Spring/Summer 2023 IMPACT

Spring/Summer 2023

impact

Volume 48 No. 1

On Instructional Improvement

Practitioners & Artificial Intelligence

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Mission Statement

NYSASCD aims to assist educators in the development and delivery of quality instructional programs and supervisory practices to maximize success for all learners.

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Executive Board 2023-2024 President Mark Secaur Smithtown CSD

Board Members

President-Elect Matthew Younghans Clarkstown CSD

Brian Kesel West Genesee CSD

Immediate Past-President Mary Loesing Connetquot CSD (retired)/Science Consultant Vice President for Communications and Affiliate Relations Amanda Zullo Tuper Lake CSD Treasurer Deborah Hoeft Young Women’s College Prep

Martha Group Vernon Verona Sherrill CSD

Timothy Eagen Kings Park CSD Marcia Ranieri Guilderland CSD Gregory Borman NYC Department of Education Lisa B. Brosnick Buffalo State Cindy Connors Orchard Park CSD

Secretary Marcia Ranieri Guilderland CSD

Dominick A. Fantacone SUNY Cortland

Ex-officio NYS Education Department David Coffey Associate in Instructional Services in the Office of Standards and Instruction

Debbie Baker Genesee Valley ASCD

Executive Director Mr. Eric Larison Solvay UFSD (retired) nysascd.director@gmail.com nysascd.org

LaQuita Outlaw Bay Shore UFSD

Ted Fulton Hicksville CSD

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impact Published by: NYSASCD PO Box 282 Camillus, NY 13031 nyascd.director@gmail.com

On Instructional Improvement Spring/Summer 2023 Volume 48 No. 1

Foreward...........................................................................5 Mark Secaur

Editor - IMPACT LaQuita Outlaw, Ed.D. nyascd.director@gmail.com

Introduction.....................................................................7 LaQuita Outlaw

Design & Digital Publication: CatStone Press (434) 960-0036 cindy@catstonepress.com

The Role of Credibility.....................................................8 Douglas Fisher and Nancy Frey The Future of Writing in a World of A.I........................13 John Spencer The DNA of Learning: Part III, Requisite 1...................21 Robert K. Greenleaf, Elaine M. Millen, and LaVonna Roth Ownership, Not Fear......................................................28 Tim Dawkins

Publication Statement Impact on Instructional Improvement is the official journal of NYSASCD. Membership in NYSASCD includes a subscription to Impact and the newsletter, NYSASCD Developments. The views expressed or implied in the articles in this publication are not necessarily official positions of NYSASCD or the editor.

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Foreword “Shall we play a game?” is a question asked by a supercomputer in the 1983 movie WarGames. Among the gaming options available to Matthew Broderick’s character was Global Thermonuclear War. Thankfully, the supercomputer eventually Mark Secaur, Ed.D., is the Superintendent of Schools for Smithtown Central School District. Prior to his tenure in Smithtown Schools, Dr. Secaur was the Deputy Superintendent for the Hewlett-Woodmere School District and Principal of Oceanside High School. Dr. Secaur is an Active Past-President of LIASCD and President of NYSASCD.

concludes that “The only winning move is not to play.” This movie sounded the alarm about the potential deleterious impacts of Artificial Intelligence (A.I.) and is particularly prescient today as the world grapples with this emerging technology. While the potentially harmful effects of over-relying on technology are concerning, and worthy of debate, educators need to understand that it has been with us for some time and take the steps necessary to better understand the impacts it will have

on teaching and learning. What has once been considered cheating is now a tool that can be used via a blended approach to essay writing that combines human thinking with artificial intelligence. In this way, the strengths of each can help to create a better, yet still authentic product. As the creator of the supercomputer in WarGames stated…“General, you are listening to a machine. Do the world a favor and don’t act like one.”

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Introduction Learning and technology have been close relatives who are often found at odds with each other with the initial introduction.

Our knowledge about the way people learn has evolved over the last decade or so with brain research. In the article “Credibility”

by Douglas Fisher and Nancy Frey, we see how the focus on learning improves student outcomes. Trust is an essential component of learning. The question then becomes, is that why LaQuita Outlaw, Ed.D., has worked in school leadership for over a decade. Dr. Outlaw serves as a peer editor for Corwin Press and assists several local organizations with organizing professional development opportunities for educators across Long Island.

some classroom teachers are concerned about the role Artificial Intelligence (A.I.) plays in learning.

John Spencer in the repost of his article entitled, “The Future of Writing in a World of A.I.” (Part I), and Tim Dawkins in the article “Ownership, Not Fear: Preparing Educators for A.I. in the Classroom” explore the unknowns and share some ways that A.I. can be considered as a partner in the educational setting. Spencer

looks specifically at how A.I. might change writing in the classroom. Understanding how best to responsibly incorporate this platform into the classroom requires a level of familiarity that comes with exploration. Tim Dawkins shares an approach he used with educators in his district to familiarize staff with the way artifical intelligence works.

In the end, each development culminates in providing more robust learning opportunities for students and staff. The third installment of the “DNA of Learning Series, Requisite 1: Navigating Uncertainties,” outlines how to use the uncertainties in learning to engage students. The authors, Greenleaf, Millen, and Roth take readers through an application of the learning model. Despite the ever-changing landscape of education, one thing is consistent, learning prevails.

Many thanks to the writers of this issue of the Impact Journal and to Mark Secaur for their contributions and leadership.

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The Role of Credibility Douglas Fisher & Nancy Frey

So you want to have an impact on students and the schools they attend? That’s probably why you are reading this journal.

You care about the outcomes of your efforts and you look for the best practices that move learning forward. You move from Douglas Fisher, Ph.D., is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and How Learning Works.

ideation to implementation and dedicate hours to honing your craft. Even with all of that, sometimes our efforts fail to have the impact that we desire. Perhaps that’s because we have not invested sufficiently in credibility and, instead, spent all our time focused on the teaching rather than the learning.

Here’s how we landed on credibility. We were observing classrooms with essentially the same lessons. Not scripted lessons or prescriptive lessons. But rather lessons that the teachers had planned together based on what were then the new standards. There were many similarities among the classrooms. The same strategies were used to address the same learning intentions. The same materials were provided to students and the same tasks were assigned.

But the impact differed widely. In our search to explain these differences, we found the evidence on teacher credibility and by extension leader credibility. And we were surprised by the impact; the effect size of teacher credibility is 1.09, among the highest influences on students’ learning. There wasn’t an effect size for leader credibility, and the term is rarely used 8

in education, but the studies in business, government, nonprofits, and healthcare were stunning. Leaders with high credibility create environments where people are happier and more productive. We do know that a healthy school climate has a positive impact on students’ learning, with an effect size of .44, just above average in the impact it has. The question is, what is teacher credibility and leader credibility and how can we develop it? Importantly, we don’t get to decide if we are credible, our students (or staff members in the case of leaders) do. It turns out there are four aspects of teacher credibility and five for leaders.

Trust The first aspect of credibility for teachers and leaders is relational trust. The people around us want to know if we have their best interests at heart and if we are reliable and honest.

Others look to our actions to decide if we are trustworthy.

Remember, trust is easier to gain than regain. Start out right by using students’ names. Establish routines and follow them.

Be honest with students and explain when you can’t explain something. Think about the trusting relationships you have with others and apply those rules in the classroom and school.

It really is simple but without attention can get easily violated.

You’re a teacher and you said that we were going to an assembly on Friday but we didn’t (and you didn’t tell us why).

Trust is tarnished. You told a student that they did a good job, when it really was average. Trust is tarnished. You said something harsh in frustration and didn’t apologize. Trust is tarnished. When trust is violated, it is human nature to look for additional evidence that the person is not trustworthy.

When something goes wrong, make amends. Apologize. Give it time and forgive yourself. Tomorrow is a new day and you can work to rebuild trust.

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Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include Visible Learning in Literacy, This Is Balanced Literacy, Removing Labels, and Rebound.

Nancy is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.

This applies to leaders as well. Do staff

nearly every challenge in a school has a

members trust you? Are you trustworthy?

lack of communication as a root cause. The

Are you honest and reliable? And do you

solution in this case is more and different

apologize and then explain when things go

communication. Leaders need effective

wrong, making amends whenever possible?

communication systems. Perhaps the

Like teachers, your actions are noticed. When

guidelines for a phone call, text message,

you are disrespectful to someone, we all think

versus email are not clear. Under what

that we could be next. As Covey (2008) tried

circumstances should I, as an employee in

to teach us in The Speed of Trust: when trust

this school, call, text, or email you? And

exists, things go faster. If you are thinking of

perhaps there needs to be daily updates

a new initiative or program and you do not

provided by leaders about the goings-on of the school. Those are just ideas; our point

have the trust of the staff, it’s doomed to fail.

here is that communication is a key driver in

An investment in trust is an investment in the

perceived credibility of leaders and ineffective

wellbeing of the school.

communication systems compromise impact.

Competence

Dynamism

Students have spent hundreds, if not

Interesting word, right? The dictionary

thousands, of hours with teachers. They know

says that dynamism means that you’re full

what good lessons feel like. And they know

of energy. But when it comes to credibility,

when they are not learning or when it is chaos

it’s more than that. Yes, the environment

in the classroom. When teachers change their

(schools and classrooms) should be full of

strategies too frequently, students believe that

energy, but they should also be filled with

the teacher doesn’t know how to teach. When

passionate people who care deeply about

lessons are not organized and the examples are

learning. People who exhibit dynamism are

irrelevant, students question the competence,

confident and they choose to engage; they are

and thus the credibility, of the teacher.

not passive participants. One of the ways that

There is a difference when it comes

we compromise our dynamism is through our

to leaders. The vast majority of teachers

presentations. When we project terrible slides,

have not been principals (or coaches or

with lots of words and generic images, people

even department chairs) and thus there is

start to wonder if we care about their learning.

less clarity about the skills needed to do

When the oral part of the presentation is

the job. So leader competence is judged

simply reading the slides, perceptions of both

by communication skills. It seems that

dynamism and competence suffer.

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Of course, dynamism is not limited to

as do the places we put our body. For example,

the ways in which we present information.

the following non-verbal clues signal to others

Wangberg (1996) notes that “the best teachers

that they are valued:

are people who are passionate about their

• Facial expressions

subject and passionate about sharing that

• Proximity

subject with others” (p. 199). He argues that

• Eye contact

there are at least four ways to demonstrate

• Tone of voice

passion in the classroom:

• Gestures

1. enthusiasm

• Touch

2. immersion in the subject

In the classroom, it’s proximity. In other

3. creative and innovative approaches

words, how close you get to students in the

4. the teacher as a learner

physical space. Teachers can use proximity as a

In other words, it’s not about changing

classroom management tool as well as a tool to

our personalities. Yes, some people are more

convey to students that there is a connection.

reserved than others. It’s about choosing to

The same goes for leaders. In some schools, it’s

Immediacy can be fostered when people are learning together. demonstrate passion for the learning process,

rare to see the leaders move around the building,

which applies to leaders as well. Leaders need

while in others they seem to be everywhere,

to be passionate about education, including

talking with everyone. For example, do leaders

the learning of teachers.

attend professional learning events alongside teachers? Immediacy can be fostered when

Immediacy

people are learning together.

Essentially, immediacy is about being

Forward Thinking

there—being present, both physically and mentally. Students perceive this as closeness

The final aspect of credibility, which

and relatedness. Can they connect with you as

was only found in the research on leaders

a person? We are not suggesting that teachers

and not teachers, focuses on the ability to be

should be friends with students but rather that

optimistic and plan for the future. People who

there is a connection, a bond if you will, that

work in schools want to know where their

allows people to feel connected. Our verbal

organization is going and how they fit into

and non-verbal behaviors convey immediacy

the future. They want leaders to have plans 11

school, it’s important to recognize that new initiatives and programs are more likely to be implemented by individuals who are credible.

And we can take actions to improve our credibility and thus have a greater impact on the people around us.

for the future and be able to lead the way. As Kouzes and Posner (2009) note, what people want most from their leaders, as opposed to colleagues, is to be forward looking. They want to be part of an organization that is mission driven, goal oriented, and well prepared for the challenges ahead.

REFERENCES

It seems reasonable to suggest that students would appreciate something similar. They want to know where they are going as a class and what goals they will accomplish. And they want to know that they will be prepared for the challenges ahead, be that tomorrow or well into their future. We have created a survey item that you can use to assess your ability to be a forward thinking leader (see below.)

Covey, S. (2008). The speed of trust: The one thing that changes everything. New York: Simon & Schuster.

Kouzes, J. & Posner, B. (2009). To lead, create a shared vision. Harvard Business Review. https://hbr.org/2009/01/to-lead-createa-shared-vision Wangberg, J.K. (1996). Teaching with a passion. American Entymologist, 42(4), 199-200.

Conclusion As you think about the impact that you want to have in the classroom or

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The Future of Writing in a World of A.I. John Spencer

Back in December, I showed ChatGPT to a friend of mine who is also a professor. “I’m not worried about AI in my humanities courses,” she said. “Not at all?” She shook her head.

“I know of colleagues who are going back to the blue books and banning devices. Or they’re looking into programs that can detect ChatGPT in an essay. But I’m just wondering how John Spencer is a former middle school teacher and current college professor on a quest to transform schools into bastions of creativity and wonder. He is passionate about seeing schools embrace creativity and design thinking.

In his podcast, The Creative Classroom, he explores the intersection of creative thinking and student learning.

we might need to transform the essay.” We then talked about

John explores research, interviews educators, deconstructs systems, and studies real-world examples of design thinking in action.

He shares his learning in books, blog posts, journal articles, free resources, animated videos, and podcasts.

writing could be used to spread false ideas and opinions, and

Socrates and his concerns about writing.

One of the main reasons was that Socrates believed that writing would cause people to rely too much on the written word, rather than their own memories and understanding.

He believed that people who read a text would only be able to interpret it in the way that the author intended, rather than engaging in a dialogue with the ideas presented and coming to their own conclusions. Moreover, Socrates was concerned that that it could be used to manipulate people. Sound familiar?

These are many of the same concerns people have with AI. “I’ve been through this before,” she adds. “When I realized students could just download whole essays, I started requiring students to do pre-writing that they turned in.

I changed to high-interest prompts that you couldn’t find online. Now I see that ChatGPT can generate responses to those high-interest prompts and I’m going to think hard about how to treat AI as a tool.”

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Together, we planned out a solution that

on their spelling. Instead of mindlessly

would include blending together AI-generated

clicking on the spellcheck, they were

and student-generated text. It was similar to

internalizing the feedback.

what I describe later in this article. The essay

We now use spell check all the time. What

isn’t dead but it is changing. It will continue

was once a tool for “cheating” is now a tool we

to evolve in the upcoming years. For now, the

use for writing.

use of AI is forcing us to ask, “When is AI a learning tool and when is it cheating?”

What Was Once Considered Cheating is Now Just a Tool

HOW WILL ARTIFICIAL INTELLIGENCE CHANGE THE WAY WE WRITE?

The truth is students are already using AI in their writing. We don’t tend to think

When Is It Cheating?

of spell check as AI. But it is a primitive

When I was a new middle school teacher,

example of a smart algorithm. While spell

I had several teachers warn me not to have my

check software is not as advanced as the

students use spellcheck. If we let students use

newer generations of AI, it still relies on

spellcheck, students would grow dependent

machine learning and pattern recognition to

on the tool and they would become awful

improve its accuracy over time. Some spell

spellers. I had similar concerns as well. If we

check software may also use natural language

relied too heavily on technology to fix spelling

processing techniques to detect contextual

mistakes, would students ever bother to use

errors, such as correctly spelled but misused

correct spelling?

words. If it seems as though your spell check and grammar checks on Word and Google

That semester, I had students submit a

Docs have improved over the years, it’s

writing sample. I then counted the words

because they have.

and the number of spelling errors to find

Students are already using more advanced

the rate of spelling mistakes. I then had students do a handwritten assessment at the

AI in every phase of the writing process. When

end of the semester. There was a significant

doing research, the auto-fill option in Google

decrease in the number of spelling mistakes

narrows down the search for students. When

when comparing the initial student samples

typing in a Google Document, the auto-fill option

to the samples at the close of the semester. It

will often complete sentences for students. As

turned out this tool for cheating was actually

students edit their work, the grammar check

providing students with immediate feedback

offers suggestions for what needs to change.

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Certain students might even use Grammarly to

So if it feels like ChatGPT is more akin

polish their writing in the editing phase. The AI

to cheating than previous AI, it’s because it

here is so subtle that we sometimes miss it. But

functions in a way that more closely mirrors

machine learning is already fueling aspects of the

human thinking. Clippy was cute and even

student writing process.

acted a bit human it its tone but current chatbots can feel as though you are actually

Note that all of these tools have been

talking to a person.

considered cheating at some point. The same is true for calculators in math and for

So where does that leave us with cheating?

spreadsheets in statistics. Every technological

When is AI simply a tool to enhance learning

advancement has been considered a form

and when is it co-opting and replacing a

Somehow, ChatGPT feels different. of cheating at first. However, eventually,

vital part of the learning process? It can help

these tools become essential elements to the

to think of it on a continuum. I love the

learning and creative processes.

way Matt Miller, from Ditch that Textbook conceptualizes it (Table on following page).

Somehow, ChatGPT feels different. As a newer generation of AI, it is built on deep

As Miller describes, “We’re going to have

learning. This new generation of AI relies on

to draw a line—as educators, as schools, even

algorithms designed to mirror the human

as school districts—to determine what we’re

brain. That’s part of why ChatGPT feels so

going to allow and what we aren’t.” I love the

human. Deep learning models learn from

last question about how students might use AI

massive amounts of data sets and engage

in the future because it might vary from task

in pattern recognition in a way that’s not

to task. In writing blog posts, I might consult

explicitly programmed. In other words, the

ChatGPT for ideas or even use it to explain a

algorithm is learning and can now make

definition (where I then modify and re-write

predictions and generate entirely new ideas.

it). However, I wouldn’t want ChatGPT to

The term “deep” in deep learning refers

write this. I want it to be my own voice. On

to the use of multiple layers in a neural

the other hand, I could see the appeal of AI to

network, allowing the system to learn and

answer my emails or even create a first draft

represent increasingly complex features at

of technical writing after I generate an outline.

each layer. If a spell check is one-layer deep,

The truth is we are all going to use AI in a

ChatGPT is multilayered.

blended way.

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A Blended Approach to Essay Writing

But these same students might also use a chatbot to generate new ideas or use an AI-

This blended approach moves away

generated response that they then modify and

from the either/or options of embracing

amplify. They might use AI as the starting

Artificial Intelligence or blocking it entirely.

place and add their own unique voice to the

Instead, it focuses on using AI wisely to

finished product. This could happen in the

enhance the learning while also embracing

same class period. Students in a blended

the human elements.

mode can shift back and forth between the human and artificial intelligence.

A blended approach might include a mix of hand-written and AI-generated writing.

Part of learning how to use AI wisely

Students can create sketchnotes and blend

is finding the best contexts for using AI.

together drawings and text in an interactive

This starts by recognizing the strengths of

notebook or journal. These low-tech options

both the human and machine learning.

focus on writing as a way of “making learning

Machine learning does well with synthesizing

visible.” Here, students choose old school

information from multiple sources and

tools because the simplicity provides more

generating text that’s clear and readable.

flexibility for deeper thinking.

Machine learning can also help with editing 16

of moving into research, students would use a chatbot (like ChatGPT) to ask questions and learn about the topic. The dynamic nature of a chatbot allows for clarifying questions that are tailored to a student’s understanding.

and ideation. But if machine learning offers artificial intelligence, humans offer authentic intelligence. We do well with voice and tone (especially humor). We understand context and can write with empathy. While AI does well with creativity, we are better divergent thinkers.

For this example, I’ll give a social studies essay asking, “How susceptible are we to having a World War III?”as a part of their unit on World War I.

A BLENDED APPROACH THAT COMBINES HUMAN THINKING WITH ARTIFICIAL INTELLIGENCE Initial Conceptual Understanding

So a student might ask, “What were the causes of World War I?” The answer ChatGPT gives is:

I sometimes think about this as the prepre-writing. It’s the phase where students access their prior knowledge before asking questions and engaging in research. A blended approach might start with a K-W-L chart on a shared document. Students jot down everything they know about the topic.

Next, they write down everything they want to know about the topic. At this point, instead

1. Militarism: The arms race between the major powers in Europe, particularly Germany and Britain, had been escalating for many years before the war. The belief in the power of military might lead to an increased emphasis on building up national armed forces.

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to build up their armies and make

2. Alliances: A system of alliances had developed between the major powers

them as strong as possible. It was kind

of Europe, which meant that if one

of like a competition to see who could

country went to war, its allies would

have the biggest, strongest military.

also be drawn in. The main alliances

2. Alliances: Some countries in Europe

were the Triple Entente (France,

had made agreements with each other

Russia, and Britain) and the Triple

that if one of them went to war, the

Alliance (Germany, Austria-Hungary,

others would help them out. It was

and Italy).

like a team sport, where if one player

3. Imperialism: The competition for

gets into trouble, the others come to

colonies and territories around

their aid.

the world led to tensions between

3. Imperialism: This means that some

European powers, particularly

countries wanted to take over other

Germany and Britain.

parts of the world, like colonies in

4. Nationalism: The belief in national

Africa or Asia. This caused tension

superiority and the desire for self-

because different countries wanted the

determination led to tensions and

same territories, and they were willing

conflicts between ethnic and national

to fight for them.

groups, particularly in the Balkans.

4. Nationalism: This is when people feel

5. Assassination of Archduke Franz

very strongly about their own country

Ferdinand: The assassination of

and think it’s better than any other. This

the heir to the Austro-Hungarian

led to conflict between different groups

throne, Archduke Franz Ferdinand,

of people, especially in the Balkans,

by a Serbian nationalist in June 1914,

where there were many different

provided the trigger for the outbreak

nationalities and ethnic groups.

of war.

5. Assassination of Archduke Franz

The student might ask ChatGPT to

Ferdinand: This was the event that

simplify it with a prompt like, “Explain it to

triggered the start of the war. Archduke

someone in the eighth grade.”

Franz Ferdinand was the heir to the throne of Austria-Hungary, and he

1. Militarism: This means that the

was assassinated by a group of Serbian

countries in Europe were always trying 18

nationalists. This set off a chain of

connections between ideas. In other words,

events that eventually led to war.

how did nationalism relate to imperialism?

Organizing Ideas and Outlining

At this point, the student might ask follow-up questions, like “Why would

In this phase, students would brainstorm

an assassination lead to a whole world at

ideas and organize them into a coherent

war?” Or perhaps this person is confused

outline. They might do a mind map or

by militarism and asks, “Can you give me

organize their ideas with sticky notes.

examples of militarism?” Or maybe they focus

At some point, students would create an

on the U.S. and say, “Did Americans care

initial outline for their essay. For sake of

about World War I?” It could be a random

transparency, they would screenshot the

question like, “What did they call World War

initial outline and then ask for the chatbot

I before World War II happened?”

to create an outline. Then, after comparing the outlines, they would modify their own

At this point, students can add to their KWL chart. They might engage in some initial

outline. Students might even generate

research and view videos or read articles. The

multiple outlines using the regenerate

process would be dynamic.

responses button on ChatGPT.

Research

Writing In this phase, students could take their

In this phase, students would engage in online research by generating questions and

initial outline and ask for the chatbot to

finding answers. They might start with an

generate the actual text. They would take

initial set of questions but then amplify it by

an initial screenshot with a time stamp and

asking a chatbot to come up with research

then copy and paste the text into a shared

questions for them. During the online

document (Google Document). From here,

research, they would read articles and add to

students would modify the text to add

their research chart (with questions, answers,

their own voice. They would need to add

and citations) but also use the chatbot to

additional sentences and perhaps even break

clarify misunderstandings. Students might

up paragraphs. Using their research chart,

work in teams to compare their information

students would add facts and citations that

and even go entirely human with a Socratic

they then explain. The initial chatbot text

Seminar. In the end, students would create

would be black but the human text would be a

a hand-drawn sketchnote showing the

color of the students’ choice.

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Editing and Revision

Adding Multimedia

As students move toward revision, they could engage in a 20-minute peer feedback process:

If students want to transform their essay, they could add a human touch by doing a video or audio essay. You can give students examples of video essays like those of the Nerdwriter YouTube channel. Here, they combine images, video, and text with their distinctly human voice. They might sketch a few slides to illustrate key points or even animate these in the style of Common Craft videos. Again, this approach blends together technology with the human touch.

But students can use AI as a tool to generate images based on command prompts. They might also ask a chatbot to come up with ideas for images or videos to use alongside their voice.

A key aspect of editing and revision is asking, “how is this being received?” or “how do actual humans respond to this piece?”

Most of the feedback could be the type that humans do well, such as voice, engagement, tone, and clarity. But students could also ask for specific feedback from the chatbot. It might be something like, “How can I make my argumentation better?” or “What are some changes I could do to make the essay flow more smoothly.” Students might engage in a one-on-one writing conference with the teacher but then move back to the AI for additional targeted feedback.

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The DNA of Learning Part III, Requisite 1: Navigating Uncertainties Robert K. Greenleaf, Elaine M. Millen, and LaVonna Roth

Introduction Each article in this five-part series will unpack a blueprint Robert K. Greenleaf, Ed.D., has 45 years of experience in education from superintendent to playground supervisor. He was a former professional development specialist at Brown University and an adjunct professor at Thomas College SNHU and USNII-GSC. As President of Greenleaf Learning Bob specializes in strategies for understanding behaviors, learning and cognition. He holds a doctorate in education from Vanderbilt University and is the author of eight instructional books. bob@greenleaflearning.com

for re-starting our passion as educators. The collective series will represent a comprehensive outline of fundamental requirements for timeless learning as we emerge from the COVID ashes and rebuild our lives as educators.

We need to stop just pulling people out of the river. We need to go upstream and find out why they’re falling in. (Tutu, 2014) Navigating Through Life’s Uncertainties Have you ever thought about why some of us can navigate successfully through the unexpected happenings in our daily life? These appear in many forms: a difficult morning…yes, it’s the flat tire as you walk out the door to go to work; the birthday party that was just moved to your house with two hours’ notice; difficult news; uninteresting content with a test at the end of the class; the two-year old’s outburst at the restaurant; forgetting to take the meds and the proverbial badhair day! Navigating uncertain times is one of life’s mainstays.

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Success and confidence depend on developing the skills needed to problem solve for solutions.

Articles 1 & 2 conveyed that once relationships are mastered, three requisites for purposeful learning can be tackled. Optimal learning depends on competence in the requisites of 1) navigating uncertainties, 2) the art of relating and 3) human cognition.

Elaine M. Millen, M.Ed., C.A.G.S., has over 50 years of experience in education as a teacher, principal, director of special education, curriculum director and assistant superintendent of schools. She has taught at both the undergraduate and graduate levels in both public and private institutions. As an educational consultant and instructional coach, she has worked with hundreds of school leaders across the country and has written several articles on transforming professional learning opportunities for teachers, students and leaders.

Elaine.millen90@gmail.com

Navigating Uncertainties As our life has become more complex, the culture of schools has also been presented with challenges to the structures of the organization as well as to teaching and learning. These uncertainties have increased, coming from conflicting information; differing perspectives; underlying beliefs; novel occurrences and the impact of 21st century unknowns. Navigating these uncertainties will require our schools to focus instruction on the deep thinking around problem solving. Shifting from getting the answer as quickly as possible to understanding and learning the skills needed to solve problems in a variety of settings and contexts is critical for a successful future. In a society that relishes “quick fixes” this teaching will require a focus on essential competencies and big ideas in learning. This shift must become the focus of andragogy and pedagogy.

For several years, we have heard the importance of teaching the next generation of learners the 21st century skills. Many have referred to them as the 4 C’s: critical thinking (problem solving), communication, collaboration and creativity. Teaching these skills to the extent needed for deep thinking and transference, has been undermined by trending programs. We have been wooed into programs with the assurance of anchoring activities to problem solving skills 22

but bypassed organic applications across varied contexts in favor of sanitized weekly lessons out of context. Isn’t problem solving a lifelong competency that everyone—at all ages—and in all walks of life, will benefit from mastering?

If there’s one constant, it is that we will be challenged— often—and in many ways! Some issues will be minor, some substantial. Are all at school taught ways of dealing with interruptions to expected outcomes? When the curtain opens, we must be problem solvers throughout each day, digging beneath symptoms to identify causes. Attitudes, behaviors and struggles in the day’s lesson must first determine if the content is relevant to students. When uncertainties occur, we circle the wagons and engage in supportive problem solving.

No child or colleague left behind! Mistakes and challenges are to be respected as opportunities for growth. What is our known, expected response when a disruption happens? When we replace “what is happening?” with “why is this happening?” our disposition toward problem solving shifts.

Coaching Uncertainties We persistently hear “I don’t know,” “I can’t,” or experience other behaviors that exhibit a lack of capacity to navigate uncertain moments. Building student-managed competencies around identifying the problem and knowing how to begin to address it, will require explicit teaching and modeling.

Understanding why it is important to clearly identify the issue, how to begin analysis, and make decisions about options for getting un-stuck are imperative for self-regulated behaviors (Greenleaf, 2005). Front loaded, yes. Saving time in the long run, absolutely!

As we or a student becomes “stuck,” what do we do?

Where do we begin? How do we become un-stuck? Often the 23

LaVonna Roth, M.A.T., M.S.Ed. is an engaging and interactive keynote speaker, consultant, educator, and mom. LaVonna bridges her passion for how the brain learns with identifying how every individual S.H.I.N.E.s with their mindset and socialemotional well-being. She supports schools in harnessing the S.H.I.N.E. framework, increasing psychological safety, & building the foundation based on the brain sciences.

LaVonna has 3 degrees, is the author of 8 books, and has worked with organizations in the U.S./Canada and internationally.

proverbial carrot or stick is administered.

and modeling how their thinking evolves.

Manipulation/control is used to quell the

Demonstrating with and for learners the

issue. However, we all know such responses

process of 1) identifying the pattern that has

are temporary, unresolved and exhaustingly

been interrupted (the perceived problem), 2)

repetitive. We tell students to problem

why it needs to be addressed, and 3) openly

solve, but do we teach it or model it within

analyzing (unpacking) ideas, perspectives,

context? As a situation presents itself, do

options, and causes to model ways of

we develop a process with the students

tackling challenges.

to ensure transparency? Do we develop a

There are many problem-solving

process collaboratively with students, so they understand why the thinking is important?

approaches. Most outline steps such as define

Thus, teachers begin by making their

the problem; gather information; generate

uncertainties public. They have the courage

possible solutions; weigh each option’s

to become learners with the students by

benefits and shortcomings; and then decide,

stating why the circumstance is troublesome,

do and evaluate.

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Example

some factors might be more important than others. We then generated a list of things we

As early as five weeks into home-

would be sure NOT to do, a list we wanted to

schooling during the pandemic, I saw fear

do and a third list of possible options.

in my granddaughter’s eyes. The barrage of news had already begun to take a toll on her

This produced some criteria to apply

wellbeing. Together we problem solved her

to ideas and options, such as “How close

all-consuming worries. (Step 1) I started

to others are we willing to get?” and “What

by saying, “I’m noticing you are distracted.

could we do where there were no or few

What’s happening?” Caitlyn looked down

people?” and “What do we feel would be an

and, welling up with tears said, “I don’t want

interesting thing to do?” (Step 4) Now that

anybody to die.” I suggested we talk this

we had ideas, we began brainstorming and

through so we could both understand the

prioritizing which ones we thought would

problem she was experiencing.

be of interest, fun to do, as well as related to some of the assigned schoolwork.

She continued, saying that the “TV” kept talking about people everywhere dying and

(Step 5) We chose to go on “field trips”

that she couldn’t see her friends or her great-

each week. Using our criteria and priority

grandmother because she didn’t want to be

list we decided that a trip to a local fishery

the reason for her to die. With a bit more

would be a good place to start... no one there,

exploration, we both decided that people

outside, can keep our distance as needed, etc.

in general—and Caitlyn in particular—had

The Shy Beaver Trout Farm was a delightful

become afraid to leave their homes, go to

first trip. We walked about, discussed types

stores, be around other people... and that

of fish, habitats, their growth, the purpose

meant she could not see her friends, go to

of hatcheries, and more. We developed

school or even see other family members. She

questions about the hatchery that we would

was scared.

explore upon return home. When we were in the car headed back, we discussed Step 5

At this point I suggested we gather

and evaluated our trip, both agreeing that it

some information (Step 2). We listed all the

was not only safe, but also interesting and we

information we could find about the virus,

learned a lot! (ASQ, 2022)

sorting it into categories of health concerns; social concerns; emotional concerns and other

The next trip was a walk in the woods,

factors. (Step 3) Once we had information

then a trip to have lunch—following our

organized, we looked it over to determine is

guidelines. Soon, Caitlyn began to understand 25

around the logic of the solutions. “That’s an interesting thought Joe! I never would have thought of that. Help me understand how you got there?”

that amidst fears we can approach our concerns openly and come to exercise choices that meet our needs while tending other factors. Our role as educators can make the difference! What this means to our present practice is a shift from a fixed “way of being” to one that explores why things are happening before moving quickly to administering consequences.

• Step 4: Weigh the value and shortcomings of the solutions generated from the students. Modeling critical thinking, helps students begin to develop analyzing skills. “Joelle, what are the pros and cons of your choice?”

Moving to Tomorrow... the shift is to engage students in the process of problem solving

• Step 5: With the students, develop a plan on how the solutions will be implemented and when evaluating the success will take place. “Jimmy, what are your next steps and how will you know it is working or not?”

• Step 1: Consciously pausing to identify and define the problem with students.

This transparency is critically important and by doing so, you are modeling for students, the thinking and process to solve problems. underlying causes before attempting a solution & consequences

Navigating uncertainties will take time and skill development. Inviting students to learn how to begin to analyze their uncertainties and move from “I don’t know”, or “I don’t care”, to engagement in a process, will lead to a self-directed learner!

• Step 2: Navigating through the issues to identify the causes of the problem, engages a facilitated conversation with students: “I need your help in understanding why we keep having trouble with this. Let me log your thoughts.”

The process will require collecting information, gathering ideas/opinions, organizing categories of information, identifying key/pivotal components, developing essential targeted questions to explore, and then investigating options and consequences. Taking time before arriving at a determination will pay dividends moving forward—toward sustainable goals. Efficient

• Step 3: Keep your eye on the purpose and intent of the work. A collaborative conversation generates possible solutions. There is no judgment on students input. The role of the teacher is to understand the students thinking 26

Efficient and effective problem solving is a catalyst for perseverance, resilience, and timeless learning--with a huge return on investment.

REFERENCES

and effective problem solving is a catalyst for perseverance, resilience, and timeless learning--with a huge return on investment.

Too much is at stake for YOUR class, YOUR organization, YOUR satisfaction at work... and most importantly THEIR learning. No shortcuts will make the difference!

Tutu, D and Tutu, M. (2014) The Book of Forgiveness (Audiobook).

Greenleaf, Robert. (2005). “Creating Mindsets: Movies of the Mind.” Greenleaf-Papanek Publications.

ASQ. (2022) The Executive Guide to Improvement and Change, ASQ Quality Press. ASQ Books & Standards | ASQ.

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E-Newsletter

New York ASCD’s e-newsletter has become a valued source of information on national education issues with a New York focus. Topics like observation, evaluation, student achievement, standardized testing, educating the whole child, special education, and communication, STEM, CTE, new graduation requirements, etc. are of interest to everyone and much is written about all of it nationally. Subscribing to our e-newsletter guarantees you monthly insight! Not only is it a place to gain information, we invite all subscribers to submit articles reflecting their thinking and experiences for consideration. The year ahead should be a dynamic one in our state with changes in evaluation again and a new commissioner, to name only two. Subscribe today to keep abreast of what is happening and what people are thinking about!

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Ownership, Not Fear: Preparing Educators for AI in the Classroom Tim Dawkins

In an always available, increasingly unavoidable, digitally driven world, where artificial intelligence has become an integral part of many aspects of our lives, it is imperative that school leaders prepare our educator colleagues to guide Tim Dawkins is Assistant Superintendent for Curriculum and Instruction in the South Glens Falls Central School District in Upstate New York.

In the past, he has been a school counselor, high school assistant principal, and middle school principal. He also writes a semiregular Substack newsletter focused on the world of education, mental health, and how to build connections to the world around us. You can find him online at https://bio.link/ timothy.

today’s and tomorrow’s students into this AI-dominated landscape. In fact, the speed with which this has become our reality, with large language models dominating the educational news cycles since late autumn, makes this work even more urgent, and the ease with which I’ve worked the phrase “large language model” into regular conversation is startling on its own. So, what does this urgency mean for us?

One thing is certain; It necessitates a focus on professional development for teachers and school leaders around AI to foster confidence, reduce apprehension, and encourage ownership of this technology that is not going away.

AI involves using machines or software to emulate human intelligence, learning from patterns and improving over time.

Understanding the Role of AI in Education It is crucial for educators to understand what AI is and its potential applications in the education sector. AI involves 28

using machines or software to emulate

Central School District, I am in a unique

human intelligence, learning from patterns

position to be a linchpin when it comes to

and improving over time. In the educational

deciding if we are going to embrace these

setting, AI can be used for personalized

technological advances or foregoing curiosity

learning, grading, identifying student learning

and exploration to shut down access

patterns, providing real-time feedback,

districtwide. Luckily I work with a great

writing IEP goals, and much more. As the

team who are ready, willing, and able to work

role of AI continues to grow, students will

alongside our staff to help them develop the

not only need to understand how to use AI

skills needed to take ownership of this very

tools but will also need to develop critical

powerful technology.

thinking skills to navigate an AI-driven world.

Here are some strategic steps that we have

Educators, therefore, must be at the forefront

encouraged in our school district to foster

of this change, understanding AI not as a

professional development around AI:

replacement but as a tool to augment their teaching practice. The implementation of the

1. AI Literacy It is essential for educators

The K-12 Computer Science and Digital

to understand the basics of AI, how

Fluency Learning Standards in New York

it works, and its potential impact.

State has truly come at the perfect time, and

Professional development programs

our work around implementation of these

should include AI literacy as a

standards in public schools puts us at an

foundational component, demystifying

advantage early on to integrate understanding

the technology and making it accessible.

for our students around artificial intelligence.

In South Glens Falls this has involved large group instruction at faculty

Professional Development: Building AI

meetings to provide an overview of what

Confidence Among Educators

is already out there and what is coming.

The key to reducing fear and building

2. Hands-on Training After gaining

confidence in using AI tools lies, as so many things do in education, in professional

a basic understanding, educators

learning. By developing a comprehensive

should have opportunities to engage

understanding of AI and its applications,

with AI tools directly. Hands-on

educators can more confidently incorporate

training allows educators to learn how

these tools into their classrooms. As the

to effectively implement AI in their

assistant superintendent for curriculum

classrooms, experiment with different

and instruction in the South Glens Falls

tools, and learn best practices. Our 29

Director of Technology Integration

4. Continuous Support In order for AI to

and Information, an administrative

be seen as a tool for us to take control

position, and our Technology

of and not the other way around,

Integration Specialist, a teacher on

schools must provide ongoing support

special assignment, work together to

and resources for educators as they

bring PD directly to small groups and

incorporate AI into their teaching.

individual teachers. We also have a

Teachers, as instructional experts,

robust partnership with tech specialists

should have the opportunity to wield

in our region and nationally who can

AI technology as they have learned to

offer support and insight on new and

wield previous iterations of emerging

emerging tools.

edtech tools. Continuous support may look like easy access to technical support,

3. Collaborative Learning Schools must

updated training, and forums for sharing

encourage peer-to-peer learning and

experiences and asking questions with

collaboration whether the tools are

local and regional colleagues.

digital or not. We know this. Colleagues

5. Edtech Partnerships There are many

can share their experiences, successes,

opportunities for schools to partner

and challenges with AI, building a

with emerging edtech companies that

community of practice that supports

are on the cutting edge of AI-integrated

ongoing learning and exploration.

tools. In South Glens Falls we are currently

We have created an approach to

partnering with a company based in Norway

collaboration and open discussion

called Curipod, a tool that helps teachers

that we call The Podcast Club where

to build interactive and dynamic lessons,

participants listen to a short episode of

as part of an AI accelerator program.

an individual podcast, usually between

Through building and maintaining

20 and 30 minutes long and then come

professional relationships by attending

together virtually to discuss takeaways

conferences and saying yes to visits, we

from the episode. We have found that

have been able to enrich opportunities

this, rather than a book study, is a much

for students and staff in this way.

more digestible way for busy educators to synthesize new information and

Future-Proofing Our Classrooms

diverging thoughts than a book study because of its brief and immediately

As we look ahead, it is clear that AI will

relevant nature.

continue to shape what happens both inside 30

and outside our classrooms. We need to

thought fully about the implications of

ensure that our teachers and administrators

that work, the product will surely reflect

are equipped to lead our students into

that experience.

this new frontier. This involves not only

3. Promoting Computational Thinking

professional development but also updating

Computational thinking involves

our curriculum and classroom spaces to

problem-solving methods that

reflect these changes.

include expressing problems and their

Curriculum and instruction changes should

solutions in ways that a computer could

include:

execute. It’s an entirely new way of approaching old problems. By promoting

1. Integrating AI Across Subjects AI

computational thinking, we equip

shouldn’t be confined to computer

students with a key skill for the AI-driven

science or technology classes. Instead,

world. Again, in New York State we can

we can integrate AI across various

certainly look to the Computer Science

subjects, showing students how it is

and Digital Fluency Standards to help

used in different fields, from healthcare

guide us in and around the classroom.

and arts to environmental science and

4. Changing What Classrooms Look

business. Remember that our job in

and Feel Like We cannot teach new

school today is to prepare students with

and innovative thinking in spaces

the essential skills to thrive in a world of work that does not yet exist.

that feel like they were put together

2. Teaching Ethical Considerations

takes place in our classrooms is as

in the 1900s. Updating how learning

As we use more AI tools, ethical

much about the desks that the work is

considerations become increasingly

done at as it is about the work itself.

important. Students should learn

This includes collaborative spaces like

about data privacy, bias in AI, and the

libraries, cafeteria, and even hallways,

potential social and economic impacts

as well. Take a look at your current

of AI. Although the technology is easily

setup from elementary schools to high

accessible all around us, we are still in

schools. Do they look ready to engage

the early stages. There is much yet to be

learners in 2023 or 1923? If you’re

tweaked and perfected, and our students

unsure, ask the students directly. They

will be the ones engaged in this work

will be honest, clear, and they know

sooner rather than later. If they have not

what works best for them.

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5. Opportunities for Digital Equity Students with disabilities stand to benefit greatly from ongoing and updated availability of tech learning tools, and the evolution of AI is no exception. These tools have already and will continue to revolutionize how students check their work, receive feedback for improvements, and ask for help. It also gives all families the tools to continue helping their children after the school day is over.

development, ease of access, and supporting a growth mindset we can reduce fear, build confidence, and ensure that our teachers are ready to guide students into this new era.

Remember, the goal isn’t just to teach students about AI but also to help them understand its impact on society and empower them to be informed users and creators of AI. As we continue to navigate this exciting and challenging world that seems to change right under our feet, our educators will be the guiding force, leading students towards a future where they can use AI tools confidently and ethically. We owe it to society to ensure that we are not merely passive observers but active participants in the AI revolution. Let us invest in our schools, in our educators right now, for they will shape the leaders of our AI-driven world tomorrow, and that affects all of us.

Now what?

Embracing AI in education doesn’t mean replacing educators with machines. Instead, it means using AI as a tool to augment teaching and learning, providing personalized and interactive experiences for students. As school district leaders, we have the responsibility to ensure that our educators are prepared for this AI-driven future. Through robust professional

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Partnerships Click each logo to learn more.

Lexia From acceleration, to intervention, to English Language Development, to assessment and professional learning, Lexia solutions can be used together or individually to meet all structured literacy needs for any student.

PLC Associates PLC Associates is completely committed to working with schools and organizations to achieve results, simply stated. We will stay with you and provide our “wraparound support” in order to get to the target outcomes each school and district designates. The result – we help you actually achieve your student achievement and performance goals. The company has developed numerous proprietary tools © and methodologies used successfully by schools.

New York State Teacher Centers From the Lighthouse in Montauk to the Adirondack Mountains to Niagara Falls, the NYSTC Network is a vibrant collaborative public organization that provides professional learning opportunities for educators. With 125 Teacher Centers and 7 regional networks, the NYSTC Network meets the needs of our diverse student population living in an ever-changing global environment.

SAANYS - the School Administrators Association of New York State SAANYS has a long history of supporting New York’s public school leaders and their communities. Their mission is to provide direction, service, and support to their membership in their efforts to improve the quality of education and leadership in New York State schools.

ASCD Connect the dots to your child’s success with the ASCD Whole Child approach to education.

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FACTS about NYSASCD VISION STATEMENT • Is a diverse organization with a strong, representative infrastructure and ties to other professional organizations • Anticipates and responds to needs and issues in a timely manner • Provides quality, personalized, accessible and affordable professional development services that support research-based programs and practices, particularly in high need areas • Recognizes a responsibility to identify and communicate the views of members • Promotes the renewal and recognition of educators • Supports the development of teachers and leaders, with an emphasis of those new to the profession

GOALS • NYSASCD will provide research-based quality programs and resources that meet the needs of members • NYSASCD will ensure that NY’s diverse community of learners is reflected in our programs, resources, membership and governance. Diversity will be reflected in the following ways: board members, association members and committees are diverse in terms of gender, age, ethnicity, region of the state, professional position, and years within the position, with the intention of building the capacity of the organizations • NYSASCD will influence educational policies, practices and resources in order to increase success for all learners • NYSASCD will create and utilize structures/tools which enable us to be flexible in our actions and responsive to the changing climate and environment within education

PURPOSES • To improve educational programs and supervisory practices at all levels and in all curricular fields throughout New York State • To help schools achieve balanced programs so that equal and quality educational opportunities are assured for all students • To identify and disseminate successful practices in instruction, curriculum development and supervision • To have a strong voice in the educational affairs of the state by working closely with the State Education Department and other educational groups across the state and nation.

MEMBER BENEFITS • IMPACT-New York State ASCD’s professional journal provides in depth background on state and local issues facing New York State Educators • ASCDevelopments-the newsletter, furnishes timely announcements on state and local events related to curriculum and instruction • Institutes-two or three day institutes that bring together national experts and state recognized presenters with practitioners to share ideas and promising educational practices • Regional Workshops-bring together recognized presenters with practitioners to share ideas and promising educational practices • Diverse Professional Network-enables members to share state-of-the-art resources, face challenges together and explore new ideas

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NYSASCD Over 60 Years of Service to New York State Educators 1941-2023 NYSASCD has provided over 60 years of service under the capable leadership of the following Presidents: Lance Hunnicut Fred Ambellan Ethel Huggard Lillian Wilcox Ernest Weinrich Amy Christ William Bristow Bernard Kinsella Grace Gates Joseph Leese Charles Shapp Gerald Cleveland Mark Atkinson Ward Satterlee Lilian Brooks John Owens Dorthy Foley Anthony Deuilio Tim Melchoir Arlene Soifer Mildred Whittaker

Lawrence Finkel David Manly George Jeffers George McInerney Thomas Schottman Helen Rice Albert Eichel Conrad Toepher, Jr. Peter Incalacaterra Albert Eichel Robert Brellis James Beane Thomas Curtis Marcia Knoll Don Harkness Nick Vitalo Florence Seldin Donna Moss Lynn Richbart John Glynn Robert Plaia 35

Robert Schneider John Cooper Diane Kilfoile Diane Cornell Marilyn Zaretsky John Gangemi Sandra Voigt Mary Ellen Freeley Jan Hammond Linda Quinn James Collins Lynn Macan Judy Morgan John Bell Judy Morgan Brian Kesel Timothy Eagen Ted Fulton Mary Loesing