Think about the last time someone greeted you warmly. Maybe it was a colleague in the hallway, a student at the classroom door, or even a stranger in an elevator. That small gesture probably made you feel acknowledged and valued—even if only for a moment. In education, those moments matter more than we often realize.

More Than Just “Hello”

A greeting isn’t just a polite formality. It’s a powerful tool for shaping culture and climate. When we greet others—students, parents, colleagues, or visitors—we send a clear message: You belong here. You matter. Or at the very least, you are seen.

What Happens When We Stop Seeing One Another

When we neglect to greet others, even in the smallest ways, we unintentionally create distance. A silent walk down the hallway or a blank glance can make colleagues and students feel invisible or unvalued. Without a simple acknowledgment, the warmth and connection that build trust and belonging start to fade. Over time, the absence of greetings can lead to a culture of isolation rather than collaboration—a place where people come to work or learn but don’t feel part of a community.

The Hidden Benefit for You

Greeting others isn’t just good for them—it’s good for you too. Research shows that positive social interactions can boost your own mood and energy. It’s a quick way to:

• Start your day on a positive note.

• Strengthen relationships and trust.

• Reinforce your role as a leader and culture-builder.

Where Greetings Happen

Practical Tips for Educators

Want to make greetings a habit? Try these:

1. Be intentional: Don’t wait for others to greet you—take the lead.

2. Use names when possible: “Good morning, Alex!” shows you care enough to remember.

3. Pair it with a question: “How was your weekend?” “What is going well?” invites connection.

4. Stay consistent: Make greetings part of your routine, not just an occasional gesture.

5. Model for students: Teach them the power of acknowledgment by demonstrating it daily.

A Call to Action

No matter your role—teacher, administrator, support staff—make greetings a priority. They cost nothing, take seconds, and pay dividends in culture, climate, and connection. In education, where every interaction matters, a simple “hello” can change someone’s day—and maybe even their outlook on life.

The role of the superintendent has always been one of immense pressure and profound responsibility, demanding not only strong leadership but also unwavering dedication to the community. However, in recent years, it has transitioned into a challenging crucible that few qualified individuals seem willing or able to enter. The article, “Crisis in the Making: Superintendent Shortage is Real and Getting Worse” from District Administration, shines a necessary, if unsettling, light on a mounting problem that seriously threatens the stability, growth, and ongoing progress of our public school systems. This isn't just a headline or passing concern; it's a deeply felt reality experienced by those of us who are currently leading school districts or preparing to step into the increasingly demanding world of district administration.

The Dwindling Pool of Candidates

For years, those of us involved in leadership preparation have watched a disconcerting trend unfold: the number of qualified, interested candidates applying for top district positions is shrinking. Where superintendent searches once yielded deep, robust pools of seasoned educators eager for the challenge, we now frequently see thin applicant lists, often requiring districts to lower their expectations or re-open searches multiple times.

This reality has become particularly stark for me personally. I am currently enrolled in a rigorous superintendent licensure program—one of the larger and more reputable programs in my state—and this year’s cohort consists of a mere six people. Six. That number, more than any national statistic, underscores the core of the crisis. We’re simply not generating the same level of interest that we once did. This isn't for lack of talented administrators, but for a growing reluctance among them to take on a role that has fundamentally changed.

Moving Forward: Supporting the Pipeline

This crisis is not insurmountable, but it undeniably requires a deliberate and conscious effort from every stakeholder within the education sector. We must collectively acknowledge the reality that the system we are asking superintendents to navigate and lead is fundamentally different from before, and consequently, the support structures surrounding them must evolve and change accordingly.

Actionable steps we can take to address this challenge include:

• Elevate the work, not the politics: Prioritize celebrating and honoring the instructional leadership of superintendents, purposefully redirecting the public narrative to focus on student outcomes rather than political maneuvering.

• Invest in mentorship: Current educational leaders must take an active role in recruiting, nurturing, and mentoring the relatively few leaders still progressing through the pipeline, such as my own small cohort, equipping them with practical strategies and resilience to manage the ongoing political pressures.

• Reaffirm the mission: As both current and aspiring leaders, we must consistently anchor ourselves and our districts in the core systems and values that drive meaningful student success, consciously minimizing distractions from external and often disruptive noise.

This article serves as a powerful and urgent reminder that our leadership pipeline is drying up. If we truly want visionary, student-centered leaders in our schools tomorrow, we must commit today to transforming the superintendent’s office into a place of purposeful, well-supported leadership — not merely a highly public, contentious, political battlefield.

Prompting for Professionalism

The skills we teach with prompt engineering aren’t just for history reports; they are vital professional communication tools. One of the biggest shifts for a college freshman is the need for professional correspondence. They are suddenly emailing professors, TAs, and potential internship supervisors. To bridge this gap, we've integrated "Professional Prompting" days. We move beyond generic queries and focus on structure, tone, and audience.

Here’s how we break down the complexity:

• Drafting Professional Outreach: Students learn to use AI to draft a concise, formal email to a professor explaining a missed class, focusing on the prompt instructing the AI on required components (e.g., "Must be fewer than 100 words, maintain a respectful and apologetic tone, and include a clear proposed solution.").

• Creating Study Resources: Instead of just asking for a summary of a chapter, they use a prompt to generate ten potential test questions, including four multiple-choice, three short-answer, and three essay prompts, along with a suggested answer key for self-testing.

• Structuring Presentations: For complex group projects, students use AI to outline a 15-minute presentation, ensuring a logical flow with an introduction, three main points, and a strong conclusion, complete with a time estimate for each section.

This targeted use of AI turns them into highly efficient communicators and self-directed learners, giving them a significant advantage from day one.

By carefully integrating this critical vetting process into our curriculum, we ensure that students leave our doors not only fluent in the cutting-edge tools of the future but also firmly grounded in the essential ethics that govern both professional and academic life.

Sound familiar? It’s the same critique often leveled at today’s youth. We sometimes hear that giving students more choice, flexibility, or ownership of learning in the traditional school environment is somehow “coddling” or “lowering the bar.” In truth, that’s a false equivalence — a kind of cultural gaslighting that equates freedom with weakness.  While at the same time admonishing a generation of students for their lack of creativity and ambition.  It is of course as Daniel Pink so eloquently laid out in his premise of motivation 3.0 once again more about mastery, autonomy, and purpose.  Let’s continue to dig into the analogy I am positing with NIL and college sports a bit further

Here’s the reality:

In both cases, the standards remain high. What changes is who owns the journey.

The danger is not that autonomy weakens expectations — it’s that we, as adults, sometimes conflate control with rigor. We assume that if young people aren’t doing it exactly the way we prescribe, they must not be working as hard. But NIL shows us the opposite: when players see both the stakes and the ownership, they are often more driven, not less. The same is true in classrooms — when students feel the work matters (and applicable to life and their future success) to them, they lean in with more persistence, not less.

So, when critics claim that giving students autonomy is “watering things down,” it’s worth remembering: ownership is not indulgence. Agency is not caving in. In fact, the highest expectations are those students set for themselves when they know their performance — on the field or in the classroom — actually matters.

As Ken Williams reminds us in Ruthless Equity, “start with the crown, not the kid.” If we truly want high standards, we cannot predetermine limits on what students can achieve—especially not based on demographics, zip codes, or preconceived notions of their journey. To set the bar lower for some groups is not benevolence; it is bias disguised as mercy. Just as athletes with NIL deals must still put in the work on the field, students who are given agency still need to meet rigorous expectations in the classroom. The crown—the standard of excellence—remains the same. Our role is to provide the support, coaching, and belief that every learner is capable of reaching it.

To be honest, regarding NIL I’m not totally sold yet. I think the influence of money complicates so much when it comes down to a game. But what I can’t ignore are the parallels to society and the ambivalence of today’s youth to navigate the game put in front of them. I don’t pretend to fully understand the reach of NIL into all sports, activities, finances, or even equity—but I am willing to learn. And that’s the point. As educators and leaders, our charge is the same: we don’t have to have it all figured out, but we must be willing to lean into the complexity, resist false equivalencies, and hold unwaveringly high expectations for every student. Our crown is too valuable—and our kids too capable—to settle for anything less.

—Elena Aguilar

We’ve been thinking about that line in the context of grading reform in K–12 schools.  For many educators, changing how they grade feels overwhelming. Too many systems. Too much tradition. Too much risk. And yet, we believe Aguilar is right: change isn’t as hard as we think—when we approach it in the right way. Three key steps can help break the grading habit.

Step 1: Grading Change is Emotional, Not Just Technical

Grading is more than a spreadsheet, numbers or percentages—grading can also be perceived as a reflection of an educator’s values, their beliefs about students, and their professional identity. So when we ask educators to rethink grading, it’s not just about changing a policy; it’s about confronting years of habit and inherited systems.  That’s why Aguilar’s emphasis on psychological safety resonates so strongly. She reminds us:  “When we’re in a context that feels safe, we learn fast.”

We’ve seen this firsthand. When educators feel judged, their defenses may go up. But when they feel supported—when their experiences are validated and they’re given space to explore—real change happens.  By "space" we mean more than just "time." We’ve facilitated workshops where teachers arrived skeptical and left curious. What made the difference? Not mandates. Not mandates disguised as professional development. The difference was time, safety, and support.  Adult learning theory tells us learning is more effective when it connects to and builds upon the learner’s existing knowledge and experience.  This means wrestling with a person’s past and present where reflection and reconsideration can occur—building on, not ignoring, educators’ histories. Dan Lortie famously referred to this concept as ‘psychic rewards’, that is, understanding and connecting with an educators’ deeply held beliefs about their reasons for entering the teaching profession.  When grading reform is done in a safe space for educators it enhances the psychic rewards for teachers especially in building and fostering positive relationships; known counter to implementing traditional grading practices.  For example, some educators regard equitable outcomes for students as a core value, making it essential to demonstrate how revised grading practices can help remove barriers.

Step 2: Behavior Change Happens Through Chunking

Aguilar’s work in Coaching for Equity is a model for how we might approach difficult conversations—and grading is no exception. She describes breaking complex, emotionally loaded conversations into smaller types (“the elephant-in-the-room conversation,” for example), and then scaffolding those with guided practice.

Grading reform benefits from the same structure.  Want to change how you grade? Don’t start with a new report card or a full-scale standards-based overhaul, but rather, focus on small more manageable actions that more accurately communicate student learning. Start here:

Replace zeros with incomplete-and invite students to resubmit

When students do not submit an assignment, rather than assigning a zero, teachers can include an "incomplete" mark in the grade book.  Students should then be invited to resubmit their evidence of learning.

Stop averaging scores and instead look at the most recent evidence within a learning outcome or standard

For example, when a student improves from the rough draft of an essay to the final version, the learning demonstrated in the most recent submission should take precedence over earlier marks in the grade book.  Imagine a karate student who begins as a white belt, practices diligently, and grows in skill toward earning a black belt—but is awarded only a gray belt because their performance was averaged across all levels of proficiency (Guskey, 2002).

Provide only written non-numerical feedback to daily assignments and checks for understanding; no points, percentages or numbers

After introducing a concept for the first time, it is reasonable to expect students to make mistakes and learn from them. Rather than assigning numerical scores to daily assignments or mid-unit checks for understanding, teachers should provide descriptive feedback, such as a red/yellow/green traffic light indicator known to have a better association with intrinsic motivation compared to a ratio of points earned or loss or a percentage grade (Butler & Nisan, 1986).

These aren’t big leaps. They’re intentional moves. And when educators take them, one by one, they begin to move. They start seeing students—not systems.

Step 3: Grading Reform Is Possible—Because Educators Are Learners

Too often, grading reform is framed as fixing what’s broken. That’s not helpful. It’s more accurate—and more respectful—to say: grading reform is a learning journey so we can be better communicators. And educators are wired to learn.  It might just be a permission culture to venture from the confines of an antiquated teacher school handbook (or absence of policy at all).  It might also be lack of awareness of the perils of traditional grading, and quite possibly, it may just be humbling to realize all of their years in the classroom grading the way they were likely graded; wasn’t very equitable–and that can be tough to wrestle with for educators both novice and veteran.  Fostering an adult learning stance requires leadership to fail-forward and create a safe environment for a better way.

Let’s stop asking educators to make these changes in isolation or all at once. Let’s start helping them experience success in manageable chunks, with colleagues who can listen, challenge, and cheer them on.

Senior year of high school is a whirlwind of college applications, last-minute memories, and a general feeling of being on the cusp of something big. It’s also our last, best chance to equip these young adults with the skills they’ll need to thrive in the next chapter of their lives. And in today’s world, that means one thing: talking about AI. I've found that for many of our seniors, the conversation around AI has been limited to what they can get away with. It's often viewed as a shortcut or a tool for plagiarism. But if we send them off to college with that mindset, we're doing them a huge disservice. The next year is a crucial window to shift their perspective and teach them how to use AI as a powerful, ethical partner in their academic journey.

The College AI Reality Check

Let's face it: AI is already part of the college experience. Professors are using it for everything from generating lecture slides to identifying plagiarism. Students are using it to brainstorm research topics, draft emails, and even understand complex concepts. The difference between a student who uses AI responsibly and one who doesn’t will be stark. One will see it as a tool to enhance their learning and critical thinking, while the other will be at a constant disadvantage, either falling behind or facing academic integrity issues.

This isn't about scaring them. It's about being honest. Most colleges and universities have their own specific policies on AI use. Some may allow it for brainstorming, but not for drafting. Others might encourage its use with proper citation. The key is that there's no one-size-fits-all rule, and our students need to be prepared to navigate these nuances. We can use this last year to give them a foundation in digital ethics, showing them how to cite AI, verify its output, and understand the difference between using a tool and letting a tool do all the work.

Teaching AI as a Skill, Not a Shortcut

In my own classroom, I’ve started a "Senior AI Toolkit" series. We spend a few class periods focused on different applications of AI in a higher-education context. For example, we'll take a look at a complex academic article and use an AI summarizer to understand the main points. Then, we critically analyze the summary, comparing it to the original text and discussing what was lost or misinterpreted. This teaches them not to blindly trust the tool, but to use it as a starting point for deeper understanding.

We also work on "prompt engineering." Instead of a simple query like "write about the American Revolution," we practice crafting detailed, specific prompts that guide the AI to produce more nuanced and accurate results. This process forces them to think critically about their own research questions and goals. It’s a skill that will serve them well when they're faced with a blank page and a complex term paper.

Here's a quick list of ways you can start to prepare your seniors for college-level AI use right now:

• Citation Practice: Introduce them to different citation styles (MLA, APA) for AI-generated content. Discuss the importance of transparency and honesty.

• Critical Analysis: Give them AI-generated text and ask them to fact-check it. This highlights the importance of human oversight and expertise.

• Ethical Debates: Facilitate discussions about the ethical implications of AI in academia, from data privacy to bias in algorithms.

We have one more year with these students to shape their habits and attitudes. Let's not waste it by ignoring the elephant in the room. By teaching them to embrace AI as a powerful and responsible tool, we can send them off to college not with a sense of dread, but with the confidence to navigate an AI-powered world.

Beyond the Scores: Interpreting the “Why” Behind the Numbers

Literacy is not a single skill; it's a constellation of abilities, each one measured by a different assessment. When a parent sees a score on a report, they're often left with a single, decontextualized number. But as educators, we know that a low score in "phonemic awareness" is very different from a challenge with "reading fluency." It's our role to help parents understand the why behind the numbers. Instead of just sharing a score, we can explain what that skill actually looks like in a child's development. For example, we might explain that a low phonics score indicates a child is still learning how to connect letters to sounds, which is a foundational building block for reading. This approach moves the conversation away from a simple pass/fail metric and towards a developmental understanding of literacy. When a parent understands that their child is "still developing" a specific skill, they are less likely to feel frustrated and more likely to feel empowered to help. According to a study from the National Center for Families Learning, parents who have a clear understanding of their child's reading data are more likely to engage in targeted, supportive activities at home (NCFL 2018). We can turn a stressful moment of seeing a low score into a productive conversation about growth.

Creating a Data-Informed Partnership

The most effective way to help parents understand and process literacy data is through intentional communication. Parent-teacher conferences are an ideal time to lay the groundwork for this partnership. Rather than simply handing over a printout, we can use visual aids—a simple chart or a color-coded graph—to walk them through the data point by point. We can also provide a one-page "jargon buster" that explains key terms like "Lexile level," "decoding," and "fluency" in plain, accessible language. This not only clarifies the data but also shows parents that we value their understanding and want them to be an informed partner. Furthermore, we can leverage technology to make data more accessible. Secure parent portals can be used to share simplified progress reports, and personalized emails can offer specific, easy-to-implement activities tied to the data. For instance, if a child's data shows a need for more phonemic awareness practice, an email could include a link to a fun rhyming game or a short video demonstrating a sound-blending activity. These small, consistent points of contact build trust and reinforce the idea that literacy development is a shared responsibility.

To help parents navigate this data, we should create "Data-to-Action" handouts that explain a child’s scores and provide specific, low-pressure activities they can do at home. During conferences, we must use visual aids to highlight progress, showing them a child’s reading speed, for example, from the beginning of the year to now. We also need to help parents frame the data in terms of effort and growth, teaching them to praise effort ("You worked so hard to sound out that word!") rather than just outcomes. Finally, we can offer brief, 10-minute phone calls or virtual check-ins throughout the year to discuss a specific data point, ensuring a consistent dialogue beyond formal conferences. By empowering parents with a clear understanding of their child’s literacy data, we help them move from feeling overwhelmed to feeling confident. We shift the focus from a number on a page to a shared vision of nurturing a lifelong love of reading. This builds not just stronger readers, but stronger, more supportive families.

Works Cited

National Center for Families Learning (NCFL). "Parent Engagement in Children's Literacy." NCFL, 2018.

National Institute for Literacy. "The Impact of Parent Involvement in Early Literacy." U.S. Department of Education, 2016.

Pinnacle Education Group. "Interpreting Reading Data for Parents." Pinnacle Publishing, 2022.

The Neurobiology of Trauma and Its Link to Literacy

Research shows that the brain of a young child is incredibly malleable, or "plastic," making it highly susceptible to the effects of trauma. A child experiencing chronic stress lives in a constant state of fight-or-flight. This state, driven by the overactivation of the body’s stress response system, can lead to a sustained increase in stress hormones like cortisol. According to the National Child Traumatic Stress Network, this can disrupt the development of key brain regions, including the prefrontal cortex and the hippocampus (NCTSN). The prefrontal cortex is responsible for executive functions like attention, working memory, and impulse control—skills that are absolutely essential for a child to follow multi-step instructions, sound out words, and hold a sentence in their mind. Similarly, the hippocampus, which plays a crucial role in memory and learning, can be affected, making it difficult for a child to retain new vocabulary or recognize letter-sound correspondence.

The impact of this neurological disruption is not just theoretical; it manifests in the classroom in very real ways. A child might struggle to focus during story time, exhibit difficulty with phonological awareness, or have a harder time with vocabulary acquisition because their brain is prioritizing survival over learning. The cognitive and emotional resources they need for literacy development are instead being used to manage their internal stress, leaving little room for academic engagement. A study published in the Journal of School Violence found a direct correlation between early exposure to violence and lower reading achievement in elementary school students (Duplechain, Reigner, & Packard 2008). This research highlights that the struggles we see in a child's academic performance are often a symptom of an underlying issue, not a lack of effort or intelligence. It's a silent struggle that requires our empathy and a new approach to education.

Creating a Trauma-Informed Literacy Environment

Understanding this connection is the first step, but what can we as educators and parents do about it? The answer lies in creating a trauma-informed environment that prioritizes safety, stability, and strong relationships. Research shows that a positive teacher-student relationship is a powerful protective factor for a child who has experienced trauma (National Child Traumatic Stress Initiative). With this foundation, we can implement several practical strategies to support early learners.

We can begin by establishing predictable routines. Trauma can make a child's world feel chaotic and unpredictable, so consistent daily schedules, clear expectations, and visual timetables create a sense of safety and control. This helps a child's nervous system calm down and become more receptive to learning, allowing their brain to shift from a state of hypervigilance to one of curiosity. Building on this, we must embrace social-emotional learning (SEL). Before we can expect a child to read, they need to be able to regulate their emotions. Incorporating activities that teach emotional literacy—like identifying feelings or practicing mindfulness—can build the self-regulation skills they need to engage with academic tasks. This proactive approach helps them develop the internal tools to navigate stress and focus on learning.

Furthermore, we can provide a "safe space." Designate a quiet corner with soft pillows, calming objects, or noise-canceling headphones where a child can go when they feel overwhelmed. This gives them an outlet to de-escalate without disrupting the entire class and reinforces the idea that their feelings are valid and manageable. This is not a punishment but a tool for self-regulation. Finally, we can use storytelling as a bridge. Reading stories that feature characters who overcome challenges can be a powerful way for children to process their own experiences without having to talk about them directly. It's a non-threatening way to build empathy, resilience, and a sense of hope. These narratives can also serve as a way to build a shared vocabulary around emotions and problem-solving, making it easier for children to express their feelings when they are ready.

In my work, I've found that these strategies are not just for children with known trauma; they are good for all children. As a study from the National Education Association points out, "trauma-informed practices can help educators collaborate to support student mental and physical health" and "foster a positive school climate where students feel safe and confident" (NEA). By creating an environment that is sensitive to the lingering effects of trauma, we're not only helping our most vulnerable students heal but also building a stronger, more supportive foundation for everyone to thrive. It’s about creating a space where every child is seen, safe, and ready to learn.

Works Cited

Duplechain, Rebecca, Jennifer Reigner, and Michael Packard. "Violence Exposure and Reading Achievement in Elementary Students." Journal of School Violence, vol. 7, no. 4, 2008, pp. 1-18.

Dr. H. T. Chugani, Newsweek, Spring/Summer 1997 Special Edition: “Your Child: From Birth to Three”, pp 30-31

National Child Traumatic Stress Initiative. "Creating a Safe and Supportive Classroom Environment." U.S. Department of Education, 2021.

National Child Traumatic Stress Network (NCTSN). "Complex Trauma: Facts for Educators." NCTSN, 2022.

National Education Association (NEA). "Trauma-Informed Practices." NEA, 2023.

The Myth of Always Being On

Practical Ways to Set Boundaries

Saying "no" is easier said than done, especially when you feel like you're letting people down. But it's a muscle you can train, and it starts with small, intentional steps. One of the most effective strategies is to schedule your "off" time. I learned to block out time on my calendar for family dinners, my child's soccer game, or a simple walk. I treated these appointments with the same importance as I would a staff meeting, and it helped me mentally commit to being present. This conscious effort to carve out personal time is crucial. Research has consistently shown that school principals, on average, work long hours—a 2017 study cited by the National Center for Education Statistics found that principals work an average of 59 hours per week. This relentless pace can easily lead to burnout, so intentionally scheduling personal time is a vital self-care practice. It's a way of proactively saying "yes" to your well-being.

Another key strategy is to establish clear communication norms with your staff and community. Be transparent about when you are and are not available. Let them know that you check emails at specific times in the evening and that for truly urgent matters, they should call a specific number. This sets clear expectations from the start and reduces the pressure to be constantly connected. You can also empower your team by learning to delegate with trust. As a former administrator, I learned that I didn't have to be the one to do everything. By empowering my assistant principals, department heads, or other staff members to handle certain responsibilities, I not only lightened my own load but also helped them grow as leaders, which is a win-win for everyone. According to a study in Educational Administration Quarterly, effective delegation is a hallmark of successful school leaders, fostering a sense of ownership and increasing overall organizational capacity (Mitra et al. 2021). This practice not only provides you with some much-needed breathing room but also cultivates a more engaged and empowered team.

Finally, you have to practice saying "no." Start with small things. Instead of saying yes to every committee, politely decline one or two. You can use a gentle, firm phrase like, "That's a great initiative, but my plate is full right now. I'd be happy to support it in another way or connect you with someone who might have more time." One of the biggest challenges I noticed was the emotional toll of always being "on." We must remember that our families are our greatest support system. When we neglect them, we lose that crucial foundation. Saying "no" to an extra work commitment means saying "yes" to a bedtime story, a date night, or simply being present. It’s a choice that not only benefits you but also models a healthy work-life balance for your entire school community.

Works Cited

Mitra, Dana, et al. "Role of Leadership in Fostering Teacher Collaboration and School Improvement." Educational Administration Quarterly, vol. 57, no. 1, 2021, pp. 28-59.

National Center for Education Statistics. "Characteristics of Public and Private School Principals." Digest of Education Statistics, 2017.

AI has become the boogeyman in a lot of staff rooms lately, hasn't it? I get it. The minute a new technology bursts onto the scene, there's always a wave of fear and skepticism. Will it replace me? Is it just a fancy way for students to cheat? In my classroom, I've heard all the concerns, and I've even had some of my own. But I've also seen firsthand that when we move past the initial stigma, AI can be a game-changer for both us and our students. It's not about replacing the human element; it's about amplifying it.

Your AI Teaching Assistant is Here

Let's start with what AI can do for you. As teachers, our plates are constantly overflowing. Between lesson planning, grading, communicating with parents, and managing all the administrative tasks, it's a wonder we have time to actually teach. This is where AI tools can be your new best friend. I've found that using tools like MagicSchool.ai to generate rubrics or a quick quiz has saved me hours every week. I just input the topic and the learning objective, and it gives me a solid draft that I can then tweak to fit my students' specific needs.

These tools aren't meant to do the work for you, but to help you with the heavy lifting. Think of it as having a teaching assistant who can handle the repetitive tasks, freeing you up to focus on what you do best: building relationships with your students and providing personalized support. According to a study from North Carolina State University, educators are optimistic about AI's potential to reduce teacher workloads and deepen student learning. By automating administrative tasks, we create more opportunities for meaningful human connection.

Reframing the Conversation: From Cheating to Collaboration

The biggest hurdle for most of my colleagues has been the fear of students using AI to cheat. This is a valid concern, but it's one we can overcome by reframing the conversation. Instead of banning AI, we need to teach students how to use it responsibly and ethically. In my own class, I've incorporated projects where students are required to use an AI tool as part of their creative process. For example, when my students were writing about historical figures, I had them use a generative AI tool to create a fictional "interview" with that person. They had to prompt the AI with accurate historical facts and then critically analyze and edit the output.

This approach teaches them to see AI not as a shortcut, but as a collaborative partner. It shifts the focus from simply producing a final product to the process of critical thinking, research, and revision. We can give students assignments that are more focused on applying knowledge rather than just recalling facts. This not only prepares them for a world where AI is a common tool but also encourages a deeper level of engagement with the material.

Here's a quick list of ways you can start to incorporate AI into your classroom right now:

• Brainstorming Buddy: Use a tool like ChatGPT to generate creative ideas for a project or essay topic.

• Content Re-Leveler: Use a tool like Diffit to quickly adjust the reading level of an article or text to meet the needs of different learners.

• Feedback Assistant: Use an AI tool to help draft personalized feedback on student essays, saving you time while providing specific, actionable insights.

The key to getting past the stigma isn't to pretend AI doesn't exist. It's to lean into it, to experiment, and to show our colleagues and students how to harness its power for good. AI is here to stay, and by embracing it, we can make our jobs more manageable and our teaching more impactful.

Empathy Series – Part 2: How to Develop Empathy

If we want to raise children who truly care about others—who can look beyond themselves and consider another person’s perspective—it starts with intentionally developing empathy. While empathy might seem like something we either have or don’t, research shows it’s a skill that can be taught, modeled, and strengthened over time.

Surprisingly, the first step in helping children develop empathy isn’t focused on others at all—it begins with understanding themselves.

The Foundation: Self-Awareness

According to Daniel Goleman, author of Emotional Intelligence, self-awareness is the cornerstone of emotional intelligence—and without emotional intelligence, empathy can't take root. Children must first be able to recognize and understand their own emotions before they can begin to connect with the emotions of others.

Michelle Borba, author of Unselfie: Why Empathetic Kids Succeed in Our All-About-Me World, echoes this idea. She argues that developing a strong moral identity is crucial for nurturing empathy. “We generally behave in ways consistent with our self-image,” she writes. “So if we want our kids to be empathetic, they must see themselves as caring and learn to value the thoughts and feelings of others.”

In today’s fast-paced, screen-saturated world, building self-awareness and moral identity is increasingly difficult. When Unselfie was released in 2016, Borba reported that 75% of children under age 8 had access to a smart device—and that number has only grown. According to the American Academy of Child and Adolescent Psychiatry, children aged 8–12 now spend 4–6 hours per day using screens; teens spend up to 9 hours daily. This overexposure is linked to poor body image, risky behavior, cyberbullying, and emotional disconnection—all of which hinder empathy.

What Is Self-Awareness for Kids?

Self-awareness is the ability to recognize, understand, and label one’s own emotions, thoughts, and behaviors. It helps children:

• Build confidence

• Explore their identity

• Make values-based decisions

• Strengthen relationships

How to Cultivate Self-Awareness in Children

• Encourage emotional expression: Help children name their emotions and express them in healthy ways.

• Facilitate reflection: Ask thoughtful questions that guide kids to consider how their actions affect others.

• Promote mindfulness: Use breathing exercises, body scans, or observation activities to increase emotional awareness.

• Model self-awareness: Share your own emotions and how you navigate them.

• Reinforce values: Connect classroom expectations to character traits (kindness, responsibility, respect), not just rules.

Pro Tips for Educators: Practical Ways to Foster Empathy in the Classroom

Here are actionable strategies educators can use to build a classroom culture of empathy, self-awareness, and moral growth:

✅ Use Nouns Over Verbs When Praising

• Instead of: “That was kind.”

• Try: “You are a kind person.”
  This builds empathy into a student’s identity—not just a one-time behavior.

✅ Align Praise with Character and Correction with Behavior

Align praise with character traits and corrections with specific behaviors—this supports moral identity development.

• Praise: “You showed responsibility by turning in your work on time” or “You’re a responsible student.”

• Correction: “Yelling doesn’t solve problems. Let’s talk about a better way to handle frustration.”
  This reinforces that behavior can change while character remains a guiding compass.

✅ Incorporate “Feelings Check-Ins”
Start the day or class period with:

• A mood meter

• An emotion wheel

• A “How are you feeling today?” chart
  This helps normalize emotional expression and builds emotional vocabulary.

✅ Create a Class “Code of Values”
Co-create shared values like kindness, fairness, and respect.
Display them prominently and reference them during discussions or conflict resolution.

✅ Integrate Empathy-Focused Literature
Choose books and read-alouds that explore emotions and perspectives.
Ask questions like:

• “What do you think the character was feeling?”

• “Have you ever felt that way?”

• “What would you do in their shoes?”

✅ Use Restorative Practices Over Punishment
When conflict arises, ask:

• “Who was affected by what happened?”

• “How can we make things right?”
  This teaches empathy, accountability, and emotional repair.

✅ Model Empathy Daily
Students learn empathy best by observing it. Narrate your own emotions and coping strategies.
Example: “I’m feeling overwhelmed, so I’m going to take a deep breath before we continue.”

✅ Encourage Perspective-Taking Activities
Try role plays, debates, or journaling prompts like:

• “Imagine you’re a new student—how would you want to be welcomed?”

• “Write a letter from someone who feels left out.”

✅ Celebrate Emotional Growth
Recognize moments of kindness, compassion, and emotional courage.
Start a “Kindness Wall” or “Student Shoutouts” to celebrate these moments alongside academic achievements.

Teaching Emotional Literacy: The Language of Empathy

Before children can empathize with others, they need vocabulary to understand emotions. Emotional literacy is the gateway to empathy—and it must be taught intentionally.

Ways to Teach Emotional Literacy:

• Identify and Label Emotions

• Use visuals like emotion charts or faces

• Expand vocabulary beyond “happy” or “mad”

• Model labeling emotions in real time: “I’m feeling a little anxious today.”

• Relate Emotions to Situations

• Use books or scenarios to ask, “How do you think they felt—and why?”

• Pose “How would you feel if...?” questions to foster perspective-taking.

• Use Play and Storytelling

• Try emotion charades or matching games

• Create short stories based on facial expressions or social scenes

• Create a Safe Space for Expression

• Encourage journaling, drawing, or class meetings to process emotions

• Validate all feelings without judgment: “It’s okay to feel upset. Let’s talk about it.”

Final Thoughts: A Path Worth Walking

Helping children develop empathy isn’t a one-time lesson—it’s a long-term investment in their emotional, social, and moral development. When we begin with self-awareness and emotional literacy, we equip students with the tools they need to connect, care, and contribute to a kinder world.

✨ Stay tuned for the next post in this series: How to Practice Empathy—where we’ll explore ways students can put empathy into action.

The Scene of the Mess: Initial Response and Open Dialogue

Let's set our final scene: A teacher, Ms. Anya Sharma, walks into her classroom after lunch to find it in disarray. There are art supplies scattered and smeared across tables, paint spilled on the floor, and chairs overturned, indicating a clear, intentional mess. The classroom will need to be closed for cleanup, disrupting afternoon lessons. A student, Lily, is still in the room, looking a bit sheepish, perhaps even trying to appear inconspicuous.

Partnership with Parents: Seeking Permission for Accountability

Before moving directly to the cleanup, a key step in this restorative process is to contact Lily's parents to discuss the situation and ask permission for her involvement in the cleanup. This might seem unusual in traditional disciplinary models, but it's a powerful way to build a unified approach and ensure transparency.

The school principal would call Lily's parents and calmly explain what happened, describing the mess and Lily’s involvement. The principal would then outline the school's restorative philosophy: "Lily was involved in creating a significant mess in the classroom today. As part of our approach to helping students take responsibility and understand the impact of their actions, we would like to have Lily participate directly in the cleanup. This is not intended as a punishment but as an opportunity for her to make amends and learn about the effort it takes to maintain our shared spaces."

This conversation frames Lily’s participation as a meaningful act of repair and a learning experience, emphasizing the collaboration between home and school. By obtaining parental permission for this hands-on accountability, the principal reinforces the idea that all parties are working together to support Lily’s growth.

Addressing the Harm: Understanding the Ripple Effect

Once permission is granted, the restorative process deepens by helping Lily understand the widespread impact of her actions. This goes beyond the visible mess to the consequences for the entire school community:

• Impact on the learning environment: The classroom being out of commission disrupts other students' learning. They might have to relocate, miss scheduled activities, or have their routines disturbed, causing frustration and wasted time.

• Impact on custodial staff: This mess creates significant, often unpleasant, extra work for the school's dedicated custodial team. It takes them away from other essential duties, causing delays or additional strain.

• Financial and resource cost: Cleaning up spills and restoring order costs the school time, cleaning supplies, and potentially even requires replacing damaged materials. These are resources that could be used elsewhere for educational purposes.

• Impact on trust and safety: Such an act can erode trust between students and staff, and between students themselves, if it creates an environment where people feel less respected or safe.

Ms. Sharma might ask Lily, "When our classroom is closed for cleanup, who does that affect in our school? What impact does this have on Ms. Chen, our wonderful custodian, and her other responsibilities? What about the school's budget, which pays for supplies and staff time?" These questions help Lily connect her actions to their broader consequences, fostering empathy and a sense of shared responsibility.

Crafting a Plan for Repair and Prevention: Direct Accountability and Skill Building

The plan to fix things should directly relate to the harm caused. The most impactful way for Lily to make amends here is for her to help clean the mess herself, with supervision. This provides direct, tangible accountability and teaches her about the effort involved in maintaining a shared space. "Since you were involved in creating this mess, it's important that you're part of making it right. We'll work together to clean this, and you'll see firsthand what it takes." This isn't just punitive; it's a powerful learning experience about personal responsibility and the value of others' labor. Research by Morrison and Vaandering (2012) emphasizes that active participation in repair, as opposed to passive punishment, is far more effective in fostering genuine accountability and a deeper understanding of harm.

Communicating with Parents: Reinforcing Responsible Behavior

Finally, follow up with Lily's parents to provide an update on the restorative process. Ms. Sharma would reiterate what happened and, importantly, highlight the restorative steps taken. She might say, "Lily took responsibility for the mess, and we had her help with the cleanup as part of making things right. We also discussed the impact her actions had on other students and our custodial team, and brainstormed better ways to handle strong feelings." This communication ensures that home and school are on the same page when it comes to encouraging responsible behavior and reinforces the lessons learned. It strengthens the home-school partnership, crucial for a student's long-term behavioral growth (Riestenberg, 2006). This consistent message from both environments is key to lasting change.

Conclusion: Small Disruptions, Big Lessons

As we conclude our exploration of restorative practices this week, this final scenario reminds us that even seemingly smaller disruptions—like a messy classroom—can be transformed into huge learning opportunities. By getting students actively involved in understanding how their actions affect others and directly participating in fixing things, we build a robust culture of responsibility, respect, and community within our schools. This week has truly demonstrated that a restorative approach, while it requires thoughtful effort, patience, and commitment, leads to far deeper and more lasting positive change than just traditional punishments alone. It empowers students, strengthens relationships, and cultivates a truly respectful and accountable learning environment.

Adam Busch, lead contributor at AWB Education, brings a quarter-century of educational experience to his writing. His background spans diverse roles from classroom teacher and coach to building principal and District Office Director.

Citations:

Gonzalez, T. (2012). Restorative Justice in Schools: A Research Review. National Center for Youth Law.

Hopkins, B. (2004). Just Schools: A Whole School Approach to Restorative Justice. Jessica Kingsley Publishers.

Morrison, B., & Vaandering, D. (2012). From restorative justice to restorative practice: The evolution of a concept. In H. Strang & J. Braithwaite (Eds.), Restorative justice and civil society (pp. 31-48). Cambridge University Press.

Riestenberg, J. (2006). The Use of Restorative Practices to Reduce Disproportionality in Schools. Paper presented at the National Summit on Protecting Children and Advancing their Human Rights, Washington, D.C.

Unpacking the Scenario: Identifying the Breach

Consider this scenario: Mr. Harrison, a science teacher, suspects one of his students, Leo, has used an AI tool to generate an entire presentation for his biology class. The slides are visually polished and contain complex information, yet they lack the nuanced understanding and personal voice Mr. Harrison has come to expect from Leo. Crucially, there are no references or citations for the extensive data presented. After running the content through AI detection tools and reviewing Leo's previous work, it becomes clear that the entire presentation was created by AI without any accompanying research or original writing by the student.

Addressing the Harm: Beyond Just the Grade

Once it's confirmed that AI was used without proper engagement or attribution, the conversation shifts to exploring the harm caused. This harm is multi-faceted and extends far beyond just a lowered grade; it impacts individuals and the collective learning environment.

• Harm to Leo himself: By relying on AI to bypass the learning process, Leo missed a crucial opportunity for genuine intellectual development. He didn't engage in the critical thinking, in-depth research, analytical reasoning, and synthesis of information that are the true goals of the assignment. This shortcut ultimately hinders his academic growth, development of essential skills for future studies, and his confidence in his own abilities. He robbed himself of the satisfaction of true accomplishment.

• Harm to the teacher (Mr. Harrison): Trust has been broken. Mr. Harrison invests time and effort into guiding Leo's learning, and when work is not authentic, it becomes impossible to accurately assess what Leo has truly understood, what concepts he's struggling with, or where he might need targeted support. This undermines the teaching relationship and makes effective instruction more challenging. It's akin to a doctor receiving inaccurate patient information; the ability to provide proper care is severely compromised.

• Harm to classmates: This creates an unfair academic advantage for Leo, potentially devaluing the honest effort and hard work other students have poured into their own original presentations. Classmates who spent hours researching, drafting, and refining their work might feel discouraged or unfairly treated when others achieve similar results through illegitimate means. This can foster resentment and erode the collective motivation for diligent, honest work within the classroom.

• Harm to the learning community: The integrity of the academic environment is fundamentally compromised. When academic standards are not upheld, and the authenticity of student work is questionable, the entire educational ecosystem suffers. The value of degrees, grades, and the learning process itself diminishes for everyone, making it harder to foster a culture of genuine scholarship and intellectual curiosity.

A powerful and empathetic question to pose to Leo, once he understands the basic facts of the situation, would be, "When you decided to use AI to create this presentation without doing your own research or writing, what impact do you think that has on my ability to trust your work, on your own learning and growth as a student, and on the fairness of our classroom for your peers?" This question encourages holistic reflection on the consequences of his actions.

This incident presents a crucial "teachable moment"—an opportunity to transform a misstep into profound learning. Many students, navigating the rapidly evolving landscape of AI tools, may not fully grasp the ethical implications or the appropriate boundaries for using AI in academic work. This is an opportune moment to educate Leo on proper citation, the principles of honest research, and how AI is intended to be a tool for learning, not a replacement for his own critical thinking and effort. Provide clear, concrete examples of when AI can be used appropriately (e.g., for brainstorming initial ideas, structuring an outline, clarifying complex concepts, identifying grammatical errors, or even generating rough drafts that are then heavily edited and cited as inspiration) versus when its use constitutes academic dishonesty. Emphasize the profound value of his own unique voice, original thought, and the critical thinking skills he is meant to develop—skills that AI, by its very nature, cannot replicate. Research from institutions like Kwantlen Polytechnic University (2020) explicitly outlines how integrating ethical AI use into academic integrity instruction can significantly encourage personal growth and build essential academic skills, leading to more sustainable behavioral changes than punitive measures alone. This educational component is vital for equipping students to navigate the complexities of modern information tools responsibly.

Crafting a Plan for Repair and Prevention: Rebuilding Integrity and Skills

The next critical step involves working collaboratively with Leo to develop a constructive plan to make things right and to prevent similar incidents from recurring. This plan should be mutually agreed upon, meaningful, and directly address the identified harms. It moves beyond punishment to focus on rehabilitation and skill-building. Possible restorative actions, tailored to Leo's specific needs and the severity of the situation, could include:

Engaging Parents: A Partnership in Learning and Growth

Finally, it is essential to communicate effectively and transparently with Leo's parents about what happened and the comprehensive restorative plan developed. Frame this conversation as a learning opportunity for Leo rather than solely a disciplinary action. Explain the incident clearly, outlining the specific harms identified (to Leo's learning, the teacher's trust, class fairness, and academic integrity) and the specific, constructive steps Leo will take to make amends and learn from this experience. Discuss how they, as parents, can actively support Leo at home in adhering to the repair plan, perhaps by monitoring his study habits, engaging in conversations about the ethical use of technology, or helping him manage his time effectively to avoid shortcuts.

In this context, having Leo lead parts of the conversation with his parents can be remarkably effective and empowering. For example, "Mom and Dad, I want to tell you about a mistake I made with my biology presentation and what Mr. Harrison and I have decided I need to do to fix it and truly learn from it." This act of self-advocacy enables Leo to take greater ownership of his actions, demonstrates his growing responsibility, and fosters crucial transparency within the family unit. This collaborative approach with families is consistently cited as a key factor in the long-term success and sustainability of restorative practices, building a strong, unified support network around the student that extends beyond the school walls (Riestenberg, 2006). When parents are partners in the restorative process, the lessons learned are often deeper and more enduring.

Conclusion: Fostering Integrity in a Digital Age

Dealing with AI misuse and plagiarism through a restorative lens is not about overlooking academic dishonesty; it's about holding students accountable in a way that truly builds integrity, cultivates essential critical thinking, and instills a deep respect for the learning process. It transforms a disciplinary problem into a powerful, real-world lesson in ethics, personal responsibility, and effective digital citizenship. By guiding students through this comprehensive restorative process—from understanding harm and taking accountability to actively repairing the damage and developing new skills—we equip them with the tools and mindset necessary to navigate the ever-changing academic world with honesty, resilience, and a genuine commitment to their own intellectual development. This proactive approach benefits not just the individual student, but strengthens the academic fabric of the entire school community.

Citations:

Gonzalez, T. (2012). Restorative Justice in Schools: A Research Review. National Center for Youth Law.

Hopkins, B. (2004). Just Schools: A Whole School Approach to Restorative Justice. Jessica Kingsley Publishers.

Kwantlen Polytechnic University. (2020). Academic Integrity: A Guide for Students. Retrieved from https://www.kpu.ca/library/services/academic-integrity/students

• (Note: While the specific "research" mentioned in the podcast script might not be a single published paper, many universities, like KPU, provide educational resources that advocate for teaching and restorative approaches in academic integrity. This citation points to one such resource that aligns with the blog's educational theme.)

Morrison, B., & Vaandering, D. (2012). From restorative justice to restorative practice: The evolution of a concept. In H. Strang & J. Braithwaite (Eds.), Restorative justice and civil society (pp. 31-48). Cambridge University Press.

Riestenberg, J. (2006). The Use of Restorative Practices to Reduce Disproportionality in Schools. Paper presented at the National Summit on Protecting Children and Advancing their Human Rights, Washington, D.C.

Navigating the Immediate Aftermath: Prioritizing Safety and Initial Conversations

Deepening Understanding: Facilitating Individual Reflection and Empathy

Following the initial de-escalation, conduct separate, more in-depth restorative conversations with Ava and Mia. These discussions are foundational to the restorative process, moving beyond the surface-level facts to explore the deeper impacts.

With Ava, the focus is on guiding her to truly understand the full impact of her actions. This isn't just about reciting rules, but about fostering empathy. Questions like: "When you pushed Mia, she hit her elbow and got hurt. How do you think she feels right now, both physically and emotionally? What kind of ripple effect did your actions have on Mia's ability to play, on the general feeling of safety on the playground, and even on the game you both wanted to play?" These questions encourage critical thinking and help Ava connect her behavior to its tangible and emotional consequences. Guide her to take ownership of her choice and the harm she caused, helping her to dissect the anger that led to the physical act: "What were some other things you could have done when you felt that angry, instead of pushing?" This crucial step moves toward genuine accountability, rather than just compliance, laying the groundwork for future behavioral change. Research by Gonzalez (2012) highlights how facilitating a student's understanding of the impact of their actions is a key factor in reducing reoffending and promoting intrinsic motivation for change.

With Mia, continue to validate her feelings of hurt, anger, or even confusion: "It's totally understandable that you're upset. Beyond the cut, what do you need to feel safe and better right now? What would help you feel like things are more right again?" This ensures that the harmed party feels thoroughly heard, respected, and empowered in identifying what repair looks like for them.

Facilitating Repair: The Restorative Circle or Conference as a Bridge to Resolution

Once both students are calm and have had an opportunity for individual reflection, and crucially, only if Mia feels safe and is willing, bring them together with a trained facilitator. This could be a school counselor, an experienced administrator, or a teacher well-versed in guiding restorative conversations. The purpose of this restorative circle or conference is profoundly powerful: it provides a structured and safe space for Ava to hear directly from Mia about how her actions affected her, and for both students to collaboratively develop a plan for repair. This is where the true transformative power of restorative practices shines, moving beyond blame to focus on solutions, healing, and rebuilding relationships (Hopkins, 2004).

The facilitator's role is not to dictate, but to guide the conversation with specific, open-ended questions designed to foster understanding and generate solutions:

• "Ava, what happened from your point of view regarding the argument and the push?"

• "Mia, how did Ava's actions affect you, both physically when you hurt your elbow, and emotionally?"

• "Ava, hearing what Mia just said about how she was affected, what thoughts come to mind for you now?"

• "Mia, considering what happened, what do you need from Ava to feel better, or for things to feel more right between you two?"

• "Ava, hearing Mia's needs, what are you willing to do to make things right for Mia and to ensure this doesn't happen again?"

Crafting a Plan for Amends and Future Prevention: Building Skills for Life

Beyond immediate repair, both students, and especially Ava, could significantly benefit from counseling sessions focused on crucial life skills such as anger management, impulse control, and peaceful conflict resolution strategies (Morrison & Vaandering, 2012). These sessions equip students with tools to navigate strong emotions and disagreements constructively. A clear plan for how they will interact going forward on the playground and in the classroom, perhaps starting with supervised play and gradually returning to normal, unsupervised interactions, is also vital for rebuilding trust and ensuring ongoing safety. This proactive planning reinforces positive behavior.

Engaging Parents: A United Front for Support and Growth

Finally, it is essential to communicate effectively with both sets of parents, explaining not only the incident but, crucially, the restorative process undertaken. For Mia's parents, highlight the immediate support and care provided to their child, and the concrete steps taken to address and repair the harm she experienced. For Ava's parents, explain how the school is actively guiding their child to take responsibility, understand the impact of her actions, and learn from this experience in a growth-oriented way. Share the agreed-upon repair plan and discuss how they can support it at home, reinforcing the lessons learned at school.

In some cases, with the student's and parents' agreement, the student might even lead part of the conversation with their own parents, explaining the incident and the steps they are taking to make amends. This truly reinforces accountability and empowers the student in their learning journey, demonstrating their commitment to owning their actions. This collaborative approach with families is often cited as a key factor in the long-term success and sustainability of restorative practices, building a strong support network around the student (Riestenberg, 2006).

When a physical altercation erupts, a restorative approach shifts the focus beyond merely stopping the behavior and implementing punishment. It delves into understanding the emotions and unmet needs behind the actions, teaches empathy, and builds crucial skills for peaceful solutions. This process prioritizes healing for the person harmed, fosters genuine accountability for the one who caused it, and cultivates a commitment to mending relationships within the school community. It's a powerful way to reinforce the message that every action has an impact, and we are all responsible for making things right and rebuilding trust.

Adam Busch, lead contributor at AWB Education, brings a quarter-century of educational experience to his writing. His background spans diverse roles from classroom teacher and coach to building principal and District Office Director.

Citations:

Gonzalez, T. (2012). Restorative Justice in Schools: A Research Review. National Center for Youth Law.

Hopkins, B. (2004). Just Schools: A Whole School Approach to Restorative Justice. Jessica Kingsley Publishers.

Morrison, B., & Vaandering, D. (2012). From restorative justice to restorative practice: The evolution of a concept. In H. Strang & J. Braithwaite (Eds.), Restorative justice and civil society (pp. 31-48). Cambridge University Press.

Riestenberg, J. (2006). The Use of Restorative Practices to Reduce Disproportionality in Schools. Paper presented at the National Summit on Protecting Children and Advancing their Human Rights, Washington, D.C.

Initial Steps: Safety and Conversation

Education and Understanding: Bridging the Knowledge Gap

A significant number of students who vape are genuinely unaware of the full spectrum of health risks involved. This presents a vital teaching moment within the restorative process. Connecting the student with resources, such as the school nurse or a counselor, for an honest and non-judgmental discussion about the dangers of vaping is paramount. Sharing information from reputable sources like the American Lung Association, which highlights the serious respiratory issues and the highly addictive nature of nicotine in vapes, can be incredibly impactful.

Consider the story of a student named Alex. Caught vaping, the school opted for a restorative conversation followed by a meeting with the school nurse. The nurse meticulously explained the chemicals present in vape products and their long-term health consequences. Alex, who had genuinely believed vaping was harmless, had a significant breakthrough in understanding. This conversation became a turning point, leading him to seek help to quit, driven by a true comprehension of the risks to his health. This anecdote underscores the power of education within a restorative framework.

Crafting a Plan for Repair and Accountability

The restorative process culminates in a collaborative effort to develop a plan to "make things right." This isn't about mere compliance; it's about empowering the student to take ownership and actively participate in their own learning and rehabilitation. Possible actions could include:

• Participating in a school-based vaping education program.

• Attending counseling sessions to address underlying issues or addiction.

• Contributing to the creation of informational posters or educational materials for the school community about the dangers of vaping.

• Engaging in a peer education project to share their newfound understanding with fellow students.

• Writing a reflective essay or statement demonstrating their understanding of the harm caused and their commitment to healthier choices.

Each of these options provides a meaningful way for the student to contribute positively and demonstrate accountability.

Partnering with Parents: A United Front

The Role of Law Enforcement: A District Decision

In some instances, particularly with repeated offenses or concerns about the origin of vaping products, school districts may consider involving law enforcement. This is a complex decision that rests entirely with the individual school district, balancing the need for safety and adherence to policy with the potential impact on students.

When considering police involvement, it is imperative to acknowledge and research the "school-to-prison pipeline" theory. This theory highlights how certain disciplinary policies and practices in schools can disproportionately funnel students, particularly those from marginalized groups, into the criminal justice system. While addressing serious infractions is necessary, districts must carefully weigh the potential long-term consequences of involving law enforcement for non-violent offenses, especially when restorative alternatives could be more effective in promoting rehabilitation and keeping students connected to their education. Research by organizations like the American Civil Liberties Union (ACLU) and the Dignity in Schools Campaign provides valuable insights into this critical issue, advocating for approaches that prioritize education and support over criminalization. Ultimately, any decision regarding police involvement should be made with a deep understanding of its potential ramifications and a commitment to equitable and effective student support.

Conclusion: Turning Setbacks into Stepping Stones

Embracing a restorative approach to incidents like vaping shifts the paradigm from simple consequence to profound growth. It transforms a disciplinary challenge into an opportunity for deeper understanding, genuine accountability, and the development of crucial life skills. By fostering trust and empowering students to learn from their mistakes, rather than merely removing them from the school environment, we build more resilient individuals and stronger, more supportive school communities. This approach isn't always easy, but the long-term benefits for students and the school culture are immeasurable.

Adam Busch, lead contributor at AWB Education, brings a quarter-century of educational experience to his writing. His background spans diverse roles from classroom teacher and coach to building principal and District Office Director.

Works Referenced:

American Lung Association. (n.d.). E-Cigarettes and Lung Health. Retrieved from https://www.lung.org/quit-smoking/e-cigarettes-vaping/lung-health

American Lung Association. (n.d.). E-cigarette or Vaping Use-Associated Lung Injury (EVALI). Retrieved from https://www.lung.org/lung-health-diseases/lung-disease-lookup/evali

Johns Hopkins Medicine. (n.d.). What Does Vaping Do to Your Lungs? Retrieved from https://www.hopkinsmedicine.org/health/wellness-and-prevention/what-does-vaping-do-to-your-lungs

American Civil Liberties Union (ACLU). (n.d.). School-to-Prison Pipeline. Retrieved from https://www.aclu.org/issues/juvenile-justice/juvenile-justice-school-prison-pipeline

Dignity in Schools Campaign. (n.d.). Mission. Retrieved from https://dignityinschools.org/about-us/mission/

Dignity in Schools Campaign. (n.d.). Model Code on Education and Dignity. Retrieved from https://organizingengagement.org/policies/dignity-in-schools-campaign-model-code-on-education-and-dignity/

Learning Policy Institute. (2023). Fostering Belonging, Transforming Schools: The Impact of Restorative Practices. Retrieved from https://learningpolicyinstitute.org/product/impact-restorative-practices-report

NEA (National Education Association). (2023, November 8). Do Restorative Practices Work? Retrieved from https://www.nea.org/nea-today/all-news-articles/do-restorative-practices-work

Navigate360. (n.d.). How Restorative Practices in Schools Set Students Up for Success. Retrieved from https://navigate360.com/blog/how-restorative-practices-in-schools-set-students-up-for-success/

Prodigy. (2021, October 26). The Importance of Implementing Restorative Practices in School. Retrieved from https://www.prodigygame.com/main-en/blog/restorative-practices-in-schools

University of Chicago Education Lab. (n.d.). Restorative Practices. Retrieved from https://educationlab.uchicago.edu/projects/restorative-practices/

Velez, A. M. (2022). The Importance of Whole-School Restorative Practices. Indiana University School of Social Work. Retrieved from https://ismhi.indiana.edu/articles/importance-of-whole-school-restorative-practices.html

Hey there, leaders! As we stare down a new school year, there's an undeniable buzz in the air – a mix of excitement, a little bit of nerves, and a whole lot of "let's do this!" Today, we're zooming in on something super important for getting the year started right: those first staff meetings. Be honest, sometimes they feel like just a long list of announcements, a mountain of info you have to get through. But I'm here to tell you, as a school leader, these aren't just meetings. They're your golden ticket, your best chance to do something way more powerful: to build a real, solid team and spark those relationships that are the backbone of a truly positive and productive school year.

Why These First Meetings Are Absolutely CRUCIAL

So, why should we care so much about making these initial gatherings more than just "info dumps"? Because the start of the school year is this unique moment to define your school's culture, set the tone, and, most importantly, lay down a foundation of trust and shared purpose. Think about it: your staff is coming back from summer break, hopefully recharged and ready to go. This isn't just about telling them what they need to know; it's about making them feel something. It's about getting them excited, showing them how much you value them, and building that sense that "we're all in this together." As the amazing Elena Aguilar (2020) talks about in her work, "Learning is the primary work of all teams." That means your early meetings should be all about collective learning and connecting, not just you talking at them. When your team feels engaged, respected, and truly connected to each other and to you, they'll be tougher when things get hard, more creative in the classroom, and genuinely invested in everyone's success. If you miss this chance, you end up with disengaged staff who feel like they're just "being talked at," and let's be real, no one wants that kind of vibe in their school.

From "Dull" to "Dynamic": How to Jazz Up Your Meetings

Okay, so how do we flip the script on those pre-service meetings? It's all about shifting from just "telling" people stuff to truly engaging and empowering them. First, make sure you start with connection, not content. Don't kick things off with the heaviest agenda item; instead, lead with a relationship-building activity. This isn't just a fluffy icebreaker; it's a real invitation for people to see each other as humans, not just colleagues. Another powerful method is to let them help build the agenda. Imagine asking your staff, "What do you think we need to talk about?" This collaborative agenda setting immediately shows you value their expertise and gets them invested. We should also strive to get them talking in small groups. Break things down and use small group work and discussion to make sure every single voice gets heard and every perspective is valued. No more one person dominating the room! Fourth, you absolutely must celebrate, celebrate, celebrate! This one's non-negotiable. Always, always make time for celebrations and affirmations. Shout out the good stuff, acknowledge hard work. It's a game-changer for morale. Finally, walk the talk by using active learning! We want our teachers to use engaging strategies in their classrooms, right? So, let's model active learning in our meetings! Don't just lecture; make it interactive.

Let's Get Specific: Examples You Can Use NOW

Alright, let's make these ideas real with some concrete examples for your pre-service days. For relationship-building, instead of a stale icebreaker, try a "school scavenger hunt." Put staff in small teams and have them find cool things about your school, or even identify key people and resources. It builds familiarity and teamwork. Or, a "two truths and a lie" where folks share fun personal tidbits – it helps colleagues see each other beyond their job titles. For collaborative agenda setting, a week or two before your first full staff meeting, send out a super short survey. Ask something like, "What are the top three questions you have for the start of the school year?" or "What topic do you think would help us most in the first few weeks?" Then, actually use their answers to shape your agenda! And make sure to say, "Hey, thanks for your input! We built this agenda based on what you told us." When it comes to small group work and discussion, if you need to introduce a new school policy, don't just stand up and read it. Break staff into small groups, give each group a specific section of the policy to read and discuss. Then, have them summarize key takeaways or brainstorm potential challenges. They'll understand it better and feel more ownership. For celebrations and affirmations, dedicate the first 5-10 minutes of every meeting to "Shout Outs" or "Bright Spots," where staff can publicly recognize a colleague for something awesome they did, no matter how small. It builds a powerful culture of appreciation. And for active learning strategies, if you're rolling out a new teaching strategy, instead of just explaining it, have your staff do a quick mini-lesson or a "think-pair-share" activity that uses the strategy. Show, don't just tell! As the brilliant Stephen Covey said, "Seek first to understand, then to be understood." That applies to your staff too.

Beyond the Meeting: Making It Stick All Year

So, you've rocked those first meetings. How do you make sure that positive vibe and team-building momentum lasts? It comes down to being intentional and following through. First, prioritize connection over quantity. You probably have a zillion things you could say, but what absolutely must be said in person to ensure a smooth start? What can be an email, a shared document, or discussed in smaller team meetings? Keep that main meeting focused on stuff that needs real discussion, collaboration, and relationship building. Secondly, be the culture you want to see. Your attitude, your genuine listening, your willingness to be a little vulnerable – these are powerful signals. Show up with enthusiasm, empathy, and respect for their time and expertise. Thirdly, ask for feedback (and use it!). After those first meetings, send out a super quick, anonymous survey. Ask, "What worked well?" and "What could be improved?" This shows you value their perspective and are committed to getting better. It builds psychological safety. And fourthly, follow through on what you say. If discussions lead to action items, make sure they're clearly assigned and tracked. This builds trust and proves that the time spent in the meeting was genuinely productive. Remember, these early meetings aren't just checkmarks on a list. They're foundational experiences. They're your chance to show, without saying a word, that this isn't just a job for your staff – it's a shared mission, a supportive community, and a place where everyone's contribution truly matters. By investing in making these first gatherings engaging and relationship-focused, you're not just kicking off a school year; you're building a resilient, collaborative, and ultimately, high-performing team.

I hope these ideas help you transform those first staff meetings into powerful sparks for team building and a fantastic school culture. What's one change you're excited to try in your next meeting?

Adam Busch, lead contributor at AWB Education, brings a quarter-century of educational experience to his writing. His background spans diverse roles from classroom teacher and coach to building principal and District Office Director.

We've all been there: a meeting starts, the agenda is read, and within minutes, you can feel the collective sigh as everyone realizes this hour could have been an email. As school leaders, our time is precious, and so is our team’s. The key to productive meetings isn't just having an agenda, but crafting one that genuinely meets the needs of your team, fostering engagement, collaboration, and ultimately, meaningful progress.

An effective agenda acts as a roadmap, guiding discussion and ensuring all critical topics are addressed. It sets clear expectations and empowers participants to come prepared. But how do you create an agenda that resonates with your unique team dynamics and current challenges? It starts with understanding that one size does not fit all.

To move beyond generic meeting templates, truly effective agenda creation begins with a deep understanding of your team's specific context. Start by considering your team's current focus: what are their immediate priorities, challenges, and ongoing projects? This insight will help you identify the most pertinent topics. Next, clarify the purpose of the meeting itself. Are you aiming to collaboratively brainstorm new initiatives, fostering creative thinking and open discussion? Perhaps the goal is problem-solving, requiring a structured approach to analyze issues and devise solutions. Or maybe the meeting serves primarily for sharing information, where clarity and opportunities for questions are paramount. Lastly, what are the desired outcomes? Do you need to make definitive decisions, delegate tasks, or simply ensure everyone is aligned? Recognizing these distinct purposes is crucial because each calls for a vastly different structure and emphasis within your agenda, ensuring that every minute spent together is productive and moves your team forward.

Beyond the Basic: Tailoring Your Agenda

Example 1: The Collaborative Problem-Solving Agenda

This agenda is perfect when your team needs to tackle a specific challenge or obstacle. It prioritizes active participation and a structured approach to finding solutions.

Meeting Objective: To develop actionable strategies for improving student engagement in asynchronous learning.

• Welcome and Check-in (5 minutes): Quick icebreaker or a brief share-out of a recent success or challenge related to the meeting topic. This helps build rapport and gets everyone's voice in the room early.

• Review of Current Challenge (10 minutes): Briefly present the problem with supporting data or observations. Resist the urge to jump to solutions here. The goal is shared understanding of the problem.

• Brainstorming Solutions (20 minutes): Open floor for ideas. Encourage wild ideas, no judgment. Consider using techniques like "round robin" where everyone shares one idea at a time.

• Prioritizing and Grouping Ideas (15 minutes): As a team, identify recurring themes, promising ideas, and areas of overlap. Use sticky notes or a digital whiteboard for this.

• Action Planning & Assigning Responsibilities (15 minutes): For the top 2-3 prioritized solutions, outline specific steps, who is responsible, and by when.

• Next Steps and Wrap-up (5 minutes): Confirm next steps, answer any lingering questions, and set the date for a follow-up if needed.

Example 2: The Information-Sharing and Q&A Agenda

When the primary goal is to disseminate important information and allow for questions, a clear, concise agenda is key.

Meeting Objective: To inform staff about new district-wide assessment protocols and answer questions.

• Welcome and Introduction (5 minutes): Briefly state the purpose of the meeting.

• Presentation of New Protocols (25 minutes): Present the information clearly and concisely, highlighting key changes and implications. Consider providing a handout or digital resource for reference.

• Clarifying Questions (15 minutes): Open the floor for questions specifically about the presented information. Encourage specific questions rather than broad comments.

• Discussion of Implementation Strategies (10 minutes): Briefly discuss how the new protocols will be integrated into current practices. This is not a problem-solving session, but a brief opportunity to consider initial thoughts on application.

• Resources and Support (5 minutes): Share where staff can find additional information or support.

• Adjournment: Thank everyone for their time.

Example 3: The Strategic Planning Session Agenda

For more in-depth, future-focused discussions, a strategic planning agenda requires dedicated time for big-picture thinking.

Meeting Objective: To identify key priorities for the upcoming academic year.

• Welcome and Vision Refresh (10 minutes): Briefly revisit the school's mission and vision statement to ground the discussion.

• Review of Current State/Achievements (15 minutes): Celebrate successes and acknowledge current challenges. Data can be helpful here.

• Brainstorming Future Opportunities/Challenges (30 minutes): Open discussion on what the team sees as significant opportunities or potential challenges for the coming year. Use open-ended questions.

• Prioritization Exercise (20 minutes): Guide the team through a method to prioritize the brainstormed ideas (e.g., dot voting, impact/effort matrix).

• Defining Initial Strategic Areas (15 minutes): Based on the prioritization, identify 2-3 broad strategic areas to focus on.

• Next Steps and Communication Plan (10 minutes): Outline how these strategic areas will be further developed and communicated.

If you’ve ever wondered why a student who clearly knows the material still forgets to turn in the assignment, loses every worksheet, or melts down during transitions—you’re not alone. The likely culprit? Executive functioning skills, the brain’s behind-the-scenes management team.

These mental skills help us plan, focus, remember instructions, manage time, and juggle multiple tasks. In other words, they’re the skills every student needs to succeed—but not every student naturally develops.

As educators and school counselors, we can’t assume these skills are already in place. But the good news? Executive functioning can be taught—with consistency, modeling, and intentional practice.

🧠 Executive Functioning in the Classroom: What It Looks Like

Think of executive skills as the “how” behind the “what.” Students may understand the content but still struggle with:

• Starting tasks (Initiation)

• Keeping materials organized (Organization)

• Managing time effectively (Time Management)

• Thinking before acting (Impulse Control)

• Shifting gears when plans change (Cognitive Flexibility)

• Staying focused in noisy or distracting environments (Attention)

Rather than blaming laziness, what if we saw these as skills to build?

🛠 Practical Exercises to Strengthen Executive Skills

Here are quick, age-appropriate ways to build executive functioning skills at every grade level:

1. Start with Routines (All Levels)

• Use visual schedules for younger students; written agendas for older ones.

• Make transitions predictable and give time warnings (e.g., “You have 3 minutes to finish…”).

• Model and practice morning or class-startup routines.

🧩 Why it works: Routines reduce cognitive load and increase student independence.

2. “Time It Together” Activities (K–12)

• Set timers for short tasks. Challenge students to estimate how long something will take.

• For older students: Use planners, Google Calendar, or digital task apps.

• For younger ones: Use sand timers or songs to guide tasks.

⏳ Why it works: It builds awareness of time, a major executive skill many students lack.

3. Checklists & Break-it-Down Thinking (Upper Elementary–High School)

• Teach students to break assignments into smaller steps and check them off.

• Use graphic organizers for writing or project planning.

• Have students reflect: “What’s the first thing I need to do?”

📋 Why it works: Planning and prioritizing improve with visual structure.

4. "What’s My Plan?" Question (All Ages)

• Before starting a task, ask: “What’s your plan?” or “What will you do first?”

• Pair this with think-aloud modeling from the teacher.

🧠 Why it works: It encourages metacognition—thinking about how we think and act.

5. Impulse Pause Practices (K–5)

• Use games like “Freeze Dance” or “Red Light, Green Light” to build inhibitory control.

• Teach “Stop, Think, Choose” routines for handling conflict or decisions.

🧘 Why it works: Self-control is foundational for learning and peer relationships.

6. Weekly Reflection Routines (Middle–High School)

• Encourage students to ask:

• What worked for me this week?

• What got in my way?

• What can I try differently next time?

🗂️ Why it works: Builds self-monitoring and promotes a growth mindset.

👥 How School Counselors Can Support

• Provide small-group interventions for students struggling with organization, attention, or emotional regulation.

• Collaborate with teachers to integrate EF-friendly strategies into academic content.

• Offer parent workshops on supporting executive functioning at home.
  

Final Thought: Progress Over Perfection

Just like math or reading, executive functioning improves with explicit teaching, regular practice, and patience. Students won’t master these skills overnight—but over time, with your support, they’ll learn how to take control of their learning, behavior, and emotional world.

And that’s a lifelong win.

Empathy has gotten a bad rap lately.

In a headline-making appearance on The Joe Rogan Experience, tech titan Elon Musk called empathy the “fundamental weakness of Western civilization,” going so far as to claim it’s pushing us toward “civilizational suicide.” That kind of claim sparks a lot of reaction—and perhaps that’s the point. But it also raises an important question: Is empathy truly a liability, or could it be our greatest strength?

In this first installment of a four-part blog series on empathy, we’ll explore why teaching empathy through social-emotional learning (SEL) is not just important, but essential—for our children, for our communities, and for the future of humanity.

The Case for Empathy

Empathy is the capacity to share and comprehend what another person is feeling. It’s fundamental to how we relate to one another, build trust, solve problems, and create compassionate communities. Though often viewed as a uniquely human trait, research in neuroscience and primatology suggests that other mammals—like elephants, dolphins, and chimpanzees—also display empathetic behaviors. Read more on animal empathy here.

So, if empathy is something we share with other mammals, what sets humans apart?

Unlike animals, humans possess the cognitive capacity to choose how we respond emotionally. This ability allows us to engage in moral reasoning, consider the needs of others, and act in alignment with our values. Choosing empathy is not a sign of weakness—it’s an act of courage and emotional intelligence.

As historian Susan Lanzoni puts it, “Empathy marks a relation between the self and the other that draws a border but also builds a bridge.” To disparage empathy is to build walls where we most need bridges.

Empathy in the Classroom

Research clearly supports the idea that empathy is not just a "soft skill"—it’s a core competency for success in school and in life. Students who are emotionally literate and capable of understanding the perspectives of others:

• Build stronger relationships

• Experience less conflict

• Make more thoughtful decisions

• Show greater resilience in the face of adversity

In contrast, students who lack empathy are more likely to:

• Feel isolated or lonely

• Engage in risky behaviors (including substance use)

• Struggle with depression and emotional regulation

• Exhibit antisocial or aggressive behaviors

Studies have even shown that empathetic children exposed to conflict at home fare better emotionally and physically than their less empathetic peers.

As Michelle Borba, educational psychologist and author of UnSelfie, explains:

“It turns out that kids schooled in feelings are smarter, nicer, happier, and more resilient than children who are less literate in their Emotion ABCs... Emotionally attuned kids are also physically healthier and score higher academically.”

In short: Empathy makes kids better humans. And better humans make better schools—and a better world.

Why SEL Matters More Than Ever

Social-emotional learning is how we teach these essential skills. SEL helps students identify their own emotions, manage stress, show empathy for others, build healthy relationships, and make responsible decisions. Without SEL, students may struggle to make sense of their feelings or understand the experiences of others.

Initiatives like Harvard’s Making Caring Common Project and the Greater Good Science Center at UC Berkeley emphasize that cultivating empathy is foundational to a safe, supportive school culture. Teachers who model and teach empathy create classrooms where students feel seen, valued, and ready to learn.

Educator Lauren Owen, writing for Edutopia, says it best:

“Empathy contributes to building a positive classroom culture, strengthening community, and preparing students to be leaders in their communities.”

The Bigger Picture

So, whether you're a parent, educator, or simply a concerned citizen, ask yourself this: What kind of society do we want to create?

If we choose empathy—not just as a feeling, but as a daily practice—we empower students to grow into compassionate leaders and thoughtful problem-solvers. We build bridges in a world full of barriers.

In the coming posts, we’ll take a deeper dive into the how:

• How to develop empathy in children and students

• How to practice empathy daily

• How to live empathy as a way of being

For now, know this: Empathy is not a weakness. It’s a strength—and one we cannot afford to lose.

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]]>The Power of Empathy: Creating a Brighter Future Through Understanding