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

December 17, 2024 by cultureofyes

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

December 10, 2024 by cultureofyes

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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Some Thoughts on the Journey to Post-Secondary Sports

December 3, 2024 by cultureofyes

I have sports on my mind this week.  With our district hosting the BC AAA Girls Volleyball Provincial Championships and the start of basketball season across the province, my evenings have been full of seeing talented young athletes lately.

As a superintendent, a lifelong coach, and a passionate advocate for sports, I’ve had the privilege of working with countless students who dream of playing sports at the university level. From basketball courts to swimming pools and soccer fields, and even in our house with our own kids, I’ve seen what works, what doesn’t, and how the journey to post-secondary sports can shape young people’s lives in profound ways.

Let me start by saying this: playing sports at any post-secondary level is an incredible achievement. Whether it’s going to the US for the NCAA, staying in Canada for U Sports or being part of a college program, earning a spot on a university or college team is a testament to hard work, discipline, and passion. It’s something to celebrate, no matter the level.

That said, the path to post-secondary athletics isn’t for everyone—and that’s also okay. For high school athletes, the focus shouldn’t just be on recruitment. Enjoying the camaraderie, the big games, and the countless memories you’ll make in high school sports is just as important. Those moments will stay with you long after you have finished playing and too often I see families think high school sports is just a vehicle to access university sports and not for what it often is – a collection of amazing life memoires. 

Here are some observations and tips I’ve gathered over the years for those who are considering post-secondary sports.

Playing High School Sports Should Be About More Than Recruitment

The joy of playing sports in high school is something you’ll never get back. The friendships you make, the pressure-filled championship games, the fun of road trips with teammates—these are the moments that shape you.

Don’t let the focus on post-secondary recruitment overshadow the experience. Most high school athletes won’t play sports at the next level, but that doesn’t mean the experience wasn’t valuable. High school sports build transferable skills like resilience, teamwork, time management, leadership, and dealing with adversity. 

Celebrate All Levels of Post-Secondary Sports

Too often, the spotlight is on top tier university scholarships, as if they’re the only marker of success. The truth is, playing any sport in university—whether it’s U Sports, NCAA, or a local college—is a remarkable accomplishment.

I’ve seen students thrive in programs that fit their level, whether they’re stars in a smaller league or role players on a larger stage. Success isn’t defined by the level you play at but by the experiences you gain and the lessons you learn.

Do Your Homework on the Team

One of the best steps you can take is researching the programs you’re interested in. Look at the team roster. How many players in your position are graduating? How many spots will realistically be open?

And know how many players are on the roster and how many actually get to compete.  Does the soccer team have 30 players and only dress 16 for games?  Does the cross country team have 20 runners but are only able to take 7 to the championships?  This kind of information can have a major impact on your experience with the sport at university.

Knowing this information can save you time and energy. It also shows coaches you’re serious about their program.

Focus on Academics—They Open Doors

In Canada especially, academic scholarships are often much larger than athletic ones. A strong GPA and solid test scores can make a huge difference in your options.

Academic scholarships not only benefit you—they’re also a major plus for coaches. If you can secure academic funding, it allows them to stretch their limited athletic scholarship dollars to recruit more athletes. This makes you an even more valuable recruit, as you’re helping the team while lightening the financial load.

Coaches value academically strong athletes—they’re less likely to struggle with eligibility requirements and reflect positively on the program. If you’re serious about post-secondary sports, being serious about your academics is non-negotiable.

Be Honest About Your Level

Are you truly a Division 1 athlete, or is your skill set better suited to U Sports or a local college program? Being honest with yourself is critical.  

This isn’t about limiting your dreams—it’s about finding a program where you’ll thrive. A good fit, both athletically and academically, leads to the best post-secondary experience.

Decide: Do You Want to Play or Sit?

This is an important question: Would you rather be a role player on a powerhouse team or a star on a smaller one?

For example, I’ve seen basketball players who chose to join a strong team knowing they’d spend a lot of time on the bench. Others opted for smaller programs where they could be key contributors from day one. Neither choice is wrong—it depends on what you value most.  Know this before going in, if you don’t want to sit on the bench for the first 3 years of your university career maybe that “full ride” isn’t as good as it looks. 

Visit Schools and Meet Coaches

Seeing a campus, talking to the coaches, and meeting current players can tell you more than any recruitment pitch.  

Pay attention to the culture of the team. Talk to people, look closer.  Are players supportive of each other? What’s the coach’s leadership style? These factors can make or break your experience.

You also can dig into the academic programs – and ensure it is not just a sports fit but an academic fit for what you are wanting.

Take the Lead in Your Recruitment Process

Coaches want to hear from you, not your parents. This is your journey, and you need to own it.

Reach out to coaches, send your highlight clips, and follow up. Taking initiative shows maturity and independence—qualities coaches value.

Parents can support their kids by asking good questions, helping them weigh options and being a sounding board for ideas – but too many parents think their child’s university recruitment is theirs – it isn’t.  

Your own high school coach can often be hugely impactful speaking to your character and many high school coaches are well connected with university programs and coaches.

Beware of the Monetization of Dreams

Too many families fall into the trap of spending excessive money on private trainers, showcases, and recruitment services, chasing the dream of a scholarship.

While some investment can be helpful, be wary of promises that sound too good to be true. Recruitment isn’t about spending the most money—it’s about highlighting your talent, being strategic, and finding the right fit for you.

If you need some assistance on anything post-secondary related, including athletic opportunities, a good first stop is with your school counsellor.  

Enjoy the Journey

The recruitment process can be stressful, but it’s also an exciting opportunity to explore your options and think about your future. Take time to reflect on what you want out of your post-secondary experience, both as an athlete and as a student.

And most importantly, don’t forget to enjoy the journey. Whether you end up playing at the next level or not, the lessons, memories, and friendships from high school sports are something to cherish.

 Final Thoughts

Playing sports at the post-secondary level is an incredible achievement and an experience that will shape you for life. Over and over I hear from university student athletes that the team gave them an immediate social network and connections at university.  The process getting there doesn’t have to be overwhelming or consume your high school years. Focus on enjoying the moments, making memories, and being the best version of yourself.

And for all the grade 12 athletes out there right now – enjoy every moment of this year on the field, in the pool, on the court or wherever your sport takes you.

What do you think?  Do you agree with these observations? What else would you add?

The image at the top of this post was created in Chat GPT 4

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Embracing the Trickies

November 26, 2024 by cultureofyes

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

November 12, 2024 by cultureofyes

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

November 4, 2024 by cultureofyes

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.

Posted in Change, SD45, Technology | Tagged , | 4 Comments »

Thinking About The Anxious Generation

October 23, 2024 by cultureofyes

A bit later to the party with reading (actually listening) to Jonathan Haidt’s latest book but I do think there is a lot for us in education.  It is interesting to think of  Haidt’s thesis in the context of the cell phone restrictions in schools that are sweeping North America (including British Columbia this fall).

Reflecting on Jonathan Haidt’s latest work, The Anxious Generation, I can’t help but connect its themes to the stories and experiences I’m encountering in my work as superintendent. Haidt’s exploration of the growing anxiety epidemic among today’s youth speaks deeply to those of us in education, as we’re on the frontlines of witnessing what seems like a  generational shift. For those of us who have been in the system for 20 or 30 years, what we see is telling us something is different with today’s students and their families. I want to unpack some of Haidt’s key ideas and consider what they mean for our schools, our students, and us as educators.  It is also important to note upfront that Haidt’s work has not been universally accepted, and critics have loudly raised concerns (some here) about the research used. In the TED Talks Daily podcast with Elise Hu I recently listened to interviewing Haidt she challenged him as to whether he we conflating correlation for causation when it comes to young people and the impacts of social media.


The Reality of Rising Anxiety

One of the central arguments of The Anxious Generation is that young people today are struggling with unprecedented levels of anxiety, and Haidt attributes much of this to environmental changes—particularly the rise of social media, the erosion of unstructured play, and the hyper-focus on safety and risk aversion. These ideas are not new to those who have followed Haidt’s previous work or the themes that often emerge in our schools.  For a number of years now I have heard some version of the criticism that we are bubble wrapping our kids.  There was a joke that went viral recently (TikTok link here) that you just don’t see kids with casts anymore – which plays on the same theme.

In our schools, we see the consequences firsthand of anxiety: students who are scared to fail, who hesitate to take risks, who struggle with resilience. It’s no longer about just teaching math or science; it’s about teaching coping strategies and emotional literacy. What’s particularly compelling about Haidt’s perspective is the way he links this anxiety to broader societal trends—less time outdoors, overprotective parenting, and of course, the omnipresent influence of social media.

The Social Media Dilemma

Haidt dedicates significant attention to social media and its impact on young minds. This is something we’ve been grappling with in our district for years—how to embrace the positive aspects of technology while safeguarding our students from its pitfalls. I was skeptical about the restrictions on cell phones in schools that went in place this fall, but I have heard first hand from students, it is calming to know nobody has access during class – there is no Fear of Missing Out.   I have also heard from school staff that our students using social media are constantly comparing, curating, and performing, and as a result, they’re often left feeling exhausted and, yes, anxious.

One point Haidt makes is that our role isn’t to demonize social media but to create spaces where young people can better understand and manage it. This resonates deeply with me. As educators and leaders, we need to be proactive about integrating digital literacy into our curriculum—not just how to use technology, but how to navigate the emotional landscape it creates.  I think we have done the right thing over the last 15 years to teach about social media use.  Schools are the best place to build thoughtful digital skills that they can take with them outside of school.

Reclaiming Unstructured Play

Another compelling aspect of Haidt’s book is his emphasis on the importance of unstructured play. He argues that the decline of unsupervised play and exploration has left kids ill-equipped to face challenges independently. When we overly supervise, we signal to our children that the world is inherently dangerous, and this message undermines their confidence.

This makes me think about the balance we try to achieve in our schools—balancing safety and freedom. It’s not about throwing caution to the wind, but about trusting our students enough to take risks, to make mistakes, and to solve problems on their own.  I do take it as a point of pride at how guests to our school district are often so impressed (and surprised) by all the rocks and trees we have for students to play on.  They always ask, “Aren’t you worried of kids getting hurt or you getting sued?” The short answer is no.

Haidt’s call for less structured environments isn’t just about playgrounds; it’s about our classrooms too. It’s about group work, inquiry projects, and letting students take the lead, even when it means they might stumble.  A lot in this that reminds me of the work in British Columbia over the last 20 years.

A Call for Resilience

Ultimately, what stands out to me in The Anxious Generation is a call for resilience—a reminder that we need to create conditions where young people can develop the skills they need to cope with an unpredictable world. It’s a reminder that education isn’t just about academics; it’s about shaping character. It makes me reflect on the initiatives we’ve put in place—self-regulation strategies, peer support systems, and counseling services—and the role of the entire community to support mental well being and resilience and how it should not be left just to schools.

As school leaders, we must also model this resilience. We need to show that while we acknowledge the challenges, we aren’t overwhelmed by them. Haidt’s work challenges us to rethink the environment we are building—not just for our students, but for our entire school community.

Moving Forward

The Anxious Generation offers no quick fixes, and perhaps that’s the most important lesson of all. Addressing youth anxiety is complex, and it requires us all—educators, parents, and community members—to play a role. We need to balance safety with freedom, acknowledge the pressures of social media, and create environments where students feel safe enough to take risks.

It’s a journey. And while Haidt offers a sobering look at the landscape of youth mental health today, he also provides hope—hope that by making thoughtful changes, we can help this generation not just survive, but thrive.

Curious for others who have read it – what do you think? What stood out for you?

The image at the top of this post was created by Chat GPT 4.  After drafting this post I used both Chat GPT  4 and Claude to get feedback and suggestions that I incorporated to improve the readability of the post.

Posted in Health, Sustainability | Tagged , | 6 Comments »

The Art of Staying Relevant

October 17, 2024 by cultureofyes

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.

Posted in Change, Personalized Learning, SD45 | Tagged , , | 3 Comments »

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

October 10, 2024 by cultureofyes

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.  

Posted in Change, SD45, Technology | Tagged , , , , , | 2 Comments »

The Stages of GenAI Adoption in Schools

October 2, 2024 by cultureofyes

How do you get everyone on board? It’s a universal question for so many initiatives. I remember when email was first introduced in schools about 30 years ago—there was skepticism, uncertainty, and hesitation. But just like email, generative AI is here, and the process of getting everyone on board feels familiar.

There’s often a desire for consistent training and understanding, so everyone feels equally equipped and confident in their use of the new tools.

I see generative AI use as a continuum for people.  Think of the continuum like learning to swim: First, you test the water with your toes (personal use), then you float (professional tasks), and finally, you dive in (working with students). Each step builds foundational confidence for the next.  We have been working through these stages as we work with colleagues.

  1. Staff  feel comfortable using it for personal use.

The first way to build comfort in generative AI tools is often in ways not directly connected to their work.  I find helping people use Chat GPT to help plan a trip, or make a recipe is a good opener. Many are nervous to use technology for something as important as work or as public as in the classroom until they feel comfortable with the tools in a more low stakes environment.  I do like some of the fun tools within Magic School (Magic School is the district wide AI tool we support in West Vancouver) like Song Creator or Teacher Jokes – which feel like ways to make AI accessible in an easy way.  For those of my generation this reminds me of how people would push email adoption by creating spaces for “Swap and Shop” or “Pet Talk” on the email platform.

For personal use, start with something fun. I’ve seen teachers use AI to generate jokes for their morning announcements or plan out their next family vacation. The low-stakes environment makes it less intimidating.

2.  Staff explore the benefits for using it for themselves professionally

Once people get comfortable within the tools personally, they can begin to use them to become more efficient professionally.  Some easy ways are creating lesson or unit plans, helping with report card comments or generating worksheets or assignments.  The value of the technology is when people to witness the efficiencies. They can then identify opportunities to reallocate time from previous tasks to focus on areas they find more valuable, such as direct engagement with students.

One teacher I spoke with recently started by using Magic School to help with lesson plans and emails. That saved her hours, and soon she was using it to generate adapted texts, which gave her more time to focus on her students.

3. Staff use the tools with students

Once adults are comfortable using it in their own practice, it is easier to use it with students.  Some of the first ways I am finding people using it with students includes adapting lessons to better allow students to move at different speeds.  Related, they are also using AI to adopt reading passages for different levels.  Teachers are also using it to create assignments that engage students with AI.  Here is a draft of a graphic that some of our staff are beginning to use around AI use with students:

In a classroom, students used generative AI to simulate historical debates, creating a dynamic learning experience that challenged them to think critically and defend their arguments using AI-generated counterpoints.

Beyond assignments and debates, students are using AI to explore different perspectives, co-create projects, and develop independent research skills. By encouraging students to build and use AI independently, we are helping them develop the critical thinking and digital literacy skills they’ll need in the future.

Ultimately, we want to ensure that the AI tools students use are not solely for passive consumption, but rather empower them to create their own AI projects and leverage AI for independent learning, without relying entirely on adult guidance.

One thing that is particularly helpful about generative AI is there is  opportunities for use across grades and subject areas and there are so many entry points whether you are just exploring or are fully integrating generative AI with your students.

The next step is simple: pick one AI tool this week and explore how it can save you time or engage your students in a new way. For me this past week, it has been Google – NotebookLM.  It is an easy (and feels a bit like it is out of a futuristic movie)  way to quickly convert documents into podcasts.  I could see some uses around uploading complicated texts in a class to share with students who may struggle with understanding the text.

Let’s continue the conversation—what are your recent experiences with AI in the classroom?

As per usual I want to be transparent with my AI use in my posts.  For this one I did post a complete draft to Chat GPT and ask for it to identify flaws in my logic.  I used this feedback in making revisions to my writing.

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