Teaching & Learning Through a Data-Enhanced Lens

Data, data, data!  Many teachers and administrators have grown sick of this world, and it is totally understandable.  For too long, the term data-driven has dominated education. While the intent was to increase accountability and improve outcomes, the practical result was often a culture of compliance. Educators frequently felt as though they were serving the numbers rather than the students serving the numbers. It is time for a fundamental shift in our vocabulary and our practice. We must move toward a data-enhanced approach to leadership and instruction.

The distinction between being driven and being enhanced is significant. To be driven implies that the data is in the driver’s seat. It suggests that a spreadsheet can dictate the complex, human-centered work of a classroom. In contrast, a data-enhanced approach positions the educator as the expert pilot. Data provides the navigation and the evidence, but professional judgment, empathy, and pedagogical expertise provide the direction. This shift is essential for achieving personalized learning and creating a culture of collective efficacy.

Research consistently demonstrates that the mere presence of data does not lead to school improvement. Schildkamp (2019) argues that for data to be effective, schools must move beyond simple collection and focus on how data is interpreted and used within specific contexts. When teachers use data to enhance their professional judgment rather than replace it, they are better equipped to identify instructional "bright spots" and address systemic hurdles. This collaborative interpretation of data is a cornerstone of the Cycle for Continuous Improvement and the Personalized Learning Empowerment Framework. 

One of the most effective ways to use data to enhance instruction is through the feedback loop. However, the timing of that feedback is critical. Hattie and Timperley (2007) emphasize that feedback is most powerful when it addresses the specific task, the process required to perform the task, and the student’s self-regulation. By using real-time formative assessments, teachers can gather "biopsy" data while there is still time to pivot instruction. This allows for immediate course corrections that prevent students from falling behind.

To make this transition, we must address the professional learning needs of our staff. Mandinach and Jimerson (2016) highlight that many educators feel unprepared to translate raw data into actionable instructional strategies. Professional learning that is job-embedded and ongoing must move away from technical training on how to use a software dashboard. Instead, it should focus on data literacy and the ability to use evidence to personalize learning, something Nicki Slaugh and I flesh out in our book Personalize.  When teachers feel confident in their ability to interpret data, they see it as a force multiplier for their impact rather than an administrative burden.

The social aspect of data use cannot be ignored. Wayman and Jimerson (2014) found that teacher attitudes toward data are heavily influenced by the collaborative structures within a school. When data is used in professional learning communities to support growth rather than for evaluation, it builds trust. A data-enhanced culture is one where teachers look at common assessment results to ask what is working in one room that can be scaled to others. This turns data into a catalyst for shared expertise.

In classrooms of the present and future, we also have the benefit of adaptive tools and artificial intelligence. These technologies provide a level of "micro-data" that was previously impossible to collect. Adaptive platforms can identify specific misconceptions in real time, while AI can assist in analyzing qualitative student responses to find patterns. These tools do not replace the teacher. Instead, they enhance the teacher’s ability to meet the needs of all learners by handling the heavy lifting of data organization.

To bridge the gap between theory and practice, platforms like Parthion serve as the essential connective tissue in a data-enhanced culture. While many Multi-Tiered System of Supports (MTSS) initiatives fail because they prioritize the structural framework over actual implementation, true school improvement requires moving from data-rich to action-rich. Most schools currently find themselves drowning in dashboards that serve as early warning systems but lack the critical "what to do next" layer required for effective intervention. This gap often leads to significant teacher burnout, driven not just by the volume of work but by the paralyzing decision fatigue of trying to determine the right path for each student in isolation. By breaking down traditional data silos and integrating academic, behavioral, and social-emotional insights into a single view, a data-enhanced approach provides the clarity needed to take immediate steps. It transforms the professional experience from a constant state of diagnostic guessing to one of precise, evidence-based support that directly impacts student outcomes.

The ultimate goal of a data-enhanced approach is to return agency to both the teacher and the student. When students are taught to track their own progress and understand their own data, they move from passive compliance to active ownership. They begin to see learning as a journey where the evidence guides their next steps. This is the heart of pedagogical leadership. We are not just raising test scores; we are empowering students to understand their own growth. By choosing to be data-enhanced rather than data-driven, we reclaim our professional narrative and ensure that every student has the support they need to succeed.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Mandinach, E. B., & Jimerson, J. B. (2016). Teachers’ learning needs about data-driven decision making: A synthesis of the literature. Educational Policy, 30(4), 528-560.

Schildkamp, K. (2019). Data-based decision-making for school improvement: Research insights and gaps. Educational Management Administration & Leadership, 47(2), 257-273.

Wayman, J. C., & Jimerson, J. B. (2014). Teacher needs for data-related professional learning. Teaching and Teacher Education, 40, 25-34.

Why the Future of Assessment is Competency-Based

The following is a condensed version of my article titled "From Compliance to Competency."

For over a decade, the industrial-age model of schooling has prioritized compliance over competency and "seat time" over mastery. As I argue, maintaining these outdated systems is tantamount to instructional malpractice. We owe students a model that reflects how learning actually happens: nonlinearly, personally, and at varying paces.

The shift toward Standards-Based Assessment (SBA) and Competency-Based Education (CBE) isn't a trend; it's a necessary reckoning. To move from philosophy to district-wide practice, educators need a robust digital infrastructure. This is where Edsby Destinations comes in.

The Case for Change: Beyond the "B-Minus"

Traditional grading is fundamentally broken. A single letter grade often blends academic achievement with behavioral compliance, homework completion, and participation. This "number" obscures more than it reveals.

• SBA asks: Has the student demonstrated proficiency against specific standards?
• CBE ensures: Students advance upon mastery, not based on the calendar.

In a competency-based model, an early failure doesn't define a student’s final grade. Instead, the most recent, consistent demonstration of understanding counts. This culture builds resilient learners who chase mastery rather than points.

Empowering Student Agency

When students see exactly where they stand against defined outcomes, they can set goals and self-assess. Research shows that self-regulation increases significantly when students engage with clear success criteria. Outcomes-based reporting gives students a clear destination and the freedom to chart their own course toward it via portfolios, projects, and authentic artifacts, something my co-author and I emphasize in Personalize.

The Scaling Challenge: Why Infrastructure Matters

Many districts understand the "why" of CBE but struggle with the "how." Transitioning a large system to outcomes-based assessment generates a massive volume of data, including visual artifacts, self-assessments, and longitudinal observations, that traditional Gradebooks simply cannot handle.

Edsby Destinations was purpose-built to solve this complexity at scale. Unlike generic LMS tools that are retrofitted for standards, Edsby is engineered for the specific workflows of K-12 organizations.

Key Features of Edsby Destinations

• Visual Evidence of Learning: Capture photos, videos, and work products tagged directly to learning outcomes.
• Student-Centric Dashboards: Students receive a graphical overview of their journey, showing where they are and where they need to go in real-time.
• Co-Created Success Criteria: Teachers and students can collaborate on what "success" looks like, promoting ownership.
• Accessibility for All: Mobile apps with QR code logins remove barriers for younger learners, making "visible learning" possible in early elementary grades.
• District-Level Transparency: Dashboards provide administrators with a bird’s-eye view of progress across the entire system while allowing for "drill-down" views into individual student growth.

Engaging the Whole Community

Assessment is the primary touchpoint between schools and families. Edsby Destinations shifts the dinner-table conversation from "What grade did you get?" to "What did you learn?" By providing parents with real-time visibility into authentic work products rather than a static PDF report card, schools can build a true home-school partnership.

Leading the Transformation

Technology should serve pedagogy, not the other way around. The shift to standards-based assessment is a leadership challenge that requires a strategic mindset and the right tools. With Edsby Destinations, the vision of a competency-based future becomes an operational reality, honoring each student's individual path to mastery.

Be sure to read my full-length article titled "From Compliance to Competency."

The Role of Human Interaction in Deep Learning

Do you like “shiny” things as much as I do? If so, don’t fret, as it is human nature.  We often find ourselves captivated by the latest digital tools, such as AI-driven platforms and virtual environments. While these innovations offer incredible potential to scale resources, they frequently miss the most critical component of the educational experience: the human element. Real learning, specifically the kind that supports disruptive thinking and deep cognitive engagement, does not happen in a vacuum of screens and algorithms. It happens through connection.

To truly transform student outcomes, we must shift our focus back to the power of human interaction. Deep learning is not a passive act of consumption; it is an active, social process. When we prioritize human-centered learning experiences, particularly through high-dosage, in-person tutoring, we move beyond simple content delivery and toward a model that prioritizes the whole child.

The Science of Connection and Cognitive Engagement

The importance of human interaction is grounded in more than just sentiment; it is backed by decades of rigorous research. Learning is fundamentally a social endeavor. When students interact with a mentor or tutor in person, they are not just receiving information. They are participating in a feedback loop that stimulates higher-order thinking.

Research has consistently shown that human interaction is the primary driver of academic growth. For instance, Nickow, Hull, and Ritter (2020) conducted a systematic review and meta-analysis of experimental evidence, concluding that tutoring programs consistently yield large positive effects on student learning outcomes across various subjects and grade levels. Their findings emphasize that the structured, personal nature of tutoring is significantly more effective than many other classroom-based interventions.

This effectiveness is rooted in the way humans engage cognitively. According to the ICAP framework, interactive learning, which occurs when students engage in dialogue and collaborative problem-solving with another person, leads to the highest levels of knowledge acquisition. Chi and Wylie (2014) argue that interactive activities are superior to constructive, active, or passive ones because they require students to co-construct knowledge through social mediation. In a virtual-only model, this social mediation is often diluted, resulting in lower cognitive depth.

In-Person vs. Virtual: The Need for Human-Centered Models

While virtual models provided a necessary bridge during the pandemic, the data now clearly shows a preference for the depth that in-person interaction provides. The difference lies in the nuance of communication: the ability of a tutor to read body language, sense frustration before it becomes a barrier, and pivot strategies in real-time. This level of responsiveness is difficult to replicate in a purely digital space.

Disruptive thinking requires a safe environment where students feel seen and supported, something I strongly emphasize in my book Personalize. High-impact, human-centered tutoring creates a space where "failure" is reframed as a necessary step toward mastery. This is particularly vital for students who have fallen behind. Guryan et al. (2023) demonstrated that intensive, in-person tutoring for adolescents can lead to substantial gains in academic performance. This proves that even for older students, the "human touch" can close gaps that traditional instruction struggles to reach.

When we integrate people, curriculum, and technology correctly, the results are transformative. The goal is not to abandon technology but to use it as a scaffold for human interaction. For example, using a proprietary, standards-aligned digital curriculum enables precise data tracking, but the true magic happens when a trained tutor sits beside a student to navigate it together. This hybrid approach, which puts pedagogy and people first and technology second, is what drives sustainable growth.

Evidence-Based Success: A Closer Look

The efficacy of this approach is reflected in recent performance data. During the 2024–2025 school year, students utilizing integrated in-person tutoring models from HeyTutor saw a 160% increase in those testing at or above grade level in Math and a 162% increase in ELA from the beginning to the end of their programs. The impact on English Learners was equally profound, with a 95% increase in Math and a 92% increase in ELA proficiency. 

These results align with the broader consensus on evidence-based reform. Slavin (2018) notes that for educational interventions to be truly effective and scalable, they must be grounded in proven methods that emphasize personalized, small-group instruction. This focus on evidence is why programs that prioritize in-person, small-group interventions such as HeyTutor have been recognized with honors like Stanford University’s National Student Support Accelerator Badge and the 2025 Tech and Learning Awards in Primary and Secondary Education.

A compelling example of this in action can be seen in the SUHSD Case Study, which highlights how the value of in-person learning provides insights that go far beyond what a dashboard can report. It is about the shift in student confidence and the ability to think critically and disruptively about the world around them.

Moving Forward: Prioritizing the Human Element

As we look toward the future of education, we must ensure that our "innovations" do not inadvertently isolate our students. The best solution for deeper student engagement and academic growth remains the intentional connection between a dedicated human being and a learner. By emphasizing in-person, small-group tutoring, we provide students with the social-emotional support and cognitive challenge they need to thrive.

We have the tools, the research, and the data. Now, we must have the leadership to prioritize the human connection in every classroom and every learning session. To see how these principles are being put into practice to drive record-breaking student growth, I encourage you to check out HeyTutor and join the movement toward human-centered educational excellence.

Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219-243.

Guryan, J., Ludwig, J., Bhatt, M. P., Cook, P. J., Davis, J. M. V., Dodge, K., Farkas, G., Fryer, R. G., Jr., Mayer, S. E., Pollack, H. A., & Steinberg, L. (2023). Not too late: Improving academic outcomes among adolescents. American Economic Review, 113(3), 738-765.

Nickow, A., Hull, A. F., & Ritter, G. W. (2020). The effects of tutoring on education outcomes: A systematic review and meta-analysis of the experimental evidence. Journal of Research on Educational Effectiveness, 13(3), 397-451.

Slavin, R. E. (2018). Evidence-based reform in education. European Journal of Education, 53(3), 301-312.

The Personalized Learning Empowerment Framework

I have been sharing on this blog insights on personalization for the past sixteen (16) years. During my years as a principal, we emphasized a shift from “what” to “who” to help students take greater ownership of their learning.  From using Poll Everywhere to amplify student voice, to flipped lessons in math, and creating the Academies at NMHS, our goal was to create experiences that our students valued and would ultimately improve outcomes, which it did. The journey, however, was anything but easy. 

Moving from a culture of compliance to one of empowerment is the greatest challenge and opportunity facing educational leaders today. For years, our systems have been designed for standardization, often treating students as passive recipients of information rather than active drivers of their own learning. However, as we discussed in our book Personalize, the shift toward personalized learning is not just about technology; it is about pedagogy and the intentional design of experiences that foster agency, mastery, and purpose. Below is our definition:

"Pesonalized learning is all students getting what they need when and where they need it to learn."

The Personalized Learning Empowerment Framework provides a roadmap for this transformation. It moves beyond the "what" of personalization and dives deep into the "how" by focusing on a continuous cycle of growth. By centering the learner, we can ensure that every student has the support they need to succeed in an ever-changing world.

1. Assess and Understand: The Foundation

Effective personalization begins with a deep understanding of who the learner is. We cannot tailor instruction if we do not first establish a clear picture of a student’s strengths, needs, and aspirations. This extends well beyond traditional standardized test data. We must utilize holistic diagnostics that account for social-emotional well-being, cognitive processing, and personal interests.

A critical component of this phase is creating a learner profile. When students document how they learn best, they begin to take ownership of their educational journey. This process is supported by continuous feedback loops that provide real-time insights into student progress. Research indicates that when assessment is used formatively to understand learner variability, it significantly enhances the teacher's ability to provide targeted support (Papadakis et al., 2021). By building this foundation, we move away from a one-size-fits-all diagnostic approach and toward a more human-centered understanding of excellence.

2. Plan and Tailor: The Strategy

Once the foundation is set, the focus shifts to strategic design. Planning in a personalized environment is a collaborative effort between the educator and the student. Co-constructed goals ensure learning objectives are relevant to the student while meeting rigorous academic standards. This partnership is essential for developing student agency, as it gives learners a voice in determining their path to mastery.

Tailoring the strategy requires a commitment to flexible pathways and varied pacing. Not every student needs the same amount of time to master a concept, nor should they all be required to demonstrate their learning in the same way. Providing multiple entry points and methods for demonstrating competency helps create a more equitable classroom environment. Evidence suggests that flexible learning pathways that prioritize student choice lead to higher levels of engagement and cognitive investment (Bernacki et al., 2021). At this stage, the teacher shifts from a dispenser of knowledge to an architect of learning experiences.

3. Engage and Facilitate: The Action

This is where the framework comes to life in the classroom. Engagement is not just about keeping students busy; it is about active learning that challenges students cognitively and keeps them physically engaged. Facilitation involves a delicate balance of targeted instruction, where the teacher works with small groups or individuals based on data, and the use of adaptive tools that provide personalized practice.

In a facilitated environment, the teacher monitors the room, providing "just-in-time" support rather than "just-in-case" lectures. This transition to active learning models encourages students to solve complex problems and collaborate with peers. Studies have shown that technology-enhanced personalized instruction, when combined with strong teacher facilitation, leads to improved outcomes in both literacy and mathematics (Major et al., 2021). The goal is to create a high-energy environment in which the "heavy lifting" of learning is shifted from the teacher to the student.

4. Reflect and Refine: The Growth Loop

The final, and perhaps most important, element of the framework is the growth loop. Learning is not a linear process with a fixed ending; it is a cycle of continuous improvement. Structured reflection enables students to review their work, identify what went well, and determine where they need to improve. This metacognitive practice is what ultimately leads to self-directed learning.

Refinement is also about data-driven adjustments. As students progress through competency-based pathways, they should advance only after demonstrating a genuine understanding of the material. This ensures that no student is left behind due to gaps in foundational knowledge. Research highlights that systematic reflection and the use of data to adjust instructional goals are vital for sustaining long-term academic growth in personalized settings (Walkington & Bernacki, 2020). By closing the loop, we prepare students not only for the next grade level but also for a lifetime of learning and adaptation.

The Personalized Learning Empowerment Framework is more than a conceptual model; it is a catalyst for a systemic shift toward a more human-centered, effective approach to education. By moving beyond the traditional barriers of "one-size-fits-all" instruction, this framework honors every student's unique identity and provides a scalable roadmap for developing true learner agency. When we commit to this continuous cycle of assessment, strategic planning, active facilitation, and purposeful reflection, we do more than just improve test scores. We cultivate the mastery and purpose students need to navigate a complex future. My hope is that this framework empowers educators to stop managing compliance and start inspiring the self-directed, lifelong learners our world desperately needs.

Bernacki, M. L., Greene, J. A., & Crompton, H. (2021). Mobile technology applications in contexts of formal and informal learning. Journal of Computer Assisted Learning, 37(6), 1437-1441.

Major, L., Francis, G. A., & Tsapali, M. (2021). The impact of technology-enhanced personalized learning on student outcomes: A meta-analysis. British Journal of Educational Technology, 52(2), 635-664.

Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2021). Teaching mathematics with mobile devices and the Role of Cognitive Load and Individual Differences. Education and Information Technologies, 26(1), 257-292.

Sheninger, E. C., & Slaugh, N. (2024). Personalize: Meeting the needs of all learners. ConnectEDD Publishing.

Walkington, C., & Bernacki, M. L. (2020). Appraising evidence-based practices in personalized learning: A review of cognitive and social perspectives. Educational Psychologist, 55(3), 156-171.

4 Ways to Reach the Disengaged Learner

We have all seen "that" look. It’s the glazed-over eyes of a student in the back row, the head resting on the desk, or the active avoidance of eye contact when a question is asked. As educators and leaders, our knee-jerk reaction to the unmotivated learner is often to double down on control—more rules, stricter deadlines, and tighter oversight. We try to force engagement, something I recnetly spoke about on my podcast Unpacking the Backpack. 

But here is the hard truth: You cannot force a student to learn. You can force them to comply, but compliance is not learning. "Doing school" is not the same as acquiring the skills necessary to thrive in a complex world.

If we want to reach the unmotivated learner, we have to stop trying to manage their behavior and start trying to empower their minds. We must shift our focus from control to agency. This isn't just fluffy pedagogy; it is backed by rigorous science. If you are struggling to reach the disengaged, here are four research-backed strategies to shift the paradigm in your classroom or school culture.

Unleash Agency Through Choice

The quickest way to kill motivation is to strip away autonomy. When students feel they are just cogs in a machine, completing tasks because "the teacher said so," their internal drive vanishes. To spark motivation, we must hand the keys over to the learner. This doesn't mean chaos. It entails providing structured choices, such as how they learn, which tools they use, and how they demonstrate mastery.  A meta-analysis by Patall, Cooper, and Robinson (2008) found that providing choices—even small ones—significantly enhances intrinsic motivation, effort, and task performance. When students feel a sense of autonomy, they persist longer and produce higher-quality work.

Stop assigning the same worksheet to every student. Offer a "choice board" where students can select between creating a podcast, writing a blog post, or building a digital model to demonstrate their understanding. We discuss an array of choice strategies in Personalize: Meeting the Needs of All Learners. 

Cultivate Radical Relevance

"Why do I have to know this?"

If you cannot answer that question with something better than "because it’s on the test," you have lost them. Unmotivated learners often aren't "lazy"; they just don't see the value in the work. They crave authenticity. They want to solve real problems that matter to them and their communities.  In a randomized field experiment, Hulleman and Harackiewicz (2009) discovered that when students were encouraged to connect course material to their own lives, interest and performance increased dramatically. This effect was strongest precisely for those students who previously had low expectations of success.

Ditch the hypothetical word problems. As I shared in Disruptive Thinking in Our Classrooms, leverage the Relevant Thinking Framework to connect curriculum to real-world issues. Let students use data to solve a problem in the school cafeteria or use rhetorical skills to advocate for a community change. Make the learning stick by making it real.

Focus on Competence, Not Just Grades

Nothing drains motivation faster than feeling incompetent. When a struggling learner gets a paper back covered in red ink and a "D" grade, they don't see a roadmap for improvement; they see confirmation that they aren't "smart enough." We need to shift from grading (autopsy) to feedback (biopsy). Effective feedback tells the learner where they are, where they are going, and specifically how to get there. Hattie and Timperley (2007) provided a comprehensive review showing that feedback is one of the most powerful influences on learning and achievement. However, they noted that feedback directed at the "self" (e.g., "Good job," "You are smart") is ineffective. The most motivating feedback is task-oriented and provides specific cues on how to bridge the gap between current and desired performance.

Use digital tools to give real-time, actionable feedback while the work is in progress. Focus your comments on the task, not the student.

Build a Culture of Relatedness

We must remember that learning is a social and emotional process. If a student feels invisible, they will remain unmotivated. Self-Determination Theory (SDT) posits that human beings have three innate psychological needs: Competence, Autonomy, and Relatedness. If we miss the "Relatedness" piece—the feeling of belonging and connection—the other strategies will likely fail.  Ryan and Deci (2000) established that social environments that facilitate these three basic needs result in high-quality learning and well-being. Conversely, environments that are controlling or neglectful thwart these needs, leading to passivity and alienation.

Greet students at the door. Know their interests outside of school. Leverage digital tools not to isolate, but to connect—allow students to collaborate with peers globally or experts in the field.

Motivating the unmotivated isn't about finding the perfect app or the flashiest gadget. It’s about meeting the fundamental human needs of our students. It’s about moving from a culture of compliance to a culture of empowerment.

The research is clear. The question is: Are we brave enough to change our practices to match it?

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. 

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin, 134(2), 270–302. 

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. 

Purposeful Minutes, Powerful Learning

Recently, on my podcast Unpacking the Backpack, I shared some thoughts on maximizing instructional time.   Let's dive a little deeper.

Think about a typical school day. There's so much to fit in—lessons, activities, assessments, and, of course, the inevitable transitions, interruptions, and administrative tasks that eat away at our precious minutes. So, how do we make the most of every second we have with our students? Let's look at the "why," the "what," and the "how" of maximizing instructional time.

The "Why": Why Does Instructional Time Matter So Much?

First, let's get to the heart of it. Why is this even a big deal? Instructional time isn't just about covering curriculum; it's about student learning and success. When we use our time effectively, we're not just moving through a checklist; we're creating a rich, engaging, and productive learning environment. More time on task leads to deeper understanding, better retention, and ultimately, improved academic outcomes.

Think of it like this: a surgeon has a limited amount of time in an operating room. Every single action must be purposeful and efficient.

A teacher's classroom is similar. We have a set number of minutes, and every minute counts. Wasted time in the classroom isn't just a loss of minutes; it's a lost opportunity for a student to grasp a concept, practice a skill, or engage in a meaningful discussion.

So, the why is simple: maximizing instructional time is a direct pathway to better student learning. It allows us to personalize, provide targeted support to students who need it, and create space for creative and critical thinking that often gets overlooked when we're under time pressure.

The "What": What Exactly Are We Maximizing?

Now that we know why it's important, let's define what we're actually talking about. When we say "instructional time," we're not just referring to the time when you're standing in front of the class lecturing. We're talking about the total amount of time students are actively engaged in learning. This includes:

• Active instructional time: When you're directly teaching, explaining, or demonstrating.
• Guided practice: When students are working on tasks with your support and guidance.
• Independent practice: When students are working on their own to solidify their understanding.
• Meaningful transitions: The time between activities, when students are moving from one task to the next in a purposeful way.

The goal isn't just to fill every moment; it's to fill it with purposeful, high-quality, and meaningful learning activities. This means minimizing the "dead time" in a classroom—the time spent on non-instructional tasks like waiting for students to settle down, passing out papers, or dealing with behavioral disruptions.

The "How": Practical Strategies for Your Classroom

Okay, here's the part you've been waiting for. How do we actually do this? I've broken down some of the most effective strategies into a few key areas.

1. The Art of the Efficient Beginning

The first few minutes of class can set the tone for the entire period. Instead of using this time for routine tasks, turn it into a learning opportunity.

• Implement a "Do Now" or Bell Ringer: As soon as students enter the classroom, they should have a short, purposeful task waiting for them on the board or their desk. This could be a quick review question, a journal prompt, or a problem to solve. This gets their brains in "learning mode" immediately and buys you time to take attendance or handle administrative tasks without losing instructional time.
• Establish a Clear Routine: Students thrive on routine. When they know exactly what to do when they enter the classroom, the process becomes automatic. A simple routine like "hang up your backpack, grab your notebook, and start the 'Do Now'" can save several minutes every single day.

2. Streamlining Transitions

Transitions are a notorious time-waster in many classrooms. A 3-minute transition between activities can easily turn into 10 minutes if not managed properly.

• Use Signals and Cues: Instead of yelling over a noisy class, use a non-verbal signal like a hand clap, a specific bell sound, or turning the lights on and off. Practice these signals until they become second nature.
• "Chunk" Your Transitions: Break down the transition into small, manageable steps. Instead of saying, "Okay, everyone, put your books away, get out your science binders, and move to your lab groups," break it down: "Step 1: Put your books away." "Step 2: Take out your science binders." This reduces cognitive load and helps students stay on track.
• Prepare in Advance: Have all your materials ready before the students arrive. Have handouts stacked, lab equipment set up, or links for digital resources pre-loaded. The less time you spend fumbling for materials, the more time you have for instruction.

3. Purposeful Planning and Pacing

Effective time management starts long before students enter the classroom. It begins with your lesson plan.

• Over-plan, but Don't Over-teach: Plan for more activities than you think you'll have time for. This ensures you always have a meaningful task ready, even if you finish a section early. However, be prepared to adjust and cut things out if a topic requires more time. The goal isn't to race through the curriculum; it's to ensure understanding.
• Use a Timer: A timer can be a powerful tool for both you and your students. Use it to set a time limit for a group discussion, an independent practice task, or a writing exercise. This creates a sense of urgency and helps everyone stay focused. It also helps you, the teacher, from getting bogged down in one part of the lesson.
• Integrate Assessments: Don't see assessments as a separate, time-consuming task. Build them into your lessons. Quick checks for understanding, like a one-minute reflection or a quick-write, provide you with valuable feedback while keeping the lesson moving.

4. Classroom Management as Time Management

Behavioral disruptions are a massive drain on instructional time. A well-managed classroom is an efficient classroom.

• Clear Expectations and Consequences: From day one, be crystal clear about your expectations for behavior. When students know what's expected, they're more likely to meet those expectations. When a rule is broken, have a consistent and predictable consequence. This minimizes the time spent on reacting to misbehavior.
• Address Issues Privately and Proactively: Minor behavioral issues can often be addressed with a quiet word or a non-verbal cue. The less time you spend having a public confrontation, the more time you have for teaching.
• Build Relationships: Students are more likely to stay engaged and on task when they feel a positive connection with you. Take the time to get to know your students. When they feel respected and cared for, they are more likely to respect the classroom and the learning process.

5. Leveraging Technology and Tools

As I shared in Digital Leadership, technology, when used wisely, can be a huge time-saver.

• Digital Tools for Handouts: Instead of physically passing out papers, use a digital platform like Google Classroom, Canvas, or Microsoft Teams to share documents. This eliminates the time spent distributing and collecting papers.
• Pre-recorded Explanations: For complex concepts, consider recording a short video explanation for students to watch before class. This "flipped classroom" model allows you to use class time for hands-on activities, discussions, and addressing specific questions, rather than just lecturing.
• Use Collaborative Platforms: Tools like Padlet or Linoit allow multiple students to contribute simultaneously, making group work and brainstorming sessions far more efficient than traditional methods.

6. The Power of "Small Talk"

Finally, don't underestimate the power of using small, seemingly inconsequential moments for learning.

• Exit Tickets: The last few minutes of class are often wasted. Use this time for a quick "exit ticket." It could be a single question on a sticky note, a summary of the main idea, or a question they still have. This provides you with valuable data and keeps students engaged until the very end.
• The "One Last Thing" Moment: As students are packing up, seize the opportunity to reinforce a key concept or ask a thought-provoking question related to the day's lesson. This keeps learning at the forefront, even during the final moments.

This isn't just a teacher's job; it's a school-wide effort. Leaders, from principals to department heads, play a critical role in creating an environment where maximizing instructional time is not only possible but prioritized. A great leader can protect their teachers' time by first looking at the school's own practices. This means scrutinizing the schedule to reduce unnecessary interruptions and staggering student pull-outs for services so they don't always happen during core instructional periods. It also involves critically evaluating meetings and administrative tasks. Are all meetings necessary? Can some information be shared in a quick email? Reducing the burden of paperwork and non-instructional duties directly gives teachers back the most valuable resource they have: time to plan, prepare, and reflect on their lessons.

Beyond protecting time, leaders can empower teachers with the tools and professional development needed for efficiency. This could be providing training on new classroom management techniques that reduce behavioral disruptions or offering workshops on using technology to streamline lesson delivery. A supportive leader models good time management and sets a clear school-wide expectation that every minute in the classroom is valuable. By fostering a culture that values efficiency, and by proactively removing systemic barriers, leaders can make a powerful statement that student learning is the top priority, and they will do everything in their power to help their teachers make the most of every second.

Maximizing instructional time isn't about rushing through the day. It's about being intentional and purposeful with every single minute. It's about creating a smooth, predictable, and engaging learning environment where students can truly thrive. By implementing just a few of these strategies, you can reclaim minutes that turn into hours, and those hours translate into deeper learning and greater success for your students.

Compliance vs Engagement

One of the best aspects of the work my team and I at Aspire Change EDU do is getting into classrooms with leaders as part of the coaching process.  During this time, we begin to collect qualitative evidence aligned with growth opportunities that they have set during initial meetings.  No matter where our travels take us, one of the most common areas districts and schools want to improve is shifting from compliance to student engagement. Truth be told, from my lens, this is something that most systems would benefit from if learning is the goal. Let’s begin to differentiate the two. 

Compliance and engagement are two concepts in the classroom, which I dive into in Disruptive Thinking in Our Classrooms. Compliance refers to following rules or expectations without necessarily understanding or internalizing the reasons behind them. It's often driven by external motivations like avoiding punishment or receiving rewards. Below are some characteristics and examples:

• External or limited motivation: Students may comply to avoid punishment or receive awards. In Drive, Dan Pink refers to these as “carrots & sticks” and “if-then” rewards that are extrinsic in nature.
• Passive consumption and participation: Students may simply do what they are told without active involvement. Examples include taking notes, listening to lectures, watching videos, and popcorn or teacher-led reading.  Other passive examples include paying attention while only a few students respond to verbal questions and sitting at desks while one student is at the board or interactive screen. Keep in mind there is no such thing as passive learning. 
• Superficial understanding: Compliance often indicates a basic understanding of the task but not necessarily a deeper grasp of the subject matter or concepts. These are often associated with questions that are mostly depth of knowledge (DOK) 1 or the foundational level of Bloom’s Taxonomy (who, what, where, when).

Engagement, on the other hand, involves being actively involved, interested, and enthusiastic about learning. It's fueled by intrinsic motivation and often leads to a deeper understanding of the subject matter. While both compliance and engagement may result in completing tasks, the underlying motivations and levels of involvement are vastly different. Here are some practical examples that can be aligned with standards to engage students in the classroom:

• Student voice: everyone in class responds to questions using whiteboards, dry-erase surfaces, Post-its, or technology.
• Turn & talk to spark discourse 
• I do, we do, you do
• Relevant application
• Scaffolded questions & tasks to provide an appropriate amount of challenge (check out the Relevant Thinking Framework) 
• Choice activities (must-do/may-do, choice boards, playlists - learn more in Personalize)
• Differentiation (i.e., data-enhanced rotations)
• Cooperative learning
• Meaningful extension activities to maximize time
• Success criteria & rubrics when students are completing projects or writing tasks

Think of a classroom like a garden. Compliance is like planting seeds without tending to them. The seeds may sprout, but they won't grow into healthy plants without proper care. Engagement is like carefully tending to the garden, watering the plants, and providing sunlight. These plants will thrive and produce beautiful flowers.

Similarly, in a classroom, compliance may result in students completing tasks, but they may not truly understand the material or be able to apply it. Engagement involves active participation, asking questions, and seeking deeper understanding. This approach leads to students who are more likely to thrive academically and develop a genuine love for learning. That’s the goal, right? 

We All Learn at a Different Pace

During the pandemic, I was grounded for an extensive period of time.  It was quite odd and liberating not to be constantly on a plane, train, or in a rental car. Boy, did I make use of my bike since the gyms were closed.  While a few of my projects continued, these were few and far between.  When I traveled, there was nowhere to go and eat as everything was delivered. One of the few perks in my line of work is enjoying different kinds of food unique to certain areas of the world. This might be the only consistent pleasure when you are a road warrior. Living out of a suitcase is less glamorous than one would think. 

Since I now had precious time at home, I decided to become a better cook. I saw this as both a hobby and a necessity since I didn’t have numerous restaurant choices at my fingertips like I did on the road.  Thus, I began by reflecting on some of my favorite travel dishes.  The first thing that came to mind was charbroiled oysters.  Now, being from the Northeast, I will tell you that we eat our oysters raw. Long Island Bluepoint’s are my favorite.  It wasn’t until work took me to the Gulf Coast of Mississippi that I had my eyes opened to a new delicacy. 

Oysters grow in the Gulf of Mexico and are much larger than those found in colder areas around the world. When I saw these on the menu, I was intrigued and tried them. Until now, I had only had them either fried or Rockefeller style, but never charbroiled.  One bite in, and I was asking myself where these have been all my life. Here is an interesting fact. It would be best if you were careful eating warm-water oysters raw as they often contain much higher amounts of harmful bacteria. I know this as I have a B.S. in marine biology.  Thus, I avoid eating them raw. 

Back to my story. Drago’s is one of my favorite places in New Orleans to get charbroiled oysters. So, during the pandemic, I searched to see if I could find their recipe. Lo and behold, I came across a YouTube video, which I watched repeatedly until I was ready to take a stab at cooking them myself. When my confidence peaked, I put my learning into action and shucked, seasoned, and cooked them for the first time. The smell that emanated made me feel like I was in Drago’s, and I was mesmerized by the flames engulfing the oysters as the garlic butter boiled over from each one. 

Finally, it was judgment time, and my family and I tried them. Let’s say it was a resounding success. My mom, who doesn't eat oysters, loves mine. My twin brother now brings bushels to my house for me to shuck and cook.  It is such a joy for me to now make charbroiled oysters for family and friends, but here is the point of the story. If I hadn’t been able to learn at my own pace, I am not sure I would have been successful. I literally watched the YouTube video ten times before I began and serval times during the process. Nicki Slaugh and I shared the following in Personalize:

If learning is the goal, students should be able to work at their own pace within reason.

The above quote should resonate as learning is a process, not an event.  When students can progress through standards and concepts at a speed that suits their individual needs, they are more likely to feel engaged and motivated. This can lead to increased understanding, higher levels of confidence, and a greater appreciation for the content. Additionally, working at one's own pace can help reduce stress and anxiety, allowing students to focus on the learning process rather than feeling pressured to keep up with their peers. 

Consider strategies such as flipped lessons, playlists, choice boards, must-do / may-do menus, or stations with an adequate amount of time. You can read more about these strategies HERE.

The pace of learning is and should be individual, but the destination is the same. 

What You Really Need to Know About Artificial Intelligence (AI)

No matter what education circle you are in, AI is likely a topic of conversation. Some see it as the holy grail of education, and this has manifested in countless books and presentations, especially at technology conferences. Even events that are not focused on digital have sessions dedicated to the topic. On the other hand, there are an equal number of skeptics and opponents of using AI in schools.  Concerns center on its potential to replace human interaction and critical thinking skills. Additionally, there are worries about the ethical implications of AI in education, such as bias in algorithms, copyright infringement, and privacy concerns. 

I am not here to convince you which side you should take, as that is a personal decision. However, clarity is needed regarding what AI can and cannot do in education.  

Let’s begin with the shortcomings. AI will NOT:

• Build relationships with students or staff
• Implement a lesson effectively 
• Facilitate meaningful learning

These limitations highlight the importance of human interaction and expertise in the educational process. While AI can be a valuable tool for assisting in various tasks, more is needed to fully replace the role of teachers in fostering personal connections, tailoring instruction to individual needs, and creating a supportive learning environment. AI, while a powerful tool, can only partially replace the role of human leadership in schools. While AI can provide data-driven insights and automate certain tasks, it needs a nuanced understanding of human relationships, cultural contexts, and complex decision-making processes essential for effective leadership. School leaders must build trust, foster a positive school culture, and make informed decisions based on data and human judgment. While AI can support these efforts, it should be seen as something other than a substitute for human leadership.

Prompt all you want. People are the driving force of learning. What you can type into a generative AI tool doesn't matter, as it quickly becomes meaningless if we forget the “who” and fail to implement effective strategies. 

It is essential to understand the limitations to truly take advantage of what AI can provide educators.  I am not going to mince my words.  In my biased opinion, AI CAN: 

• Maximize and save time

In my biased opinion, it's pretty straightforward. Now, I am not trying to diminish any books or presentations on the topic. However, the true power lies in understanding where there are gaps in our practice and using AI to fill these in, saving valuable time in the process.  During the coaching process, I often see opportunities for teachers to bump up thinking by scaffolding questions, make a standard or concept relevant to students, create sound rubrics, personalize learning, implement a hook at the beginning of a lesson, or leverage data (adaptive tools, benchmarks, common formative assessments) to develop appropriate interventions. In the case of the latter some AI tools will allow you to upload data reports to generate suggested tiered supports for students. 

Here are a few examples where I have identified either a gap in practice or an opportunity for growth and then used AI to elicit ideas.  While observing a 7th-grade history teacher, I saw him telling jokes to build relationships at the beginning of the class. While these were funny, they did not connect to the content. Since he mentioned what was covered the day prior, I used this within my AI prompt.  I then asked Google Gemini to create a joke on the Renaissance period for 7th-grade students.  In seconds, I got a few examples. When providing feedback to the teacher, I shared these and why. His reception to these was very positive.  

A 4th-grade teacher asked me for advice on helping his students remember long division.  To assist with my prompt, I asked him what he liked to do to engage his class. His response was to sing.  I then asked ChatGPT to create a song for 4th-grade students to help them remember long division. In seconds, rap lyrics were generated.  I then sang these to the teacher and his expression was priceless. With both examples, I asked the teachers if what was created by AI was aligned with the standards and concepts.  This is a critical step when using these tools, as mistakes can and are made. 

In a past post, I shared how leaders can use AI to provide timely and personalized feedback, create a research-based comment library to use during formal observation or evaluations, and streamline communication.  It can also be used to quickly gather peer-reviewed research to help validate major change initiatives or shifts to pedagogy. One of my favorite tools to use for this is Consensus AI. As mentioned previously, the key is to identify as a leader where these tools can help improve your practice while prioritizing the human element. 

Discounting AI to support and improve education could be a mistake. Becoming over-reliant on it might dilute intended outcomes or even result in a regression of practice. Like any tool, purposeful use will determine its level of effectiveness.  My advice is to keep an open mind while employing a critical lens. Be wary of the glitz and surface-level presentations. The true value of AI now and in the future is in your hands, something you are more than equipped to determine.  

Learn more about professional learning offerings on AI from Aspire Change EDU HERE or email aspirechangeedu@gmail.com

Leveraging SWOT to Navigate the Winds of Change

Understanding our current position is like having a detailed map before embarking on a journey. Charting a course toward our desired destination can be difficult without knowing where we stand. This awareness allows us to identify our strengths, recognize the gaps, and make informed decisions about the steps we need to take. In both personal growth and organizational development, clarity about our starting point empowers us to set realistic goals, measure progress, and ultimately reach where we want and need to be. Knowing where we are isn't just the first step; it's the foundation for every decision that follows. Just like a compass points the way and a map shows your destination, knowing where you are is the first step to achieving your goals. 

For several reasons, determining a district or school's current position is crucial for leaders. First, it provides a baseline understanding of academic performance, culture, student achievement, and overall climate. This information can help identify areas of strength and weakness, allowing leaders to target resources and interventions effectively. Second, knowing where a district or school stands can facilitate comparisons with similar schools or district benchmarks. This can reveal gaps in performance or areas where you are excelling. Finally, clearly understanding the district or school's position is essential for setting realistic and achievable goals. By identifying the starting point, leaders can establish a clear path for improvement and measure progress toward those objectives.

A SWOT analysis can be a valuable tool for leaders to assess their institution's overall health and identify potential areas for growth. By examining internal strengths and weaknesses, as well as external opportunities and threats, leaders can understand the position comprehensively. This information can help them make informed decisions about resource allocation, curriculum development, professional learning, and strategic planning. For example, a district or school might identify a strength in its strong parent involvement but also recognize a weakness in low student achievement in a particular subject. By understanding these factors, leaders can develop targeted interventions to address the weakness while leveraging the strength of parent involvement to support student success.

Below are some starter questions, but feel free to create your own based on the strategic plan that has been developed or will be created. 

Strengths

• What are the core strengths of our teaching staff or leadership team? (e.g., subject matter expertise, pedagogical skills, collaboration) and why?
• What are the most effective programs or initiatives currently in place and why?
• What resources or support systems are in place to enhance teaching and learning? How are these effectively utilized?
• What are the unique strengths of our school community (e.g., parental involvement, diverse student population)?

Weaknesses

• What are the primary areas for improvement in teacher or leader performance? (e.g., differentiation, assessment, technology integration, accountability)
• What pedagogical challenges or gaps exist in specific subject areas or grade levels? How do we know?
• Are there any resource limitations or inequities affecting teaching and learning?
• What are the primary barriers to student achievement within our district or school and why?

Opportunities

• What emerging trends or technologies can enhance teaching and learning? (e.g., AI, virtual reality, personalized learning) and why?
• How can we partner with community organizations or businesses to support student success?
• How can we transform our district or school through digital leadership?
• What opportunities exist to expand our curriculum, extracurricular offerings, and brand presence?
• How can we better utilize data to inform teaching and learning to improve student outcomes?

Threats

• How might resistance to change from teachers, staff, or parents hinder the successful implementation of change(s)?
• What steps can be taken to monitor student progress and adjust our focus areas to meet the needs of all students?
• What strategies can differentiate instruction and accommodate diverse learner needs within our system?
• How can we balance the demands of external accountability measures with the goals of our strategic plan?

Honesty and vulnerability are vital when using a SWOT analysis to create or evaluate a strategic plan.  Knowing where you are sets the stage for carving out a path to where you want and need to be. Happy swotting! 

Learn more about the pedagogical leadership offering and others from Aspire Change EDU HERE or email aspirechangeedu@gmail.com

Diving Deeper into Personalized Learning

Personalization is the future of education because it recognizes that every student is unique, with distinct learning preferences, paces, and goals. This approach shifts away from the traditional one-size-fits-all model, allowing students to learn at their own rhythm and delve deeper into concepts that pique their interest. By creating experiences that make instruction personal and address individual needs, personalized learning enhances engagement, motivation, and ultimately, student achievement. It empowers learners to take ownership of their education while developing critical competencies necessary for success.

Personalized learning is not just a trend but a necessity. Students must develop adaptability, self-regulation, and collaboration skills in a disruptive world of rapid technological advancements and diverse career paths. Personalization is uniquely equipped to cultivate these essential competencies by allowing students to explore their passions, set personal learning objectives, manage time more effectively, and work independently or collaboratively. By developing a deeper understanding and love for learning, personalized education prepares students to become lifelong learners and thrive in an ever-changing world.

Everything above justifies my latest project. Thanks to my amazing co-author, Nicki Slaugh, I was honored to have my latest book, Personalize, published in June.  Honestly, I didn’t think I would have another book in my life soon, let alone an entire one on personalized learning. However, after meeting Nicki and coaching at her school, the missing pieces were now in place and the book project began. There is no way I could have done this without her practical insight and undeniable track record of success when implementing personalized practices at scale. Check out this post to read the entire story of how this process came together. 

As the opening of this post explains, personalized learning is not a trend or fad but the future of education if we are serious about student growth and achievement.  While the book dives deep into theory, research, strategies, and success stories, we wanted to share some insights in a presentation format. Thus, we partnered with edWeb to facilitate a webinar on the topic attended by educators worldwide.  You can view the recording for free HERE. 

The feedback from the session was amazing. Below are some of the highlights:

• Oh, my goodness, this was exactly what I needed because I am involved in Intervention and Extension Training at my place of work and this information was so helpful. These two are a dynamic presentation duo! I already emailed my manager to tell him that our whole team MUST watch this webinar. Phenomenal resources and examples of how to use
• These ideas and resources were great!
• The webinar provided a great deal of relevant information and strategies to integrate personalized learning in learning environments.
• Great use of visual aids to explain concepts.
• Loved all the ideas and how to individualize.
• Wow! Amazing information.
• This was very helpful.  It gave me some ideas to pass on to my teachers.
• This was a very relevant webinar. Your expertise was evident throughout the presentation. 
• Informative and engaging.
• I love the visual aids and posters used for the webinar.
• The concepts shared were an effective model that can be utilized in our classrooms in Brooklyn, New York. I was appreciative and will try to apply the playlist that includes activities, directions, and notes. Thanks for your time and for sharing accordingly.
• Great presentation!
• An excellent plan to reach all our students, considering their learning preferences and pace. 
• The presentation was very informative and creative. I love the different types of tools that a teacher can use to implement in the classroom, allowing the students to personalize their choice of learning.

Nicki and I hope you find the webinar as valuable as the educators above and thousands of others did!  This link will take you to the recording, as well as the description of the webinar, which I posted below.

Delve into the transformative power of personalized learning. In today’s rapidly evolving educational landscape, traditional one-size-fits-all approaches often leave many students behind, leading to disengagement and frustration. This webinar offers a pathway to reimagine your teaching strategies and classroom dynamics.

You discover how to create an inclusive, student-centered learning environment that celebrates individuality and fosters deep engagement. Learn practical, research-backed strategies for tailoring instruction to meet the diverse needs of every student. Gain insights into leveraging technology and data to enhance learning experiences and support personalized pathways.

Viewers walk away with actionable tools to implement personalized learning in their classrooms or schools, from amplifying student voice and choice to key pedagogical shifts, including real-time data for targeted interventions. Whether you’re an educator seeking to reignite your passion for teaching or looking to enhance student outcomes, this webinar provides the inspiration and knowledge you need. Don’t miss this opportunity to revolutionize your teaching approach and create more equitable learning environments.

This recording is of interest to K-12 teachers, librarians, school leaders, district leaders, and education technology leaders.

Remember that personalization is not more work; it is better work. The main premise is to maximize educators' time with students to ensure they all get what they need when and where they need it to learn.  We hope this webinar helps you begin your journey or improve what you are already doing with personalized learning. If you are interested in free supplemental resources related to the book, check out this Pinterest board. 

You can get your copy of Personalize: Meeting the Needs of ALL Learners on Amazon. There is an impressive discount on bulk orders. If interested, email info@connecteddpublishing.com for more information.