K12 Digest – August 2024 – Global Education Trends in 2024
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FEATURING INSIDE
Al Lewis Superintendent of Schools, Weymouth Township School District
Ali H Senior Consultant, Sky Educate
Matt Topliss International School Leader,Experienced Educational Consultant
Stephen Cox Senior Education Leader, Founder and Innovator
Twana Young VP Academic Design –Math, McGraw-Hill
Managing Editor
Sarath Shyam
Consultant Editors
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Emma James
Andrew Scott
Naomi Wilson
Stanly Lui
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Cultivating Global Citizens
As our world becomes increasingly interconnected, international schools are evolving into vibrant hubs where cultures, ideas, and dreams converge. These schools are not just focused on academics; they are nurturing the next generation of global citizens who are culturally aware and socially responsible.
The latest trends in international education highlight a shift towards a more personalized, student-centered approach. Lessons are now tailored to meet individual needs, helping students connect more deeply with the material. Sustainability is also a major focus, with students actively engaging in green initiatives, preparing them to face future environmental challenges.
Social-emotional learning (SEL) is taking center stage, equipping students with essential skills like empathy, resilience, and collaboration. While technology continues to play a significant role in education, there is a growing emphasis on balancing screen time with realworld experiences.
Language learning has expanded to include cultural immersion, allowing students to grasp the context and significance behind the languages they study. Inclusivity is also on the rise, as schools create supportive environments that celebrate diversity. These trends reflect a holistic approach to education, preparing students not only for academic success but for impactful lives in an interconnected world.
In this issue of K12 Digest, we delve into the latest developments in global K12 education. Our cover features Dr. Nicole Bien, Chief Schools Officer at the International Baccalaureate. With a background in strategy, marketing, and product development at Fortune 500 companies, Dr. Bien transitioned into education to advocate for at-risk youth from disadvantaged backgrounds. She has been instrumental in shaping the IB’s global network, focusing on educator development, school authorization, and implementation excellence.
We invite you to discover the transformative stories within these pages, driven by individuals and institutions committed to delivering an exceptional educational experience. Enjoy Reading!
Sarath Shyam
DR NICOLE BIEN
CHIEF SCHOOLS OFFICER, INTERNATIONAL BACCALAUREATE
PROMOTING EDUCATIONAL EQUITY FOR A STRONGER TOMORROW
18
MENTOR’S OPINION
UNLEASHING LEADERSHIP
POTENTIAL: HOW EXECUTIVE COACHING DRIVES
PROFESSIONAL GROWTH
Matt Topliss, International School Leader and Experienced Educational Consultant
ADMIN PERSPECTIVE
CLASH OF THE TITANS: THE EPIC BATTLE BETWEEN AI AND TEACHERS IN EDUCATION’S EVOLUTION
Stephen Cox, Senior Education Leader, Founder and Innovator
CREATING PEOPLE-CENTERED WORK ENVIRONMENTS
Al Lewis, Superintendent of Schools at Weymouth Township School District
ACADEMIC VIEWS
EMPOWERING EDUCATORS, FAMILIES, AND STUDENTS THROUGH MATHEMATICS
FREE AI TOOLS FOR LEARNING AND TEACHING – UPSKILLING YOU
Ali H, Senior Consultant, Sky Educate 38
COVER STORY
DR NICOLE BIEN
CHIEF SCHOOLS OFFICER, INTERNATIONAL BACCALAUREATE
PROMOTING EDUCATIONAL EQUITY FOR A STRONGER TOMORROW
Dr. Nicole Bien is Chief Schools Officer at the International Baccalaureate (IB). She is responsible for delivering services to the global network of IB schools including educator professional development, school authorisation, evaluation, and implementation excellence. Since joining the IB in 2016, Nicole has also served as Global Director of Learning and Teaching. After a career in strategy, marketing and product development at Fortune 500 companies, Dr Bien began her work in the education sector as an advocate for at-risk youth from disadvantaged backgrounds. She holds a PhD and MA in education from the University of Sydney and an MBA from Columbia University Business School.
Recently, in an exclusive interview with K12 Digest, Dr. Bien shared her professional trajectory, insights on the initiatives and programs undertaken by IB to promote lifelong learning and increased access to education, significant career milestone, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Hi Dr. Bien. Please share your personal story. How have you gotten to where you are today?
My journey to the field of education is a circuitous one. Ever since high school, I have always had a passion for achieving equity in education. At university, I tutored students from low SES neighbourhoods. After I graduated, I worked in the corporate world to pay off my student loans. However, I never stopped focusing on economically disadvantaged students including those in juvenile halls. I contributed my strategic and marketing expertise to help start a non-profit called Fresh Lifelines for Youth which provides mentorship, leadership training and community service opportunities to youth to disrupt the pipeline to prison. When my student loans were paid off, I made the career transition into education. I combined my doctorate degree and research experience in education and leadership experience in the corporate world to grow a Regio-Emilia inspired primary school in the San Francisco Bay Area. When my family relocated to Europe, I found the International Baccalaureate (IB). Having lived, studied, and worked in multiple countries, the IB’s global education and mission to create a more peaceful world through intercultural understanding really resonated with me and continue to inspire me in my current role.
What does it mean to be IB’s Chief Schools Officer? What challenges does your role throw at you day-to-day?
As Chief Schools Officer, my job is to look after schools’ journeys with the IB. We support schools in creating the right conditions and engaging environment to develop holistic and life-long
We support schools in creating the right conditions and engaging environment to develop holistic and life-long learners
learners. Additionally, we provide professional learning opportunities to support effective implementation of the IB programmes. Some of the day-to-day challenges include working across multiple time zones, because the IB has schools in over 160 countries, and ensuring that the IB curriculum and resources are accessible in as many languages as possible. Another challenge which is also an opportunity is to ensure that the IB community is well supported with resources and tools to enable their students to thrive by actively sharing research informed practices and creating learning hubs for members
of the communities to come together to share promising practices.
What do you feel are some of the biggest challenges that the educational system is still facing when it comes to effectively educating our youth?
The two most important challenges for students today are the changes brought about by technology and the need to address wellness more strategically. Technology has transformed educational systems for years and the speed and magnitude that adaptive Artificial Intelligence (AI) has
impacted teaching and learning is undeniable. The big question is how to leverage AI’s potential and to understand its limitations as we adapt educational programs and assessment practices to deepen student competencies for an increasingly complex future. An important place to start is supporting students using AI tools ethically and effectively.
The other issue, especially in a post-pandemic world, is student and educator wellness. A large body of research indicates a drop in both student and educator well-being over last few years. We also know through research that student well-being is one of the most effective means for students’ academic outcomes and teacher well-being is a predictor of student well-being. For this reason, the IB has partnered with leading foundations, universities, and educational systems worldwide to develop and share a well-being framework to create a safe and supportive environment for learning and teaching. This framework consolidates a broad overview of factors in four themes: health, people, environment, and skills. Because there is no single solution to effectively address well-being, investing time, money, and resources on a combination of initiatives across these different themes to support well-being will likely also lead to improvements in academic attainment and flourishing.
What initiatives and programs has IB launched to promote lifelong learning and increased access to education across all ages, and how are these efforts impacting communities worldwide?
For students, the Festival of Hope and the Global Youth Action Fund are ways that we promote education beyond the classroom and inspire action. The Festival of Hope brings together diverse voices and experiences to explore what
The two most important challenges for students today are the changes brought about by technology and the need to address wellness more strategically
it will take to inspire and transform humanity and address the complex challenges young people face today.
The Youth Action Fund offers grant money to support social entrepreneurship and the opportunity to develop skills that will support their entrepreneurial journey, demonstrating
how in-class learning can have real and positive impact to their local communities and beyond.
Lifelong learning is also something the IB promotes for educators through professional development. The IB Exchange initiative is an interactive platform for educators to share promising practices in their classrooms, to
connect with and learn from peers, and to build teacher capabilities. Furthermore, localised IB Day events across the world and regional IB Global Conferences bring IB educators and the wider IB community together in person to learn from each other.
IB Educator and Leadership Certificates (IBEC) is another credential available to develop teaching pertaining to inquiry, research, and project-based learning among other topics. It is designed to encourage educators to continue challenging themselves, growing as a professional, and modelling lifelong learning to their students.
We are also proud of our support to teachers from underserved communities to strengthen their teaching qualification and prepare for leadership roles. Since 2018, the IB awards
75 grants annually to teachers around the world to pursue an MA in education from the University of the People. In total, we have supported more than 350 teachers through this programme over the past five years.
Can you please tell us about IB’s Global Youth Action Fund? Why is it important to educate our youth about Sustainable Development?
At the IB, we encourage students to think boldly, inquire bravely, and take action to create a better world. Beyond offering an education focusing on intercultural understanding, we create opportunities for students to be heard and to apply their interests, knowledge, and competencies to turn complex challenges into positivity and hope.
Beyond offering an education focusing on intercultural understanding, we create opportunities for students to be heard and to apply their interests, knowledge, and competencies to turn complex challenges into positivity and hope
The Global Youth Action Grant is an award open to students or student groups ages 12 through 19 in support of projects or ideas they believe will make an impact in their community. Each project must be aimed at supporting one of the 17 UN Sustainable Development Goals. Since the grant’s inception in 2018, the IB has provided over $1.0 million USD to support more than 200 student projects globally focusing on improving education, health, climate challenge, and reducing inequality and hunger. In addition to the grant, student awardees also receive training from our partners such as the United Nation and other experts on social entrepreneurship.
In today’s rapidly changing technologydriven world, how can we strike a balance between preparing students for success while also nurturing their emotional, social, and ethical development?
One way that education systems can prepare students to thrive in an uncertain and increasingly complex future without sacrificing their well-being is to foster a holistic approach to education. An education that does not only focus on knowledge acquisition but also equipping students with skills, competencies, and values has a greater chance of increasing learning engagement and well-being while preparing students for adulthood and flourishing in their life’s endeavours. This type of education requires that we honour student agency to collaborate with teachers to define their learning journey, to inquire authentic issues, to embrace technology, and to think and engage globally and locally. When learning is purposeful, connected, and enjoyable, students have greater
chance to develop cognitively, emotionally, socially, and ethically.
Taking a more balanced approach beyond academic metrics and educating the whole student ensures that they not only excel academically but also become the compassionate leaders of tomorrow. For that reason, the IB stopped disclosing its highest top marks in 2023 to discourage the use of assessment results for comparisons among students, schools or communities. This move demonstrates a renewed prioritisation of students’ holistic wellness.
What is your definition of a great leader and what does leadership look like to you?
A great leader is one who can inspire others to reach their highest potential.
What is your number one tip for managing people?
To be an effective manager, it is most important to be inclusive because diversity brings richness to the organisation and creativity to solutions. Being inclusive means being open to multiple perspectives, respecting different ways of working and knowing, and creating a safe space for these differences to be expressed and heard.
Tell us about an accomplishment of yours that makes you feel very proud.
I am proud of the curriculum design effort that I led to enshrine the concept of student agency prominently into the IB programmes. Acknowledging that students have voice, choice, and ownership in the learning process is key to encouraging lifelong learning. Furthermore, when students have agency in their own learning,
Our engagement with youth has been energizing and we plan to harness their passion and activism by expanding our engagement activities to elevate, connect, and invest in young people’s skill development and collective action towards the sustainable development goals
the relationship between the teacher and student becomes a true partnership, enabling both students and teachers to flourish.
As the Chief Schools Officer, what are your plans for IB in the next 5 years?
With many teachers retiring or leaving the profession, building teacher capacity and capability is a challenge of the education sector. Our hope is to be able to contribute to raising teaching quality broadly by creating a variety of learning experiences to support teachers’ continuous professional development and capability building. We plan to partner with ministries to offer microlearning credentials to teachers to expand their skills in areas such as AI or climate education amongst other emerging topics.
We also believe that AI has the potential to positively transform education. To that end, we plan to pilot with AI learning and teaching assistance in support of deeper student inquiries to build critical thinking skills while creating more capacity for teachers to spend time facilitating student learning.
Our engagement with youth has been energizing and we plan to harness their passion and activism by expanding our engagement activities to elevate, connect, and invest in young people’s skill development and collective action towards the sustainable development goals.
What is one word of advice you can offer to young women who want to reach your level of success?
My advice for young women is to find good mentors.
MENTOR’S MANTRA
Unleashing Leadership Potential: How Executive Coaching Drives Professional Growth
Matt Topliss, International School Leader and Experienced Educational Consultant
In today’s dynamic educational landscape, effective leadership is paramount to the success of schools and the achievement of their missions. While traditional professional development programs offer valuable knowledge and skills, executive coaching stands out as a powerful tool for driving profound, personalised growth in educational leaders and teachers. By focusing on individual needs and goals, executive coaching can unlock a leader’s full potential, fostering significant improvements in performance and overall effectiveness.
Gone are the days when simply providing enhancements and training in curriculum, assessment, behaviour management and other areas of pedagogical provision are enough to stimulate and develop teaching colleagues and therefore drive student outcomes and school improvement. Now is the time to understand, value, and champion teachers and put their progression at the centre of a school’s priorities. Supporting colleagues to understand their areas of strength and development must now be at the heart of a school’s core business
Supporting colleagues to understand their areas of strength and development must now be at the heart of a school’s core business alongside the focused provision of dynamic and personalised continuing professional development and performance management
Matt Topliss is an international school leader and experienced educational consultant with a demonstrated history of sustained success in educational leadership. He has completed an MA in Education and NPQH. Matt has led schools in the UK, Bahrain, Egypt, Morocco, and from August 2024, Japan. He is a Leadership Performance Coach and NPQ Assessor. Matt has contributed to internationally focussed articles in the educational press, spoken at leading educational conferences, is a Fellow of the Chartered College of Teaching, and is an International Subject Matter Expert for the SELIN Club. Matt has completed the Accredited Performance Coach course and is an IBEN Member.
alongside the focused provision of dynamic and personalised continuing professional development and performance management. Executive coaching is prevalent in all areas of society and this should be replicated across all sectors of education.
Executive coaching is a personalised, one-onone developmental process designed to enhance performance, self-awareness, and impact. Unlike traditional professional development that often takes a one-size-fits-all approach, executive coaching is tailored to the unique challenges and goals of each teacher or leader. This individualised attention helps leaders and
teachers navigate complex issues, develop new competencies, and achieve their professional aspirations. The focus on the development of well-being in schools, which has rightly escalated since the Covid pandemic is supported by a closer and more personalised approach to staff development and progression.
A critical component of effective leadership is self-awareness, the ability to recognise and understand one’s own emotions, strengths, and weaknesses. Executive coaching helps colleagues develop this self-awareness by providing a mirror through which they can view their own teaching and their impact on student
progress and learning. This is particularly true when considering the effectiveness of pedagogy in the classroom and interactions with students.
As colleagues become more attuned to their pedagogy, they can understand their strengths and areas for development in their teaching more effectively and build stronger relationships with their students.
Teachers and leaders are often faced with complex decisions that require careful consideration and strategic thinking. Regardless of the seniority of the colleague, encouragement of the ‘bigger picture’ and strategic thinking in schools must be in place to support organisational
cohesion and development. Executive coaching equips teachers and leaders with the tools and frameworks needed to approach decisionmaking with greater clarity and confidence. Coaches challenge leaders and teachers to think critically, consider multiple perspectives, and weigh the potential outcomes of their choices. This enhanced decision-making capability is invaluable in navigating the ever-changing demands of educational leadership.
The ability to adapt to change and bounce back from setbacks is essential for long-term success. This is central to the well-being focus that schools must have in place. Executive
As colleagues become more attuned to their pedagogy, they can understand their strengths and areas for development in their teaching more effectively and build stronger relationships with their students
The value placed on staff well-being, personalised selfevaluation, and development must be balanced with the wider school priorities
coaching fosters resilience by helping teachers and leaders develop coping strategies and a growth mindset. Through reflective practice and guided exploration, colleagues learn to view challenges as opportunities for learning and growth. This resilience not only benefits colleagues themselves but also sets a positive example for modelling to their students.
Executive coaching is a holistic process that addresses both personal and professional development needs. Coaches work with teachers and leaders to set specific, measurable goals that align with their career aspirations and wider school improvement objectives. The ongoing support and accountability provided by a coach ensure that leaders and teachers stay focused and motivated, continually pushing the boundaries of their potential.
The value placed on staff wellbeing, personalised self-evaluation, and development must be balanced with the wider school priorities. A system of self-evaluation, coaching, performance management, and whole-staff consultation is therefore needed to support the broad agenda of development and progression across the school. Executive coaching is an integral part of this wider supportive approach to staff development and supports staff retention and recruitment.
The Performance Development Programme was used in a leading international school to support and develop pedagogy through a coaching and progression model. The following elements were embedded for all staff
teaching and assisting teaching across the 3-18 age range within the school. The key elements of this coaching process, building a strong coach-coachee relationship, creating a safe and supportive environment, using insightful questions and active listening, and providing constructive feedback and accountability are at the heart of this process. Coaches are members of the senior or middle leadership teams who receive bespoke coach training before the programme begins.
The coaching journey begins with a thorough assessment to self-identify the teacher’s strengths, areas for improvement, and overall goals. This is self-assessment and is centred on a review of competency against the teacher or leader standards. Based on these insights, the coach and coachee collaboratively set clear, achievable goals that guide the coaching process. Lesson visits are conducted by the coach only and a strong working relationship is established between the coach and coachee that supports more general well-being.
With goals in place, the coachee creates a tailored coaching plan that addresses the teacher’s specific needs. This plan outlines the lesson visits, book and data scrutinies that will take place and the review sessions that are planned alongside the coaching sessions throughout the school year. The emphasis is on the coachee to drive the process with regular sessions and time for review scheduled alongside the programme of three lesson visits through the school year. Judgements on lessons are not included but a focus is added to support lesson planning, assessment and targeted impact with the class that is being taught. Observations of the coach as a teacher may also take place to support understanding and development.
Coaching sessions are the heart of the executive coaching process. These oneon-one meetings provide a safe space for teachers to explore their progress against the agreed goals, reflect on their experiences, and define what is working and what needs further development. Coaches use powerful questions and active listening to guide leaders and teachers toward their next steps and to celebrate their achievements.
To ensure the effectiveness of the coaching process, progress is measured against the initial goals at three points throughout the academic year. This involves evidencing qualitative and quantitative data. Adjustments to the coaching plan are made as needed to keep the coachee on track and maximise their development. This process then feeds into a PDP portfolio which can inform and support the Performance Management processes in school.
Executive coaching is a transformative process that can significantly enhance the leadership potential of educational professionals. By focusing on individualised growth, fostering self-awareness, and providing ongoing support, executive coaching helps colleagues navigate the complexities of their roles and achieve their highest aspirations. As schools continue to face new challenges and opportunities, investing in executive coaching for teaching staff is a strategic move that can drive meaningful, sustained improvement in educational outcomes.
By embracing the power of executive coaching, educational leaders and teachers can unleash their full potential, creating a positive ripple effect that benefits their teams, students, and entire school communities.
Clash of the Titans: The Epic Battle Between AI and Teachers in Education’s Evolution
Stephen Cox, Senior Education Leader, Founder and Innovator
Stephen Cox is a Senior Education Leader with a passion for innovation and the future of learning. With a background in educational leadership and a keen interest in the intersection of technology and learning, Stephen is dedicated to exploring the transformative potential of AI in education and beyond.
In the grand arena of education, a battle of titanic proportions is underway - a clash between the vulnerable teachers of old and the formidable artificial intelligence (AI) revolution. As the dust settles from the digital upheaval, a new landscape is emerging, reshaped by the relentless march of technological innovation. This has enormous transformative potential but also possesses ethical quandaries. How will leaders navigate this journey of leadership amidst the AI storm?
Unveiling the AI Disruption:
In the near future, as more jobs become automated and done by machines, unemployment will become a major issue. However, an even bigger concern will be the loss of purpose and meaning people derive from their careers. Historically, our work has been at the centre of our identity and self-worth, and the prospect of being replaced by algorithms and robots in tasks we’ve trained for our entire lives could lead to depression and other mental health problems.
From the hallowed halls of academia to the bustling classrooms of tomorrow, AI will emerge as a disruptive force, challenging conventional wisdom and redefining the very essence of learning
From the hallowed halls of academia to the bustling classrooms of tomorrow, AI will emerge as a disruptive force, challenging conventional wisdom and redefining the very essence of learning. The arsenal of AI weaponry is vast and varied, from the cognitive prowess of Robotic Process Automation (RPA) to the immersive wonders of Augmented Reality (AR) and Virtual Reality (VR). As AI infiltrates every facet of education, the stage is set for a revolution unlike any other.
The Rise of Personal AI Companions:
Enter the protagonists of our saga - the indomitable teachers and their digital counterparts, the personal AI companions. These virtual tutors, armed with the latest in Natural Language Processing (NLP) and conversational AI, stand ready to engage, inspire, and enlighten learners of all stripes. From Chat GPT-3 to GPT-23 apps to AIpowered tutors capable of resurrecting historical luminaries, the possibilities are as boundless as the human imagination.
The Battlefield: Modern Classrooms:
But make no mistake - the modern classroom is no mere battleground; it is a crucible of innovation, a cauldron of ideas, where the fate of education hangs in the balance. As AI infiltrates every corner of the curriculum, educational leaders find themselves at a crossroads, tasked with adapting to this brave new world. It’s not just about integrating AI tools into lesson plans; it’s about fostering collaboration, addressing ethical concerns, and ensuring that no student is left behind in the AI-driven educational revolution.
Pedagogical Considerations for AI and Future Learning: Redefining the Role of Educators
As artificial intelligence (AI) continues to evolve, educators are faced with the imperative of redefining traditional pedagogies to meet the demands of the future. Personalized learning platforms, alternative classroom designs, and competency-based approaches are just a few of the considerations shaping the future of education. However, amidst the rise of AI, the role of the teacher remains indispensable. While technology can enhance the learning experience, it is the human touch that truly inspires and motivates students. As such, educators must embrace visionary leadership, innovative teaching practices, and ongoing professional development to navigate the complexities of the digital age.
The Role of Teachers in the Age of AI: Empowering Educators as Architects of Learning
While the rise of AI presents new opportunities and challenges, the role of the teacher remains central to the learning experience. As the architects of the learning journey, educators have a unique opportunity to shape the minds and hearts of future generations. By fostering a culture of creativity, collaboration, and critical thinking, teachers can empower students to become lifelong learners, equipped with the skills and knowledge to thrive in an ever-changing world. In the age of AI, the true measure of a teacher’s success lies not in their ability to deliver content, but in their capacity to inspire curiosity, cultivate empathy, and ignite a passion for learning.
The Ethical Conundrum:
Yet amidst the euphoria of technological progress, a shadow looms large - the spectre of ethical dilemmas and moral quandaries. As AI assumes ever greater control over the educational landscape, questions abound. How do we ensure equitable access to AI-powered resources? How do we mitigate the risks of algorithmic bias and data privacy breaches? How do we safeguard the human touch in an increasingly automated world? These are the questions that will keep educational leaders up at night, grappling with the weighty responsibilities of ethical leadership in the AI era.
Leadership Survival & Evolution:
In the crucible of conflict, true leaders will emerge - visionary, proactive, and unyielding in their commitment to excellence. As the guardians of our educational institutions, they will need to navigate the treacherous waters of change, charting a course toward a brighter tomorrow. It’s not just about survival; it’s about evolution - relearning, recalibrating, and embracing the
transformative power of AI to elevate teaching and learning to new heights.
Conclusion:
As the curtain falls, one truth remains self-evident: the clash of titans between AI and teachers is not a battle to be won or lost but a journey of discovery, innovation, and human potential. By embracing the transformative power of AI with humility, compassion, and foresight, educational leaders can chart a course toward a future where AI and human intelligence coexist in harmonious synergy, enriching the minds and souls of generations yet unborn. I encourage leaders to fully embrace the potential of AI and collaborate and share insights with their peers. Here are some suggested areas to focus on and develop.
1. Visionary Leadership: Forward-thinking
educational leaders recognize the transformative power of AI and technology in education. They envision a future where personalized learning, data-driven insights, and innovative pedagogies enhance educational outcomes.
By fostering a culture of creativity, collaboration, and critical thinking, teachers can empower students to become lifelong learners, equipped with the skills and knowledge to thrive in an ever-changing world
As the curtain falls, one truth remains self-evident: the clash of titans between AI and teachers is not a battle to be won or lost but a journey of discovery, innovation, and human potential
2. Strategic Planning: Leaders need to develop a comprehensive strategy for AI integration, aligning it with educational goals and values. They should allocate resources for AI literacy training, technology infrastructure, and ongoing professional development.
3. Ethical Stewardship: Ethical considerations are central to their approach. Leaders need to establish and enforce strict ethical guidelines to ensure responsible AI use, data privacy, and algorithmic fairness.
4. Collaboration: Educational leaders foster collaboration among educators, technologists, and industry partners. They should encourage experimentation, knowledge sharing, and crossdisciplinary teamwork to drive innovation.
5. Equitable Access: Leaders need to prioritize equitable access to technology and AI tools,
ensuring that all students benefit, regardless of socioeconomic background. They need to actively seek solutions to bridge the digital divide.
6. Data-Informed Decision-Making: AIdriven data analysis will inform leadership decisions. Leaders need to use insights to tailor curriculum, allocate resources efficiently, and provide targeted support to students.
7. Continuous Learning: Educational leaders need to commit to their own continuous learning. They must stay informed about AI advancements, pedagogical best practices, and evolving educational policies.
It is an exciting time to be a leader in education and the future of education has the potential to be bright.
This article was inspired by the book ‘AI 2041: Ten Visions for Our Future’ - Kai-Fu Lee, Chen Qiufan
ACADEMIC VIEWS
Empowering Educators, Families, and Students through Mathematics
Hi Twana. How did you get into the field of educational technology?
I have always loved technology and have found it to be a great tool to support instruction. I started out as a classroom teacher and utilized technology in my classroom. I became a district coach and eventually the curriculum director of Math, Science, and Instructional Technology for a large urban district. During my tenure in this role, I focused on supporting teachers and administrators in leveraging technology as an instructional tool. I left the district to work at MIND Research Institute, a small non-profit edtech company focused on math. MIND gave me the opportunity to learn
more about edtech and create innovative products to support math education. Most recently, I joined McGraw Hill, where I serve as the Vice President of Academic Design for our Math portfolio. In this role, I can continue to contribute to the edtech space. My journey in edtech has been rewarding and exciting. I have had the opportunity to learn a lot and use my skills and understanding as a teacher practitioner, district leader, and math educator to help shape the content being used in classrooms. I love education, especially math education and I firmly believe that everyone deserves the opportunity to know that they are mathematical and capable problem solvers.
I love education, especially math education and I firmly believe that everyone deserves the opportunity to know that they are mathematical and capable problem solvers
Twana Young is a visionary leader deeply committed to empowering educators, families, and students through mathematics. With over 25 years of experience in education, she has been a leader at both the district level and in the education industry. Her extensive expertise encompasses curriculum, professional learning, and assessment development, instructional design, educational leadership, and strategic planning. She is currently the Vice President of Academic Design - Mathematics at McGraw Hill, where she oversees the development of high-quality, engaging, and effective math curriculum and resources for students and teachers across K-12 math education.
Recently, in an exclusive interview with K12 Digest, Twana shared her professional trajectory, insights on the key trends in edtech to watch out for in 2024, significant career milestones, personal role model, her biggest stress reliever, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
What do you love the most about your current role?
I love the people that I get to work with at McGraw Hill. Everyone is passionate about mathematics and providing resources that support, grow, and empower teachers. We work together with our stakeholders to create instructional materials that
build confidence, math understanding, and love of learning in students. We also get to create content that helps support and inform families. Most of my time is spent with the math team, but I can say that everyone that I work with across all disciplines has that same passion to positively impact the field of education.
AI has the potential to help enhance the human connection in education by saving teachers time so they can focus on doing what they do best in supporting learners
I also love the work that we get to do in math education. Having the ability to create tools and resources that can make a meaningful impact on the teaching and learning of math is not something we take lightly. One aspect of my job that drives me is the ability to address the fear and anxiety that many students (and adults) have developed around math by providing experiences that build confidence, curiosity, and understanding. This is especially important to me because so many students (and adults) I have met do not feel capable or confident when it comes to mathematics. Many people have developed this faulty idea that there are “math people” and “nonmath people.” However, all people can learn math even if it takes more time or effort for some. People by nature are mathematical, they do mathematical things even when they don’t realize it. Things like tapping their foot in time to music (fractions), solving puzzles (spatial reasoning), cooking (estimation, measurement), and keeping track of time (addition, subtraction, fractions, estimation). The great thing about my job is I get to help create products that provide learning opportunities for students and support for teachers that help them to understand math as a discipline, a way we relate to the world, and a place of wonder. I am excited about our Reveal Math program because in the heart of that curriculum lies a focus on creating learning experiences that build the understanding that every student is a math person.
What are some of
the roadblocks
to having a great classroom where children and teachers have both technology and creative freedom?
A major barrier to using technology is its innovative use within the existing structure. Many schools remain structured in a traditional way. Often technology is added to that structure which may not provide the opportunity to use it in the best way. I
think a big challenge is how to help support teachers use technology in innovative ways to help visualize difficult concepts, collaborate with peers, crowdsource information and ideas, and meet students where they are and accelerate them to where they need to go. There are teachers using technology in these ways, but it takes time, training, and resources.
Could you please predict the trends of edtech for 2024?
I believe that the use of artificial intelligence (AI) and machine learning will continue to grow. Those tools’ ability to provide personalized learning experiences should continuously be the focus of innovation. AI and machine learning can increase the effectiveness of personalized learning so that it builds on students’ prior knowledge and supports them in deepening their understanding of concepts. These tools can support better learning analytics that will support teachers in providing data-informed instruction.
One thing I hope happens throughout the edtech space is that people take time to understand the needs of schools, educators, and students so that the AI tools being built solve challenges and address issues for which classroom teachers need support. AI has the potential to help enhance the human connection in education by saving teachers
time so they can focus on doing what they do best in supporting learners. To realize that potential, we must think differently, push into new horizons, and ask the right questions to create tools that add value to the field of education.
What has been your most careerdefining moment that you are proud of?
I have had so many amazing opportunities in my career. I have gotten to teach amazing students, work on some incredible teams, build innovative products, engage in research with some great educational thinkers, work on state and national level projects, and share my ideas and the work that I have done in some influential venues. I have also had the opportunity to learn throughout my career from amazing leaders and educators. If I narrow it down to one defining moment, I will have to say that it was during my time in the classroom. I was teaching seventh-grade math. I had students who had experienced failure when it came to math. They had low expectations of themselves and expected me to as well. I held them to a high standard because I knew they could do it, even if they didn’t believe they could. Throughout the year I saw an incredible change in the students. They were confident and did not mind getting the answer wrong because they understood that was part of the process. We discussed, grappled,
We need to create generations of great problem solvers and mathematical thinkers and I would like to play a part (even if it is a small one) in making that happen
tried strategies for solving problems, failed and tried again. They learned that they are the authors of their learning, and that failure did not define them. They learned to persevere and talk through challenging tasks. I also worked with an incredible group of teachers who shared this same philosophy. Together we helped our students understand that they could work hard,
learn, and grow in their understanding. That year ignited my passion for creating space and learning experiences that helped students understand that they could be successful in math regardless of their background and past experiences. As a result, I have spent my career focusing on how to create instructional materials that have learning experiences designed to
support the development of students as capable and confident problem solvers.
Who is the one person you look up to and why?
I look up to my mother. She is the strongest person I know. She has taught me to be strong in who I am, give my all to everything I do, weather every storm I face, and to continuously learn and grow. She is a playwright and author who has touched many lives through her incredible storytelling abilities. She encourages, supports, and challenges me to continue to seek after my goals. We also look a lot alike, so I call her my twin.
What is your favorite non-academic book and why?
Most of what I read are academic books, so it’s challenging to name a non-academic one. If I had to choose, I would select “The Dot” by Peter H. Reynolds. The message in this children’s book is truly inspiring. It tells the story of a young girl named Vashti, who learns to believe in herself, express her creativity, and in the process, inspire others. This resonates with how I like to approach life. There have been times when I’ve stretched myself to do things I didn’t know I could. Often, the push I needed came from someone who helped me see my potential. In the book, Vashti’s teacher saw her potential and encouraged her until Vashti started to see it too. This is something we can and should do for others, and it’s a part of who I strive to be as a leader, educator, and human being.
The theme of the book reminds me of a quote by Thasunda Brown Duckett, President and CEO of TIAA: “You rent your title, but you own your character.” Vashti didn’t initially see herself as an artist, but that didn’t diminish her potential or
character. Once she realized this, her confidence grew. It is my goal to help every student understand and develop their potential in mathematics.
What is your biggest stress reliever?
I love a good old fashioned dance party. I love to sing, even though I do not do it well. However, that does not stop me from grabbing my karaoke microphone (yes, you heard me right I do have a karaoke microphone that plays Motown hits) singing loudly (and badly) and dancing around. I may look silly, but it is a lot of fun. I always feel much lighter, more joyful, energized, and ready to tackle the work ahead after my dance party.
Where do you see yourself in the next 5 years?
I am currently working on my Ph.D. in Education, focusing on Curriculum and Instruction. My goal is to complete my research and successfully defend my dissertation. Additionally, I want to continue to innovate in math education to provide better materials and support for teachers, students, and families. My goal is to create math products that cultivate curiosity, inspire joy, and help students see the beauty of the math around them. Students should feel empowered to share their mathematical ideas, learn from each other, and successfully master math concepts. We need to create generations of great problem solvers and mathematical thinkers and I would like to play a part (even if it is a small one) in making that happen.
Do you have any advice for women working in the edtech space?
Earlier I shared my journey, but what I didn’t say was that I didn’t get to any of these positions by
Understand the assets that you bring and how they can be leveraged to achieve your goals and the goals of your organization
myself. I was blessed to have doors open for me, people advocating, speaking my name in rooms I was not in, and championing not just the work I was doing, but me as a person and as a leader. The three things I think that are important in my story that you didn’t hear are grace, humility, and learning. I am not perfect and have not been in any of these positions I have held. I have been given grace and I have given grace. I try to approach this work and this opportunity to lead with humility understanding that great leaders make great leaders. A leadership platform is a great opportunity to make space and create opportunities for those that will come after you. I know that collectively we are way smarter than any individual could be. I also know that continuous learning is essential to leadership. Not just reading books, but
getting feedback, checking in with people, and using every opportunity to continue to grow myself and others.
Here is my advice: Build a network, get a mentor, and commit to continuous learning. Set goals and identify your strengths and the areas that you need to work on to get you where you want to go. Talk to your leaders, especially your direct supervisor, about your goals and ambitions. Ask for leadership opportunities (not necessarily new titles or promotions) but opportunities that will enable you to grow.
Do not sell yourself short. Understand the assets that you bring and how they can be leveraged to achieve your goals and the goals of your organization. Remain open to learning, willing to change, working toward your goals, and remember to take care of yourself.
Free AI Tools for Learning and Teaching –Upskilling You
Ali H, Senior Consultant, Sky Educate
As technology reshapes the educational landscape, Artificial Intelligence (AI) is at the front of this transformation. From personalised learning to automated grading. As Forbes indicates, understanding AI and its capabilities is becoming a top-needed skill for the present and future workforce. AI tools are revolutionising how educators teach and how students learn. Many of these tools are available for free! Here are some free AI tools to play with and ways to upskill your game.
Google Gemini (gemini.google.com)
I am a Gemini, so let’s start with Google Gemini, which can be used to help create personalised lesson plans, provide efficient student feedback, help grasp concepts and summarise emails. As an educator, you can leverage Gemini to analyse student data and develop personalised content that meets each learner’s
Ali was born and raised in the UK. Ali is based between the UK, Spain, and Qatar. He has served in a number of roles in international schools, such as Head of School, Director of Learning & Teaching (PreK12), PYP/MYP/DP Coordinator, and English teacher. He is passionate about developing schools and others. Currently, he is a consultant for school developmental projects, recruitment, educator training, and business development. Ali mentors students on university programmes and serves as a board member for education and charity missions. He works with the IB in various school support roles and contributes to visiting teams for NEASC and CIS. Ali advocates for diversity, health, and well-being. He makes time to enjoy his love for travel, daily gym exercise, home workouts, MMA, and yoga.
unique needs. This tool can identify student strengths and weaknesses, allowing for a more customised and effective teaching approach.
Microsoft Copilot (copilot.microsoft.com)
Microsoft Copilot is another powerful AI tool, which has somewhat similar capabilities as Google Gemini, that can significantly benefit both teachers and students. It offers creative text formats, generates images, citations of sources, and provides impressive factual accuracy whilst offering integration with Microsoft 365 tools. Both of these useful tools are helpful with developing
ideas, brainstorming, and having informative discussions. Remember, the more specific your prompt or question is, the better AI can understand what you need and provide a relevant response. These tools are great alternatives to the hyped everchanging ChatGPT.
Otter ai – (otter.ai)
Otter.ai is an AI-powered transcription service that can transcribe real-time lectures, meetings, and discussions. This tool is invaluable for educators and students, making reviewing and referencing spoken content easier. By using Otter.ai, you can ensure that
AI tools offer numerous benefits for learning and teaching, however, it’s crucial to consider the ethical implications and ensure that their use aligns with principles of academic integrity and promoting ethical use
important information is captured accurately and is readily accessible for future study and review. I really wish I had something like this during my school and university days when I would struggle with notetaking as someone who suffered from dyslexia. You might also utilise this tool for lengthy school and board meetings. There is a basic free version and paid versions too.
Invideo – (invideo.io)
Invideo.io allows you to create videos just by typing text. Simply explain a concept in writing to use AI to transform your words into a full video with visuals, narration, and music. It’s easy to use and lets you customise the video, making it an excellent tool for engaging lessons. I have used the free version, and it does the job well. There are paid options too.
Ethical Use of AI and Academic Integrity
AI tools offer numerous benefits for learning and teaching, however, it’s crucial to consider the ethical implications and ensure that their use aligns with principles of academic integrity and promoting ethical use.
Remember that AI tools were created by humans. So, expect errors, bias, and misinformation. These tools are still new and constantly being updated and changed.
It is important to check facts and be aware of the bias that can be generated from these tools. We must teach critical thinking to our students to assess AI outputs and actively work to mitigate bias and ensure fair treatment of all students.
Ensure that students and educators understand how AI tools operate, what data they collect, and how they make decisions.
Transparency fosters trust and accountability in the use of AI technologies.
There are a number of AI plagiarism detection tools. Whilst this can be helpful, please be very cautious because many of these detection tools have been proven to be inaccurate and unreliable. There have been reports of AI tools falsely accusing students of cheating and being biased against non-native English speakers.
To help with building academic integrity and encouraging authenticity of work, communication with students and knowing students well through strong relationships is the key. For example, having conversations with students about their work, submission of written drafts or projects. Encourage students to discuss their research process, what they learned, and how they approached the task. Implementing a variety of assessment methods, such as presentations, debates, portfolios, and practical projects, supports critical thinking and makes it more challenging to plagiarise.
Think about designing assessment tasks that prioritise authentic thinking, encourage real-life applications and problem-solving. Rote memorisation and just writing away simply isn’t going to cut it anymore!
Obviously, we must discourage the misuse of AI tools for cheating or plagiarism but, clearly communicate the acceptable uses of AI in coursework and assessments.
Additionally, it is an asset to foster a culture of academic honesty and make your school’s academic integrity policy and its practices understood by the whole school community. This also means teaching students how to use AI to help with their creativity,
analysis, and study, and not as a quick shortcut to real foundations.
I have had the joys and opportunities of visiting and communicating with educators and school leaders from all over the world in my role as a consultant and educator. Visiting schools and delivering professional development in the Americas, Europe, Africa, Middle East, and Asia has given me multiple insights and perspectives. The commonality I have found through conversations is the need to maintain the human touch in learning and teaching.
Staying Up to Date with AI Tools and Developments
The field of AI is rapidly evolving, and staying current with the latest tools and developments is essential, which can provide valuable insights, peer support, and updates on the latest trends and tools. Joining professional networks and communities through LinkedIn, Facebook, and Instagram are some great spaces. Regularly reading newsletters, blogs, and publications dedicated to AI and educational technology like EdSurge, TechCrunch, theneuron.ai, and uncoverai. beehiv.com, often feature articles on emerging AI tools and practices. Attending webinars and conferences also provides opportunities to learn from experts, discover new tools, and network with other educators. For example, the IB Global Conferences and ECIS Leadership Conferences are just some to mention.
Upskilling through Free Courses
That’s right, free! I have hand-picked some free online courses that might spark some interest. Some of these courses are upgradable to a certificate with a small fee. You can Google, bookmark and take your pick.
Generative AI for Educators (grow. Google/ai-for-educators): Generative AI for Educators by Google will help you learn how generative AI tools can save you time on daily tasks, personalise your tracking, and creatively enhance lessons and activities.
AI for education: Resources and learning opportunities by Microsoft (learn. microsoft.com/en-us/training/educatorcenter/topics/ai-for-education): Discover resources and courses on utilising AI for educational purposes with Microsoft.
Artificial Intelligence (AI) Education for Teachers (www.coursera.org/learn/ artificial-intelligence-education-forteachers): Explore AI with human intelligence, understand its evolution since the 1950s. Use creative, critical, and design thinking in AI applications and explore the ethical considerations of AI. Available in 21 languages.
Generative AI in the Classroom with Adobe Express (edex.adobe.com/professionallearning/self-paced-course/generativeai-in-the-classroom-with-adobe-express): In this self-paced course, you’ll discover how new generative AI features by Adobe Express can creatively enhance teaching and learning.
HarvardX: CS50’s Introduction to Artificial Intelligence with Python (www. edx.org/learn/artificial-intelligence/ harvard-university-cs50-s-introductionto-artificial-intelligence-with-python):
A comprehensive course, which covers the fundamentals of AI, machine learning and to equip you with skills using Python.
Creating People-Centered Work Environments
Al Lewis, Superintendent of Schools at Weymouth Township School District
Al Lewis, a lifelong New Jersey resident, has a distinguished career of service to teachers and students. Starting as an elementary teacher, he became Curriculum Supervisor in Gloucester Township Public Schools, creating innovative programs and a Summer STEAM Camp for underprivileged students. A proud alumnus of Rowan University and Walden University, he is currently preparing to defend his dissertation for his Ed.D. Appointed Superintendent of Weymouth Township School District in 2022, he serves all district employees and the taxpayers of Weymouth Township. Lewis also proudly serves as the head coach of the Philadelphia Liberties 14U Women’s Hockey Team.
As the proud Superintendent of Weymouth Township School in New Jersey, I’ve had the privilege of leading our educational community toward a vision that prioritizes people-centered work environments. As a product of Rowan University’s College of Education, my journey has been guided by a commitment to fostering collaboration, supporting mental health, encouraging professional growth, promoting inclusivity, and engaging with our wider
community. With a mission to provide a peoplecentered work environment that puts people first and prioritizes total wellbeing, we’ve undertaken a lot of transformative initiatives and mindset shifts.
Emphasizing Transparency, Collaboration, and
Team Building
One of the first steps I took was to foster a culture of collaboration among our staff. I’ve always believed that a cohesive team is essential for student success. To this end, I reinforced
Open communication is key, and by prioritizing it, I’ve seen our teachers become more comfortable voicing their ideas and concerns, even when they go against the established norms or popular sentiment
the vitality of regular team-building activities and professional development workshops. We have partnered with different professional development providers that offer a plethora of professional development sessions. We also encourage staff to take ownership of their professional growth and seek out individualized sessions that meet their needs.
These initiatives encourage our teachers and staff to work together, gain and share best practices, and support each other. Likewise, I established and continually reinforced an open-door policy with much success. Open communication is key, and by prioritizing it, I’ve seen our teachers become more comfortable voicing their ideas and concerns, even when they go against the established norms or popular sentiment. This leads to a more dynamic and innovative educational setting and empowers all
A school’s success is deeply intertwined with the support of its wider community
staff to share their ideas, not just the most vocal staff members.
Focusing on Mental Health and Well-being
Caring for our mental health is a crucial aspect of our work environment. Through a partnership with Teacher Coach, we have implemented a comprehensive wellness program for staff, including mindfulness sessions, stress management workshops, and access to mental health resources. Once a marking period, their team comes to our school and offers therapy sessions, chair massages, and mental health support. This proactive approach helps create a positive school environment where everyone can thrive both personally and professionally. For students, we adopted new Social Emotional Learning programs that equip our students with social skills and mental health strategies that allow them to navigate their world with greater resiliency. We added a school counselor to our school and have begun outfitting a new counseling space to increase the effectiveness of our counseling services. Partnerships with local mental health resources have added to our mental health offerings, including clinical aid for students and their families.
Recognizing the pressures that come with teaching and the potential for burnout, we have made a long-term commitment to these initiatives. We value our teachers and staff and care for their and their families’ wellbeing. By prioritizing the mental health of our staff, we’ve fostered an environment where educators feel valued and capable of delivering their best to our students.
Investing in Professional Development and Growth
Continuous learning and professional development are pillars of our educational philosophy. I’ve implemented a robust professional development program that offers our teachers opportunities to advance their skills and knowledge. Through workshops, seminars, and conferences, our teachers stay abreast of the latest educational trends and techniques.
Additionally, I introduced a mentorship program where experienced teachers support and guide newer educators. This initiative not only aids in the professional growth of new teachers but also reinforces a culture of mutual respect and support within our school. By investing in our staff’s professional development, we ensure that Weymouth Township School remains at the forefront of educational excellence.
Promoting Inclusivity and Diversity
Inclusivity and diversity are fundamental to our vision for Weymouth Township School. In fact, our mission and vision statement were completely overhauled this year by a districtwide committee. It now includes specific language for inclusivity and diversity, “Our school is a place of inclusivity, accountability, and positive morale for all Hawks.” We’ve worked tirelessly to create an environment where all students and staff feel accepted and appreciated, regardless of their backgrounds. Our school has implemented policies and programs that promote diversity and inclusion. Through membership in the New Jersey Consortium for Excellence through Equity, I’ve spearheaded cultural competency training for our staff, ensuring that educators are equipped
to handle a diverse student body and foster an inclusive classroom environment. We also support various student-led initiatives and clubs that celebrate different cultures and perspectives, providing students with a platform to express themselves and learn from one another.
Engaging the Wider Community
A school’s success is deeply intertwined with the support of its wider community. I’ve made significant efforts to strengthen the relationship between Weymouth Township School, our local officials, and our community. Through regular attendance at community events, including town officials and community members in school events, and an open-door policy, we’ve created a transparent and inclusive dialogue between the school and the community. Prior to my appointment as Superintendent, our school’s Home and School Association had gone defunct during the pandemic. I created and enacted an action plan that resulted in a new HSA being formed, and the results have been dramatic. Seasonal celebrations, fundraisers, and special events for our students and staff have all been realized thanks to the hard work of our new HSA.
Our social media platforms have been leveraged in innovative ways in order to more effectively engage with our parents and community. Maintaining a steady stream of social media engagements that highlight our students and their achievements, give glimpses into our school days, remind parents of important events, as well as engaging posts that allow parents and the community to share their experiences with our school all work together to improve the public’s perception of the school and its operations. For example, on our only snow day of the school year, I posted
a picture of my family playing in the snow and asked our social media followers to post pictures of their snow day fun. Roughly half of our district posted content to our initial post. Leveraging social media, which is how most of our families prefer to consume and share information, has proven to be a powerful tool for bridging the gap between home and school.
These efforts have resulted in increased community involvement in school activities and decision-making processes. Parents and local residents feel more connected to the school, which in turn enhances the support system available to students and staff. This community-centric approach has made Weymouth Township School a hub of local engagement and pride.
Looking Ahead
My tenure at Weymouth Township School has been guided by a dedication to creating people-centered work environments. The initiatives we’ve implemented have not only improved the quality of education but also significantly enhanced the well-being and professional satisfaction of our staff. By prioritizing collaboration, mental health, professional development, inclusivity, and community engagement, we’ve set a high standard for educational leadership.
As we continue to flourish, I firmly believe that the principles of people-centered leadership are crucial for the future of education. Our work at Weymouth Township School is a testament to the profound impact that a dedicated and compassionate leader can have on a school community, paving the way for a brighter, more inclusive, and supportive educational landscape.
