Why Teacher Collaboration in Planning Isn’t Just Helpful—It’s Revolutionary

Let’s be honest: Teaching has long been a lonely job.

Despite being surrounded by students all day, many teachers have spent decades working in professional isolation—planning lessons behind closed doors, solving problems alone, and navigating the daily chaos of the classroom without much time (or space) to lean on each other. Collaboration, when it happened, often looked like rushed hallway conversations or surface-level email threads.

Historically, school leaders have functioned more like middle managers than instructional leaders—more focused on implementation and accountability, rather than pedagogy. And professional development? Too often it’s felt like a top-down checkbox activity, full of vague buzzwords and little that actually helps in the classroom.

that old model is finally breaking down. And brain science is here to help us rebuild it—better

The Brain Is a Social Organ—So Why Isn’t Teaching?

Here’s a fact: Our brains are wired for connection. Neuroscience confirms that learning is fundamentally social, and that collaboration activates the "social brain"—the same systems responsible for empathy, communication, and shared problem-solving.

when teachers collaborate, their brains light up

functional near-infrared spectroscopy (fNIRS)

, researchers have found that expert teachers engaged in cooperative tasks show higher levels of 

Interpersonal Brain Synchronization (IBS)

. That’s science-speak for “your brains are syncing up.” This isn’t just poetic—it’s powerful. It means shared planning time can literally align minds, allowing teachers to think together more clearly, solve complex challenges, and innovate more effectively.

This is a seismic shift from the old-school “closed-door” teaching model. Instead of carrying the weight alone, teachers are now harnessing the collective brainpower of their peers—and the results are nothing short of transformational.

Collaboration Isn’t Soft—It’s a Stress Buster

The myth that teachers are supposed to "tough it out" has been deeply ingrained in education culture. But the truth is, burnout is real—and it’s everywhere.

What if the antidote wasn’t more grit, but 

When teachers collaborate regularly—whether through co-planning, peer feedback, or shared lesson design—they’re not just sharing the workload. They’re sharing emotional labor. They’re building trust. They’re creating safe spaces where frustrations become fuel for innovation instead of resignation.

This isn’t just touchy-feely stuff. Brain research shows that positive social interaction reduces stress hormones like cortisol, while boosting oxytocin—aka the “feel-good” hormone that promotes bonding. So collaboration doesn’t just improve instruction; 

Professional Confidence Doesn’t Grow in Isolation

Think back to a time when you felt truly effective as a teacher. Chances are, it wasn’t after a solo Sunday night planning marathon. It was likely after a rich conversation with a colleague, a breakthrough co-teaching moment, or a peer review that sparked a new idea. That’s because 

professional efficacy—believing in your own ability to make a difference—is a team sport

Teachers who plan and problem-solve together report 

, greater risk-taking in the classroom, and a stronger desire to innovate. This matters. Why? Because confident teachers lead to confident learners.

shared understanding of challenges, strategies, and goals

, they don’t just grow individually—they shape a collective professional culture that lifts everyone.

Rewriting the Narrative: From Cynicism to Community

The reality is that most teachers have sat through hundreds of hours of professional development sessions that felt like bad TED Talks. They’ve been handed binder-after-binder filled with jargon that had little to do with their actual students. They’ve walked away from workshops wondering how to apply anything on Monday morning. It’s no wonder there's a deep vein of cynicism around PD.

When teachers are given time, trust, and autonomy to collaborate weekly, they report 

higher engagement, greater job satisfaction, and actual growth

. According to recent Gallup (2025) data:

It’s not about top-down mandates. It’s about side-by-side support.

Resourcing the Revolution: Why Tools and Time Still Matter

Even the most inspired collaboration can crash without the right support. A shocking number of teachers report lacking the 

 needed to teach effectively—textbooks, furniture, functioning printers, even enough computers for their students.

Equally concerning: many teachers don’t get to choose the workshops they attend, and only 

11% feel their professional development is highly relevant

 to student needs. That’s a system failure.

But when teachers do have access to resources and voice in their growth? The difference is massive. Job satisfaction jumps. Engagement climbs. Instruction improves. Collaboration thrives in environments where teachers feel 

In a profession where the stakes are sky-high and the demands relentless, collaborative planning offers something rare: 

hope grounded in science, community, and purpose

. It's time we retire the myth of the lone teacher-hero and embrace a model built on shared brains, shared burdens, and shared success.

Because when teachers plan together, everybody wins.

Ash, Andrea Malek. “Teachers Who Collaborate, Learn at Work Are More Satisfied.” 

Walton Family Foundation-Gallup Teaching for Tomorrow study.

, Gallup, 23 September 2025, https://news.gallup.com/poll/695492/teachers-collaborate-learn-work-satisfied.aspx. Accessed 7 October 2025.

D'Amato, RC, and YY Wang. “Using a Brain-Based Approach to Collaborative Teaching and Learning with Asians.” 

, researchgate.net, September 2015, https://www.researchgate.net/profile/Rik-Damato-3/publication/281672429_Using_a_Brain-Based_Approach_to_Collaborative_Teaching_and_Learning_with_Asians/links/567835df08aebcdda0ebce75/Using-a-Brain-Based-Approach-to-Collaborative-Teaching-and-Learning-with-. Accessed 7 October 2025.

In today’s educational landscape, collaboration among teachers is no longer just a nice-to-have—it's a must-have. While traditional models of teaching often emphasized individual autonomy and siloed lesson planning, modern brain research and social science underscore a different reality: teachers thrive when they work together. From enhanced cognitive functioning to improved emotional well-being, collaborative planning is grounded not just in theory, but in how our brains are wired.

Teacher Collaboration—It’s Revolutionary

In schools across the country, teachers prepare students to master reading, writing, mathematics, and critical thinking. Yet one of the most essential skills for success in adulthood—financial literacy—too often goes untaught. For middle and high school students, particularly those from underserved or low-income backgrounds, financial education is not just helpful; it is vital to their future stability and independence.

The teen years are an especially critical window for financial learning. Around ages 14 to 16, students begin making their first independent money decisions. They may receive allowances, work part-time jobs, or make regular purchases. These everyday experiences provide natural opportunities to teach students how to budget, distinguish between needs and wants, save toward goals, and understand the responsibilities that come with credit. Early exposure to these lessons can help students build habits that last a lifetime.

Unfortunately, surveys reveal that most American students are not entering adulthood with these skills. The 

 reports that only 18 percent of high school students consider their financial literacy “somewhat high” or “very high.” This lack of knowledge has consequences: poor financial decision-making, rising personal debt, inadequate savings, and greater financial instability. At the same time, a 2023 Empower 

 shows that Gen Z values budgeting, emergency funds, and avoiding excessive debt by the time they reach college age. Clearly, the desire to learn is there—the gap lies in providing consistent, quality financial education.

That gap is not evenly distributed. According to the 2022 FINRA Foundation National Financial Capability 

 young people from Black, Hispanic, and low-income households are disproportionately vulnerable to the consequences of poor financial literacy. These groups report higher levels of financial stress and greater difficulty managing credit and debt. Without access to financial education, many students face cycles of economic hardship that are difficult to break. For underserved youth, financial literacy is more than a life skill—it is a pathway to economic mobility and equity.

One major obstacle is the inconsistency of financial education in U.S. schools. While some states mandate personal finance courses or integrate money management lessons into other subjects, there is no national standard. The quality and scope of financial education vary widely: some students receive robust instruction, while others graduate with virtually no exposure to basic concepts like saving, investing, or understanding a credit score. As a result, students enter adulthood unequipped to handle the realities of student loans, rising living costs, or the complexity of modern financial products.

The urgency has never been greater. Today’s young people face a financial landscape marked by soaring college costs, growing student loan burdens, and an expanding array of financial products—from credit cards to digital payment platforms to cryptocurrency—that demand sophistication to manage wisely. Without guidance, many young adults fall into debt traps that damage their credit and limit their opportunities. A lack of financial knowledge not only undermines individual well-being but also threatens broader economic stability.

Yet there is hope, and technology offers new ways forward. Digital platforms, mobile apps, and gamified tools such as 

 make financial learning engaging and accessible. These resources allow teens to explore budgeting, saving for college, and career planning in interactive ways that reinforce classroom learning. Parents and teachers can also play a role by introducing supervised banking apps, encouraging goal-based savings, and discussing the real costs of college and living independently.

Of course, financial literacy education must go beyond tools and knowledge—it must address the social pressures that shape financial behaviors. Peer pressure often leads teens to spend on non-essentials just to keep up with friends. Teachers and parents can help by encouraging open discussions about needs versus wants, modeling thoughtful decision-making, and helping teens build confidence in their own financial choices.

The benefits of early financial education are clear. Studies show that students who receive financial education in high school are more likely to budget, save, and manage debt effectively as adults. These habits foster long-term financial stability and greater economic mobility. Conversely, failing to provide financial education leaves students more vulnerable to costly mistakes, stress, and limited opportunities.

Meeting this need requires collaboration. Policymakers at both the state and federal levels must recognize financial literacy as a core part of education and move toward setting consistent standards across the nation. Schools should invest in professional development for teachers to ensure that educators feel prepared to teach personal finance concepts. Financial institutions and nonprofit organizations also have a role to play by offering free resources, mentorship programs, and interactive tools that connect students with real-world financial experiences.

When schools, families, and communities work together, the result is a more robust financial education system that serves all students, not just the privileged few. For underserved communities in particular, these partnerships can help bridge opportunity gaps and prepare students to navigate the complex financial systems they will inevitably face.

Ultimately, financial literacy is about empowerment. It is about giving students the confidence to make informed decisions, the discipline to save and budget, and the wisdom to avoid traps that could derail their futures. By embedding financial education into middle and high school, we are not only preparing students for college or careers—we are equipping them with tools to build independence, stability, and opportunity for themselves and the generations that follow.

Abu, Jacob K. “Empowering Vulnerable Populations and Fostering Entrepreneurship through Financial Literacy: A Case Study of Economic Benefits in the US.” 

Asian Journal of Economics, Business and Accounting

, https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=National+Endowment+for+Financial+Education+%28NEFE%29.+The+Case+for+Financial+Literacy%3A+Helping+Underserved+Students+Build+Better+Futures%2C+2021&btnG=#d=gs_cit&t=1755897063478&u=%2Fscholar%3Fq%3Din. Accessed 21 August 2025.

Empower Annuity Insurance Company of America. “New Empower research: 6 in 10 Americans say money can buy happiness, the price is $1.2 million.” 

, 20 November 2023, https://www.empower.com/press-center/6-10-americans-believe-money-can-buy-happiness-empower-research. Accessed 23 August 2025.

SPARK Institute and Financial Literacy Committee. “Financial Literacy.” 

, 2025, https://www.sparkinstitute.org/resources/research/new-benchmark-study-reveals-distinct-financial-literacy-gaps-opportunities-for-young-people/. Accessed 22 August 2025.

Valdes, O. M., et al. “The FINRA Foundation’s National Financial Capability Study: Unpacking 12 years of data on U.S. financial capability.” 

Journal of Financial Literacy and Wellbeing

, https://www.cambridge.org/core/journals/journal-of-financial-literacy-and-wellbeing/article/finra-foundations-national-financial-capability-study-unpacking-12-years-of-data-on-us-financial-capability/123F12F04B99AC4651BF1EDB53831E7B?utm_source=hs_email&utm. Accessed 21 August 2025.

Financial literacy is a critical but often overlooked skill for middle and high school students, particularly those from low-income and underserved communities. Early financial education equips teens to budget, save, and manage credit before facing major financial decisions in college and adulthood. Yet access remains inconsistent, with no national standards and significant disparities across demographics. Research shows that students who receive financial education are more likely to achieve long-term stability and economic mobility. Collaborative efforts among schools, policymakers, and communities are essential to closing this gap.

Why Teaching Financial Literacy Matters—Especially for Teens in Underserved Communities

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.

TAKE CONTROL OF YOUR PENSION

Powerful calculators

Counseling Services

Secure AI Support

Our Clients Said

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

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

Blog

Read Our Latest
News & Blog

Why Teacher Collaboration in Planning Isn’t Just Helpful—It’s Revolutionary

Why Teaching Financial Literacy Matters—Especially for Teens in Underserved Communities

Educational Technology: Back To The Past When Technology Fails Us

TAKE CONTROL OF YOUR PENSION

Powerful calculators

Counseling Services

Secure AI Support

Our Clients Said

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

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

Blog

Read Our Latest News & Blog

Why Teacher Collaboration in Planning Isn’t Just Helpful—It’s Revolutionary

Why Teaching Financial Literacy Matters—Especially for Teens in Underserved Communities

Educational Technology: Back To The Past When Technology Fails Us

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

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

Read Our Latest
News & Blog