Spring/Summer 2024 IMPACT

Spring/Summer 2024

impact

Volume 49 No. 1

On Instructional Improvement

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nysascd.org

nysascd

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 2024 Volume 49 No. 1

Foreward...........................................................................5 Jonathan Klomp

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

The Future of Writing in a World of AI...........................6 John Spencer

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

Preparing Pre-Service Teachers.....................................11 Whitney Rapp and Diana Fusco The DNA of Learning: Part III, Requisite 2...................19 Robert K. Greenleaf, Elaine M. Millen, and LaVonna Roth Never Work Alone!.........................................................25 Jonathan Klomp

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 In the best collaborations, each individual is stronger together than they are apart. Examples are easy to find such as Steve Jobs and Steve Wozniak (Technology- Apple Computers), John Lennon and Paul McCartney (Music- The Beatles), Watson and Crick (Science- DNA Structure), Frida Kahlo and Diego Rivera (Art), and Daniel Kahneman and Amos Tversky (Behavioral Economics). These synergistic partnerships have Jonathan Klomp, Ed.D., is the Principal of North Babylon High School for over a decade, and is an Active Past-President of LIASCD.

changed the world by providing new products, innovative ways of thinking, or inspiring new techniques. In every field, great partnerships have invented, innovated, discovered, and created masterpieces. Less famous collaborations exist in our schools, and other organizations, where generative partnerships help spur innovation, continuous improvement, and creativity.

Viewing artificial intelligence (AI) as a collaborative partner for both teaching and learning holds enormous promise as we move toward a future where both generative and predictive AI is commonplace in our classrooms and schools.

Generative Large Language Models (LLM), like ChatGPT,

Claude, or Bard can generate everything from summaries to song lyrics, poetry, or lesson plans when prompted by their human collaborators. Through back and forth conversation, or prompt engineering, AI can be either brilliant or foolish, a positive friend or a complicit accomplice. Large Language Models are the first and most accessible AI for educators, but predictive AI might soon help educators proactively suggest the best methods to personalize learning, predict students’ behavior before it happens, or provide analysis of the effectiveness of interventions. AI may soon become every educator’s collaborative partner that is always present as a helpful friend.

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The Future of Writing in a World of AI Part II: What About Accountability?

John Spencer

Students use AI-generated text but then they screenshot it (which then has the time stamp) and copy and paste it into a Google Document. They then modify the AI-generated text with a color-coded process that makes it easy to visualize how John Spencer is 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.

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.

much of the text is human-generated. In using this process, I’ve found that students have re-arranged paragraphs, added entirely new paragraphs, and amplified their writing far beyond the initial AI-generated text.

I mention this because I’ve already had several people reach out to me asking if I would test their AI-detection software. These programs promise to detect cheating by analyzing a piece of writing and detecting whether or not it was human-generated. Within a minute, you receive a score describing how much of the work has been generated by AI. Think of it as a Turn It In on steroids. Oddly enough, these programs are a form of AI. The complex algorithms look at a series of factors to determine if something was AI-generated.

It starts by examining semantic coherence. Human thought tends to be more logical but also contains random digressions. In other words, we tend to take random rabbit trails. It also looks at tone and style. Human writers tend to have distinct styles and tones that are shaped by their experiences, personality, and background, whereas AI6

generated writing may be more generic and

used some pieces that contain a hybrid of both.

lacking in personality. We also use more

In each case, I found that these algorithms

colloquial language, like the aforementioned

struggled to determine the AI-generated

rabbit trails. We tend to change verb tenses

prompts when they were a human-AI hybrid.

We are essentially entrusting advanced algorithms to judge the academic integrity of our students. more often as well. Finally, these detection

But more alarming, there were many false

programs look at text complexity. Human

positives. The AI kept identifying unpublished

language tends to be more complex and varied

human work as AI-generated.

than AI-generated language, which may be

This is a disturbing trend as we think

more formulaic or repetitive. An AI detector

about “catching cheaters” in an age of AI.

may analyze factors such as sentence length,

We are essentially entrusting advanced

vocabulary, and syntax to determine if the

algorithms to judge the academic integrity

writing is consistent with human language.

of our students. Imagine being a student

I’ve tested out three of these programs with

who wrote something entirely from scratch

abysmal results. I used unpublished writing of

only to find that you failed a class and faced

my own, a series of student pieces, and a bunch

academic probation because the algorithm

of AI prompts generated by ChatGPT. I then

sucks at determining what is human. This

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approach relies on surveillance, detection, and

I was recently talking to someone

punishment. Even as the algorithms improve

who works at MIT and she described

in detecting AI-generated text, I’m not sure

some of the inaccurate responses she’s

this is the direction schools should emphasize.

gotten from ChatGPT. This could be due to misinformation in the vast

Fortunately, there’s a more human

data set it pulls from. But it might

approach to accountability. It’s the trust and

also be an unintended consequence of

transparency approach that my professor

the inherent creativity in AI. When a

friend brought up when she first heard about

tool has the potential to generate new

ChatGPT. Instead of panicking and moving

content, there is always the potential

into a lockdown approach, she asked, “How

that the new content might contain

can we have students use the tools and make

misinformation.

their thinking visible?”

• ChatGPT may contain biased

Cautions for Students Using AI

content. Like all machine learning models, ChatGPT may reflect the

If you log into ChatGPT, the home screen makes it clear what AI does well and what it

biases in its training data. This means

does poorly. I love the fact that the technology

that it may give responses that reflect

makes it clear, from the start, what some of

societal biases, such as gender or racial

its limitations might be. However, there are

biases, even if unintentionally. Back in

a few more limitations about ChatGPT that

2016, Microsoft introduced an AI bot

students should consider.

named Tay. Within hours, Tay began posting sexist and racist rants on

• ChatGPT is often dated. Its neural

Twitter. So, what happened? It turns

network relies on information that

out the machine learning began to

stops at 2021. This means ChatGPT

learn what it means to be human based

lacks understanding of emerging

on interactions with people on Twitter.

knowledge. For example, when I asked

As trolls and bots spammed Tay with

a prompt about Russia and Ukraine,

offensive content, the AI learned to

the response lacked any current

be racist and sexist. While this is an

information about the current Russian

extreme example, deeper learning

invasion of Ukraine.

machines will always contain biases.

• ChatGPT can be inaccurate. It will

There’s no such thing as a “neutral”

make things up to fill in the gaps.

AI because it pulls its data from the 8

larger culture. Many of the AI systems

become really good at designing their

used the Enron data files as an initial

command prompts.

language training. The emails, which

• ChatGPT lacks empathy. ChatGPT

were in public domain, contained a

may not be able to understand or

more authentic form of speech. But it

recognize the emotional context

was also a form of speech that skewed

of a conversation. This can lead to

conservative and male because Enron

inappropriate or insensitive responses.

was a Texas-based energy company.

So, it might give insensitive feedback

• ChatGPT lacks contextual knowledge.

when a student uses it for the revision

While ChatGPT can analyze the words

process. It might lack awareness and

in a given sentence or paragraph,

empathy when students ask questions

it may not always understand the

and engage in research.

Deep learning requires an immense amount of processing power.

• Chat GPT lacks common sense.

context in which those words are used. This can lead to responses that

I’m not sure how to describe this but

are technically correct but don’t make

some of the answers I’ve gotten on

sense in the larger conversation. If a

ChatGPT seem silly and nonsensical.

student writes a personal narrative,

ChatGPT’s responses are based solely

they know the context better than any

on the patterns and associations it

AI could possibly understand. When

has learned from text data. It may

writing about local issues for a school

not always have the common sense

newspaper or blog, the AI won’t have

or practical knowledge to understand

the local knowledge that a student

the context of a conversation or

journalism team demonstrates. This is

provide accurate responses.

why it’s critical that students learn how

• ChatGPT might not be eco-friendly.

to contextualize knowledge.

Deep learning requires an immense

• ChatGPT requires an understanding

amount of processing power. As AI

of command prompts. This sounds

becomes more pervasive, there’s the

simple but it’s easy to miss. ChatGPT

potential it could accelerate climate

isn’t a mind reader, so if students use

change. Wired Magazine described

it to answer questions, they need to

it this way, “deep learning inherently 9

requires huge swathes of data, and though innovations in chips mean we can do that faster and more efficiently than ever, there’s no question that AI research churns through energy.” On the other hand, certain technologists have looked toward AI as a potential solution for making power grids more efficient and reducing the amount of energy we collectively consume.

as ChatGPT, are still in their earliest phases of development. Machine learning will grow more advanced and complex in the upcoming decades. For now, many AI tools can’t be used in a K-12 setting. ChatGPT, for example, requires users to be 18 or older to sign up.

But we do know that AI is growing rapidly and many of the tools currently used outside of school will have an educational equivalent that is both CIPA and COPPA compliant.

We can’t predict what writing will look like in a world dominated by Artificial Intelligence. Deeper learning machines, such

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Preparing Pre-Service Teachers to Implement Culturally Responsive-Sustaining Education: The Development of a Classroom Management Plan Based on the NYS CR-S Education Framework Whitney H. Rapp and Diana Fusco Introduction

Whitney H. Rapp, Ph.D., is a Professor of Inclusive Education at St. John Fisher University and Associate Dean of the Ralph C. Wilson, Jr. School of Education. Dr. Rapp holds a bachelor’s degree in elementary education and psychology from the State University of New York at Potsdam and master’s and doctoral degrees in special education from Michigan State University. Dr. Rapp teaches courses on inclusive education pedagogy, assessment, and classroom management.

She is the author of the textbook Universal Design for Learning: 100 Ways to Teach All Learners (Paul H. Brookes Publishing Co., 2014) and coauthored textbooks with colleagues. Dr. Rapp presents at local, state, national, and international conferences on UDL and inclusive education pedagogy.

Our responsibility as educators is to ensure all students have what they need to be successful—academically, socially, emotionally, and behaviorally. Devastatingly, that has not been the case for all of our students. Systemic injustices have imbalanced educational access and opportunity, further oppressing marginalized groups—students of color, students in the LGBTQIA+ community, students learning English, Muslim students, economically disadvantaged and unhoused students. It is beyond the scope of this article to survey the history and impact of such injustices. Three essential books for every educator are: • Love, B. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom.

Beacon Press.

• Murphy, J. (2022). Your children are very greatly in danger: School segregation in Rochester, New York.

Cornell University Press.

• Paris, D., & Alim, H.S. (2017). Culturally sustaining pedagogies: Teaching and 11

learning for justice in a changing world.

Teacher’s College Press.

All children must thrive in the classroom. In order for that to happen, we need to be inclusive, culturally responsivesustaining educators. But what does that mean and what does that look like in the classroom? In 2019, the New York State Education Department presented the Culturally ResponsiveDiana Fusco is a graduate of the St. John Fisher University Class of 2023. She holds a Bachelor of Science degree in Inclusive Childhood Education with a concentration in Psychology.

Diana is currently a 5th grade teacher in Knoxville, Tennessee.

Sustaining (CR-S) Education Framework. The principles of the framework provide us with a guide toward dismantling inequitable practices and building inclusive, equitable, responsive and sustaining learning environments for all. The four principles of the framework are as follows: • Welcoming and Affirming Environment: Collective responsibility to learn about student cultures and communities; close relationships with students and families; social-emotional learning programs; and materials that represent and affirm student identities.

• High Expectations and Rigorous Instruction: Student-led civic engagement; critical examination of power structures; project-based learning on social justice issues; student leadership opportunities.

• Inclusive Curriculum and Assessment: Current events incorporated into instruction; students as co-designers of curriculum; resources written and developed by racially, culturally, and linguistically diverse perspectives; instructional strategies that adapt to diverse learning styles.

• Ongoing Professional Learning and Support: Diversity, equity, and inclusion training; examining implicit bias and interrogation of beliefs and assumptions; support in aligning curriculum and instruction to the histories, languages, and experiences of traditionally marginalized voices.

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and students with disabilities certification at either the childhood level (grades 1-6) or the adolescent level (grades 7-12). Generally, the course is taken right before the culminating student teaching semester. The outcomes of the course include effective communication with students, families, and colleagues; demonstrating knowledge, understanding and appreciation of diversity; creating learning experiences that honor diversity; knowledge and demonstration of co-teaching models; creating a classroom environment that takes student academic, physical, and behavioral needs into consideration; knowledge of functional behavioral assessments; knowledge of positive behavior interventions and

As Kirkland (2019) states, “Culturally responsive-sustaining (CRS) education is grounded in a cultural view of learning and human development in which multiple expressions of diversity (e.g., race, social class, gender, language, sexual orientation, nationality, religion, ability) are recognized and regarded as assets for teaching and learning. It is the belief that culture is not an addition but is a critical component of education. It says that culture matters in shaping how people learn” (p. 1).

All practicing teachers need to work toward this goal, and at the same time, we need to be preparing pre-service teachers

...culture matters in shaping how people learn.

-Kirkland (2019) to think about this and know how to work

supports; and describes own management, communication and collaboration skills, styles, roles and how these characteristics affect the classroom, communication and collaboration with others. These outcomes are met through the completion of individual and group project-based assignments, including an individually prepared classroom management plan.

toward it right from the start. This article provides one example of how pre-service teachers learn to put the CR-S Education framework principles into practice through the development of a classroom management plan in a senior level methods course.

Context The context is a senior-level course on

The purposes of the classroom management plan are to demonstrate knowledge and understanding of all aspects of managing a classroom; to demonstrate

classroom management. It is a required course in an inclusive teacher education program that leads to both general education 13

the ability to analyze practices observed in

the framework and ways to enact it in the

classrooms or researched in literature for

classroom to deeply value and support all

their value in supporting all learners; and to

students. The full project can be accessed at

demonstrate synthesis of these practices into

https://dianafusco.weebly.com/

a cohesive, evidence-based plan. The pre-

Welcoming and Affirming Environment

service teachers in this course may structure and present the plan in any way they choose.

Comfy/cozy corner. A comfy/cozy corner

The project featured here is a website that

is a designated space for students to go to

structures the classroom management plan

when they are feeling any overwhelming

around the four principles of the NYS CR-S

emotion. They are typically referred to as

Education Framework. Due to the use of

a ‘calm-down corner’ but from personal

...posters and materials that help identify and walk students through regulating feelings and emotions... mastery grading practices, there are several

experience I don’t think that is the best

opportunities for formative feedback, revision

name for it. I know that if someone told

and resubmission of the project during the

me that I needed to go spend time in the

semester. After multiple communications

‘calm-down corner,’ that would probably

and revisions, the final project developed into

make me feel more emotional. So, in my

an exemplary model for translating the four

classroom I would refer to it as the comfy or cozy corner. A typical comfy corner will

principles of the CR-S Education Framework

have some comforting objects and soothing

into many specific, effective, tangible practices in the classroom.

materials that students can use that promote

Examples for the Four Principles of the NYS

identify and walk students through regulating

mindfulness, posters and materials that help

CR-S Education Framework

feelings and emotions, and offers students a place to work through and process some

This section lists examples from Fusco’s

emotions that are sometimes overwhelming

(2022) Classroom Management Plan. These

in the classroom.

are just a few examples, and each is quoted directly from the project. They demonstrate

I think a comfy/cozy corner is necessary in a classroom because our students are

a pre-service teacher’s understanding of 14

people too! Right now, the students in my

or emotions they may be feeling both in- and

placement are only 9 or 10 years old. At that

outside of school. Once students gain the

age, there are so many emotions! They are

knowledge of how they express their emotions,

feeling all the same feelings and emotions that

they can use that language to monitor and

I do, in a smaller body than I have and with

regulate their emotions on their own.

less experience. Of course there are going

I wish my teacher knew…jar. Sometimes,

to be overwhelming feelings. My job isn’t to

a daily check-in isn’t the right time or place

judge them for or invalidate their feelings. My

for a student to share something with the

job is to teach them healthy coping skills to

teacher. In order to make sure that all students

get through those feelings, and a comfy/cozy

have the space to tell their teacher something

corner is the best way to do that. I give them

important, the ‘I Wish My Teacher Knew...’ jar

the tools to help themselves, and they take the

is the perfect way to go. All it is is a jar with

reins from there.

some sticky notes next to it, and whenever a student has something they need to share with

Daily SEL check-in. My favorite quote

the teacher that they maybe don’t want to say

of all time is one from a TED Talk by Rita

in front of the class or don’t necessarily want

Pierson, “Every kid needs a champion.” I

to say out loud, they can write it down and

think that is such a powerful quote for only

put it in the jar. This is a place where students

five words. However, I have always struggled

know no one besides the teacher will read

to see how many teachers can be a champion

what they have to say.

for their students without knowing what kind of champion they need. My solution

When a student is so preoccupied by

is daily check-ins. They allow for a more

focusing on their basic needs or dealing with

relaxed, informal conversation between

complicated issues outside of school, focusing

the students and their teacher, so they can

on learning is next to impossible. This jar is

feel more comfortable in sharing just how

to ensure that students have a way that they

they are feeling and communicating what

can communicate things that are going on in

they need. Check-ins can provide teachers

their life, without the added pressure of saying

with valuable information that can reveal

it out loud or one-on-one with their teacher.

patterns and explain behavior, as well as track

I recommend using different color sticky

changes in student attitudes that may need

notes for different topics. Pink sticky notes for

to be addressed. Teachers can also provide

things that students don’t want to be talked

their students with a roadmap for evaluating,

to about but that they still want their teacher

understanding and expressing any feelings

to know, yellow sticky notes for things they’ll 15

bring up to the teacher at a later date, and

wall, students will feel a sense of authority and

green sticky notes for things that the teacher

responsibility to continue adding to the wall.

can pull them aside to discuss. This way the

The wall acts as an additional support, and

teacher knows exactly how to respond to

almost as an ever changing anchor chart for

anything the students put in that jar.

students to reference and use to their benefit throughout the school year.

High Expectations and Rigorous Instruction

Small group work stations. Small group learning improves academic achievements

New word wall. Fourth and fifth grade

and relationships within the classroom.

students are expected to learn about 1000

Students can work collaboratively to solve

new words throughout the academic year in

problems, come to solutions and develop a

order for them to be successful. As educators,

deeper understanding of the content with

we are not only exposing our students to

very little intervention from the teacher.

academic language, but also language that is

Usually implemented through the use of

used in their everyday life. Now, more than

centers, small group instruction is often the

ever, students are being exposed to words

best way to provide differentiated and specific

pertaining to social-emotional learning

instruction for students. Students often learn

and social justice. Words like equity and

more and retain material longer when learned

homeplace are more than likely not pre-

through small-group instruction and group

existing in our student’s vocabularies. Using

work. When students are working in a small

a new word wall, students and educators can

group without a teacher present, they learn

work collaboratively to share new words that

and develop social and leadership skills. They

are brought forth by everyone.

learn how to communicate and include their whole group in conversation and discussion

Often these are seen in lower elementary

while also balancing those who tend to

classrooms where they put high-frequency

dominate the conversation.

words as they learn them. There is no reason to limit a word wall to kindergarteners and

Inclusive Curriculum and Assessment

first graders. As lifelong learners, we are

Maps. Having visuals in your classroom

always coming across new words. Making new words accessible by putting them where

is so important for students’ learning.

all students can see allows for a shared

Maps encourage students to be curious,

experience of new words. With students and

explore and can inspire them to problem

teachers working together to create the word

solve. Social studies allows students to 16

explain relationships with other people, to

encourages them to use various methods

institutions, to the environment and provides

throughout the year.

them with the knowledge and understanding

Ongoing Professional Learning

of the past. We find that social studies curriculums are being marginalized, which

Restorative practices. Examples of some

we see through repeated documentation.

restorative practices that can be used within

About 44% of districts have reduced social

the classroom include affective statements,

studies time. That number increased to about

community-building circles, small spontaneous

51% when districts who were considered

conferences and collaborating to create

‘failing’ were surveyed. The best way to

classroom agreements or norms. Restorative

incorporate social studies back into schools

practices work to promote self-regulation,

is by providing students with visuals that

teach social skills, and decrease interpersonal

will pique their interest. By denying students

friction between everyone included. They can

these opportunities to build their vocabulary

also minimize disruption and distractions.

with social studies terms and increase their

They also aim to hold wrong-doers accountable

background knowledge, we are allowing

for the effects of their actions and increase the

student’s literacy levels to decrease and

awareness of how one’s words impact others

essentially increasing achievement gaps.

while providing a safe space for discussions around feelings and emotions. Restorative

Various forms of assessment. Just as all

practices can be used in a proactive way with

students learn differently, all students should

educators through professional development

be assessed in a way that benefits them.

and with students through self-regulation

We know that not all students effectively

activities and creating class norms as a class.

demonstrate their learning through tests, so

They can also be used in a reactive way through

offering alternate assignments like projects

conferences and circles after an event happens

and presentations can encourage students

in the classroom or school.

to demonstrate their learning in a way that makes sense to them. Offering a range of

Student-to-teacher reflections. Educators

assessment methods reflects the needs and

are always reflecting on their own experiences:

prior experiences of students and also allows

Whether that lesson was engaging enough or

students to develop a wide range of personal

if their students enjoyed the game they played.

and professional skills. These choices allow

Many educators have found that encouraging

students to apply their learning in a way that

their students to reflect on their teaching has

they believe demonstrates it the best, and

greatly increased their effectiveness. Students 17

REFERENCES

can share something that resonated with them, or something that they didn’t think worked

Fusco, D. (2022). Classroom management

for them. They also allow students to see that

plan. Retrieved March 8, 2023 from

their teacher “walks the walk” when it comes to

https://dianafusco.weebly.com/

using a growth mindset. Educators are life-long learners, and there is no better teacher than

Kirkland, D. E. (2019). Journey forward: The

the one being taught. We may not know when

New York State’s culturally responsive-

a lesson completely flops for a student where

sustaining education framework. Retrieved

they just really can’t grasp the content. With a

March 8, 2023 from https://steinhardt.

reflection from the student, a whole new world

nyu.edu/metrocenter/perspectives/

can be explored because the student was able

journey-forward-new-york-states-

to share their thoughts and their experience to

culturally-responsive-sustaining-

further their educational journey.

education

Conclusion

Love, B. (2019). We want to do more than

First, it is important to note that the

survive: Abolitionist teaching and the pursuit

ideas gathered in this classroom management

of educational freedom. Beacon Press.

plan are not just dreams of what might be.

Murphy, J. (2022). Your children are very greatly

They are practices seen and tried during

in danger: School segregation in Rochester,

field experiences, researched and cited

New York. Cornell University Press.

as evidence-based practices, and tied to foundational theories. In addition, this

New York State Education Department.

pre-service teacher further questioned and

(2019). Culturally responsive-sustaining

critiqued ideas that she saw and read about

education framework. NYSED.

to analyze their effectiveness in dismantling inequitable practices and building inclusive,

Paris, D., & Alim, H.S. (2017). Culturally

equitable, responsive and sustaining learning

sustaining pedagogies: Teaching and

environments for all. It is not enough for pre-

learning for justice in a changing world.

service teachers to learn about the framework

Teacher’s College Press.

or be tangentially familiar with the four

Pierson, R. (2013, May). Every kid needs a

principals. They need to fully understand what each principle embodies and purposefully

champion. TED Talk. Retrieved March 8,

plan for ways that they will translate them into

2023 from https://www.ted.com/talks/rita_

practice in their future classrooms.

pierson_every_kid_needs_a_champion 18

The DNA of Learning Part III, Requisite 2: The Act of Relating Robert K. Greenleaf, Elaine M. Millen, and LaVonna Roth

Introduction Articles 1 & 2 conveyed that once relationships are mastered, 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

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.

When a flower doesn’t bloom, you fix the environment in which it grows, not the flower.

Out of the COVID ashes...Relating is Key Let’s start by exploring how learning takes place. Imagine you are in a class, course or workshop—having the experience that the professor or presenter is on autopilot and not really interested in taking questions or delving far from a seemingly rehearsed script. Ask yourself, what are you feeling at this time? What was your brain telling you about how important the information was? Even if you were intently interested in the beginning... what tends to gradually happen to your enthusiasm as time wears on? It’s been years since most adults have been in a daily, semester long class, so I will take you back 19

there for a moment. Day after day, our students are expected to sit in a room, follow the direction and script of the primary adult in the room, and be totally engrossed and interested in the topic at hand. Take pause and imagine, what does that feel like under the best of circumstances?

Now imagine you are not interested in the content... or that the presentations are generic with no relevance; or that 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

you feel like a burden to question, feel like a number, or that you are a relative unknown amidst the others seated about you.

How’s it going for you? What would it take to restore the initial interest in learning you might have had at some point? It is the response to this last question that began our journey almost a year ago as we examined, what does it take to become engaged, to be motivated, and to persist in the learning process? We knew better than to move the chairs around on the deck of the

One more reorganization of deck chairs isn’t going to change the outcome.

Titanic. That ship has sunk over and over with past initiatives.

One more reorganization of deck chairs isn’t going to change the outcome.

Before we pour more resources into CIA-based efforts (like the deck chairs), we need to focus on why the ship is sinking.

It would be foolhardy to plant a garden with expectations of high yield, without first preparing the soil in which it must grow. The qualities within the soil, based on the plant’s needs will surely impact growth and production. As good as the curriculum, instruction and assessment design might be, if it bypasses the most important aspect of assessing readiness, growth will not happen. Without fully understanding the learners in front of us, who they are, what they need, and how 20

these things drive their thirst for learning—they will become distracted with the weeds that have grown up around them, and with the lack of nutrients particular to their survival, they will wither away. Attention to the student, prior to curriculum instruction and assessment expectations, will dramatically improve the production of learning. Bypassing what comes first, knowing the interests and the needs of the student, will only continue to perseverate the strong detachment this generation of learners has with this place called school. We have a century of evidence to support this.

The Act of Relating to Others, Process, and Ideas Some students get good grades and test scores no matter what their schooling is. But what of their learning to learn beyond the allure of grades and scores? When they stop playing the game of school, what capacities remain? Whether a student is motivated by grades or not, our relationship with them will be the most important aspect of our time with them—and more importantly, for their learning disposition beyond the classroom experience. Our influence will be to support today’s assigned studies or more permanently, to impact their world beyond this day.

Just how important are relationships to learning? Think of a favorite educator and/or a memorable subject you engaged in.

Unpack, beyond surface reasons, why this person came to mind.

Underneath everything, such as interest in a subject, doing well in a subject, the teacher’s sense of humor, the teacher’s expertise... lies a relationship that s/he developed with you and your personal interests. S/he understood something beyond the content of the subject matter and shared the passion for it.

Relationships, between people, their interests, and important learnings are the essential glue that promotes active engagement, perseverance to understanding and a work ethic that processes 21

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.

beyond grades, to sustained memory. What

but was eager to take it on. As the second

we remember most, in fact, is the importance

week of school began, I visited her classroom

that person played in our willingness to

to see how all was going. Much to my

put forth effort, support our efforts in

surprise, the classroom was quiet, except

constructing capacities and celebrating our

for the new teacher’s voice. There were no

accomplishments. It is impossible to maximize

smiling faces, no questions, no comments…

growth without a purposeful, productive

no energy. During a follow up meeting, the

relationship (Millen, 2022).

teacher admitted she couldn’t get her students to “open up.” They behaved OK and did their

The Art of Relating to Others

work, but no one seemed to be at ease or having a good time. What was missing was

Several years ago, I hired a veteran Reading/Writing Specialist for a Grade

relationship. Though attention to curriculum

3 teaching position. She came highly

was there, little thought was given to building

recommended and was a good fit for the

community. After some discussion she

school. She had never had her own classroom

decided to start each day with a morning 22

She asked herself what questions could be used as she planned daily lessons that would help her students better relate to content, and relate big ideas to their world. meeting, where she and each student could

• “When a student acts out, is it

share something of interest about themselves.

attention seeking or connection

The simple, short conversations quickly led

seeking behavior?”

to relationship building, fostering a sense

• “How can I help them understand each

of community. Learning became personal,

other-empathize-relate so as to treat

more engaging, and fun. Relationships first,

each other respectfully?

teaching and learning follow (Orvis, 2016).

• “What process/options would give

The Art of Relating Ideas and Process

them choice and relevance in how they go about this work?

Soon, the teacher began to explore other aspects of how things “relate.” She discovered

As a result of this shift in planning, she

that knowing her students well was essential,

found students more eager to participate

but just the beginning. Next, she looked at

in class/groups. Discussions were more

the curriculum and units she had planned to

comprehensive with much more personalized

identify major concepts and big ideas. Did

input. Beneath every behavior is a feeling

students “relate” to this? She asked herself

and a fundamental need. When she designed

what questions could be used as she planned

lessons that met student needs, the students

daily lessons that would help her students

became the drivers of their learning, moving

better relate to content, and relate big ideas to

forward, while the teacher played the role of

their world. She developed the following filter

the coach.

questions to ask as she prepared every lesson:

Moving to Tomorrow

• “What context does this learning

Step 1: Plan each unit/lesson with

reside in that my kids can relate to?”

opportunities for students to relate with

• “How can I draw their past knowledge

one another. Accepting and respecting

and experience into the big ideas of

differences in our schools, has become a

the lessons?

major challenge. Teachers have a tremendous 23

parts of new learning to prior knowledge and experience, we free up the cognitive load on working memory and can actively process similarities and differences that shape our understanding (Greenleaf, 2006).

opportunity to provide classroom practices and strategies that foster relationships to highlight our similarities and collective strengths. Facilitating discussions around what connects us together, student interests and important issues in their lives rather than our differences, makes for cooperative community interaction. What is relevant that they will relate to? Which options will help them process to understanding and transfer?

The requisite of relating cannot be bypassed or minimized. Without a connection to each other and our work, we’re back in the batter’s box taking random swings at pitches.

Too much is at stake for YOUR class, YOUR organization, YOUR satisfaction at work... and most importantly THEIR learning. These required components have a huge return on investment. Theirs—and yours!

Step 2: As relationships with others evolve, relating to concepts and ideas must also develop for deep learning to occur.

This shift in the planning process provides opportunities for students to discuss their personal interests with each other and discuss, by identifying primary take-aways from the lesson, how transferable the learning is to their own future. When learners can relate through context, experience or prior knowledge, they become more interested, motivated and persevere.

Coming soon: Stay tuned for the next part of this DNA series of articles!

REFERENCES Millen, Elaine (2022). Personalized Learning.

Paper presented to SAU #9, Conway, NH.

Step 3: Relating also applies to learning process. Throughout the learning process, students are reinforced with background knowledge through discussions with peers. Many times, anchor charts are used as prompts to help students understand processes for new learning. As a result, the brain more readily develops a schema that relates parts within a concept or big idea.

This enables familiarity for more purposeful processing. Similarly, when we can connect

Orvis, Sharyn (2016). Interview with a Principal on Moving a Low SES School to Blue Ribbon Status.

Greenleaf, Robert. (2006). “Brain Based Teaching.” Greenleaf-Papanek Publications.

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Never Work Alone! Co-planning Conversations with Your AI Assistant Jonathan Klomp

As a high school principal, my impact on student outcomes and achievement is truly a team effort. I manage and lead a talented team that is composed of fellow administrators, secretaries, paraprofessionals, custodians, and, of course, Jonathan Klomp, Ed.D., has served as the Principal of North Babylon High School for over a decade.

Dr. Klomp has served as an Academic Supervisor, Social Studies Director, Assistant Principal, and Administrator for Personnel and Student Support Services. He is on the Board of LIASCD as an Active Past-President, and is Vice-President of the Suffolk County High School Principals Association.

my teachers. Credibility is key in guiding my team to serve our students, and communication is the heart of our teams’ relationships. Now as we enter an unprecedented relationship with artificial intelligence, something profound is occurring.

This new partner is no longer just a mindless tool, but more of a team member that we must lead. Examining and relating the five aspects of credibility to working alongside technology where we practice communication through conversation using AI, might benefit both our productivity and help us work more seamlessly with one another.

Metaphors for leadership help us think about our relationships with both the people we lead and the new technology we engage with. For example, Nelson Mandela’s notion that a good leader is “like a shepherd. He stays behind the flock, ...not realizing that all along they are being directed from behind” (Mandela, 2009). With generative AI, we must always tend to the flock and guide it. A leadership framework, like Fisher and Frey’s components of leadership credibility, can also enhance how we work with artificial intelligence.

Their components for leadership credibility (2024) include: 25

relational trust, competent communication,

with a human. Beware that Generative AI is

a dynamic passion for learning, truly being

also known to mix up facts, invent quotes,

present, and being forward-thinking (Fisher,

hallucinate, and therefore is dependent on the

2024). We must begin to think seriously about

user to shape the conversation, give specificity,

our working relationships with emerging

and ensure the accuracy of the conversation.

artificially intelligent partners in order to create

Predictive AI, which is currently less

efficiencies in our classrooms and schools.

accessible to individuals, uses data, statistical

Artificial intelligence options might provide

models, and machine learning algorithms to

our entire team, especially our teachers, with

forecast future trends and make predictions.

an efficient and ever-present personalized

Examples of real world uses of predictive AI

support staff to creatively plan, enhance

include everything from predicting geographic

communication with students and parents, analyze data and suggest interventions.

areas prone to flooding, to targeting customers

Artificial Intelligence: Present and Future

or assessing risk. Predictive AI might soon be

with specific ads, and suggesting investments a partner for educators to predict, based on

Educators can easily access generative

many data points, students who are at risk, or

AI that uses Large Language Models (LLMs)

those that would benefit from enrichment, as

which are systems trained on vast amounts

well as families that might need more contacts

of text data to generate human-like responses

or support from their schools. As comfortable

to natural language inputs. Users can ‘talk’

as we’ve been in the past with using simple or

naturally with LLMs like ChatGPT (Openai),

bounded AI like Apple’s Siri, Amazon’s Alexa,

Claude (Anthropic), or Bard-Gemini

or taking Netflix’s recommendations for

(Google) which can generate everything

shows we might watch, the newly available AI

from summaries to song lyrics. PerplexityAI

is not always being adopted with open arms.

has applied artificial intelligence to narrowly

AI could soon reach or surpass human-level

redefine the search engine experience.

capabilities (Artificial General Intelligence or

MagicSchoolAI and BriskteachingAI are other examples of LLMs that are specific and

Superintelligence) and therefore the time is

can, in their words, “help lighten the load,

now to learn how to navigate and incorporate

so teachers can save their energy for where

AI as an efficient partner. The next level of

they shine best—in the classroom, in front

AI will include decision making, autonomy,

of students” (Khan, 2024). Generative AI can

and automation of tasks. The way we interact

create something new, even a picture, that

with AI will parallel how we interact with

is original, but it does so via conversation

one another.

26

Communication and Trust

plans to authentic assessments that are “AI proof ” (Dueck, 2023). Teaching and leading

Everyday leadership in our schools often

make use of prompt engineering with

involves using generative prompts with our

students and adults alike. Thinking about how

faculty and staff who can then create and

human communications operate is helpful

deliver incredible lessons or remarkable

in establishing two way communication,

services to our students. As a leader, I find

or dialogue, with AI. Users can revisit their

that my communication must be nuanced,

conversations in ChatGPT, Claude or Bard/

empowering, and patient; I am seeking to

Gemini and they can add specificity to improve

understand and be understood. Likewise, in

the output. Like a conversation, when used

our classrooms effective teacher and student

well, it may seem as if the user is cajoling

communication follows a similar pattern. If

the AI, and in this way it mimics human

the conversation is the relationship, then great

interaction in that it can clarify its responses.

educational leaders and teachers are at their

Just as relational trust is important

heart great communicators and collaborators.

between leaders and followers, or teachers

Generative AI offers educators something

and students, trust with AI is not something

to bounce ideas off of and receive generative

that should be given blanket permission. It is

It is crucial to verify AI’s accuracy and recognize that AI hallucinations occur due to limitations and biases in the training data, and result in fictional historical facts or inaccurate quotations. output. The dialogue between the user and AI

crucial to verify AI’s accuracy and recognize

is in many ways like that of a Socratic dialogue

that AI hallucinations occur due to limitations

with the natural back-and-forth exchange

and biases in the training data, and result

of questions, prompts, and responses. Great

in fictional historical facts or inaccurate

teachers “prompt” or elicit meaning making

quotations. As such, AI can be generative,

by their students (constructivism), and I

but it can also be completely “off base” in its

believe great teachers can become great AI

reasoning and may deliver misinformation.

prompt engineers. Together with teachers,

While some people feel autonomous AI will

LLMs can generate everything from lesson

lead to the conflicts portrayed in science 27

fiction movies, the real mistake would be for

“Today, I want to discuss intelligence

users to become unthinking consumers of

and learning, both real and artificial.

AI. In fact, the challenge is for educators to

Can you think of a better time, than

help our students learn how to discriminate

now …to think about your learning and

between what AI can do well and where it

future intelligence? Some people think

falls short.

that this AI technology harkens the end of civilization. Like me, they’ve watched

Forward Thinking and Dynamism

the Arnold Schwarzenegger movie, Terminator, too many times and think

People remain the most important

the existential threat posed by artificial

resource we have in our schools. Over the

intelligence is imminent. But like I said,

course of my career, I have witnessed the

a lot has changed, and it has done so

growing expectations and pressures put upon

at a speed that old people like me can’t

educators. In the post pandemic world it is

believe….But for you, the Class of 2023,

clear that teachers are stretched and stressed.

it is the ‘new normal’.

As a Principal, by sharing responsibilities and collaborating with my team, I reduce the

Nvidia, the world’s largest and most

cognitive load we carry. Adding AI to my

powerful computer chip maker’s CEO

team has made me more efficient and has

recently gave a speech about the future of

reduced stress. Tasks I work on are cyclical,

work and said that Artificial Intelligence

repetitive but unique, and my prompts

“won’t steal jobs but ‘someone who’s an

can get AI to share new ideas or ways of

expert with AI will’”. What he means is

expressing something commonplace. While

that right now using natural language

it would be great to give all of our teachers

you can prompt a computer to write a

human assistants and unlimited time for

computer program for you. Likewise, it could write a graduation speech like this

collaboration, I believe teachers might partner

if you prompted it to. Keep in mind I

with AI and benefit from planning together.

didn’t do that today, but these machines

Using AI as a partner may reduce stress and

using artificial intelligence can learn

make teachers’ jobs easier.

through trial and error, and …get better

As high school principal I deliver a

at performing tasks. Right now these

commencement speech about the past and

machines can create original artwork.

my students’ future. Last year I shared the

They can write musical compositions.

following with the Class of 2023:

When you get home try out DallE and 28

think of something crazy. DallE creates

ChatGPT gained one million users in the first

pictures. For example you could tell

five days! Educational leaders and teachers

it to create a picture of a chocolate

need to familiarize themselves with artificial

poodle, in a canoe, going down a river

intelligence, and experiment with how it can

of candy. Turns out…I have a brown

improve and simplify our professional lives.

poodle, I had just seen a canoe and

Leading and teaching in the Age of Artificial

I wanted candy…So why not? DallE

Intelligence should not be feared, and using it

created eight versions in seconds of what

might hone all of our leadership skills.

I’d asked it to imagine… There will always be naysayers about technology, some people opposed factory machines for mass production, others opposed the automobile, and neo-Luddites fear technological unemployment as our machines become smarter and artificial intelligence grows, but let’s be honest….machines help us all the time, for example, I can’t imagine typing this

A picture of a happy teacher with their AI Humanoid assistant.

speech without spell check….The real question for today’s graduates is how to

REFERENCES

harness the power of technology. Real intelligence is multifaceted, it’s complex.”

Center for the Governance of AI. (2024,

Right from the start, it was clear that

March 30). Statement on AI risk. https://

AI can help create efficiencies and provide

www.safe.ai/work/statement-on-ai-risk

everyone on our team with support. All of

Dueck, M. (2024). For educators, ChatGPT

us, including teachers, could use the help,

poses big questions—and big possibilities.

but we also all need to learn how to lead our

ASCD Blog. https://www.ascd.org/

own AI assistants.

blogs/for-educators-chatgpt-poses-bigquestions-and-big-possibilities

Being Present

Fisher, D., & Frey, N. (2024). The role

Change is a constant and the speed at which usable Artificial Intelligence LLMs have

of credibility. NYASCD Impact on

been adopted and evolved is truly staggering.

Instructional Journal, 48(1).

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Khan, A. (2024). Magic School (Nov 23 version) [Large Language Model]. https:// www.magicschool.ai/mission Mandela, N. (2009). Long walk to freedom.

Flash Point/Roaring Brook Press.

Musto, Julia. Nvidia CEO says companies, people who take advantage of AI will benefit. (2024, April 2). Fox Business. https://www.foxbusiness.com/ technology/nvidia-ceo-grads-learn-ainot-left-behind Here’s the evolution of my conversation with AI to generate a picture.

First Prompt: Is there a bias or hallucination? Math and a male teacher?

30

Second prompt: I added “with students”

Third try…..”Include AI is your friend”.

Third prompt is different….look closely at the results!

Friend of Fiend?

31

Changing the style….more realistic.

I like this one….getting warmer….The prompt is better!

32

Final products…

33

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