Supporting Educators Effectively

This Teacher Changes 30 Lives Each Morning Here's Why This Works Every morning, a teacher greets her students one by one - not with rules, but with choice: A hug, A high-five, a nod, or quiet. A ritual so simple. Yet it tells 30 children: You are seen. You are safe. You belong. Here’s what this teaches us about leadership - and how to apply it at work: 1. Honor Autonomy (Self-Determination Theory) When people get to choose how they engage, they show up with more agency. Autonomy isn’t about letting go of structure - it’s about giving room to opt in. Try this: 🔷 Let people set their own work cadence - async, deep focus, or collaborative sprints 🔷 Ask: “What support looks best for you right now?” *** 2. Create Micro-Moments of Connection (Broaden-and-Build Theory) We don’t need hour-long one-on-ones to build trust. A genuine check-in. A name spoken with intention. That’s the glue. Try this: 🔷 Pause to celebrate effort, not just outcomes - a quick voice note, a public thank-you 🔷 Remember small details - a kid’s soccer game, a partner’s surgery - and follow up *** 3. Signal Safety in Small Ways (Polyvagal Theory) The nervous system responds before the intellect does. Safety is felt first. And safe leaders create brave spaces. Try this: 🔷 Ask: “Is now a good time?” before giving feedback or asking for decisions 🔷 Stay calm and present, especially when tensions rise - your tone sets the tone *** 4. Design for Anticipatory Joy (Affective Forecasting) The brain lights up for what’s coming next. The ritual at the door gave students a reason to show up smiling. Try this: 🔷 Drop a kind, unexpected message in the team chat - just because 🔷 Celebrate mundane milestones - 100 days in the role, 50th client call, 1st brave no *** 5. Anchor Culture in Meaningful Rituals (Harvard Research on Rituals) Rituals are memory-makers. They codify values in action - they say, this is who we are. Try this: 🔷 End each quarter with storytelling: what stretched us? what did we learn? 🔷 Welcome new hires not with logistics, but with a story of your team's "why" *** This teacher didn’t redesign the curriculum. She redesigned how people enter the day. You don’t need a big title to lead like that - Just the courage to meet people at the door. 💬 What’s one ritual you’ve seen shift the energy of a space - or want to create where you work? 🔁 Repost to inspire kind actions in the workplace. 🔔 Follow Bhavna Toor for more on conscious leadership.

Keeping up with the rapid pace of AI development and its evolving role in education can feel daunting, especially this week (DeepSeek anyone?). Which means it's more important than ever to have a list of knowledgeable and trusted sources in AI + Education. Luckily, there are a number of excellent newsletters, thought leaders, and organizations available to help you stay informed. We’ve compiled a list of some of our favorites that range from broader AI industry coverage to specialized educational expertise as part of our GenAI Literacy Train the Trainer course. We know this is not an exhaustive list, so let us know who some of your favorites are in the comments! PEOPLE TO FOLLOW · Ethan Mollick - Professor at the University of Pennsylvania’s Wharton School, discusses the impact of AI on education, work, and innovation · Claire Zau - Partner and AI Lead at GSV Ventures, discusses the intersection of AI, investment, and the education sector · Simon Willison - web developer and blogger, shares AI advances and technical explanations · Maha Bali - Faculty developer at the American University in Cairo, discusses the challenges and opportunities presented by AI in education · Pat Yongpradit - TeachAI, shares frequent education-related GenAI updates · Hayley Spira-Bauer - host of the Learning Can’t Wait podcast · Leon Furze - Education consultant and author, discusses practical AI strategies for the classroom · Eric Hudson - Education consultant and former teacher, writes about the intersection of AI and pedagogy (look out for an AI for Education webinar in February featuring Eric!) NEWSLETTERS · The Neuron - daily, general overview of AI tools and trends · The Deep View - daily, 5-minute overview of innovations, news, and emerging AI trends · The Rundown - daily coverage of AI developments, trends, and practical applications PODCASTS  · My EdTech Life - Alfonso Mendoza Jr., M.Ed. covers AI trends, tools, and their impact on education, interviewing a wide range of educators, creators, and researchers · AI in Education - Aussies Dan Bowen 🎸 and Ray Fleming explore what AI is, how it works, and its applications in education · Pioneers of AI - Dr. Rana el Kaliouby hosts a broader discussion of AI and how it is changing the way we live across a variety of fields · Everyday AI - Jordan Wilson releases daily episodes covering AI industry updates and interviews with industry insiders, with an emphasis on workplace productivity Hopefully this list is a great place to get started. #Ailiteracy #GenAI #aieducation #AI

Framework: Maslow Before Bloom in Education 1. Foundation – Maslow’s Needs 🧩 Physiological: School breakfast/lunch programs, hydration breaks, rest spaces. Safety: Anti-bullying policies, trauma-informed teaching, predictable routines. Belonging: Mentorship, peer-support groups, culturally responsive pedagogy. Esteem: Student voice in decision-making, celebrating effort, not just grades. 2. Structure – Bloom’s Cognitive Growth 🌱 Once foundational needs are supported, teachers can build lessons that: Start with Remember & Understand (recall, comprehension). Move to Apply & Analyze (hands-on, problem-solving). Reach Evaluate & Create (critical thinking, innovation). 3. Real-World Classroom Strategies ✨ Morning check-ins: Quick emotional pulse before academics. Safe space corners: Small areas in classrooms for calming down. Integrated SEL (Social-Emotional Learning) alongside academics. Maslow-informed lesson planning: Each unit considers student context first. 4. Policy Implications 🏫 Metrics should track well-being indicators (safety, inclusion, engagement) alongside test scores. Teacher training must include psychology + empathy-based practice. Schools should be community hubs for nutrition, counseling, and social support.

This graphic perfectly captures a critical distinction: "Teacher Well-Being" vs. "Teachers Being Well." Too often, we're offered superficial perks—yoga days, motivational emails, or fruit bowls in the staff room. While well-intentioned, these gestures fail to address the systemic issues that lead to burnout. True well-being, the kind that allows educators to thrive, is built on a different foundation: Sustainable Workloads: Ensuring that lesson planning, marking, and administrative duties are manageable. Psychological Safety: Creating an environment where teachers can voice concerns, ask for help, and innovate without fear of judgment. Meaningful Professional Support: Providing relevant, ongoing development that is supportive, not punitive. Human-Centric Policies: Treating educators as professionals and humans, not machines designed for output. As the image rightly states, "When teachers are well, teaching is well." Investing in these structural supports isn't just good for teachers; it's the most essential prerequisite for student success. #TeacherWellBeing #EducationLeadership #SchoolCulture #TeacherSupport #SustainableTeaching #PsychologicalSafety

When schools are running, learning is not..., We often measure school education through buildings, smart classrooms, enrolment and infrastructure. But the real strength of a school is a teacher who has the time, support and energy to teach. When cluster, block and district institutions themselves face staff shortages, the problem is no longer just about classrooms but it is about the system behind them. teacher vacancies → administrative overload → non-teaching duties → less classroom time → weaker learning outcomes. We keep adding programmes, technology, testing and new responsibilities, but somewhere we are missing the most basic question...as who is supporting the teacher? A teacher cannot be expected to carry the weight of an exhausted system and still deliver transformative learning. Perhaps the next education reform should focus less on adding more and more on fixing what already exists. Give teachers protected teaching time, strengthen academic support structures, reduce unnecessary duties and measure success by what children can actually understand and not just what the system reports. #KYA_LAGTA_HAI.., If teachers spend more time on official duties than teaching, can we really expect better learning? #SchoolEducation #Reforms #Teachers #LearningOutcomes #SchoolLeadership #NEP

Educators are taught Bloom’s Taxonomy and Maslow’s Hierarchy of Needs but often forget that without one, they cannot truly have the other. Students, even the youngest ones, are sent to us to learn every day, but when their basic needs aren’t met, learning can be almost impossible. If there was one thing I would love every teacher and parent to understand, it would be this- we must Maslow before we can Bloom. Maslow taught us that the following needs must be met in order for children to learn: Physiological (water, food, shelter, sleep and clothing), Safety (personal security, resources, health, property), Love & Belonging (friendship, intimacy, family, sense of connection), Esteem (respect, self-esteem, status, recognition, strength, freedom) and Self-actualization (desire to become the most one can be). If a child comes to us hungry, tired, sad, alone, feeling disconnected or unsafe, how can they possibly be ready to learn? As teachers, we must ensure that our students have their basic needs met when they are with us. We must meet their basic social emotional needs whether it be with a hug, kind word or a little extra patience so they can be relaxed and ready to learn. This task can seem impossible at times, especially when you have a full class of little people with big emotions that can manifest as behaviors, outbursts and other challenges, but it is possible. If we take the time to get to know our students, show them we care and become a reliable source of comfort for them, we can help them meet their needs and BLOOM as learners!

Coaching has a ripple effect in organizations. Managers that GET coaching are more likely to GIVE coaching. 💡 When managers receive effective coaching themselves, combined with training, they become better coaches to the people on their teams. 👁️🗨️ This is one of the best ways to create a coaching culture...a culture where developmental conversations become a natural part of every working day. ⚠️ Creating a coaching culture is not difficult but there are several barriers that get in the way. The biggest barrier in my experience is lack of participation and practice at senior leadership level. Without strong endorsement and active participation from senior leadership, coaching initiatives struggle to achieve the desired ripple effect. 🚦 Leaders set the tone for any new cultural shift, and their visible commitment to their own coaching signals its importance to the entire organization. 💭 When senior leaders are transparent about their own coaching journeys, it helps the people reporting to them to see the value in it from the beginning. ✔️ This transparency helps break down any resistance or skepticism, demonstrating to the people around them that coaching is more than a buzzword—it’s a valuable tool for individual, team and organizational growth. 🛠️ Another critical step here is ensuring that all leaders and managers are equipped with practical coaching tools and techniques. As well as receiving coaching regularly, managers need training on how to actively listen, ask open-ended questions, and provide constructive feedback. ❔ To really drive the culture, managers should look for feedback on their coaching abilities- which is easily gained by building in a feedback question at the end of every session. In this way, the entire organization gets used to getting as well as giving direct feedback. ⏲️ There are more tips in the visual below... and yes all of this takes time and effort but it's worth it when you see coaching transition from an isolated activity to a powerful cultural movement that drives growth and engagement across the entire organization. ⚡ Don't forget to set aside structured time for coaching to help reinforce the ripple effect. Coaching often falls to the wayside due to immediate demands. Setting aside dedicated time for one-on-one coaching sessions or team coaching moments sends a message that coaching is a priority. What are your thoughts on creating a coaching culture in organizations? What has worked for you? What has held you back? Leave your comments below 🙏 #coachingculture #coachingskills #coachingprogram #leadershipdevelopment #leaders #managers #organizationalbehavior

No More Backbenchers! A simple shift in classroom seating—triggered by a Malayalam film—is sparking a real movement in Kerala schools. Today's article in The Times Of India reports this case of reel affecting change in real! Traditional rows of benches are built for passive listening. We've all grown up in school where one person talks, the rest receive. But learning doesn’t happen in a straight line—it happens in spirals, sparks, and shared stories. What if our classrooms reflected that? Flexible seating isn’t just a design choice—it’s a pedagogical statement. It tells children: “Your voice matters. Your way of learning is valid.” From U-shaped arrangements to open circles, bean bags, standing desks, and learning nooks, schools across the world are waking up to this truth: The way we seat children can shape the way they think, collaborate, and grow. Why does this matter? - It fosters small group collaboration and peer learning. - It enables pair work and student-led exploration. - It allows for quiet corners and reflective time. - It frees the teacher from the “front”—and places them in the center, as a facilitator. - It breaks down power hierarchies. Everyone is equal. No stigma about where you sit. As Dr. U Vivek notes in the article, “This new arrangement gives the teacher a bird’s eye view… but more importantly, it gives each child the space to be seen, heard, and understood.” Flexibility in seating reflects flexibility in thinking. In fact, school designers and architects like Rosan Bosch have long championed learning spaces that are modular and organic—environments that invite movement, creativity, and play. Her work with Vittra School in Sweden is a powerful reminder that space IS a teacher. Similarly, Danish Kurani's work in school design emphasises the need for voices of practitioners and students in the design process. He believes that new teaching methods can't be adopted without the change in the classroom design. Similarly, the STUDIO SCHOOLS TRUST in the UK, the Reggio Children (Reggio Emilia) approach in Italy, and Big Picture Learning schools in the U.S. all embrace flexible learning environments. These aren’t “alternative” anymore—they are becoming essential. If we want to create classrooms of curiosity, critical thinking, and compassion—let’s begin with the seating. It’s not about removing backbenchers. It’s about removing the very idea of front and back. And here’s the best part—this is the lowest-stakes ‘edtech’ upgrade we can make. No fancy gadgets, no big budgets. Seems like a no-brainer to me! Let’s stop teaching. Let’s start facilitating. Let’s redesign learning—one seat at a time.

“Train-the-trainers” (TTT) is one of the most common methods used to scale up improvement & change capability across organisations, yet we often fail to set it up for success. A recent article, drawing on teacher professional development & transfer-of-training research, argues TTT should always be based on an “offer-and-use” model: OFFER: what the programme provides—facilitator expertise, session design, practice opportunities, feedback, follow-up support & evaluation. USE: what participants do with those opportunities—what they notice, how they make sense of it, how much they engage, what they learn, & whether they apply it in real work. How to design TTT that works & sticks: 1. Design for real-world use: Clarify the practical outcome - what trainers should do differently in their next sessions & what that should improve for the organisation. Plan beyond the classroom with post-course support so people can apply learning. Space learning over time rather than delivering it in one intensive block, because spacing & follow-ups support sustained use. 2. Use strong facilitators: Select facilitators who know the topic & how adults learn, how groups work & how to give useful feedback. Ensure they teach “how to make this stick at work” (apply & sustain practices), not only “how to deliver a session.” 3. Make practice central: Build the programme around realistic rehearsal: deliver, get feedback, & practise again until skills become automatic. Use participants’ real scenarios (especially change situations) to strengthen transfer. Include safe practice for difficult moments (challenge, unexpected questions) & treat mistakes as learning. Build peer learning so participants learn with & from each other, not just the facilitator. 4. Prepare participants to succeed: Assess what participants already know & can do, then tailor the learning. Build confidence to use skills at work (confidence predicts application). Help each person create a simple, specific plan for when & how they will use the approaches in their next training sessions. 5. Ensure workplace transfer support: Enable quick application (opportunities to deliver training soon after the course), plus time & resources to do it well. Provide ongoing support (feedback, coaching, & encouragement) from leaders, peers &/or the wider organisation. 6. Evaluate what matters: Go beyond satisfaction scores - assess whether trainers changed their practice & whether this improved outcomes for learners & the organisation. Use findings to improve the next iteration as a continuous improvement cycle, not a one-off event. https://lnkd.in/eJ-Xrxwm. By Prof. Dr. Susanne Wisshak & colleagues, sourced via John Whitfield MBA

Teachers don’t need more professional development. They need professional learning that finally respects their time. On today's AI in Education Daily podcast I explored Dr. Andy Szeto's new article "How AI can fix PD for teachers". We’ve asked educators to sit through PD for years that feels more like compliance than growth. And despite our best intentions, we’ve built a system where expertise is ignored, time is wasted, and improvement is episodic instead of lasting. Szeto’s recent article offers a blueprint for PD that treats educators like the professionals they are. >>>>>> Here’s the reality Szeto surfaces: We know what effective PD looks like. What we lack is the capacity to implement it. The result? An “implementation gap” where great ideas die in clunky systems. This could be where AI steps in to restore the one resource teachers and leaders never have enough of: time. >>>>>> Current tools are already shifting the landscape: - AI planners generate agendas, decks, and materials in minutes, so leaders can focus on strategy, not clerical work. - Coaching platforms provide ongoing, personalised feedback that teachers can access anytime. - Systems that create individualized learning pathways turn PD into a career-long roadmap instead of a one-off workshop. All of it leads back to your golden thread: Teachers deserve professional learning that respects their time, builds on their expertise, and leads to lasting improvement. >>>>>> The takeaway for leaders of PD: - Start small - Automate the busywork - Pilot AI-supported coaching - Use data to evaluate impact, not attendance. Because the future of PD isn’t just more digital, it’s more human. What’s one PD pain point you’d fix first if time weren’t the barrier?