Michelle's weekend was upended by an unexpected email from the school district’s Chief Technology Officer. A cyber attack had been detected, leading to an immediate shutdown of servers and the network. I.T. staff had literally unplugged servers from the wall and it would be hours, and maybe days, before the system would be rebooted. Monday morning revealed a deeper crisis: the entire school had no internet access.

This sudden tech blackout meant no computers or Chromebooks for students, teachers, or office staff. It also meant no access to digital textbooks or resources – and with the district’s decision to go 100% digital two years earlier, no physical textbooks were available. Clerks were unable to take attendance, administrators unable to access student records, and lunchroom managers not able to use point of sale platforms.

Standing in her classroom, Michelle faced the daunting task of teaching without any of her usual digital tools. She had been one of those innovative “early adapters,” excited by all of the possibilities modern Ed Tech offered. Now, she felt a bit lost.

Like Michelle, today’s teachers are being tasked with being both innovative and adaptive. What this looks like in practice is still being defined by the parameters of what it means to fully embrace technology integration in record-keeping, access to instructional materials and resources, and emerging pedagogies; while being adaptive to inevitable infrastructure or security failures that often result in being transported back to a 20th century teaching model of textbooks and worksheets.

In virtually any other profession, such a shutdown would result in the immediate suspension of all “non-essential” activities – surgeries and legal proceedings would be rescheduled; root canals and virtual design meetings postponed; flights and train trips canceled or rescheduled. But in teaching, kids are going to show-up at your classroom door at 8:30 a.m. come hell or high water. The question becomes, “what are you going to do with them for seven hours with no technology?”

Embracing Educational Technology: The Future of Teaching and Learning

As educators, we have been experiencing a technological revolution in the classroom. The integration of Educational Technology (EdTech) into our teaching practices is not just an option but a necessity in preparing our students for a digital future. However, the road to effectively implementing EdTech comes with its own set of challenges and opportunities. Let's explore what this means for teachers and how we can navigate this landscape effectively.

The foundation of successful EdTech implementation lies in robust infrastructure. Reliable internet connectivity, strong network infrastructure, threat detection, redundancy and backup systems aligned with compatible hardware are each essential pieces. Without each of these, even the most innovative EdTech tools can become sources of frustration, negatively impacting both teaching and learning experiences. Ensuring these foundational elements are in place is the first critical step in our journey towards a technologically enhanced educational environment.

Seamless SaaS Integration: The Power of Connectivity

The concept of Software as a Service (SaaS) integration is transforming how we manage educational processes. Imagine customer relations software, but tailored for schools - facilitating communication, tracking student performance and engagement, and generating insightful data analyses. This integration will allow cloud-based programs to communicate, sharing data seamlessly and enhancing more personalized education programs. Such connectivity can help teachers identify learning deficits and areas for acceleration, aiding them in keeping students engaged and parents informed

Looking towards the very near future, through the integration of web-based software programs, we will be able to build detailed profiles for each student – a sort of living portfolio of a child’s matriculation from classroom to classroom throughout their K-12 journey and beyond. This will not only help in keeping student data organized and secure but will also ensure that it is easily accessible to teachers and other authorized admin and staff..

For EdTech to truly transform our classrooms, adequate and effective training is paramount. Teachers and staff need to be well-versed in using these technologies – from basic operations to troubleshooting and curriculum integration. Training resources will have to be personalized to each teacher – easily accessible, interesting and informative, and delivered and supported by IT processes and people. Proper training will ensure that these tools are used to their full potential, fostering higher engagement and adoption rates.

The financial aspect of implementing EdTech cannot be overlooked. With school budgets often fluctuating, finding cost-effective solutions is essential. The goal is not just to integrate technology but to do so in a way that reduces costs and improves classroom efficiency.

Enhancing the Student Learning Experience

The ultimate aim of any EdTech tool should be to enhance the student learning experience. This is achieved by improving the teaching experience through responsive interfaces that deliver the right level of service swiftly. Digital tools and platforms should be user-friendly, integrating seamlessly with other educational platforms around enrollment, attendance, assessments, parent and student communication, resource management, mental and physical health, nutrition, and extracurricular activities. An often-overlooked advantage of EdTech is the time savings in administrative tasks. Technologies that expedite administrative processes free up more time for us to focus on what we do best – teach and help kids learn. 

A.I., Gamification and Interactive Learning

Incorporating AI and machine learning into our platforms allows for a more personalized educational experience. These technologies can analyze student performance data, offering tailored feedback and recommendations. AI tools can adapt to each interaction, supporting users based on their proficiency levels and ensuring efficient resolution of tech issues.

Innovative approaches like gamification, AR/VR, and interactive whiteboards make learning more engaging. Coupled with robust assessment tools and versatile learning management systems, these technologies can revolutionize how we teach and how students learn, even beyond the classroom.

There are a hundred different theories on backing-up data and/or creating redundant systems for quickly restoring service to teachers and students. These include creating replicas, lagged replicas, using an 3-2-1 strategy of backing-up the backup, having some type of locally hosted combined with Cloud backup, and many, many more. In the end, the two main questions will be: “How quickly can the user(s) be back up and running?” and “What the hell am I supposed to do in the meantime?”

Last Summer, my wife and I embarked on a 25 day tour of 15 States and 5 National Parks. In the past, it would have been extremely difficult for me to take such a trip while running a small medical support business and two different educational ventures (one of which is Pension101). But with StarLink and a Sprinter Van that was fully self-contained, I conducted Zoom meetings from Yellowstone, accessed high-quality research from the Ozarks, and Facetimed with my daughter from Angel Fire in New Mexico – incredible how far we have come in such a short time.

I tell this story to highlight that the integration of EdTech in our classrooms is an exciting and necessary progression in education. If the pandemic taught us anything it's that a strictly brick-and-mortar approach to teaching and learning is waning. Parents and students are seeking alternative educational settings and a more personalized approach to learning. Modern educators must adapt and thrive within these new moving boundaries. As we navigate this new terrain, let’s embrace these changes with an open mind and a commitment to continuous learning and adaptation. The future of teaching and learning is here, and it’s up to us to harness its potential to the fullest.

Insivia. “What is EdTech? Get to Know The Emerging SaaS Field.” 

https://www.insivia.com/what-is-edtech-get-to-know-the-emerging-field/

Posey, Brien. “Craft a secure and reliable backup redundancy strategy.” 

https://www.techtarget.com/searchdatabackup/tip/Designing-a-redundant-backup-solution

Vecchio, Lyle Del. “What Is SaaS Integration And Why It Is Important For Businesses.” 

https://planergy.com/blog/saas-integration/

Emerging from the pandemic, today’s teachers understand the need to adapt and integrate emerging technologies in their instructional program. But what happens to teaching and learning when schools experience a sudden tech blackout?. This post looks at the current realities of Educational Technology (EdTech) in teaching, highlighting the necessity of robust infrastructure, seamless SaaS integration, and effective training. Discover how educators are adapting to the challenges and opportunities of a digital-first approach in education, while also preparing for unforeseen tech outages.

Educational Technology: Back To The Past When Technology Fails Us

Think about a time when one of your student's eyes lit up when they found themselves immersed in a project that was perfectly aligned with their passions. It's like they were tapping into the deepest parts of their heart and soul, creating something that was truly their own. These moments of self-directed exploration and creativity are absolutely priceless and remind us why we got into teaching in the first place. But what about the smaller choices we offer to students - the ones that may seem insignificant but are, in reality, just as crucial. These are the choices that allow them to shape their educational journey in ways that are meaningful to them, allowing them to forge a path that is uniquely theirs. The beauty of choice is that it can take on many forms, shaped by the rhythm of the school year, the individuality of each student, and the specific nature of the project at hand. No matter the variables, choice and student agency is the foundation upon which we build learning environments that are rich with meaning, where every student knows that their voice is not only heard, but truly valued and cherished.

Great teachers prioritize providing students with more opportunities to make decisions in their learning process. Allowing students to make choices communicates respect for their individuality and meets them where they are in their educational journey.

The 2020-21 school year, with the switch to virtual learning through platforms like Zoom, introduced new choices for students, such as whether to have their camera on or off and whether to mute themselves. In response to these changes, teachers adapted their strategies to offer more choices to engage students, such as the option to answer questions out loud or in the chat, or to work on assignments individually or in breakout rooms.

Incorporating student choice can be simple and doesn't require a complete overhaul of teaching methods. For example, during a poetry lesson, students could choose how they wanted to annotate a poem and what parts of the poem to respond to. During independent reading time, students could choose any book they wanted to read. Additionally, when reading a class book, students could choose whether to read along with the audiobook, read aloud in a small group, or read independently.

Offering choices such as these doesn't require significant additional time or effort on the part of the teacher, but can make a significant difference in a student's willingness and ability to engage with the material. It also helps build a positive classroom environment where students feel comfortable expressing themselves in their own ways.

Within the realm of literacy alone, research shows the power of choice. A 2012 study found that young kids who completed mandatory reading logs turned into less enthusiastic readers compared to students who logged their progress voluntarily. Another study of eighth graders revealed that when students shifted from assigned reading to choice reading, there was “increased reading volume, a reduction in students failing the state test, and changes in peer relationships, self-regulation, and conceptions of self.”

Offering students choices—making it a regular dynamic in the school day—isn’t a recipe for chaos. It goes without saying: Rules and boundaries are necessary in schools and classrooms to keep kids and adults safe and productive. But by centering choice, educators signal openness to negotiating the middle ground and offer students scaffolded opportunities to practice decision-making, explore their academic identity, and connect their learning to interests and passions. This can be a small but consequential mindset shift that acknowledges and respects students’ humanity and recognizes the fundamental importance of agency.

Providing students with opportunities to make choices in their learning is an important aspect of respecting their individuality and meeting their educational needs. This can be done in a variety of ways, from offering small choices in daily lessons to incorporating larger choices in long-term projects and assessments. Ultimately, the goal is to empower students to take ownership of their learning and engage with the material in a way that is meaningful to them.

Ferlazzo, Larry. “Sticky Notes and Student Choice Can Go a Long Way Toward Boosting Engagement (Opinion).” 

https://www.edweek.org/teaching-learning/opinion-sticky-notes-and-student-choice-can-go-a-long-way-toward-boosting-engagement/2023/10

Merrill, Stephen, and Sarah Gonser. “The Importance of Student Choice Across All Grade Levels.” 

https://www.edutopia.org/article/importance-student-choice-across-all-grade-levels/

Pak, Sarah S., and Allyson J. Weseley. “251 Journal of Research in Education Volume 22, Number 1 The Effect of Mandatory Reading Logs on Children's Motivation to Rea.” 

https://files.eric.ed.gov/fulltext/EJ1098404.pdf

Emphasizing student choice transforms education, empowering learners to pursue their passions within a supportive framework. Teachers' innovative strategies for engagement, supported by research linking choice to increased motivation and achievement, show that even small decisions can significantly impact students' enthusiasm and academic identity, respecting their individuality and fostering a meaningful, self-directed educational journey.

Unlocking Potential: How Student-Driven Choices Ignite Deeper Engagement

How Student-Driven Choices Ignite Deeper Engagement

because the dynamics of social interactions can never be fully predicted. For example, it is impossible to fully anticipate how students will respond to instructions or attempts to change their learning trajectories, how their peers, parents or other adults will respond to interactions, and so on. 

In the busy environment of a classroom, teachers can sometimes overlook critical social interactions that provide insight into how students are coping. New A.I. or artificial intelligence-powered technology might someday bridge this gap by tracking various social and physical indicators that can help educators better understand their students. 

 recently reported that a project funded by a $600,000 grant from the National Science Foundation has researchers at Michigan State University testing wearable technology designed to monitor children’s location within a classroom, as well as their body orientation, movement, and speech. The study will initially focus on preschool students with developmental disabilities, such as autism and attention deficit/hyperactivity disorder (ADHD), who may face challenges in connecting and interacting with their peers.

The technology will provide teachers with real-time feedback and post-class analysis based on the data collected by the sensors. Researchers believe that this wealth of information will allow teachers to more effectively support these students by tailoring interventions that cater to their specific needs, ultimately improving educational outcomes.

However, the introduction of wearable artificial intelligence (A.I.) technology in educational settings, such as the Michigan project, funded by a National Science Foundation grant, raises significant ethical concerns. There is concern that these wearable devices, designed to monitor children's location, body orientation, movement, and speech, may infringe upon the privacy rights of students and open the door to potential misuse of data.

One of the primary ethical concerns is the invasion of 

 that comes with continuous monitoring. Children are particularly vulnerable to privacy breaches, and the collection of such personal and sensitive information as their physical movements and speech could have far-reaching implications. According to a report by the 

, schools must take steps to protect student privacy and ensure that any data collected is used solely for educational purposes.

Another ethical consideration is the potential for

 in the data collected by these devices. A.I. systems are only as unbiased as the data used to train them, and if the data is skewed or incomplete, it can lead to inaccurate and potentially harmful conclusions. Researchers are concerned that algorithmic bias in artificial intelligence (AI) tools can create disparities by providing unequal learning opportunities and inaccurately assessing students' abilities. This bias has the potential to perpetuate harmful stereotypes, lead to unfair disciplinary actions, and influence career guidance in ways that may not be in the best interest of the student. If AI tools in education are skewed due to the data on which they were trained, or if they improperly evaluate or allocate resources to students, the result can be significant imbalances within the learning environment. It is essential to address these potential issues to ensure fairness and equity in educational outcomes for all students.

Furthermore, there is the question of consent. 

and students must be fully informed about the technology, its purpose, and how the data will be used and protected. They should also have the option to opt-out of the program if they have concerns about the technology or its implications. The ethical responsibility lies with schools and researchers to ensure that all necessary steps are taken to protect the rights and well-being of students.

The potential benefits of wearable A.I. Technology in educational settings is significant, but it is essential to carefully consider the ethical implications of its use. The invasion of privacy, potential for bias, and the need for informed consent must be addressed to ensure that the technology is used in a way that respects the rights and well-being of students.

The potential of wearable artificial intelligence 

 far beyond the confines of the classroom. In the healthcare industry, for example, wearable A.I. is revolutionizing patient care by providing continuous monitoring of vital signs, detecting potential health issues before they become serious, and even predicting patient outcomes. Devices such as smartwatches and fitness trackers are now commonplace, empowering individuals to take control of their health by providing real-time feedback on their physical activity, heart rate, and other key metrics.

In the realm of sports and fitness, wearable A.I. technology is changing the way athletes train and perform. Sensors embedded in clothing and equipment can analyze an athlete’s movement, providing valuable data on their performance and helping to identify areas for improvement. This technology can also be used to monitor an athlete’s physical condition, alerting them to potential injuries before they occur.

The field of security has also seen significant advancements thanks to wearable A.I. technology. Body cameras equipped with facial recognition software are now being used by law enforcement agencies to identify potential threats in real-time. Similarly, wearable devices that monitor an individual’s location and physiological responses can provide critical information in emergency situations, potentially saving lives.

The potential of wearable A.I. technology to revolutionize various aspects of our lives is immense. From the classroom to the healthcare industry, sports and fitness, and even security, the applications of this technology are vast and continue to grow. By leveraging the power of artificial intelligence, we can gain valuable insights into human behavior, monitor our health and well-being, and enhance our safety and security. As this technology continues to evolve, the possibilities are truly limitless.

Chidambaram, Swathikan et al. “Using Artificial Intelligence-Enhanced Sensing and Wearable Technology in Sports Medicine and Performance Optimisation.” 

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9502817/

Pardo, Luis. “5 Ethical Implications of AI in Education: A Guideline for Responsible Classroom Implementation.” 

https://blog.quizalize.com/2023/06/26/5-ethical-implications-of-ai-in-education/

Park, Jasmine. “Student Privacy Communications Toolkit: For Schools & Districts.” 

https://studentprivacycompass.org/resource/student-privacy-communications-toolkit-for-schools-districts/

Will, Madeline. “New AI-Powered Sensors Could Tell Teachers What's Really Going on With Students.” 

https://www.edweek.org/teaching-learning/new-ai-powered-sensors-could-tell-teachers-whats-really-going-on-with-students/2023/10

This article examines the world of teaching and the pros and cons of wearable artificial intelligence (A.I.) in classrooms. We explore the dynamics of social interactions in education and how A.I. technology can offer valuable insights for teachers. Researchers at Michigan State University are examining wearable tech to monitor social and physical indicators in preschoolers with developmental disabilities, aiming for better educational outcomes. However, this technology brings up ethical concerns such as privacy invasion, potential A.I. bias, and the need for informed consent.

Wearable A.I. in the Classroom: Amazing Potential and Scary Pitfalls

Wearable A.I. in the Classroom: Great Potential and Scary Pitfalls

The 2008-2009 recession marked a turning point for many aspects of the American economy, and public sector pensions were no exception. For new teachers, particularly in California, the changes in pension offerings have been significant and not necessarily for the better. According to a 

 by Equable, a bipartisan nonprofit focused on public pension education and solutions, California's overall pension quality for new teachers has dropped to a state ranking of #30. This decline highlights a broader national trend that makes it imperative for new teachers to plan for supplemental retirement savings.

Retirement benefits are a powerful form of deferred compensation, but navigating them across states can be a complex undertaking. The Great Recession was a wake-up call, prompting many states to reassess and, in many cases, recalibrate the pension benefits offered to new hires to better manage financial risks and liabilities. Unlike straightforward comparisons of salaries or health insurance benefits, evaluating pension plans requires understanding the nuances of different structures and their long-term impacts. States like California may offer a single retirement plan—whether a defined benefit (pension) plan, a defined contribution plan (like a 403(b)), or a “hybrid” plan. Meanwhile, others like Michigan, Pennsylvania, and South Carolina empower new teachers with choices of different plans. 

 study notes, however, that the value of pension benefits today is approximately $100,000 less than it was in 2005, representing a 13% decline over the past two decades. This reduction is primarily felt by new teachers entering the workforce, as those hired before the creation of new, lower-value benefit tiers still receive the benefits they were initially promised.

For new and prospective K-12 teachers, factors such as salary, location, and health insurance are typically top of mind. However, the quality of retirement benefits is equally important. The reduction in pension benefits means that new teachers need to be more proactive in planning for their financial future. With traditional pension plans offering less value, exploring supplemental retirement savings options is crucial.

To offset the reductions in defined benefit pension programs, new teachers should consider alternative retirement savings plans:

1. Defined Contribution Plans (e.g., 403(b) plans): These plans are similar to 401(k) plans in the private sector, allowing teachers to contribute a portion of their salary to an investment account. The value of the account depends on contributions and investment performance, providing a potential for growth but also exposure to market risks.

2. Guaranteed Return Plans (Cash Balance Plans): These plans offer a fixed return on contributions, combining elements of traditional pensions and defined contribution plans. Examples include CDs and cash value insurance plans. They provide more predictable benefits while still offering growth potential.

3. Hybrid Plans: These plans blend features of defined benefit and defined contribution plans, offering a balance of predictable income and investment growth. They aim to provide a more stable retirement income while offering both the upside and downside investment risks associated with contribution plans.

The shift in pension benefits is largely a result of state legislation aimed at reducing costs and managing financial risks associated with unfunded liabilities, which have grown to over $600 billion nationwide. While these measures were necessary in the context of economic recession and financial volatility, they have placed a burden on new teachers, who must now navigate a more complex retirement landscape.

For new teachers, understanding the changing landscape of retirement benefits is crucial. The best states for new teachers are those that offer robust retirement plans without shifting undue financial burdens onto educators. However, regardless of the state, it is essential for new teachers to actively plan and save for retirement. By leveraging defined contribution plans, guaranteed return plans, and hybrid plans, teachers can build a more secure financial future despite the diminished value of traditional pension offerings.

Interest in the teaching profession has declined in recent years, particularly among people in their 20s. As the ‘23-’24 school year opened, there were an estimated 

 vacant teaching positions nationwide – an increase of almost 35% over the previous year. However, 

 valued by members of Gen Z—such as financial security, ongoing support, collaboration, and a sense of purpose—align well with careers in education. Additionally, Gen Z's greater racial and ethnic diversity presents a unique opportunity for the teaching profession to attract this new generation of talent.

School districts, as well as county and state agencies, need to address these severe shortages soon, and attract new talent from the ranks of Gen Z. This very unique generation is saving for retirement right out of the gate. Reflecting the angst felt by younger generations about Social Security and traditional pension plans, a recent Northwestern Mutual 

 found that, while the average American says they started saving for retirement at age 31, members of Gen Z started at 22 – almost a decade ahead of average and a full 15 years ahead of Baby Boomers. By offering greater flexibility with retirement plans, and by actively engaging faculty in retirement planning, educational agencies should be able to build on this to attract new teachers. 

As the teaching profession continues to evolve, so too must the approach to retirement planning. By staying informed and proactive, new teachers can ensure they are well-prepared for retirement, even in the face of reduced retirement benefits.

Merod, Anna. “By the Numbers: Teacher vacancies jump by 51%.” 

https://www.k12dive.com/news/teacher-vacancies-rising-51-percent-research/692244/

Moody, Jonathan, and Anthony Randazzo. “The Best U.S. States for New Teacher Retirement Benefits.” 

https://equable.org/best-states-teacher-retirement/

Southern Regional Education Board. “The Next Generation of Teachers.” 

Sullivan, Emily Tate. “What Would It Take to Attract Gen Z to Teaching?” 

https://www.edsurge.com/news/2024-05-13-what-would-it-take-to-attract-gen-z-to-teaching

Despite the 2008-2009 recession causing lawmakers to reduce public sector pensions, teaching remains attractive for some young teachers who wisely plan and implement additional retirement savings options like defined contribution, guaranteed return, and hybrid plans early-on in their careers. This article highlights the importance of state and local agencies adapting their recruiting messages to attract new talent and build a secure future for our students.

State Teacher Retirement Plans Should Remain a Strong Draw For Young Teachers – Despite New Realities 

Teacher Retirement Plans Remain a Strong Draw 

I recently sat with a seasoned fourth-grade teacher (let’s call her Mrs. Anderson), an old friend who found herself faced with one of the most challenging experiences of her career. As she began her 32nd year of teaching, she remained one of the best and most sought-after instructors in her school district. With clearly established classroom expectations and high standards for learning, combined with a love for every student who walked through her door each day, she excitedly settled into her classroom with the expectation of having another fantastic academic year of engagement and growth by her students. 

This year was to be different, however, because of one student who stood out – not for his academic prowess, but for the relentless disruptions he brought into the classroom. A mere month into the school year, he had already assaulted Mrs. Anderson, wreaked havoc on school supplies, and created an environment of constant tension and distraction. His actions not only consumed an inordinate amount of her attention but also hindered the learning journey of his peers. 

Daily, and sometimes hourly, meltdowns and tantrums left her frazzled and at wits-end with how to handle the situation so that the other 27 students in her classroom didn’t suffer learning loss and emotional (and sometimes physical) abuse from this defiant and disruptive student. The tumultuous atmosphere in Mrs. Anderson's classroom serves as a stark example of the broader challenges educators are grappling with in the aftermath of the COVID-19 pandemic.

Teachers across America have encountered challenges unprecedented in our history due to the COVID-19 pandemic. A recent 

 from the National Center for Education Statistics (NCES), a branch of the U.S. Department of Education’s Institute of Education Sciences, has shed light on the depth of these issues. A significant 87% of public schools noted a decline in student socio-emotional development during the 2021-22 academic year. Additionally, 84% believe that students' behavioral growth has been adversely affected.

This isn't just a matter of opinion; the data paints a startling picture. Classrooms are experiencing a surge in disruptions, with 56% attributing them to student misconduct. Outside the classroom, 49% of teachers report increased unruliness, and an alarming 48% note heightened disrespect towards faculty. Moreover, there's a rise in the prohibited use of electronic gadgets at 42%. Adding fuel to the fire, in October 2023, California Governor 

Gavin Newsom signed legislation banning "willful defiance" suspensions among TK through 12th grade students throughout the state. SB 274 expands current legislation prohibiting suspensions for disruption and defiance for K-5 students to include grades 6-12 students. Starting in July of 2024, options for principals in dealing with highly disruptive and defiant behavior will be greatly limited.

A nurturing learning environment thrives on consistent student attendance. Yet, the statistics reflect a concerning trend - 72% of schools have seen a rise in chronic absenteeism which is defined as missing at least 10% of the academic year. Schools, whether they are elementary, rural, or those with lower student poverty rates, have uniformly witnessed this uptick.

Teachers have always known that student attendance matters. But this surge in absenteeism, combined with 77% of public schools struggling to find substitute teachers, has intensified classroom challenges.

While student behavior and absenteeism are concerning, teachers haven't been immune to the pandemic's challenges. There's been an undeniable rise in teacher absences since the onset of the pandemic. In the 2021-22 school year, 72% of schools reported an uptick in teacher absences, with 49% noting it's higher than the previous academic year. Increased negative and aggressive student behavior has certainly played a role in teacher absenteeism, leaves of absence for health reasons, and teachers leaving the profession. A recent 

of 615 teachers who had recently left the profession, revealed that 52% listed “student behavior” as the number one reason. 

Finding substitute teachers, an existing challenge, has become even more formidable. In comparison to pre-pandemic times, 77% of schools found it tougher to hire substitutes in 2021-22. This has resulted in school districts resorting to alternative measures, such as lowering the certification requirements for substitutes, sharply increasing sub pay, hiring professional full-time roving subs, asking administrators or other non-teaching staff to cover classes, or even combining multiple classes in one room. The substitute shortage problem has become so acute that one Missouri school district even advertised in the Houston Herald for teachers. 

The findings from NCES serve as a wakeup call for educators and policymakers. The pandemic has, without a doubt, reshaped the teaching landscape. Yet, it also provides an opportunity – to adapt, learn, and create robust systems that support both student and teacher well-being.

For teachers, understanding this data is the first step. It empowers them to adapt their strategies, be it in classroom management or in providing emotional support. This data also underlines the importance of community – schools, parents, and policymakers need to come together to navigate these challenges and ensure that America's future, our students, thrive.

On the popular teacher blog called TeachThought, a recent 

 gave teachers “6 Strategies For Growing Closer To Your Most Challenging Students,” including developing trust, using new engagement strategies, personalizing learning as much as possible, remaining positive, staying safe, and remaining enthusiastic to help these children “rebuild” their shattered mindsets. Unfortunately, the pandemic has introduced unprecedented challenges for teachers in the classroom. On the flipside, it has also become a testament to the resilience and adaptability of educators.

Mendler, Allen. “Working With 'Difficult' Students: 6 Strategies.” 

https://www.teachthought.com/pedagogy/difficult-students/

NCES. “Press Release - More than 80 Percent of U.S. Public Schools Report Pandemic Has Negatively Impacted Student Behavior and Socio-Emotional Development - July 6, 2022.” 

https://nces.ed.gov/whatsnew/press_releases/07_06_2022.asp

Ward, Micah. “Student behavior is the leading cause for teachers leaving.” 

https://districtadministration.com/student-behavior-is-the-leading-cause-for-teachers-leaving/

With the lingering effects of the COVID-19 pandemic, educators, including seasoned professionals, are grappling with greater challenges in managing disruptive and defiant behavior. An NCES report revealed a disturbing 87% decline in student socio-emotional development during the 2021-22 academic year, accompanied by escalating classroom disruptions, student absenteeism, and a spike in teacher absences. Aggravating the situation, schools face an unprecedented difficulty in securing substitute teachers. As the educational landscape shifts, there's a pressing need for innovative strategies and collaborative efforts among stakeholders to navigate these challenges and ensure effective learning environments.

Understanding the Impact of Post COVID-19 Student Behavior on Teachers

Impact of Post COVID-19 Student Behavior on Teachers

The profession of teaching is facing unprecedented challenges in today's educational landscape, a stark departure from the days of the 1970s. Where once the job was largely content delivery, now teachers have to process and balance a myriad of demands, with 55% hesitant to recommend the teaching career path to their own kids. When I entered the profession over three decades ago, the job was pretty straightforward – deliver the content, check the boxes, and call it a day. But today’s teachers are stretched thin by added responsibilities and complex social-emotional problems to solve, often without needed support.

Let's take a little stroll down memory lane to my kindergarten days in 1968. The toughest thing on my plate? Knowing my full name and spotting the difference between red and blue. Compare that to the mental gymnastics required by today's tiny tots under the California Common Core. Kids are solving problems and critiquing literature before they're even tall enough to ride the big kid roller coasters!

Having been in education for over thirty years, I've seen firsthand the escalation in academic expectations. These advances, while impressive, have their tradeoffs, placing enormous pressure on both teachers and students.

Misconceptions about the profession persist, with the public often misunderstanding the realities of the job. Many folks still think teachers are living the dream with endless Summer vacations and holidays and snow days galore. Little do they know, those 'breaks' often involve moonlighting in other jobs just to keep the lights on at home or to save up for a downpayment. 

Out in sunny California, new legislative actions, including a 

 on suspensions for “willful defiance,” place additional strain on educators. Teachers must now navigate classroom management without traditional disciplinary tools, a challenge exacerbated by modern issues like the vaping epidemic and the ever-growing mental health crisis. The APA 

 one in five children face mental health challenges, with few receiving adequate care. The CDC 

 in 2021 that more than 4 in 10 (42%) students felt persistently sad or hopeless and nearly one-third (29%) experienced poor mental health. In 2021, more than 1 in 5 (22%) students seriously considered attempting suicide and 1 in 10 (10%) attempted suicide. Educators are on the frontlines, yet a mere 1% feel equipped to handle these concerns, as per NEA research. 

The implications for teacher well-being are dire, with the AFT revealing many educators report poor mental health due to the strains of their profession. The threat and reality of school violence, along with the expectation of being constantly available to parents, adds to the burden. The permeation of social media into school conflicts and classrooms means that teachers operate in an increasingly fraught environment, extending their duty beyond education.

But here's the heart of it: despite the chaos, the stress, and the ever-changing rulebook, teaching is still about making a difference. It's more than a job; it's a calling to shape the future, one young mind at a time. The profession has morphed a lot since the '60s and ‘70s, but the heart and soul of teaching – that unbreakable spirit and shared mission – remain unshaken. So here's to the teachers, the unsung heroes, fighting the good fight and molding our future, one child at a time. Let's give them the props, support, and triple-shot lattes they so richly deserve! 

Abramson, Ashley. “Children's mental health is in crisis.” 

https://www.apa.org/monitor/2022/01/special-childrens-mental-health

Center for Disease Control. “Youth Risk Behavior Survey Data Summary & Trends Report: 2011-2021.” 

https://www.cdc.gov/healthyyouth/data/yrbs/pdf/YRBS_Data-Summary-Trends_Report2023_508.pdf

Froebel, Friedrich. “ED 034 282 PUB DATE AVAILABLE FROM DESCRIPTORS DOCUMENT RESUME Kindergarten Education in Public Schools, 1967-68. National Educa.” 

https://files.eric.ed.gov/fulltext/ED034282.pdf

Schukei, Abby. “Why Is It So Hard to Be a Teacher Today?” 

https://theartofeducation.edu/2019/10/why-it-is-so-hard-to-be-a-teacher-today/

Seshadri, Mallika. “UPDATE: Newsom signs bill banning willful defiance suspensions for middle, high school students.” 

https://edsource.org/updates/newsom-signs-bill-banning-willful-defiance-suspensions-for-middle-high-school-students

Sosa, Anabel. “Newsom bans ‘willful defiance suspensions’ in middle and high schools.” 

https://www.latimes.com/california/story/2023-10-09/hoping-to-lower-dropout-rates-newsom-bans-willful-defiance-suspensions-through-high-school

This article explores the profound transformation of the teaching profession from the simpler days of the '70s to the complex demands of the modern classroom. This article takes a look at the escalating challenges teachers face from intensive academic standards, to the loss of legal tools for mitigating defiant behavior, to addressing student mental health, and why it is more critical now than ever that we promote this noble profession.

The Increasing Importance of Teaching and The Modern Educator's Dilemma

Amidst the growing influence (some might say “intrusion”) of politics in K-12 education discourse, students find themselves caught in the crossfire. This influence is found in discussions surrounding gender, the banning of certain books, and debates concerning the integration of diversity, equity, and inclusion into curricula. In an era marked by increasing polarization, the notion of seeking student perspectives might appear problematic, as it carries the risk of fanning the flames in board rooms across America.  However, it is precisely this risk that underscores the urgency for school districts to actively engage with student voices, to gain a deeper understanding of their outlooks and encounters.

The current challenge we are facing has its 

 in the pandemic, which sparked a robust parent rights movement. This movement has voiced its objections to school closures, vaccinations, and mask mandates. Furthermore, parent opposition to the teaching of "critical race theory" in schools has resulted in overflowing school board meetings and the emergence of divisive political advocacy. Just this week, organized 

 broke out at Los Angeles City Hall between parents seeking more control over curriculum and instruction and counter protests demanding greater teacher autonomy and less parental involvement. Superintendents across America are in crisis with almost 40% 

 that they have either been threatened or feel threatened on the job, and over 63% feeling anxiety about their mental health and well-being.

The responsible inclusion of student voice has the potential of bolstering self-esteem and fostering engagement, making it a pivotal element in ensuring students become actively invested in their educational journey. Marginalized and historically underrepresented students find empowerment through collective action and voice. 

 shows that students who feel included, believe they are being heard, and are confident that their voice matters, are as much as seven times more likely to be academically motivated compared with students who do not believe they have a voice. When school leaders listen to students and collect data from them, students are much more likely to 

 self-worth, be highly engaged, and find purpose in school. 

Creating and nurturing a school system where students have forums to share their thoughts is a huge goal. To make it happen, school leaders need to figure out ways to actively ask students what they think. By listening to what students say and figuring out how to help them succeed, schools can better understand what it's like to be at their school. Also, this can lead to some great new ideas to make things even better at school.

Schools also need to rethink how they discuss equity and inclusion, moving away from the political rhetoric framing adult debates at the school board level, and towards authentic discourse in safe settings. Teachers should hone their skills in promoting productive and meaningful talks with their students. School leaders should consider how they might develop structures and systems to encourage student participation in important decisions – in ways that feel natural, important, and open to all. Developing an atmosphere where everyone can talk openly means figuring out what's silencing those conversations and confronting it head-on.

Having a positive school climate is important in so many ways. It makes students and their families more interested in school, helps retain great teachers, and helps school leaders perform more effectively. To create this environment, it's up to district and school leaders to lead the way. They need to work hard to make sure schools are friendly places where everyone feels safe and welcome. That means treating all students with respect and giving them chances to speak up. This can be accomplished through surveys, allowing students to take on significant leadership roles, encouraging student-run newspapers, news shows, blogs, and social media postings, and listening when students have ideas or concerns.

Blume, Howard. “Arrests at 'parents rights' LGBTQ protest at LA school headquarters.” 

https://www.latimes.com/california/story/2023-08-22/at-least-2-arrests-as-parents-rights-group-protests-during-la-school-board-meeting-lgbtq-polices

Kocivar, Carol. “COMMENTARY: Democracy hangs in the balance in the battle over parental rights.” 

https://edsource.org/2023/democracy-hangs-in-the-balance-in-the-battle-over-parental-rights/695973

Quaglia, Russell J., and Michael J. Corso. “Developed by the Quaglia Institute for School Voice and Aspirations. In partnership with the Quaglia Institute for Student Aspir.” 

https://quagliainstitute.org/dmsView/School_Voice_Report_2016

Why Are so Many School Superintendents Leaving Their Job?

https://www.governing.com/education/why-are-so-many-school-superintendents-leaving-their-job

White, Rachel S. “Superintendent turnover is increasing and gender gaps are barely budging, but accurately assessing the consequences remains a challenge.” 

https://theconversation.com/superintendent-turnover-is-increasing-and-gender-gaps-are-barely-budging-but-accurately-assessing-the-consequences-remains-a-challenge-200693

White, Rachel S., et al. “Political battles in suburbia.” 

https://kappanonline.org/political-battles-in-suburbia-white-evans-malin/

In the midst of increasing political influence in K-12 education discussions, students often find themselves caught in the crossfire. This influence touches on topics like gender, book bans, and diversity and inclusion in curricula. While seeking student perspectives might seem risky, it's precisely what school districts need to do. This article delves into the importance of listening to students and how it can benefit both their education and the school system.

Student Voice Emerges As A Key To Inclusivity And Achievement

“‘What is real?’ asked the Rabbit one day. ‘Real isn’t how you are made,’ said the Skin Horse. ‘It’s a thing that happens to you. When a child loves you for a long, long time, not just to play with, but REALLY loves you, then you become REAL.’ - Velveteen Rabbit. 

Thanks for making me REAL!  Love, Jenny Woo”

I was handed that note, along with a hand-drawn sketch of the Velveteen Rabbit, on promotion day in June of 2009 by a young lady with significant learning disabilities. On that special day, Jenny (not her real name) was promoting from 8th grade to high school. 

Amidst the pride and joy of that day for Jenny and her family, there were tears in her eyes as she handed me that precious piece. I could see and feel her sense of loss as she considered the reality of not having me in her daily life – greeting her in the carline each day as she left the safety of her mom’s car, checking on her at breaks and lunch time to make sure her day was going okay, or frequently dropping into her classroom so she could show me her latest writing or science project. It was clear that I had made a lasting imprint on Jenny’s life, but I have since come to realize that Jenny profoundly impacted my life as well.

As I left the principalship to take on a leadership role at the district office in 2014, I often thought back to the relationships I was privileged to form with students like Jenny. Looking back over my career, I will never forget the day, out on the blacktop at my first middle school where I taught math, when a simple challenge from my principal changed my life forever. I had been tossing footballs with some of the kids during lunch when Principal Warschaw said to me, “Have you ever thought of going into school leadership?” In truth, I had quietly been working on a masters and taking administrative credential classes at a state university, but I hadn’t really decided what I wanted to do with the rest of my life just yet. Mr. Warschaw’s prompt to “just think about it” would soon prove to be the catalyst for the rest of my career as I began to move into leadership – ultimately landing as Superintendent of two California school districts. 

I tell you my story because I want some of you to imagine yourself in a role where your influence might extend far beyond the classroom – a position where you have the access and resources to positively shape the educational journey of every student and where you can support and empower every teacher in your school. This is the reality of what is possible as a school principal—a role that might just be your next great calling. 

As a teacher, some of you are already laying the groundwork with skills that define effective principals: building relationships, supporting and guiding other teachers, and managing resources adeptly. But imagine leveraging these skills on a broader scale, transforming not just your classroom, but an entire school community. As we navigate the complexities of modern education, your transition from teacher to principal could be the catalyst for change our schools deeply need.

 in 2021, backed by the Wallace Foundation, revealed the extraordinary effect principals have on schools. Synthesizing data from two decades, it showed how principals play a key role in school improvement. Findings 

 that “if a school district could invest in improving the performance of just one adult in a school building, investing in the principal is likely the most efficient way to affect student achievement.” Principal leadership was shown to correlate with better student performance, improved attendance, reduced disciplinary issues, lower teacher turnover, and increased teacher satisfaction. In an era where teacher shortages are a growing concern, particularly in high-need areas, effective principal leadership has never been more crucial.

As a teacher, you already possess many of the qualities of an effective principal. Principals need excellent people skills for building relationships and trust, just like you do in your classroom. They require instructional skills to support teachers – something you understand intimately. Organizational skills are key, too – think of how you manage your classroom resources and data. But being a principal also means engaging deeply with teachers, fostering a positive school environment, encouraging collaborative learning, and managing resources strategically, all through an equity-focused lens.

Becoming a principal isn't without its challenges. The role has evolved, especially in the face of political polarization and the stress of navigating post-pandemic education. Yet, the need for strong, insightful leadership in our schools is more pronounced than ever. And there's good news: the growing recognition of principal roles has led to the development of state standards for school leaders and comprehensive principal development programs.

As a teacher, you have a unique vantage point to understand what defines an effective school environment. Stepping into a principal role allows you to extend your influence, advocating for comprehensive development programs and prioritizing the well-being and growth of both teachers and students.

As I reflect back on over three decades in education, I have come to realize that I was never happier or more fulfilled than when I was at the helm of a school – serving the students, teachers, and parents of a true community. I was allowed to be the captain of my own ship while maintaining strong relationships with students – even broadening my impact with thousands of students over 13 years.

Sure, the challenges were great and the expectations were high as I had to manage the competing pressures of progress and change from the district office and the lack of inertia and downright resistance to change from some faculty members. But what made it all worthwhile was the profoundly positive impact I was able to have on campus culture and the kids I loved to serve.

The role of a principal is more than administrative – it's about being a catalyst for change, shaping the educational experience for both teachers and students. As our educational landscape evolves, the need for passionate, effective principal leadership is ever-growing. Consider this your invitation to step up and make a significant impact in the world of education. The future of our schools, and indeed our nation, may just depend on it.

Grissom, Jason A., et al. “How Principals Affect Students and Schools.” 

https://cahnfellowsprograms.org/wp-content/uploads/2021/11/How-Principals-Affect-Students-and-Schools.pdf

America needs great school principals. Outstanding school leadership correlates with better student performance, improved attendance, reduced disciplinary issues, lower teacher turnover, and increased teacher satisfaction. Learn about the author’s journey from teacher to principal in this inspiring article. Consider that the skills you may possess as a teacher can transform into powerful leadership, driving positive change in your school community. 

Teachers Embracing Leadership Beyond the Classroom

As schools are opening up for the new academic year, the spotlight shines on the significance of Social and Emotional Learning (SEL) and its evolving landscape. In February 2023, Montana state Rep. Lola Sheldon-Galloway's 

 to ban SEL sparked discussions about its importance and challenges. While her stance shifted due to overwhelming support for SEL (Sheldon-Galloway was quoted as saying, “

“Maybe I did not have a clear vision of that, … So, you have taught me well.”)

SEL attempts to equip students with skills like emotional regulation, empathy, and relationship-building. Despite its positive impact and integration into all 50 states' academic standards, it faces opposition. Parents' rights 

, fueled by COVID-19-related closures, have characterized SEL's purpose as having shifted 

over time from promoting morally neutral soft-skills like self-awareness, self-management, empathy, and goal setting, to 

In today's rapidly evolving educational landscape, where remote learning has become a rule rather than an exception and where traditional school discipline policies and practices have actually contributed to the disruption of teaching and learning opportunities for school staff and students, the significance of social and emotional support cannot be overstated. As educators gear up to return to school after a rejuvenating summer break, it's crucial to understand what Social and Emotional (SEL) is and isn’t, and to tap into resources that foster appropriate and effective SEL instruction and intervention. 

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EXPLORE - LEARN - MODEL - GROW

Explore

Learn

Model

Grow

A Word From our Chief Educator

Our Clients Said

- Ms. Rosalba Perez, TK Teacher El Monte City School District.

- Dr. David Vannasdall, Superintendent Arcadia Unified School District.

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Read Our Latest News & Blog

Educational Technology: Back To The Past When Technology Fails Us

Unlocking Potential: How Student-Driven Choices Ignite Deeper Engagement

Wearable A.I. in the Classroom: Amazing Potential and Scary Pitfalls

A Word From our
Chief Educator

- Ms. Rosalba Perez, TK Teacher
El Monte City School District.

- Dr. David Vannasdall, Superintendent
Arcadia Unified School District.

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