Imagining Education with What We Have in Our Toolbox
The theme for this edition is Imagine. I have to be honest, this is by far my favorite theme we have had in such a long time. I feel that as educators we often imagine what could be when thinking about education. What if we had an endless budget for our schools and classrooms? What if our students were constantly engaged with zero behavioral concerns? What if the community supported every idea and initiative?
I think we would be kidding ourselves if we said that we have never had a what if moment. What ifs exist in all facets of our lives.
My what if when it comes to education asking myself what if we were not a nation divided when it comes to education? Why does education have to be a
ILASCD Leaders
Scott England, President esengland@umes.edu
Belinda Veillon, Past President bveillon@nsd2.com
Amy Warke, President-elect awarke2008@gmail.com
Doug Wood, Treasurer dawlaw1986@gmail.com
Andrew Lobdell, Secretary lobdella@le-win.net
Debbie Poffinbarger, Media Director debkpoff@gmail.com
Ryan Nevius, Executive Director rcneviu@me.com
Bill Dodds, Associate Director dwdodds1@me.com
Task Force Leaders:
Membership & Partnerships
Denise Makowski, Amie Corso Reed
Communications & Publications
Amy MacCrindle, Jacquie Duginske
Advocacy & Influence
Richard Lange, Brenda Mendoza
Program Development
Terry Mootz, Sarah Cacciatore, Dee
Ann Schnautz, Doug Wood
political pawn at all? Why do we have to play roulette with the lives of our future?
I wonder if the what if should become how could.
But the more I ruminate on the what-ifs, the more I begin to feel the negativity emanating from the simple statement. So how can I reframe the what if to imagine education in a positive light?
I wonder if the what if should become how could. How could I provide the ultimate experience for my students with the resources that are made available to me? How could I reduce ill behavior while engaging all students? How could I get the community behind every idea and initiative?
Success takes work. Two nearby communities to me recently proposed a referendum on the ballot to build new schools. One community’s referendum passed with overwhelming support while the other’s bid for community support fell flat in defeat. The difference was in how each district approached the issue within the community.
Saying how could frame the question that allows us to look at reality and work with what we are given. While what if is relying on many factors that are out of our control. In my own scenario, it would be nice to think about what if politics were not a factor, but that is not reality. Instead, asking myself how could I work with all parties to see the value of education is something that I am far more suited for.
Imagining education is healthy for all of us. It is important we remain grounded in reality while working for the future. Doing so will allow us to be successful with what we currently have while building upon that foundation of success for the future.
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Whole Child Tenet #5
Challenged
Each student is challenged academically and prepared for success in college or further study and for employment and participation in a global environment.
1. Each student in our school has access to challenging, comprehensive curriculum in all content areas.
2. Our curriculum and instruction provide opportunities for students to develop criticalthinking and reasoning skills, problem-solving competencies, and technology proficiency.
3. Our school collects and uses qualitative and quantitative data to support student academic and personal growth.
4. Our curriculum, instruction, and assessment demonstrate high expectations for each student.
5. Our school works with families to help all students understand the connection between education and lifelong success.
6. Our curriculum and instruction include evidence-based strategies to prepare students for further education, career, and citizenship.
7. Our extracurricular, cocurricular, and community-based programs provide students with experiences relevant to higher education, career, and citizenship.
8. Our curriculum and instruction develop students’ global awareness and competencies, including understanding of language and culture.
9. Our school monitors and assesses extracurricular, cocurricular, and communitybased experiences to ensure students’ academic and personal growth.
10. Our school provides cross-curricular opportunities for learning with and through technology.
Whole Child
Imagine If… Every Student Had Personalized Learning, Accessible Technologies and Community Partnerships: Supporting and Challenging Each Learner
Education is the cornerstone of opportunity and progress. Yet, for decades, the structure of education has often been one-size-fits-all, leaving many students underchallenged, overlooked, or unsupported. But what if every student experienced a truly personalized learning journey, tailored to their unique needs and strengths? This would require access to technologies and community in supportive and challenging approaches.
The Power of Personalized Learning
Personalized learning is about redefining learning to fit every student where they are. Imagine classrooms in which students' unique development is given top priority, their obstacles are gently addressed, and their talents are honored. This vision depends on involvement. Students who participate actively in their education—that is, who own their learning—show quite different performance. Additionally, engaged students are more likely to achieve after graduation—than only excel in the classroom. Every student may pick things up differently. While some students thrive on group discussions or solitary research, others enjoy hands-on tasks. Customized learning would
Bridgett Henry
let students go at their own speed, therefore promoting that none are unsupported or under-challenged. For example, adaptive software could challenge advanced students with difficult tasks and offer additional aid to those who need support (Simon & Zeng, 2024). Teachers might also make their lessons more relevant and successful by planning activities depending on the interests and strengths of their students.
Making personalized instruction practical and successful calls for technology.
et al., 2021). Real-time data enables teachers to monitor growth and adjust their strategies to match shifting needs (Simon & Zeng, 2024).
The Role of Technology and Teachers
One very effective instrument in enabling individualized learning is technology. By means of customized courses and instantaneous feedback, AI-driven platforms enable students to investigate topics thoroughly while acquiring the fundamentals, therefore enabling them to research subjects profoundly.
By supporting a mindset that welcomes problems, teachers assist their students in taking charge of their education and see challenges as opportunities for improvement (Zhao, 2020).
Digital tools, artificial intelligence, and data analytics can provide educators with insights that help them to better know their students (Poth, 2023). Some places to start in supporting and challenging students also may support the educator. Customized lectures and comments given by AI-driven platforms let students probe topics in-depth while learning basic knowledge (Holmes et al., 2020). Virtual simulations and augmented reality enable visual and experiential learners to turn abstract concepts into physical (Asad
Virtual simulations and augmented reality help to bring abstract ideas to life so that visual and experiential learners may access them (Asad et al., 2021). This is not about replacing teachers with technology. Rather, it is about improving the performance of both students and teachers. By acting as mentors, guides, and facilitators, teachers create close relationships through customized opportunities. They assist in the uncovering of passions, problem-solving, and development. By
supporting a mindset that welcomes problems, teachers assist their students in taking charge of their education and see challenges as opportunities for improvement (Zhao, 2020).
Addressing Equity
Customized learning also offers the means to close achievement gaps and opportunities. Imagine a classroom in which every student, from all backgrounds, has access to the tools required for success. Particularly for students who feel cut off from conventional approaches to instruction, tailored courses and/or activities can spark interest and drive once again (Zhao, 2020). Inclusive strategies promote that everyone has a fair opportunity to flourish by attending to the particular requirements of students with disabilities, language variations, or other diversities (Holmes et al., 2020).
Curricula with an eye toward practical application supports and challenges even more. Students are more likely to remain involved and achieve when they recognize how their education fits their future aspirations. By tying knowledge to practical and worldwide applications, schools can equip their students for problems outside of the classroom.
Overcoming Challenges
Turning the education system or barriers
that educators face based on issues often outside of their control is challenging. Major expenditures in infrastructure, teacher preparation, and technology are required for personalized learning. It also requires a shift in viewpoint from one-size-fits-all to tailored approaches, from standardizing to flexibility. Still, the benefits surpass the difficulties.
Cooperation is absolutely necessary.
Working together, educators, legislators, and communities can make diligent efforts for fair access to the tools and resources required for individualized learning (Simon & Zeng, 2024).
Professional development that prepares teachers to negotiate this new approach would be beneficial. Schools can work to see opportunities that promote systems that provide student-centered approaches as top priority over inflexible standards, therefore encouraging innovation and development rather than solely conformity (Zhao, 2020). Helping students take responsibility for their education is also quite important and falls mostly on teachers. Teachers equip their students to be active participants in their learning paths by supporting and challenging them to establish goals, control time, and make decisions (Holmes et al., 2020).
Imagining a Brighter Future
What if schools developed centers for
Imagine schools where significant involvement in decision-making fosters
civic activities and
responsibility, therefore supporting people as change agents.
encouraging learning environments as communities, responsibility, and active citizenship? Imagine rules and procedures that motivate staff, families, and students to work together in forming decisions that affect their local areas. Imagine schools where significant involvement in decision-making fosters civic activities and responsibility, therefore supporting people as change agents. Beyond the classroom, schools may encourage community partnerships to emphasize sustainability by including ecological projects, renewable energy sources, and recycling programs in their fundamental principles. Though not yet completely realized, these methods reflect the opportunities of what education can accomplish when it adopts a whole vision for the future.
Study ways that your learning organization imagines supporting and challenging learners’ (a) personalized learning, (b) accessible technologies, and (c) community partnerships. Where have you made progress, and where have you yet to imagine the possibility?
References
Asad, M. M., Naz, A., Churi, P., & Tahanzadeh, M. M. (2021). Virtual reality as pedagogical tool to enhance experiential learning: A systematic literature review. Education Research International, 1–17. https:// onlinelibrary.wiley.com/doi/ epdf/10.1155/2021/7061623
Holmes, J., Guy, J., Kievit, R. A., Bryant, A., Mareva, S., Team, N. C., &
Gathercole, S. E. (2020). Cognitive dimensions of learning in children with problems in attention, learning, and memory. Journal of Educational Psychology, 113(7), 1454–1480. https://psycnet.apa.org/ fulltext/2020-85078-001.html
Poth, R. D. (2023, October 20). 7 AI tools that help teachers work more efficiently. Edutopia. https://www. edutopia.org/article/7-ai-toolsthat-help-teachers-work-moreefficiently
Simon, P. D., & Zeng, L. M. (2024). Behind the scenes of adaptive learning: A scoping review of teachers’ perspectives on the use of adaptive learning technologies. Education
Zhao, Y. (2020). COVID-19 as a catalyst for educational change. Prospects, 49(1–2), 29–33. https://link. springer.com/article/10.1007/ s11125-020-09477-y
Dr. Bridgett Henry is a Special Education Teacher and Case Manager at Oro Grande School District and serves as an Adjunct Instructor for the Division of Curriculum, Technology, and Inclusive Education at Concordia University Chicago. Contact: bridgett.henry@cuchicago.edu
Psychological Safety: Reimagining School Environments
Imagine if psychological safety were at the heart of every educational environment. Psychological safety—a sense of trust and mutual respect that allows individuals to take risks, express themselves freely, and feel genuinely valued—is not just a luxury, but a foundational necessity for effective learning. Without it, students remain trapped in environments of fear and uncertainty, unable to engage fully with their education.
As an educator, I have personally witnessed the transformative power of psychological safety. When students feel secure, both emotionally and intellectually, they thrive. Their voices grow stronger, their resilience increases and their ability to engage with challenges becomes a defining characteristic of their educational journey. This article discusses the foundations of, and ideas for, psychological safety, as well as an alignment with the ASCD Whole Child Framework.
Psychological Safety as a Foundation for Growth
To understand the role of psychological safety, we must first acknowledge its impact on both learning and personal development. Psychological safety creates a space where students are not afraid to make mistakes. Research shows that environments fostering this sense of safety encourage greater engagement
Tami Turner
and academic performance. As Hen and Goroshit (2014) illustrate, selfefficacy—an individual’s belief in their ability to succeed—is intertwined with psychological safety. When students feel confident in their environment, their academic performance and engagement improve. A student who knows that their perspective will be respected is more likely to take intellectual risks and participate actively in their education.
Building Psychological Safety in Schools
Creating an environment of psychological safety is no small feat. Research highlights that effective climates are deeply tied to systems that prioritize equity and respect, as Rudasill et al., (2018) note in their Systems View of School Climate
An inclusive school climate values this diversity, embedding social-emotional learning practices like reflective thinking and conflict resolution into daily routines.
I recall a student whose initial hesitation to contribute in group settings mirrored deep-seated fears of judgment. Over time, through consistent encouragement and structured opportunities to share, they blossomed. They learned that their contributions were valued, and this belief transformed their engagement not just in my classroom but across all their interactions in the school environment. This success triggered a positive feedback loop of engagement, persistence, and success at school, which eventually generalized to the wider community outside of school.
framework. A school climate rooted in equity, respect, and support fosters psychological safety. Students thrive in environments where behavioral expectations are not punitive but rather empowering, designed to teach self-regulation and collaboration, rather than designed to punish.
Equity plays a vital role here. Each student brings unique strengths, needs, and perspectives into the classroom. An inclusive school climate values this diversity, embedding social-emotional learning practices like reflective thinking and conflict resolution into daily routines. Educators who model vulnerability— acknowledging their own mistakes and demonstrating growth—can inspire students to embrace challenges and
view setbacks as learning opportunities (Beghetto and McBain, 2022).
Professional development is a critical lever for equipping educators to foster psychological safety. When teachers understand the profound impact of their words, actions, and attitudes, they become catalysts for transformative change. For example, workshops that encourage teachers to reflect on their vulnerabilities can empower them to create environments where students feel safe to express themselves fully. The ripple effect of these changes cannot be overstated; they shape not only individual classrooms but entire school cultures (Kaye et al., 2022).
The sense of belonging they experience can anchor their educational journey and instill confidence to overcome academic and social challenges.
Importantly, collaborative activities in such environments foster not only intellectual growth but also social harmony (Olivier et al., 2019).
Research by Olivier et al. (2019) underscores the importance of these connections, linking positive peer relationships to increased self-efficacy and academic engagement. Importantly, collaborative activities in such environments foster not only intellectual growth but also social harmony (Olivier et al., 2019). When students collaborate in environments of mutual respect and shared purpose, they learn not only from their teachers but also from one another.
The Role of Peers and Social Connection
Psychological safety extends beyond teacher-student interactions. Peer relationships are a cornerstone of a supportive school environment. When students feel a sense of belonging, they are more likely to participate in class and collaborate with their peers. Imagine if a child struggling with anxiety finds solace in a compassionate peer group.
Psychological Safety as a Driver of Resilience
Resilience is one of the most critical outcomes of psychological safety. Studies indicate that students who feel supported are better equipped to recover from setbacks and approach challenges with optimism (Stajkovic et al., 2018). Schools that encourage resilience also see improvements in emotional regulation and holistic
well-being (Hen and Goroshit, 2014).
Resilience-building practices might include real-world applications of learning—such as project-based assignments—that encourage students to collaborate, think critically, and solve problems creatively. By engaging in meaningful work, students develop the confidence to tackle complex issues and adapt to unforeseen obstacles.
Another key strategy involves integrating mindfulness and reflective practices into the school day. These practices help students develop emotional regulation and build inner strength, enabling them to handle stress and challenges more effectively. Schools that prioritize these activities foster not only academic success but also holistic well-being (Kiptiony, 2024).
Reimagining School Climates
Imagine if every school prioritized psychological safety as much as academic achievement. Secure buildings and sound policies would align with nurturing environments where every child feels seen, heard, and valued. With adequate resources, schools have the potential to become spaces that nurture both learning and a strong sense of belonging and growth.
This vision is not just aspirational; it is achievable. It requires schools to adopt a Whole-Child Approach, with an emphasis on integrating academic, emotional, and
social development into their mission. Administrators must champion this vision, ensuring that policies and practices reflect the principles of psychological safety. Teachers must be equipped with tools and training to create inclusive, responsive classrooms. Most importantly, students must be at the center of every decision, their voices guiding the process of change.
In my experience, schools that embrace these principles witness remarkable transformations. Students rise to their potential when they know they are valued and supported. They carry this sense of safety with them, influencing their communities and shaping a more empathetic world. The Whole-Child tenet of safe is not just an ideal; it is an imperative.
The Long-Term Impact of Psychological Safety
The benefits of psychological safety extend far beyond the school years. Research demonstrates that psychologically safe environments produce individuals who excel in collaboration and adaptability (FreemanGreen et al., 2018). These traits enhance professional success and foster societal contributions. Employers value individuals who can adapt to challenges, work effectively in teams, and approach problems creatively—all qualities
nurtured by a psychologically safe school climate. Moreover, these students become leaders who prioritize inclusivity and mutual respect in their workplaces and communities.
Schools can further amplify this impact by involving families and local communities in fostering psychological safety. Parent workshops, community-building events, and consistent communication between home and school create a unified approach to supporting students. When students see these values reflected across their environments, the sense of safety becomes deeply ingrained.
Conclusion
The time to act is now. By embedding psychological safety into the fabric of our schools, we create the conditions for students to thrive academically, socially, and emotionally. Imagine the possibilities if every child felt truly safe, every day. This is not merely a vision; it is a call to action. Take a moment to reflect on how you and your teams are already (a) promoting, (b) implementing, and (c) studying or reviewing practices that support psychological safety. From there, think about one thing that’s working well and how you might make it even stronger, and one area you could boost next year. Starting small, focus on practical steps you can take to build on what’s working and make steady progress.
References
ASCD. The whole child approach to education. (2023, April 13). ASCD. https://www.ascd.org/whole-child
Beghetto, R. A., & McBain, L. (2022). My favorite failure: How setbacks can lead to learning and growth. Rowman & Littlefield.
Freeman-Green, S., Test, D. W., & Holzberg, D. (2018). Participation of students with disabilities in college ready programs. International Journal of Special Education, 33(3), 715–731.
Hen, M., & Goroshit, M. (2014). Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: A comparison between students with and without learning disabilities. Journal of Learning Disabilities, 47(2), 116–124. https:// doi.org/10.1177/0022219412439325
Kaye, A. J., Pejic, V., Moffa, K., Jordan, M., Dennery, K. M., & DeMaso, D. R. (2022). Using professional development workshops to support school professionals' capacities to promote students' social, emotional, and behavioral health. Psychology in the Schools, 59(4), 866-880
Kiptiony, G. J. (2024). Shifting the paradigm: A critical review of educational approaches for fostering learner well-being. Journal of Pedagogy and Curriculum (JPC), 3(1), 1–13. https://doi.org/10.51317/jpc. v3i1.503
Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Student selfefficacy, classroom engagement, and academic achievement: Comparing
three theoretical frameworks. Journal of Youth & Adolescence, 48(2), 326–340. https://doi.org/10.1007/ s10964-018-0952-0
Rudasill, K. M., Snyder, K. E., Levinson, H., & L. Adelson, J. (2018). Systems view of school climate: A theoretical framework for research. Educational Psychology Review, 30(1), 35–60. https://doi.org/10.1007/s10648017-9401-y
Stajkovic, A. D., Bandura, A., Locke, E. A., Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path analysis. Personality and Individual Differences, 120, 238–245. https:// doi.org/10.1016/j.paid.2017.08.014
Tami Turner holds a Ph.D. in Special Education Leadership and works as a Special Education Administrator in the San Francisco Bay Area of California. She has been in education for 15 years and has taught at both the high school and college level, including a current position as a lecturer at San Jose State University. Her research areas include school ecology, students with highincidence disabilities, school reform, and disability labeling. She can be reached at tamiturner01@gmail.com.
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Book Review
Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning
by Jennifer Pollack
by Peter Liljedahl
Imagine a classroom where student engagement, collaboration, and thinking are robustly obvious, contagious, and productive. A classroom like that doesn’t happen by accident. It is carefully curated by the classroom teacher and supported by the school leadership. The teacher must skillfully combine learning standards, student needs, and best practices to grow a classroom culture where students put down their phones and have fun learning. In his book Building Thinking Classrooms in
Mathematics: 14 Teaching Practices for Enhancing Learning, Peter Liljedahl presents the results of 15 years of extensive, hands-on research conducted in classrooms with hundreds of teachers and thousands of students, offering best practices to foster student thinking.
Don’t let the words “In Mathematics” turn you off from reading this book. While many of the examples in the book involve classroom math tasks, they can easily be substituted with other subject tasks. Liljedahl challenges educators to examine
Click the cover to view on Amazon.
Review
the true amount of student thinking happening in a classroom. This is a topic that all educators can reflect on. He asks the reader to discern if students are thinking or “studenting,” a term used to describe the things students do on a daily basis in addition to learning. This includes socializing, navigating school structures, and building relationships with teachers and peers, as well as more educationally concerning behaviors that can be mistaken for thinking like mimicking, faking, and stalling.
Book Format
integration into PLC work or as a resource for a book study.
Liljedahl’s book challenges conventional norms and inspires the reader to immediately try these strategies in the classroom. Each chapter of the book is dedicated to one of the 14 researchbased strategies that impact student thinking in the classroom. In the last chapter, Liljedahl provides the “Building Thinking Classrooms Framework” which organizes the 14 strategies into four toolkits for classroom implementation.
Toolkits
Each chapter of the book follows a helpful format that first identifies “The Issue” that exists in current educational practice. The issue is followed by “The Problem” that current practices pose to student thinking which then leads to offering a pathway “Toward a Thinking Classroom.” Each chapter ends with a list of FAQ’s and questions to think about, but the most helpful element in the book is the visual chapter summaries. The summary comes in the form of a graphic organizer and outlines the macro and micro moves teachers can use to implement the chapter's strategy. The book is designed for seamless
...the most helpful element in the book is the visual chapter summaries.
There are 3 practices to implement simultaneously; give thinking tasks, frequently form visibly random groups, and use vertical surfaces (whiteboard, etc.) for students to work. The vertical workspaces allow students to easily compare and share ideas as well as allow the teacher to easily assess and provide feedback. Random grouping breaks the social norms of established groups and encourages more engagement and student interaction while building a larger sense of community. The thinking Book Review (cont.)
The first toolkit is intended to create a disruptive shock to the classroom norms.
tasks are just what they sound like, they are rich tasks that allow for initial access along with paths for deeper exploration.
are then prepared to write “meaningful notes” that connect the important information gathered through the learning process.
The final toolkit addresses how student learning can be assessed and reported
There are many systemic and structural challenges present in the final toolkit.
The second toolkit addresses teaching moves. This toolkit strings together a series of redesigned teacher initiatives that change the dynamics of the classroom from teacher-centered to student-centered. These changes include a restructuring of the classroom furniture to “defront” the room. Once the physical landscape of the classroom has changed the focus shifts to how to answer student questions, when to give thinking tasks, where to gather students as they stand for verbal instructions, and how to allow for the mobilization of knowledge where students can interact with other groups or view work on vertical spaces to help them get “unstuck.”
The third toolkit is based on the idea of flow in the classroom. This approach requires the teacher to design differentiated extensions for group engagement based on readiness. The teacher then leads a “consolidation” session by synthesizing information from the initial access point to the final extension point with the class. Students
in a thinking classroom. There are many systemic and structural challenges present in the final toolkit. Collecting evidence of learning is expanded beyond traditional tests and can be found through group interactions and discussions. Traditional grading scales are replaced with marks for meeting standards. These changes are complex and implementing the final toolkit involves collaboration with teachers and administrators, as well as clear communication with families.
Implementation
The moral of implementing the strategies from this book is to avoid doing too little—there needs to be a level of perceived radical change to alter student behavior from “studenting” to thinking; and avoiding doing too much— students cannot adapt to 14 changes at once. Instead, educators should go for the Goldilocks approach outlined in the
four toolkits. And even better than a Goldilocks approach would be to create a Goldilocks team approach.
From our own experience in my district, we gathered our math and science department chair, instructional coaches, and district administrators for a book study which soon resulted in district-wide professional development with teachers on the first toolbox. Our Goldilocks team approach to building thinking classrooms is now visible down nearly every hallway in every school in our district. Imagine what your classroom, school, and district could become if you started this journey too.
Dr. Jennifer Pollack began her career as a high school math teacher and has since held various leadership roles, including Instructional Coach, Curriculum Director for Mathematics, Associate Principal, and Principal at Shepard High School in Palos Heights. She currently serves as the Executive Director of STEAM at CHSD 218 in Oak Lawn and was recently named the Assistant Superintendent of Curriculum and Instruction at CHSD 218 for the 202526 school year. Dr. Pollack is a passionate educator dedicated to supporting staff and student growth while creating opportunities for success.
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Imagining a Strong Behavioral Health Team That Supports Holistic Student Growth
“Good morning! It’s another bright Friday morning!” Our School Counselor Marisa starts our weekly Behavioral Health Team (BHT). “Tell us about a positive student interaction you had this week.” We each shared a story.
“Since Covid, 8th grader Nei has been extremely withdrawn, almost intentionally silent. But I saw her again today helping the 1st graders with their lunch bins. She talked with them and helped to carry the bins. She is so much more relaxed and confident in herself this year,” Principal Erin offered.
School Counselor Marisa shared: “During a classroom lesson this week, a 3rd grader new to our school this year participated so much and had great conversations with her classmates on the rug. This was a stark contrast to the beginning of the year, where she understandably felt unsure of herself and was shy to meet new people.”
“A 7th-grade student has been struggling with social anxiety and has had difficulty participating in class and socializing with their classmates, noted Social Worker Natalie A. “Over the past few months, they have been sitting with friends at lunch. This last week, they were seen smiling and participating in a group activity in science and even agreed to attend the school dance next week!”
Erin Roche
Marisa Mathews
This weekly practice—centered on students and focused on positive growth—sets the tone for our Behavioral Health Team, which supports students in need of behavioral and mental health interventions through the lens of a MultiTiered System of Supports (MtSS).
BHTs were developed for Chicago Public Schools in partnership with the Center for Childhood Resilience at Lurie’s Children’s Hospital, and each school decides how this team will best meet
• Academic Interventionist and Restorative Practices Coordinator Priscilla
• Assistant Principal Melisa
• Case Manager Pam
• Principal Erin
With School Counselor Marisa steering the team, we quickly dive into new students whom teachers referred to the BHT this past week. She designed the agenda to mirror
Professional Development (PD) throughout the school year lays a strong foundation and builds ongoing teacher and staff connections to the BHT.
the needs of its students. This team can (and should!) include a variety of school staff members who can maintain needed confidentiality, as we often discuss our students most in need of care, and who keep students at the center of their work.
Our team:
• School Counselor Marisa
• Social worker Natalie A
• Outside therapist from Lutheran Social Services of Illinois Rachel
• School Counselor intern Natalie T
the BHT’s purpose: collaborative support of students in and out of the classroom and based on data to guide decisions. Just like teachers and teams look at reading or math data on students to inform their instructional plans, the BHT collects pre/post data on behavioral and mental health interventions to guide the next steps.
Comprehensive, ongoing professional development about the BHT’s work Professional Development (PD) throughout the school year lays a strong foundation and builds ongoing teacher
and staff connections to the BHT. In week zero PD (aka, BOY or Beginning-of-theYear PD), Counselor Marisa shared last year’s data with teachers.
BOY Data
This begins with the number of students referred, the number of pre/post assessments completed by teachers, and trends in the SEL, behavioral, and mental health referral data including hyperactivity, conduct problems, peer conflicts, emotional regulation, executive functioning skill deficits, grief, anxiety, and more.
There is then a breakdown of the interventions put in place for referrals, such as SEL Small Groups, Check-in/ Check-Out, scheduled breaks, behavior charts, or referrals to LLSI Therapist Rachel or to outside therapy.
It is also important to note where we are starting this school year:
• How many students are still in progress?
• How many completed their interventions successfully and exited?
• How many students did the BHT elevate to a higher tier or refer to special education?
Lastly, there are several data sets of last year’s BHT referrals by grade, gender,
and race, so we can see trends and make adjustments to ensure equitable support.
Upon analyzing our BHT data and practices, we share with teachers that our next steps to improve our BHT support to students include:
• Giving time to teacher teams, called Grade Level Meetings (GLTs), to refer students to the BHT
• Tightening the timeline between the interventions and teacher follow-up
• Following up on individual students at weekly BHT meetings to ensure their interventions are implemented and data is collected
This BOY data helps us as a school community to imagine a cohesive system of support for our students across academic, behavioral, and mental health supports.
As the school year begins, our GLTs begin to meet weekly to discuss curriculum, assessments, student data, and instructional practices. We build in dedicated time monthly, and sometimes more often, for GLTs to discuss struggling students or students of concern and to refer them to the BHT. School Counselor Marisa and her intern Natalie T join each GLT monthly to check in on individual student referrals, review data and interventions, and brainstorm the next steps.
The weekly agenda
The agenda structures our discussion to focus on current and new student referrals, which any staff member can submit via a Google form, and includes notes that link to the data or plans, next steps, and the person responsible for the next steps. It’s all in one Google doc (which gets very long by May!) so we can refer back to effective supports or learn from past interventions.
and physical well-being inevitably set a powerful foundation for academic growth. A well-run Behavioral Health Team (BHT) coordinates holistic student support across the many facets of student growth. A cross-section of school roles—School Counselor, Social Worker, Principal, Assistant Principal, MtSS Coordinator, county-funded Therapist,
A cross-section of school roles... ...weaves a tight safety net under students to help them bounce back...
The team also utilizes an “at-a-glance” BHT Referral Tracker that guides our data collection and analysis. A section allows for other agenda items to be discussed, such as students who have not been formally referred but who may need consultation. Lastly, the team can list any concern not yet on the agenda. This fosters trust in the team, so we can air worries about, for example, a group of fourth graders who hadn’t improved behaviors happening at recess despite multiple Tier 1 interventions.
Tying it together
Schools that comprehensively support student learning across social, emotional,
and Special Education Case Manager— weaves a tight safety net under students to help them bounce back by tracking student improvement results and weekly meeting dynamics and structures.
In imagining a high-functioning BHT that would provide teachers and staff with concrete next steps to improve student well-being, we have to build a system to cultivate student safety, develop a sense of community belongingness, and prime all students for accelerated academic growth.
Resource
Behavioral Health Team Collaborative Case Studies
Strong Behavioral Health Team (cont.)
Marisa Mathews is the School Counselor at Prescott School in the Chicago Public Schools and the 2024 Illinois School Counselor of the Year. She led Prescott School to become a 2023 RAMP school: Recognized ASCA Model Program with the American School Counselor Association (ASCA). Her daughter attends Prescott School. Marisa can be reached at mrmathews1@cps.edu.
Dr. Erin Roche is the longtime principal of Prescott School. He also serves as the Chair of the Board of Trustees of the Illinois Mathematics and Science Academy and a school administrator representative to the Illinois Balanced Accountability Metrics Committee. He is a National Board Certified Teacher and can be reached at eroche@cps.edu.
MORE INFORMATION
Guardrails and Guidelines: Imagining Successful AI Integration in Illinois Schools
Seventy-five years ago, computer scientist Alan Turing wondered what if machines could think? Today computers are learning from and working for us all the time. Netflix recommends shows that match our viewing history, fitness apps monitor our physical health, and Alexa and Siri serve as virtual assistants. Artificial intelligence (AI) has become normalized because of its efficiency and convenience and ask any teacher: it is already shifting the way students learn.
Given the widespread use of AI in schools, it’s fitting that Teach Plus, a nationwide non-profit teacher
Maria Solis
Lindsay Johnson
Taylor Winfield
Joe Brewer Tyler Hunt
advocacy organization, investigated the opportunities and challenges it has presented for educators. Since 2007, Teach Plus has been empowering and equipping teacher leaders to impact education policy at local, state, and national levels. Fellows pen op-eds, lead professional development, conduct research, and author reports and policy statements all in pursuit of leading systems-level change to produce equitable outcomes for students and teachers.
In 2024, after surveying over 200 Illinois educators, Teach Plus and the Illinois Digital Educators Alliance (IDEA) coauthored a new report titled Rules and Tools for AI-Powered Learning: Why Educators Can’t Afford to Wait on AI Policies. With eyeopening new data, they are calling on the Illinois State Board of Education and the General Assembly to act with urgency this spring to create AI guardrails and supports for teachers.
that AI can be somewhat or very helpful to their classroom instruction, and 33% shared that they have already tried “developing differentiated or individualized content for students” (Teach Plus, 2024). Teachers are finding they can streamline time-consuming tasks like generating rubrics, developing comprehension questions, and writing professional emails. By offloading administrative tasks to AI, teachers can dedicate more time to the work they love most: strengthening their curriculum, implementing more personalized learning experiences, and building stronger relationships with students.
Good things are happening in this age of AI exploration
92% of the educators surveyed believe
In Chicago, when high school ESL teacher Maria Solis found that four of her freshmen were reading at a firstgrade level in their native language, she turned to artificial intelligence to help make learning more accessible for her students. Using text levelers available through Khanmigo and MagicSchool to modify class readings to match their skills, this group of students could now access the same learning activities as the rest of the class without losing out on important key details. Modifying the text
Modifying the text size and language allowed the students to actively contribute to class discussions and develop all of the skills they needed to grow their native language skills while building strong foundations in the English language as well.
size and language allowed the students to actively contribute to class discussions and develop all of the skills they needed to grow their native language skills while building strong foundations in the English language as well.
Downstate in rural Beardstown, high school teacher Joey Brewer used AI to transform student engagement and bridge educational inequities. While reading Spoon River Anthology, a collection of poems by local literary hero Edgar Lee Masters, Brewer’s students found the 100-year-old language distant and inaccessible even though it was written just a few miles from their school. Daniel, one candid student, admitted, "Mr. Brewer, I can’t understand this—I wish he spoke my language." This sparked an idea for Brewer, and his students used AI to modernize the poems into modern slang—a line about unfulfilled dreams became, “I had big plans, but life ghosted me.” Suddenly, the poetry resonated. They even 'interviewed' a chatbot version of the author with questions like, 'Do you think people in Spoon River were afraid
to leave their small town?' The project culminated in a field trip to Oak Hill Cemetery to see the graves of the real people Masters wrote his poems about, where the work took on new meaning, connecting students to their local history in a powerful way. AI didn’t replace learning—it enriched it.
While some classrooms are thriving with artificial intelligence, others are forming bad habits. Not every educator has shown confidence in or competence with these new digital tools. Perhaps it's a lack of exposure and education: nearly two years after the public debut of ChatGPT, 46% of survey respondents still had not participated in any professional learning on AI in an education setting, and 48% of educators indicated that their districts offered no AI training or professional development they were aware of (Teach Plus, 2024). As one respondent pointed out, “Schools are behind. Students utilize AI often, and we have nothing in place. It is a bit like the Wild West right now” (Teach Plus, 2024).
A related survey of over 200 administrators statewide conducted by the Illinois Principals Association and the Illinois Association of School Administrators also showed an alarming lack of preparedness. Only 24.2% of surveyed school leaders agreed or strongly agreed that they possess a good understanding of how AI can be used in education, and a mere 9.1% had a clear approach in place for identifying and piloting AI tools (Fatheree, 2024). Without state-level policies, district-wide plans, or confident school leaders, Illinois educators are left navigating uncharted territory, making critical decisions about AI without guidance, training, or guardrails.
(Teach Plus, 2024). They’re right: in a survey of over one thousand high school students by the Center for Democracy and Technology, 58% said that they had used generative AI, but only 23% used it for school assignments (Prothero, 2023). Another educator,
The reality is that teachers are behind their students when it comes to AI technology, and without training and policy guidance teachers are left to wrestle with complex policy questions on their own when these issues pop up in their classrooms.
however, pointed out that without guidance, students might not use AI wisely: “Students are already using it so we need to act quickly to mitigate the bad habits they are already creating” (Teach Plus, 2024). The reality is that teachers are behind their students when it comes to AI technology, and without training and policy guidance teachers are left to wrestle with complex policy questions on their own when these issues pop up in their classrooms.
Here’s an ugly truth: students don’t wait to weigh the pros and cons of new technology; they jump right in One survey respondent said they didn’t teach students to use AI tools because ”They are tech-savvy enough and will figure out how to use AI on their own”
It’s time to call for some order in this “Wild West” digital landscape
The Illinois State Board of Education has an opportunity to fill a huge need. Only 24.7% of surveyed school administrators reported having an AI professional
development plan for their staff in place (Fatheree, 2024). Even less, 11.4%, believe they are currently effectively, appropriately, and safely supporting students with artificial intelligence (Fatheree, 2024). With its unique combination of institutional authority and educational expertise, ISBE should develop minimum criteria for the AI tools used in school districts and highquality resources teachers can use for themselves and their students.
What if ISBE brought together educators across the state in design-thinking workshops around concrete problems of practice? Let’s convene chemistry, biology, and agricultural educators to figure out how rural students in schools with limited resources can develop worldclass skills in scientific inquiry by using AI tools to explore complex biochemical reactions and then applying their learning to design a system of commercially available fertilizers to optimize crop yields in the local soils. As teachers explore the possibilities, they’ll invent newer and deeper questions to explore.
Let’s imagine a future where artificial intelligence is responsibly integrated into our education system ISBE and the General Assembly need to act with urgency, in partnership with educators and administrators from our diverse communities across the state,
to create inclusive, flexible policies that educate and empower both teachers and students. As policies are made and updated, educators must be at the table to ensure that decisions are practical, effective, and rooted in the realities of education today. A short feedback loop between practitioners and policymakers will enable the state to address challenges and seize opportunities in real-time, ensuring that schools aren’t regressing as AI technology advances. Together, we can shape an education system where artificial intelligence helps individualize instruction, alleviates the heavy burden on educators, addresses equity gaps, and allows students to prosper intellectually and creatively in ways we’ve only just begun to imagine.
References
Fatheree, Joseph, “Illinois AI Benchmarking Survey Results” https://drive.google.com/file/d/1Ucq2uFgvpIiqi-VAxwHKPwRqsMva5j4 Accessed December 10, 2024.
Prothero, Arianna, “How Students Use AI vs. How Teachers Think They Use It, in Charts” Education Week. September 29, 2023. https://www.edweek.org/ technology/how-students-use-
ai-vs-how-teachers-think-theyuse-it-in-charts/2023/09 Accessed December 10, 2024.
Teach Plus and The Illinois Digital Educators Alliance, Rules and Tools for AI-Powered Learning: Why Educators Can't Afford to Wait on AI Policies Teach Plus. November 21, 2024.https://Teach Plus.org/ wp-content/uploads/2024/11/ Teach-Plus-IL_Rules-and-Tools.pdf Accessed December 10, 2024.
Illinois Report Card. (2023). Beardstown Jr/Sr High School Report Card. Retrieved from https://www. illinoisreportcard.com/school
from The University of Kansas, an MA in Teaching from National-Louis University, and an MEd in Technology in Education at National-Louis University.
Joe Brewer is a 2024-2025 Teach Plus Policy Fellow and Teacher Dean at Beardstown Middle/High School in Beardstown, Illinois.
Tyler Hunt served as a Teach Plus Policy Fellow and Senior Fellow from 2022 to 2024 while teaching fifth grade at Georgetown Elementary in Aurora. She is currently on sabbatical studying Learning Design, Innovation, and Technology at the Harvard Graduate School of Education (M.Ed. '25).
Lead Author Lindsay Johnson is a 20242025 Illinois Teach Plus Policy Fellow and 6th-8th grade Art teacher at Roosevelt Middle School in River Forest, Illinois. Johnson began her teaching career at the elementary level, led schools for a decade as a Technology Integration Specialist, and returned to the classroom. She has participated in multiple fellowships with Fund for Teachers Fellow, NEA Foundation, and Qatar Foundation International. Johnson also currently serves on the Teacher Advisory Council for the Museum of Contemporary Art in Chicago. She earned her BFA in Visual Communication
Maria Solis is a 2024-2025 Teach Plus Policy Fellow and English as a second language teacher and English Department Chair at Benito Juarez Community Academy in Chicago, Illinois.
Taylor Winfield is a 2024-2025 Illinois Policy Fellow and an 8th-grade ELA teacher at Great Lakes Academy Charter School in Chicago, Illinois.the process of acquiring a degree in Elementary Education.
Amy Jackson
What if Mastering Math Turned the Page to Reading Rewards?
Imagine if solving math problems could translate to the joy of receiving a brand-new book. Think of the students as they celebrate their individual successes with their families. Hear the pride in their voices as they share their accomplishments with the other students. What if we could create a program to bring these visions to life? What if we could master our math skills while encouraging students to read? At Greenville Elementary School, we took those what-ifs and turned them into our reality.
Opening the Cover to Our Story
Our K-5 school had recently adopted a new math curriculum. We were long overdue for something new, and we wanted to provide the same commitment and attention to our math as we had been giving to our reading instruction. While we were excited to implement our new program, we knew that some students were not currently performing at grade-level standards. Learning from our approach to teaching reading, we know that students’ performance skills improve when we use a screener to determine what specific skills need further instruction and practice. We wanted to use that same approach to improve our students’ math skills.
Our New Program: Linking Student Math Success to Literacy Rewards
Data from using a screener would assist our teachers with providing differentiated instruction, ultimately helping the students close a learning gap. The
the connection between the two is more profound than we might realize. Our district had just completed a book study about Building Thinking Classrooms in Mathematics (Liljedahl 2021). We discussed the importance of
Growth is celebrated within the classrooms as students receive a book token from their teacher upon achieving the goal.
underlying question was, “How would we motivate our students to practice and feel pride in their learning?” There had to be a creative way to accomplish this.
With the new Illinois Comprehensive Literacy Plan (2024) recently being released, literacy has been at the forefront of our educational minds. It occurred to us we could use math as an incentive to reach our literacy goals, and literacy to reward our math goals!
The initiative is simple, yet impactful— students who demonstrate personal math growth are rewarded with a new book. The program recognizes that motivation is a key driver of student success. We hope to inspire our students to push themselves academically while deepening their independent interest in reading.
Why Link Math and Reading?
At first glance, math and reading might seem like unlikely partners. However,
critical thinking, problem-solving, active engagement, and reasoning. These things could just as easily be described as what skilled readers do. Additionally, math success often relies heavily on strong literacy skills. Word problems require students to comprehend and analyze text. We decided that linking these two subjects could build student confidence and pride in both areas.
How the Program Works
The program works on a quarterly basis, giving students multiple opportunities throughout the school year to earn their reward. We track the students’ individual progress, based upon benchmarks that are tailored to each student. Growth is celebrated within the classrooms as students receive a book token from their teacher upon achieving the goal.
Students bring their token to the office where they get to browse through
the book towers, two tall turning bookshelves. Books have been carefully selected based on student and teacher input. A variety of genres, reading levels, and topics are available so each student can find something that interests them. Students walk away with a sense of achievement and a book they are excited to read!
Early Results and Impact
Although the program is in its early stages, the results are promising. Students are engaged and enthusiastic about reaching their math goals. Teachers are seeing more math growth earlier in the school year. Families have shared with us that their students are eager to work on their individual math practice. All the while, the program is creating a culture of reading. We are seeing students excited about choosing their own book to keep and working towards earning their next one.
Addressing Equity
Because the program is based on each student’s individualized benchmark, every student has the opportunity to learn and show growth. By providing books as rewards, we ensure that every student has access to high-quality reading materials and a wide variety of books to choose from. We are proud of our teachers and their commitment to closing the achievement gap. This program
provides students and teachers with opportunities for celebration, boosting math achievement, building confidence, and fostering a love of reading.
Spreading the Word
Our community has been extremely supportive in promoting reading while mastering math. Our local academic foundation provided initial funds to purchase our book towers and a variety of books. High school students who formerly attended our elementary school built our towers, knowing their younger siblings and relatives would take delight in the new project. Local organizations such as churches and community clubs have donated funds to help us purchase new books. Our school parent club sponsored a read-a-thon, and a local business hosted a family reading night to share several great read-aloud books.
Conclusion
It’s fair to say that big things can come from imagining. Greenville Elementary School had a “what if” moment and put it into action. We are happy to see our students engaged in their learning and showing ownership of their successes. We are proud of our teachers and how hard they have worked to close the learning gap. We hope we are onto something special by linking our math and literacy goals. As the Illinois
Comprehensive Literacy Plan reminds us, literacy is essential in all aspects of students’ lives. We hope our imaginations will support our students in writing their own success stories - one math problem and one book at a time.
References
Liljedahl, Peter, Building Thinking Classrooms 2021
Amy Jackson is tan experienced educator with 23 years of service in Illinois schools. She has held diverse roles throughout her career, including junior high and elementary classroom teacher, reading specialist, and administrator. Currently, Amy serves as the Curriculum Director for Bond County Unit 2 and Assistant Principal at Greenville Elementary School. She is deeply committed to helping all children develop strong reading skills, promoting best instructional practices, and fostering school spirit. Mastering Math (cont.)
Illinois Comprehensive Literacy Plan https://www.isbe.net/Documents/ IL-Comp-Literacy-Plan-2024.pdf
IL ASCD Area Representatives
Our “Area Reps” are a link to and from the various regions of our state. IL ASCD follows the same areas established by the Regional Offices of Education.
Our Area Reps are led by a members of our IL ASCD Board of Directors, Denise Makowski.
AREA 1: (Green)
Denise Makowski
Chicago
618.203.3993
dmkowski224@gmail.com
Amie Corso Reid
O'Fallon School District
618.203.3993
amie.corso@gmail.com
Current Area Reps
AREA 2: (Dark Blue)
AREA 3: (Yellow)
AREA 4: (Pink)
AREA 5: (Light Blue)
AREA 6: (Gold)
April Jordan
Jennifer Winters
Stacy Stewart
Jen Pollack
Chad Dougherty
Heather Bowman
Vacant
Mica Ike
Vacant
Contact information for them can be found HERE.
The roles of the IL ASCD Area Representatives are:
• Encouraging IL ASCD membership to educators in their local areas;
• Assisting with professional development;
• Attend board meetings and the annual leadership retreat, when possible;
• Disseminating information from IL ASCD board meetings or other sanctioned IL ASCD activities to local school districts or other regional members
• Being a two-way communication vehicle between the local IL ASCD members regarding IL ASCD or any educational issues.
• Keeping IL ASCD Board of Directors apprised of pertinent information regarding personnel issues (e.g., job vacancies, job promotions) and district program awards/recognition within the local area.
• Communicating regularly with IL ASCD Executive Director and the Co-Leaders of the Membership and Partnerships Focus Area.
Christina Ordonez
What If AI Transforms Education: Township High School District 211 Leads the Way
What if education could be reimagined? What if we had tools that could reach every student, meeting their needs in ways we never thought possible? What if technology could lift the burden off educators and leaders, allowing them to focus on what matters most—their students?
For Township High School District 211 in Palatine IL, home to 12,488 students, these questions aren’t just possibilities. They are the driving force behind our work. We aren’t waiting for the future to arrive—we are building it. As the first K-12 district to partner with OpenAI, we are exploring how Artificial Intelligence (AI) can transform education. We imagine a future, just four years from now, where every student in District 211 feels confident, comfortable, and competitive in their ability to use AI. This matters because, in the next three years, major companies around the world plan to expand their use of AI. If our students are to thrive, they need to use AI effectively, efficiently, and ethically.
A Vision That Begins with “What If”
The journey began with a bold question: What if we could make learning more accessible, equitable, and inspiring for all
students? This wasn’t a distant dream. It was a challenge we were ready to tackle.
We imagined what classrooms could look like if teachers had the tools to save time, spark creativity, and focus on their students. We imagined students who could use AI to overcome barriers, build confidence, and unlock opportunities they never thought possible. We imagined leaders with access to datadriven insights that would transform schools and create real change.
And so, District 211 stepped forward.
Why ChatGPT? A Strategic Choice
Choosing OpenAI's ChatGPT as our AI tool was intentional. Instead of having our educators and students look at many different tools, some of which are not always respectful of students' privacy or work. OpenAI serves as the foundation for so many other AI platforms, so anything many of them can do, OpenAI can do as well. Just as importantly, OpenAI stood out because of its commitment to safety and privacy. After careful research and comparison, we found OpenAI to be a company that prioritizes responsible AI use and student safety, aligning with our values and goals.
We began by trying to connect with OpenAI in October of 2023, just as they were beginning to release an Enterprise
version. After making a personal connection on LinkedIn, we were able to begin a conversation about the role of high schools in partnership with OpenAI. Finally, in October of 2024, with the support of our School Board and Superintendent, Dr. Lisa Small, and through the relentless work of our Assistant Superintendent for Curriculum and Instruction, Josh Schumacher, and our Technology Department Chairs, District 211 became the first non-higher education school district ever to be a ChatGPT Edu partner—a partnership that leads to greater collaboration and data security for our educators, and therefore, for our students. This makes ChatGPT not just a powerful tool, but a safer one for our students to learn and explore.
High school is the perfect place for this learning to happen. Many AI platforms prohibit use for students under 13, and once students reach college or enter the workforce, the stakes are much higher. Misusing AI in those settings can have serious repercussions. This is why District 211 is taking the lead: to teach our students how and when to use AI responsibly.
By equipping our students with the skills to interact with ChatGPT effectively, we are preparing them for a smooth transition into any AI tools that may emerge in the future. If our students
master the art of prompting—a skill we emphasize through our D211 C-GP-T technique (Context, Goal, Persona, Task)—they will be ready to navigate and lead in an AI-driven world, no matter how technology evolves. Our teachers are not only guiding students in using the tool efficiently, ethically, and effectively— they are ensuring students understand its value as a thought partner and not just as a shortcut.
ChatGPT for help, starting small: asking for ideas and feedback under their teacher's guidance. Slowly, the words came together, and they felt confident in their work. Beyond that, they can replicate that process outside of the classroom, knowing
This isn’t about simply translating words; it’s about building bridges of understanding that allow students to see themselves in their learning, while also embracing new knowledge with confidence and clarity.
how to take ownership of their ideas and their own work, but using AI as a tool to refine and finesse.
Imagine AI Transforming Our Districts
AI has become a part of our daily routines—and the impact is already clear.
Imagine Students Finding Their Voices
What if every student felt seen, supported, and capable? With 12,488 students, we know that no two learners are the same. AI is helping us meet them where they are. It isn’t about AI replacing learning—it’s about giving students the tools to learn on their own terms.
Take the students who struggled with writing assignments. They turned to
Now imagine a multilingual learner who constantly faces the challenge of creating context and building schema for the work they receive in class. With ChatGPT, they have more than just a sophisticated translation tool—they have a personalized guide. They can interact with ChatGPT in their home language, asking questions, exploring ideas, and uncovering connections between their cultural background and the content they are learning. This isn’t about simply translating words; it’s about building bridges of understanding that allow students to see themselves in their learning, while also embracing new knowledge with confidence and clarity.
Imagine Educators Amplifying Their Impact
What if educators (both in and out of the classroom) could spend less time on repetitive tasks and more time connecting with students? In District 211, that’s becoming a reality.
Teachers are using AI to brainstorm lesson ideas, create differentiated assignments, and simplify tasks like crafting emails or reports. One teacher found that ChatGPT
showing students how to use AI but also *when* to use it and in what ways. They are modeling and guiding students to use AI as a tool for critical thinking, creativity, and problem-solving—not as a shortcut, but as a thought partner.
Imagine Leaders Turning Data into Action
What if leaders had the tools to identify problems and solve them faster? With ChatGPT, school and district leaders can
One teacher found that ChatGPT became a valuable brainstorming partner, helping to uncover creative, hands-on approaches to support her students, who thrived best through experiential learning.
became a valuable brainstorming partner, helping to uncover creative, hands-on approaches to support her students, who thrived best through experiential learning. By using AI to generate fresh ideas and interactive projects, the teacher was able to design meaningful experiences that brought concepts to life—allowing students to engage, explore, and connect with the material in ways that made sense to them.
The more educators use AI, the more comfortable they become—and that comfort spreads. Teachers are not just
analyze data more quickly and in new ways that lead to real change.
What if AI could uncover patterns that human eyes might miss? With its ability to analyze both qualitative and quantitative data quickly and effectively, ChatGPT could help school leaders identify the underlying causes— whether it’s attendance challenges, engagement struggles, or other barriers. Equipped with those insights, leaders can implement targeted interventions, from offering personalized support to adjusting resources and creating an
environment where students feel seen, supported, and encouraged to show up. These aren’t just abstract possibilities— they are the stories of what happens when we use AI as a tool to foster connection, engagement, and success.
But the work doesn’t stop there. Across District 211, all staff—from HR to Special Education, from the Business Office to the Maintenance Department—are learning how to harness the power of AI. Whether it is being proactive about analyzing staffing needs, making datadriven decisions about budgets and resources, or finding ways to more fully understand the feedback from our many community focus groups, AI and ChatGPT aren’t just transforming classrooms—it’s transforming how every corner of our district operates.
Imagine AI as a Thought Partner
What if AI could help us become better communicators? Across District 211, administrators are using AI as a thought partner to prepare for crucial conversations—with staff, with parents, and with students. By practicing responses and exploring ways to address challenging topics, leaders can enter those conversations feeling more confident, thoughtful, and prepared. And this is just one example of the many ways D211 staff have learned to use ChatGPT.
District 211 is committed to ensuring that all staff—from the superintendent to library support staff—are trained to harness the power of AI through professional learning that is consistent across all eight buildings and with every role.
To support this work, we developed an AI Skills Matrix that provides a clear, progressive path for all educators to deepen their understanding and application of ChatGPT. This matrix ensures that every staff member— regardless of their starting point— can move toward more meaningful and impactful use of AI as a tool for teaching, learning, and leadership. Designed to align with the Danielson Framework, ISTE Standards, and UNESCO AI Framework, the Skills Matrix connects AI integration to established best practices, ensuring that its use is both intentional and transformative.
Whether at the Professional Learning Team (PLT), department, school, or district level, ChatGPT is woven into the fabric of every training this year. We’ve incorporated it into New Educator programs, tied it into our English Learner training, and found its impact within MTSS initiatives. By integrating AI into every layer of professional development, we ensure that every staff member understands how to use ChatGPT as a thought partner, a creative
tool, and a means of making data-driven decisions that serve students and the district more effectively.
Facing Challenges with Imagination
Of course, change brings questions: How do we protect student privacy? How do we ensure creativity thrives? How do we teach students to use AI responsibly?
District 211 has embraced these challenges as opportunities to lead. We
empowering tool that upholds privacy, integrity, and creativity. These principals have been presented and approved by the D211 Board of Education, and we believe that it is important for every classroom and every educator to develop a deep understanding of them. We've revised our student syllabuses and student handbook to include the use of AI. We opened space for conversations about critical thinking,
Whether in large district-wide workshops or at the school level, staff and students receive clear, actionable instruction on AI safety, ethics, and responsible usage.
firmly believe in the importance of the human in the loop and stress it with every interaction. We created clear, practical guidelines for staff and students to use AI safely and ethically. These guidelines are communicated consistently across the district through targeted training sessions, comprehensive documents, and ongoing meetings. Whether in large district-wide workshops or at the school level, staff and students receive clear, actionable instruction on AI safety, ethics, and responsible usage. By ensuring every stakeholder—from staff to students— understands these principles, we create a shared foundation for using AI as an
validation, the importance of each person's intellectual work, and the responsible use of technology.
All these efforts ensure that ChatGPT remains a tool for empowerment—not a replacement for creativity, effort, or connection. It’s not about shortcuts. It’s about showing students and educators what’s possible when we imagine a different way forward.
Imagining What Comes Next
What if every student graduated with the skills to use AI as a tool for success? In District 211, that’s the future we are building.
We imagine classrooms where learning is more personalized than ever. We imagine students who don’t just use AI but shape it—innovators who understand how these tools work and how to use them responsibly. And we imagine educators who feel empowered to keep growing, leading, and exploring.
We know the next few years will bring even greater advances in AI across industries. Our students deserve to graduate ready to meet those opportunities head-on—confident, capable, and competitive.
Final Thoughts: A Shared Vision for the Future
The future of education doesn’t just happen. It’s something we build together by asking, What if?
• What if we could use AI to reimagine learning?
• What if we could prepare students for a world we can’t yet fully see?
• What if schools became spaces of possibility, curiosity, and transformation?
With 12,488 students counting on us, District 211 has chosen to imagine that future. We invite others to join us, to collaborate with us, and to learn alongside us. Imagine what’s possible— and then help us build it, together.
Christina Ordonez has worked at Hoffman Estates High School since 2002, starting as an English Teacher and Reading Specialist and moving in 2011 to the role of Technology and Media Department Chair where she has been a key member of the AI implementation team, assessment, instructional practices, and curriculum teams. In addition to her primary positions, she is also a theatre director and auditorium manager. As a New Educator Coordinator and a lead of the Teaching and Learning Team, Christina enjoys mentoring and supporting her colleagues in their continued learning and development. She holds Masters Degrees in Curriculum and Instruction, Reading Specialization, and Educational Leadership. She finds her passion in facilitating professional growth for all educators and removing barriers to educational opportunities for both students and staff. You can connect with her at cordonez@d211.org.
Linda L. Hopper
Why Hasn’t Coaching
Reached the Classroom Yet?
Have you ever wondered why personal coaching hasn’t made it into the classroom? After all, it seems to have become mainstream in our culture. You can hire a coach for just about anything—wellness, high performance, finances, relationships, sales, leadership, or careers. Why, then hasn’t it become more widespread in K-12 education? Almost two decades ago, a series of happenstances led me to leave my professional coaching practice and enter the classroom as a teacher. Over my fourteen years teaching middle school and high school, I had the opportunity to coach students in various situations, but my goal was always to develop a model that any teacher could use to coach students in the classroom with a minimal amount of time. In this article, I share why coaching is needed and some of the compelling and positive research on youth coaching. I also share the model of coaching I used in my classroom, weaving in positive psychology and social and emotional learning.
What is Coaching?
The largest association of coaches, the International Coaching Federation (ICF) defines coaching as “partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential.” In his book, Coaching for Performance, John Whitmore writes,
Click the cover to view Hopper's book on Amazon.
“Coaching is about unlocking a person’s potential so they can maximize it to obtain more success in accomplishing their goals” (Whitmore, 1997).
Coaching is a collaborative process of learning for both the coach and coachee. It is a process of self-discovery and selfawareness that leads to better decisionmaking. Coaches develop listening and questioning skills and maintain a nonjudgmental mindset. They see through the eyes of potential, noting and pointing out the strengths they observe in their clients. Teachers make ideal coaches because after spending several hours a week with students, they know them exceptionally well. Many teachers are already coaches and many of the same skills we rely on as teachers can be utilized in coaching students as well. The coaching mindset differs from a teaching mindset in that as coaches, we are not the experts, only the student is. Personal growth and development is each individual’s responsibility. We can only be experts on ourselves and this explains the collaborative relationship of teacher/ coach and student as both self-reflect and learn in the process.
Youth Coaching
While there is an ample amount of research on executive, leadership, and life coaching, the research on youth coaching outside of sports is relatively scarce. Many
of the studies on youth coaching stem from Great Britain and Australia.
A 2016 study by Aylin Dulagil, Suzy Green, and Madonna Ahern involved a life-coaching program for high school girls ages fifteen and sixteen in Australia. Students participated in ten coaching sessions over two terms (twenty weeks). Coaching topics included setting goals, mindfulness, and helpful self-talk. At the end of twenty weeks, participants showed a significant increase in wellbeing, hope, and cognitive hardiness and a significant decrease in depression, anxiety, and stress (Dulagil, et.al, 2016).
In a study by Michelle Pritchard and Christian van Nieuwerburgh, female atrisk students participated in a six-week coaching program and kept a reflective journal. At the end of the program, the students felt in better control of their emotions and reactions and reported fewer incidents of bad behavior. They also reported having more insight, which helped them see things from a different mindset. Some students came to the realization that everyone was on their own journey—and there was no need for comparison (Pritchard & van Nieuwerburgh, 2016).
A 2006 pilot study of twelfth-year students evaluated the differences between students who participated in
life coaching and those who did not. The participating students were coached over a six-month period with sessions tailored to their goals and extracurricular commitments. Prior to the coaching, students saw themselves as less capable of managing relationships and academic effort and less able to solve
increasing self-awareness. It has the power to change a school culture.
Why is Now a Good Time to Introduce Coaching into the Classroom?
Our youth are suffering. According to a report by the National Institute of Health, suicidal behavior among high school
Clearly, there is compelling evidence that coaching can yield positive results that transfer to academic improvements.
life’s problems than students who had not entered coaching. They also scored low on self-esteem. The overall results indicated that the coached students rated themselves as improving in their ability to manage relationships and academic effort, and the non-coached students reported more issues with managing effort (Campbell & Gardner, 2005).
Clearly, there is compelling evidence that coaching can yield positive results that transfer to academic improvements. Imagine a school where a number of teachers are coaching students in handling stress, managing emotions, and identifying and developing their strengths. Students and teachers/ coaches alike would begin to pay more attention to their well-being, making better decisions for themselves through
students increased by 40 percent from 2009 to 2019. Over the same decade, feelings of sadness or hopelessness for this age group increased from 26 percent to 37 percent. Mental health challenges were the leading cause of death and disability for teens. Between 2007 and 2018, suicide rates among people ages ten to twenty-four increased by 57 percent. The report goes on to say that the COVID-19 pandemic exacerbated these issues (National HealthCare Quality and Disparities Report, 2023).
Michelle Pritchard and Christian van Nieuwerburgh posit that positive education is based on “five foundations of well-being: social/emotional competency, positive emotions and relationships, strength-identification, and a sense of meaning and purpose.
Educational psychologists have advocated for a stronger focus on prevention and promotion for wellbeing.” They go on to state that because adolescence is a pivotal stage in development and carries huge implications for how students go on to live their lives, schools need to extend beyond just academics. They argue that the one-size-fits-all approach to education creates disengaged students with feelings of low self-efficacy (Pritchard & van Nieuwerburgh, 2016).
Is it time to expand our definition of education? Is there more we can do to prepare students for an increasingly fastpaced world that comes with daunting challenges? Can we reconnect to our
but the effectiveness increases when paired with coaching. Through openended questions, the teacher/coach encourages deeper self-reflection increasing self-awareness and forming habits of reflection that serve for a lifetime. Because coaching is a collaborative relationship and not hierarchical, as teachers/coaches we are routinely self-reflecting on our own personal growth and development. Some of the areas I coached students in were areas of optimism, memorizing, meditation, gratitude, brain development, emotional intelligence, handling stress, affirmations, and visualization.
In a 2011 study, researchers in evidencebased coaching argued that the
Teaching SEL is effective, but the effectiveness increases when paired with coaching.
deeper purpose of positively impacting students’ lives? I believe the answer to those questions is a resounding Yes and implementing coaching in the classroom is one way to do it.
Coaching is an empowering delivery system for SEL and Positive Psychology
Coaching is a good fit with positive psychology (the study of human flourishing) and social and emotional learning (SEL). Teaching SEL is effective,
development of explicit links between positive psychology, evidence-based coaching, and youth work has the very real potential to enhance youth services, further develop well-being, resilience, hope, and flourishing in young people, and potentially prevent the increasing rates of mental illness in the community (Leach, et.al., 2011).
Coaching with an Empowerment Model
The model of coaching I developed for
the classroom was an empowerment model based on personal growth and development. Students often feel they don’t have a lot of control over their lives. Personal growth and development allow for student sovereignty, in that every individual must be responsible for their own well-being. No one else can determine our purpose or what brings us joy, no one else can decide how we utilize our strengths, or what our goals and aspirations are. If we want to live life as the full expression of our authenticity and potential, we can’t rely on someone else to get us there. Coaching students to accept responsibility for their own well-being allows students to choose from a variety of tools and strategies that enhance well-being and ultimately better decision-making. In coaching for personal development, we help students gain optimism, resiliency, and a healthy sense of self-worth.
Coaching does not require a lot of time, just a shift in focus—from teaching
that forward personal growth and success. Due to time constraints and logistics, most classroom coaching is group coaching. While there will be opportunities for small group coaching or individual coaching, it is not feasible on a routine basis.
As a teacher/coach you design Lesson Bites (mini-lessons) that respond to the personal development needs of your students, much like your lesson plans are tailored to their academic needs. Coaching is like a dance, you mix up the steps and add your own flair. Bring all of your innate wisdom, professionalism, experience, and heart to coaching and you can’t go wrong.
The Coaching Mindset
While I am responsible for outcomes with teaching my subject content, I let go of any outcomes in coaching, recognizing the student is on their own path of personal development.
only content to expanding a student’s ability to become more self-aware and introducing strategies and tools
In my role as a teacher, I am the expert on my subject matter and the cognitive processes of learning. My role is to move students’ learning through the curriculum, adhering to benchmarks and standards along the way. Students are evaluated through projects and testing, receiving grades that determine their
standing. As a teacher/coach, my goal is to expand possibilities for my students. I guide, and facilitate, but the choice to participate in the coaching is always up to the student. While I am responsible for outcomes with teaching my subject content, I let go of any outcomes in coaching, recognizing the student is on their own path of personal development. I offered low points for activities related to coaching which served as the equivalent to extra credit. Participating in the coaching could bump a student up to a higher grade, but students were never penalized for not participating.
Because coaching is all about selfdiscovery, maintaining a nonjudgmental demeanor and attitude is imperative in the coaching relationship. As teachers, we ask questions leading to a correct response or thinking process, as coaches we ask questions that are open-ended, designed for student self-awareness and self-discovery, without any preconceived ideas or anticipated answers. We allow students to be where they feel they need to be in their own personal development.
Lesson Bites on Emotional Intelligence (EI)
I generally worked with a weekly theme, based on the needs of the students. I started the school year with a focus on emotional intelligence (EI) and I will use this as an example of how I coached using
social and emotional learning. Because the start of the school year is like a pot bubbling on a stove with students shifting from different schools and different classes to many registering late for the school year, many teachers wait for the pot to cool before jumping too far into the curriculum. Introducing EI to my students at the beginning of the school year gave me more time to devote to it.
Throughout the school year, I referred to EI often and it’s flexible enough to reinforce many subjects that are taught such as literature, science, and history. My opinion is we are not adequately preparing students for the future unless we are coaching them for emotional intelligence. Understanding and managing emotions is an important skill and necessary to achieve success in life.
Lesson Bite #1. Reading emotions.
I started out having a class discussion on emotions and why it was important to identify them and manage them.
I introduced students to Daniel Goleman’s model of Emotional Intelligence. The following day I showed a PowerPoint or online pictures of people displaying varying emotions, discussing with students how some emotions are hard to read with some people, how people often express differing emotions in similar situations, and how emotions give us clues into how we and other people are thinking and feeling. I then
asked students to pay attention to their own emotions over the week (I had them set reminders on their phones and I would remind them again in class). At the end of the week, they reflected on emotions in general and what they learned about their emotions and other people’s. I encouraged students to start a journal of sorts, where they collected their reflections for the year.
Lesson Bite #2
This lesson bite reinforces EI and can be done at any time during the school year. I would weave this into my lesson plans. While teaching stories or showing videos in Spanish or Business classes, I would draw attention to any emotions being expressed. We discussed how the emotions displayed determined the outcomes of the interactions and how managing our emotions differently might look in similar situations. I asked students to reflect on a similar situation (to the story or video) in their own life. What emotions did they feel? How did they deal with the emotion(s)? What strategy could they employ to help them manage emotions? (Cultivating the observer, walking in nature, talking it out with a trusted friend, meditation, etc.)
Coaching in the classroom does not require a huge investment of time, it only requires a shift in focus and mindset along with a willingness to
allow students to find their own path to success. Through coaching, we are gifting our students with strategies, skills, perspectives, and self-discoveries that enhance their overall well-being and their ability to make the decisions that are right for them. The wisdom, creativity, inspiration, care, and knowledge of the teacher/coach is needed now more than ever before. I there a better time to bring coaching into the classroom?
References
Campbell, M., & Gardner, S. (2005). A Pilot Study to Assess the Effects of Life Coaching with Year-12 Students, Evidence-Based Coaching Handbook, eds. Michael Cavanagh, Anthony M. Grant, and Travis Kemp, Bowen Hills, Australia: Australian Academic Press, 182–3.
Dulagil, A., Green, S., & Ahern, M. (2016). Evidence-based Coaching to Enhance Senior Students’ Wellbeing and Academic Striving, International Journal of Wellbeing, 6(3), 131–149. https://doi:10.5502/ijw.v6i3.426.
Leach, C., Green, L., & Grant, A. (2011). Flourishing Youth Provision, International Journal of Evidence-Based Coaching and Mentoring, 9(1), 45.
National Healthcare Quality and Disparities Report 2022. “Child and Adolescent Mental Health” accessed November 28, 2023. https:// www.ncbi.nlm.nih.gov/books/ NBK587174/
Pritchard, M. & van Nieuwerburgh, C., (2016). The Perceptual Changes in Life Experience of At-Risk Adolescent Girls Following an Integrated Coaching and Positive Psychology Intervention Group Programme, International Coaching Psychology Review, 11(1), 60.
Whitmore, J., (1997). Coaching for Performance, London: Nicholas Brealey Publishing, 8.
Coaching (cont.) MORE INFORMATION
Linda L. Hopper, PhD, is a former business coach, trainer, consultant, and teacher. She is the author of Coaching in the Classroom: A Guide for Empowering Students and Teachers, Balboa Press (2024) and currently provides coaching and workshops to help teachers implement coaching in the classroom. Email: linda@ lindahopperphd.com.
Evan Glazer
Imagine If Alumni Shaped the Education of Our Students
Education systems often develop missions and outcomes that reflect essential skills needed for students to make a difference in the world around them. That’s certainly true at the Illinois Mathematics and Science Academy (IMSA), where our mission is to ignite and nurture creative, ethical, and scientific minds that advance the human condition. Advancing the human condition is a big proposition, and we closely monitor the colleges our alumni attend, the careers they pursue, their leadership pursuits, their innovations, and how they contribute to economic development and social welfare.
Alumni are often underutilized in supporting the mission and goals of the institution. Alumni engagement often involves welcoming them back to reconnect with former teachers and coaches during homecoming events or bringing old friends together through class reunions. While these activities have merit, there is hesitancy to engage alumni beyond these efforts due to factors such as their distance from campus, lack of formal training as educators, and varying levels of commitment to service. However, alumni often have a sense of pride in their alma mater and may have tighter connections with their high school friends than those from college.
Tami Armstrong
Tamara Newquist
The benefits of alumni engagement with schools far outweigh the potential hurdles. If colleges can engage alumni effectively, high schools would benefit just as well. At IMSA, we have seen that alumni are often willing to give back in ways that nurture the academic growth of students as well as support the welfare of the institution. They can empathize with the student experience and can instill a sense of hope because they once were in the shoes of those students. Their generosity stems from gratitude for the life-changing opportunities they received and a desire to ensure future generations have access to those same experiences. In this article, we share several examples of practices that have worked at IMSA, along with ideas that would extend alumni engagement even further.
original research and public sharing of results. Working with a professional scientist who also happens to be an IMSA graduate is even more powerful. We maintain a database of alumni and their careers and purposefully recruit alumni who will graciously coach students in their research labs. We understand
Working with a professional scientist who also happens to be an IMSA graduate is even more powerful.
potential constraints around time and location and strive to offer options that involve doing the research at their professional location or remotely.
Paying It Forward Through Mentorship
IMSA has long been known for producing graduates who excel in their chosen fields, in part because we acquaint students with authentic challenges in professional environments. For example, mentorship at IMSA empowers students to tackle complex problems through
In addition to research, many alumni support student engagement in industry through internships. For example, an alumni executive at Aerostrat hosted an internship focused on airline maintenance software solutions. Through Aerros, Aerostrat’s flagship product, our student learned how software can optimize fleet management and maintenance planning for the aerospace industry. The mentorship demonstrated how entrepreneurship and technical innovation can address real-world challenges, providing our students with valuable lessons in leadership and problem-solving.
Mentor pairing requires thoughtful consideration to instill a sense of belonging. For many students, seeing alumni who share their identities and aspirations can be life-changing. IMSA alumni from diverse professional backgrounds, including cardiologists, neurosurgeons, and anesthesiologists, serve as mentors for student groups like the Medical Society and Med4Minorities Club, which aims to increase the representation of Black and Latinx individuals in medicine, offering guidance and inspiration for students pursuing
admissions review committee, and business pitch competitions. In addition, they serve as guest speakers in the classroom on topics like travel writing and modern conflict in world history. Some will also be instructors for seminars that we offer during a two-week intersession, teaching students some career or life skills in collaboration with one of our staff.
Other alumni contribute to interestbased panels that are organized through different clubs and the college and career
These efforts ensure that IMSA students see pathways to success that reflect their life circumstances and aspirations, fostering a sense of belonging and connection.
careers in healthcare. Alumni create a better understanding of career pathways by sharing the hurdles they face and offer advice on how to navigate different forks on the road.
Contributing through School Programming and Initiatives
The personal one-on-one mentorship pairing is incredibly meaningful; however, there are many other ways alumni can be involved in school programming. For instance, IMSA alumni serve as evaluators for the student leadership curriculum,
center, including First Generation to College Panel, Girls Into STEM Speakers, HBCU Speaker Panel, and Society for Advancement of Chicano/Hispanics and Native Americans in Science Panel. These efforts ensure that IMSA students see pathways to success that reflect their life circumstances and aspirations, fostering a sense of belonging and connection.
In addition to programming, alumni have been thoughtful in our strategic initiatives. IMSA is devoted to being a laboratory for exploring and testing out
new innovations, including emerging technologies, and then sharing tested ideas more broadly. Alumni help us discover more rapidly. For example, in the development of IMSA’s Center for Artificial Intelligence, alumni have offered presentations on career paths using AI, reviewed new AI curricula, and recommended tools and tech for students to tinker with. Through this engagement, they have informed school staff of meaningful areas of exploration and also empowered students to understand the conditions and challenges in the world around them.
Supporting the Future with Generosity
IMSA alumni generously share their time, expertise, and resources to directly impact students’ lives. Alumni are motivated to help students in ways they wish they had been supported. Their contributions fuel programs that expand opportunities, providing students with the tools, support, and experiences to succeed. By connecting alumni interests and values to specific programs, IMSA fosters meaningful giving at all levels.
• PROMISE Program:
Opening Doors to STEM
Alumni donations make IMSA’s PROMISE Program possible, offering free or low-cost academic enrichment for underrepresented students. This initiative prepares students for
IMSA’s rigorous curriculum while fostering inclusivity and nurturing talent across Illinois.
• Expanding Horizons with Scholarships
Alumni gifts fund scholarships for intersession travel, summer camps, and global research conferences, helping students gain life-changing experiences, broaden their perspectives, and build confidence for future leadership roles.
• Empowering Leadership and Well-Being
Alumni support enhances student leadership training, mental health resources, and multicultural retention programs, ensuring a sense of belonging and prioritizing student well-being.
• Fueling Creativity and Innovation
From entrepreneurship programs to robotics competitions, alumni contributions inspire students to innovate, solve real-world problems, and achieve excellence on national stages.
Expanding the Teaching Workforce
Naturally, alumni can become future educators and leaders of their alma mater. IMSA alumni have become faculty, residence counselors, and administrators by earning the necessary degrees to be qualified for these roles. However, not everyone wants to become a full-time
educator. There’s untapped potential we can explore further, particularly where alumni have career and subject matter expertise. They are interested in part-time engagement beyond mentorship, providing opportunities to share their expertise, which can be especially valuable in addressing teaching shortages. In addition to coursework, we believe alumni can guide credentialing opportunities, where students engage in the development of a specific skill, such as healthcare or entrepreneurship, towards mastery like an industry certification.
They are interested in part-time engagement beyond mentorship, providing opportunities to share their expertise, which can be especially valuable in addressing teaching shortages.
manage logistical challenges to include part-time staff. Given the advancements in technology, post-pandemic, we should recognize the landscape of education is changing. There are more outlets to offer courses and alumni instructors should have flexibility to teach remotely and when the course is offered. With this mindset, alumni can be recruited to teach from almost everywhere.
Alumni Legacy and Their Impact
We recognize several limitations with alumni as teaching professionals. They will need additional coaching to become more skillful in teaching. However, they have the motivation to influence the future of their profession and to be a model graduate of the institution. In addition, while alumni may lack pedagogical knowledge, they likely compensate through relational connection and desire for someone in their former shoes to achieve. A second limitation is that schools will need to
Through considerable alumni engagement, it’s essential to recognize alumni who contribute in meaningful ways. IMSA takes immense pride in celebrating the achievements and contributions of its alumni through its Board of Trustees Alumni Awards Program. The program comprises three distinguished awards: the Trailblazer Award, the Distinguished Leadership Award, and the Titan Award (Glas, 2023). Each award represents a unique aspect of alumni achievement, from groundbreaking innovation to exemplary service and leadership. At this allschool assembly, alumni recipients give
presentations that reflect how their IMSA experience shaped their values, and lessons learned along the way. By honoring alumni who exemplify excellence, leadership, and service, IMSA not only acknowledges their accomplishments but also inspires current students to pursue their own dreams of making a meaningful impact on the world.
We hope, through these examples, that schools see the potential for alumni engagement to significantly impact student development and strengthen school communities. For IMSA alumni, mentoring isn’t just about giving advice— it’s about creating opportunities, building confidence, and inspiring curiosity. As professionals, they aim to provide that same sense of possibility to today’s students. Their willingness to lend their expertise and give philanthropically ensures that IMSA remains a beacon of excellence and innovation, empowering students to push boundaries and reach new heights. Whether in research labs, boardrooms, or virtual mentoring sessions, these alumni prove that the IMSA experience doesn’t end at graduation—it’s a lifelong journey of growth, service, and inspiration.
References
Glas, T. (2023, November 8). Alumni award recipients. Illinois Mathematics and Science Academy. https://www.imsa. edu/discover-imsa/alumni/alumniaward-recipients/
Glas, T. (2023, November 20). Vision 2033: Elevating IMSA Everywhere. Illinois Mathematics and Science Academy. https://www.imsa.edu/discoverimsa/vision-2033/
Evan Glazer, Ph.D. is IMSA’s president and is currently leading IMSA’s Vison 2033: Elevating IMSA Everywhere (Glas, 2023), with the desire for IMSA to become accessible to more students through new avenues and additional locations. Alumni are essential in advancing this vision through their expertise in artificial intelligence, connections to higher education and industry, and through their philanthropy. eglazer@imsa.edu
Tami Armstrong, M.A., is the Chief Public Affairs and Development Officer at the Illinois Mathematics and Science Academy. Tami provides leadership in advancing alumni engagement, fundraising, public affairs, and building capacity for artificial intelligence, a component of IMSA’s 10-year vision. tarmstrong@imsa.edu
Tamara Newquist serves as Alumni Relations Coordinator for Illinois Mathematics and Science Academy. Tamara fosters meaningful connections between alumni and the Academy, organizing events such as reunions, assemblies, and speaker panels, and matches current students and programs with alumni expertise for mento rships, networking, and philanthropy. tnewquist@imsa.edu
Upcoming Events
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Empowering Visionary Curriculum Leadership Cohort
February 25 - May 20 | 9:00am - 3:00pm
ISU Alumni Center and Oaklawn
Explore learning with education leaders who deliver valid research-based learning approaches.
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Creating a Mid-Year Classroom Reset With Maureen Chapman and James Simons
February 26 | 9:00am - 12:00pm
Live Virtual and On-Demand
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Make practical plans to reset your classroom culture in order to increase student motivation and engagement, minimize maladaptive behavior, and reconnect with your own love of teaching.
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Leadership Coaching for ImpactFeaturing Michael McDowell
February 26 | 9:30am - 12:00pm Online
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Leverage the power of instructional leadership and improvement science while learning leadership skills with practical strategies.
March 5-7 | 8:00am - 3:15pm Renaissance Schaumburg Convention Center Hotel
Registration is now open for in-person or on demand.
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Invigorate Math Learning with Math Words and Discussions featuring Mona Iehl
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March 18 | 9:00am - 3:00pm HSD 218 - The Academy
In-Person, Virtual and On-Demand
Explore strategies for crafting engaging interactive math tasks, aligning them with learning goals, and facilitating meaningful discussions that encourage every student to contribute and thrive.
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Future-Ready Skills: Integrating AI with Human-Centered Pedagogy for K-12 Balance with Micah Miner
March 19 | 9:00am - 12:00pm Gateway Center
In-Person, Virtual and On-Demand
This session is aimed at helping educators blend AI capabilities with essential human skills, such as creativity, ethics,
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and critical thinking, to prepare students for a technology-driven future while maintaining core educational values.
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Rural and Small School Leadership
Cohort with Melissa Sadorf
April 1 | 3:00 - 4:00pm
Virtual
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what staff do and determine effective strategies for classroom application.
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Empowering Educators: Reigniting Passion and Transforming Classrooms presented by Opal Dawson
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Gain the insights, tools and strategies to effectively lead your small and rural schools.
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Embed the 7 Essential Literacy Skills into Your Content Area featuring Peg Grafwallner
April 9 | 9:00am - 3:00pm
NIU Rockford
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Learning will include the seven essential literacy skills needed for all students to be successful in all content areas.
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Invest in the Success of New Staff
Presented by Judy Kmak
April 16 | 8:30am - 3:00pm
NIU Naperville
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In-Person, Virtual and On-Demand
This workshop is designed to help school leaders learn to explain the “why” of
April 22 | 8:30am - 3:00pm
NIU Naperville
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In-Person, Virtual and On-Demand
Through hands-on activities, collaborative discussions, and actionable takeaways, this workshop equips educators with practical tools and strategies to transform their learning environments.
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The Recovering Educator presented by Naomi Hall
April 24 | 9:00am - 3:00pm
NIU Naperville
Define your habit wishlist and plan will allow you to find balance and calm in the midst of the chaos and stress of life and work.
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Let’s Get Math-ISH! Teaching Mindset
Mathematics Across the Grades with Jo Boaler
April 29 | 8:30am - 3:00pm
Medinah Shrine Center
In-Person, Virtual and On-Demand
A mindset mathematics approach involves teaching math(s) as a conceptual subject, highlighting the connections between ideas, and giving students mindset messages as they learn.
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Engaging Parents and Families in Grading Reforms presented by Thomas R. Guskey
May 8 | 8:30am - 3:00pm Medinah Shrine Center
In-Person, Virtual and On-Demand
Using a practical guide from a worldrenowned expert on grading and assessment practices offers concrete strategies to turn parents and families into trusted partners in grading reform efforts.
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OUR MISSION
“To build the capacity of educational leaders to enhance the quality of teaching and learning”
EXECUTIVE COMMITTEE
President—Scott England (University of Maryland Eastern Shore (UMES)
