.

And we know the research is clear that physical literacy is linked to better academic performance and consistently embedding physical literacy in schools can have a positive impact on both physical health and academic achievement.

Physical health is a collective journey, where students support and motivate each other. This communal aspect is crucial, as it fosters a positive environment where students form new friendships, feel encouraged to try new activities in a variety of environments, and push their boundaries.

The integration of physical health promotion into our schools is a testament to its importance. It’s not just an extracurricular activity; it’s a fundamental part of student development. As the Province of BC moves to expand foods programs (through its Feeding Futures initiative) and calls are coming for a national program, this needs to be linked to the work in physical literacy – this is all interconnected.

The physical literacy work is essential for all of us. We need to continue promoting and supporting diverse physical health opportunities giving our students skills that they will value and be motivated to use for their entire life.  By doing so, we’re not just nurturing healthier bodies; we’re building stronger, more connected communities.

Note:  The visual at the top of today’s post was generated by me pasting this blog post into Chat GPT 4.0 and asking it to generate some options of images that could accompany the post. 

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I have been thinking about writing this week. The generative AI discussion is really making people think about what writing might look like in the future. It was less this though, and actually a quote from one of my favourite local writers in the media, that struck a chord with me. Howard Tsumura, who I have written about here before, and I have known and read for more than 30 years had this interesting quote when writing about the challenge of finding new writers to fill his shoes, “there is no issue finding young people who can take photos, shoot video or help broadcast . . .but finding writers even close to the standard of deadline writing with flair is nearly impossible.”

And I will put my biases out there, as someone who still subscribes to several hard copy newspapers, and finds joy in this act of blogging, I am on “team writing.”

In our digital age, where visual content reigns supreme, it’s no surprise that we find an abundance of talented young individuals adept at photography, videography, and broadcasting.  I am so impressed by them in our schools. Their ability to freeze time in a photo or bring an event to life on screen is nothing short of remarkable. These skills are invaluable, and the ease with which students pick up cameras or manage live streams is a testament to their adaptability and tech-savviness.  I have great admiration for them.  I wish I could do more of what they do.  I wish that the posts you read here had more photos and videos to help tell stories and bring my words to life.

However, there’s a different kind of magic in written words – a magic that seems to be fading in the backdrop of high-definition images and live-action videos. The art of writing, especially under the pressure of deadlines and with a flair that captures the reader’s imagination, is a rare find among young individuals today.  This is not to say we don’t have good writers, but sometimes I feel like we have fewer writing storytellers with our young people.  And yes, I know this is all in a world of murkiness now with the ever growing power of generative AI.  Can’t Chat GPT just do this, why do we need to do it?

Writing is not just about stringing words together; it’s about storytelling. It’s about painting a picture so vivid that readers can feel the adrenaline of the moment and it is about conveying the emotions, the passion, and the spirit of the situation in a way that resonates with those who were there and informs those who weren’t.  It is something I have tried to get better at – and I have found that my most read posts here have not been my technical pieces of writing or my opinion pieces, but those times I have been able to tell a story and make you feel like you were actually in our schools or with me on a particular journey.

The challenge lies not in the lack of talent but in nurturing the interest and honing the skills required for this kind of writing. Just as we encourage young photographers to look beyond the lens and videographers to see the story in every frame, we need to inspire young writers to find their voice and use it powerfully.  We can’t say we are producing good writers if we are just producing good technical writers.

In our schools  we must continue to create spaces where writing is celebrated and where young writers feel empowered to explore their creativity. And even at a time when we see traditional print media being some of the worst job security out there, we need to be encouraging students to contribute to school newspapers, blogs, or social media channels.  These can give them a platform to showcase their work and build their confidence.  And while there may not be as many jobs in the future for using words to tell stories as there have been in the past, I am not ready to abandon its importance.

The quest for young writers who can craft stories with style and meet deadlines is not an impossible one. It’s a journey that requires patience, encouragement, and a collective effort to ignite a passion for writing in young people – in schools and our community. As we continue to marvel at the stunning photos and videos that capture the essence of our school events, let’s also strive to find and nurture the writers who can bring those moments to life in words. 

Thanks Howard for the prompt this week.

On the topic of generative AI – I am going to start playing around with using AI generated imaged to accompany my posts.  In the past I have largely used stock photos with some personal photos.  The photo at the top of today’s post was generated by me pasting this blog post into Chat GPT 4.0 and asking it to generate some options of images that could accompany the post.  

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