Future Focused, Not Future Flavored: Preparing Every Student for What’s Next | Shira Woolf Cohen and Alicia Woolf

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Welcome to Integrate This, your go -to EdTech
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podcast where curiosity meets classroom innovation.
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Join your hosts, David Berner and Jeremy Mikla,
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as we explore the rapidly evolving world of educational
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technology. From game -changing tools to insightful
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conversations with today's top EdTech voices,
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we're here to help educators stay informed, inspired,
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and ready to innovate. So tune in, level up,
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and let's integrate this. Welcome to the Integrate
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This EdTech podcast. I'm Jeremy Mikla, joined
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by David Berner, co -host of the program. And
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we are delighted to have two different guests
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with us here today. Although they know each other
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and I think they know each other pretty well.
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We have Shira Wolf Cohen and we have Alicia Wolf.
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And if you notice the Wolf last name, it is because
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they are sisters and off the... before we started
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here, you described, I think Alicia, you said
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sisters first and business partners second, for
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sure. And I think that'll definitely see some
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similarities and maybe some contrast as your
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styles come out here on the program here today.
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But just a little bit of background, Shira is
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an education and workforce development leader,
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a professional. learning facilitator, author
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of Future Focus Schools, co -founder of Innovages.
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Did I say that correct? Yes, of course. Nice.
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And, you know, a number of other things that
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I'm sure you can help describe here in just a
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moment, too. But your sister Alicia, she also
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is a co -founder of Innovages. But in addition
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to that, has her roots as a special education
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leader. board certified behavior analyst and
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an inclusive education strategist. So Alicia
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and Shira, welcome to the program here today.
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Would one of you want to kick off a little bit
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of kind of giving us a brief background into
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your journey through the education space? Yeah,
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I'm happy to chime in. I'll also give a quick
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tip for everyone that's listening. The word innovative,
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it does get mispronounced a lot, but it is the
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combination of innovative and courageous as one
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word, a word that we created on our own, made
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it up. So it's an easy way to remember it. So
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I'm so excited to be here with Alicia today on
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your podcast. So I'm Shira Wolf -Cohen. I actually
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started working in the education and workforce
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space as a college student. If we back up even
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a little further, like I was a terrible high
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school student and I really didn't like going
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to high school. I barely scraped by, I applied
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to one college, but I was really awesome in my
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out of school time programs and summer camp and
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leadership experiences. And so I knew I wanted
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to be a teacher. I just knew it wasn't the types
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of teachers that I always had. And so I spent
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a lot of time in workforce development and education,
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leading summer career development programs for
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young people, working with employers. and then
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stepping into being a math teacher, and a vice
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principal, and a principal, and then a school
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time leader. In that space, I worked to make
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sure that every young person was prepared for
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what's next, building service learning programs,
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social -emotional learning programs, career development
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programs as part of my school leadership role,
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because I knew that every young person had an
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opportunity for their future. And so after spending
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19 years in one school community, I thought what
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we were doing there was what everyone was doing,
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but that's actually not the case. And so partnered
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up with Alicia and with our third co -founder,
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Joanna, who is also like a sister. And we started
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InnovAGES with a mission to ensure continuity
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of learning and inclusive opportunities for all
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young people. And we really do that by building
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the capacity of adults to implement innovative
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and courageous solutions in education. And Alicia
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and I have known each other obviously our whole
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lives. But the idea of preparing young people
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for their future for both of us started when
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we were young people. And I know Alicia will
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tell you more about that. But it's something
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that we integrate into our work with all schools,
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all young people every single day, because there's
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so much potential and purpose. Yep. Like Shira
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alluded to. I started my journey to being in
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education before I was done being a student.
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I actually was a government and politics major.
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I went to college for that. And then one summer,
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Shira was like, come join camp and be a camp
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counselor. And I was like, sure. You know, the
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rest is really history. But but what was really
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important to me was that I was working one on
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one with a with a child with autism at that out
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of school time opportunity over the summer. And
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I just fell in love with working in education,
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working with kids and specifically working with
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students with disabilities. And so I changed
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my major. I went into education and I became
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a teacher. I worked for several years as a teacher,
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got into a fellowship program and became a special
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education specific leader, became a national
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director of special education for a large teacher
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prep organization, and then really found my passion
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in teaching adults how to be great leaders, great
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teachers. And so from there, I also got certified
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to be a behavior analyst. And so a lot of folks
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associate that with working with kids with autism.
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And I did do that. But I also really love to
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work with adults in helping with making sure
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that teachers have inclusive opportunities in
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the schools. that they work in, that all adults
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have inclusive opportunities in their employment
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places. And that's where my behavior analysis
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comes into play. I also worked for a district,
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a large district right outside of DC. And so
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from there... you know, like Shira said, we started
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in a vagus and I was, I was really pulled in
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that direction, you know, to like, like you had
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started, you know, it was always a dream of mine.
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And I think of Shira's to work together as sisters.
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And so, you know, that really was important for
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us to bring. And like Joanna, who's our third
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co founder is like a sister to bring our shared
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values. together in this really mission -driven
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way to start innovative. So innovative and courageous,
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those are our two values that we were like, all
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right, well, it makes sense to be called innovative
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then. Yeah, I think that's really where a lot
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of my experience as being an inclusive specialist,
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making sure that, you know, I bring a lot of
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passion and my values to the table and, you know,
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that all kind of came together into Innovatious.
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Let's give a shout out to Camp Gerrard. So Camp
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Gerrard is the camp that I was the camp director
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at. Joanna was actually assistant camp director
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at and Alicia was one of the counselors. So that's
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where I actually are. our true friendship blossomed
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at this point almost 20 years ago. Yeah, that's,
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I know a lot of teachers that have gotten really
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their kind of feet wet being camp counselors
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and you know at all sorts of different type of
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outdoor adventure type camps and I think it just
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really translates really great people skills
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into the wanting and the desire to want to shape
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the education of kids. We say all the time that
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there are so many educators and leaders that
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came out of the camp that we were a part of.
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And they're sprinkled not just all over Philadelphia,
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but like all over the East Coast and all over,
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even to the fact where we went to a school the
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other day and bumped into a parent of an old
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camper who was just mind blown that we were continuing
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to work together and continuing to do this work,
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which is so crazy. So as you, you've been doing
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this for a little while and can you give us a
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little insight into Innovagious and like how
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that correlates to preparing students for the
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concept of future ready. We've been you know
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we hear that term a lot but also like what comes
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up a lot recently is like preparing students
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like what skills should students have when they
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leave high school right so you'll hear like profile
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of a graduate or now we have like we Jeremy and
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I were just at ISTE and so there's a pretty big
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emphasis on profile of an AI ready graduate and
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things like that. So as you kind of look at the
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impact that you want to have on students and
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particularly like not just college going students
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or like CTE, but your whole method is to make
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sure you're reaching all students. So how do
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you do that as far as like working with staff
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to make sure that students are future ready?
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Yeah. I'll start and I'm sure Alicia has some
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ideas too, but I think like one of the things
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that we recognize is that being a school that
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is future focused and preparing every student
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for what's next doesn't actually mean that we
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are teaching students about specific careers
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or pathways that they should be taking, right?
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It's about preparing them for navigating like
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this world that's coming, that's continuing to
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change with careers that we don't know that are
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even out there. And when we actually ask, you
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know, educators about what skills are most important
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for young people to thrive, we're hearing things
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around adaptability, communication, critical
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thinking, using, you know, their intellect to
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think through kind of higher learning, having
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agency of their own learning, managing their
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time, right? It's kind of amazing. None of those
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things that people are saying right off the bat
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are around. They need to learn how to add. They
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need to learn how to write a five paragraph lesson,
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right? And so when we're working with schools
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and districts, we're not just working to say,
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yes, we need to have these academic scores go
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up. We're also working with them to say, how
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are we ensuring that young people know who they
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are, that they know what their strengths are?
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They know what their areas that they want to
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improve on. They know how to access resources
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to be able to learn more on their own, right?
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We are also thinking about young people and students
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as whole people, as leaders of today that are
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also leading to the future. And it's not just
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about saying this group of young people are college
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going. And so let's put them in AP classes and
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dual enrollment classes. And these students,
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right, maybe they are on a CTE pathway and they're
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going to go into the traits like. We can't be
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and should not be bucketing young people into
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these pathways this early. And so when we are
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working with schools and districts, we're working
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on building the systems to identify where preparation
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and future readiness takes place intentionally
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in their school and. we're working to make sure
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that every single educator in that building is
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demonstrating a mindset every single day with
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young people that show them that what we're learning
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and what we're doing is, yes, important for today
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in this course, but even more important for the
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future and for those connections. And that actually
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can't just be the career counselor, it actually
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has to be a lot of people. And so we do it in
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a really comprehensive way, which reflects our
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mission around continuity of learning, right?
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And making sure that that learning is not just
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happening in the classrooms, but is bridging
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that gap. And it's not just happening for a specific
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group of kids, right? And that inclusive piece,
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it's for all students. And so that's just a start
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of like what that future focused school that
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prepares every student. for their future has
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and a little bit of why it connects. But I think
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the inclusivity piece is really important about
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that. I'll let Alicia talk more around that.
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But I think that's really key to this because
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so many people are thinking about certain subgroups
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of students and not thinking every young person
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has the right and should be responsible for thinking
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about who they are and what their future holds.
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Just a follow -up question. I just was curious
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like is so it's kind of the approach to have
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multiple ways that students can access all those
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different skills. So you mentioned a couple different
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things like soft skills, having opportunities
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to explore things like college or CTE, other
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opportunities. Is one of the big approaches is
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just to give access to all students like in those
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different areas? a thousand percent. Access is
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in a very basic level, right? Saying this isn't
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just about one group of students or certain students
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who are gifted or certain students who are headed
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into trades. This is about every single student
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and it starts in a very basic way of saying we
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need to make sure this is accessible. I think
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inclusivity and making sure we're having efforts
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to be inclusive in that it goes beyond that.
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access for sure. Yeah, I think, um, I was going
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to say it's not just about access, right? Access
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is the first step, but include true inclusion
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means that that students can engage with it.
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They, that it's integrated into, um, the, the
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programming of the school, right? So when she
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was talking about, she just mentioned, uh, really
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taking a look at the systems and trying to see
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where this future -focused mindset or systems
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can be built out. A lot of the times we'll start
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with or schools will ask us to take a look at
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like their career counseling or like a center
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or work with a specific person. And what we find
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is that the skills can't be taught in isolation
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and shouldn't be taught in isolation. And so
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we're like, okay, so even though this person
00:14:47.379 --> 00:14:52.659
has been put in charge of maybe CTE or building
00:14:52.659 --> 00:14:56.080
a portfolio that students have to have, for example,
00:14:56.139 --> 00:15:02.610
in Pennsylvania. we have to find other spots
00:15:02.610 --> 00:15:05.769
that create that continuity across the day, where
00:15:05.769 --> 00:15:09.350
other content areas can connect these soft skills,
00:15:09.389 --> 00:15:13.509
like you mentioned, into their own content area,
00:15:13.529 --> 00:15:15.529
because kids can't just see it in one space.
00:15:16.649 --> 00:15:18.789
I think the other thing that's really important
00:15:18.789 --> 00:15:23.090
here is special education teachers have been
00:15:23.090 --> 00:15:26.169
required to do this for years, for decades. It's
00:15:26.169 --> 00:15:32.100
part of the law. there's a space for that we
00:15:32.100 --> 00:15:35.399
often will ask schools and districts to say,
00:15:35.419 --> 00:15:37.559
what is your special education department doing?
00:15:37.919 --> 00:15:40.159
What kinds of tools and systems are already in
00:15:40.159 --> 00:15:43.700
place that your special education students are
00:15:43.700 --> 00:15:47.299
working on? Because at age 14 in some states,
00:15:47.360 --> 00:15:51.500
but definitely by 16 in every across the country,
00:15:52.179 --> 00:15:54.840
kids are required to have what's called a transition
00:15:54.840 --> 00:15:57.860
plan. Like they have to start planning for what's
00:15:57.860 --> 00:16:00.970
after high school. It's not just about college.
00:16:01.129 --> 00:16:03.629
It's like anything after high school from housing
00:16:03.629 --> 00:16:07.529
to job skills to if they want to go to college.
00:16:07.970 --> 00:16:11.230
And so these things are already in place in schools.
00:16:12.029 --> 00:16:15.889
And the idea of getting kids ready and making
00:16:15.889 --> 00:16:19.289
sure that they have these job skills or just
00:16:19.289 --> 00:16:23.580
life skills is not a new concept. And so I think
00:16:23.580 --> 00:16:26.539
it's really important that we realize that there's
00:16:26.539 --> 00:16:28.139
strengths to build from and that there's other
00:16:28.139 --> 00:16:30.620
people in the building that also have been doing
00:16:30.620 --> 00:16:33.419
this for a long time. And then there's probably
00:16:33.419 --> 00:16:37.460
already some things to build from. And so I think
00:16:37.460 --> 00:16:41.779
that as we as we are looking at schools and talking
00:16:41.779 --> 00:16:43.679
to schools or talking out of school time programs,
00:16:43.720 --> 00:16:46.059
we're really just trying to build connections
00:16:46.059 --> 00:16:49.940
is really the start as well. Sher, would you
00:16:49.940 --> 00:16:52.639
add anything to that? Yeah, no, I think, I think
00:16:52.639 --> 00:16:54.360
that's right. And I think I'll just stamp again,
00:16:54.440 --> 00:16:58.480
like so many times we are looking first at general
00:16:58.480 --> 00:17:01.700
ed and saying, like, where are the starting points
00:17:01.700 --> 00:17:04.440
in there that we can even carry over to other
00:17:04.440 --> 00:17:06.839
subgroups? And I think in this case, there is
00:17:06.839 --> 00:17:10.220
just such a unique space to say, like, students
00:17:10.220 --> 00:17:14.440
with IEPs have been required, right? We've been
00:17:14.440 --> 00:17:17.319
required to plan for students and their transitions.
00:17:17.319 --> 00:17:19.619
And we can absolutely take a page out of that
00:17:19.619 --> 00:17:22.859
book. and say what we're doing for students with
00:17:22.859 --> 00:17:25.880
IEPs in transition and that planning, we also
00:17:25.880 --> 00:17:29.160
should be pulling that into our regular education
00:17:29.160 --> 00:17:31.500
and our programming there. And again, that's
00:17:31.500 --> 00:17:34.720
not one person's responsibility. It really is
00:17:34.720 --> 00:17:37.539
starting with a system and then building a mindset
00:17:37.539 --> 00:17:41.319
across the school. Yeah, and I like, it resonated
00:17:41.319 --> 00:17:43.900
a lot what you were saying. both of you, but
00:17:43.900 --> 00:17:46.099
then particularly sure when you had mentioned
00:17:46.099 --> 00:17:49.140
like not putting students in particular categories
00:17:49.140 --> 00:17:51.240
or things like that, because like thinking back
00:17:51.240 --> 00:17:54.200
to my own high school, like I wasn't a very serious
00:17:54.200 --> 00:17:56.779
student. Like I didn't know, you know, I didn't
00:17:56.779 --> 00:17:58.640
really know what was available or anything. It
00:17:58.640 --> 00:18:01.819
wasn't serious at all. But then like college,
00:18:01.980 --> 00:18:05.099
I was like going from my master's and then into
00:18:05.099 --> 00:18:07.279
my master's like very, very serious. And so it
00:18:07.279 --> 00:18:09.700
was a big shift for me just learning about what
00:18:09.700 --> 00:18:13.099
I could do or was capable of. So I really like
00:18:13.099 --> 00:18:15.799
that you know it's like exposing students and
00:18:15.799 --> 00:18:19.380
I don't think we really know what students all
00:18:19.380 --> 00:18:21.819
students are capable of just thinking about my
00:18:21.819 --> 00:18:25.960
own experience um or it's like I had no idea
00:18:25.960 --> 00:18:29.039
what what I could do back then you know yeah
00:18:29.039 --> 00:18:32.180
and let's be clear like the fact that there we
00:18:32.180 --> 00:18:35.900
have young people who are using college as the
00:18:35.900 --> 00:18:38.740
time to figure out what they're good at and what
00:18:38.740 --> 00:18:42.329
they want to do is backwards. That is a large
00:18:42.329 --> 00:18:47.349
ticket for exploring, right? And so spending
00:18:47.349 --> 00:18:53.450
40, 60, $80 ,000 a year to do some of the work
00:18:53.450 --> 00:18:56.309
that, quite frankly, Arcada 12 should be doing
00:18:56.309 --> 00:18:58.250
with young people so that they can make informed
00:18:58.250 --> 00:19:02.430
decisions about post -secondary is really important
00:19:02.430 --> 00:19:04.730
because we have so many young people who are
00:19:04.730 --> 00:19:07.789
number one, starting college, big ticket item,
00:19:08.130 --> 00:19:11.720
not finishing. still have all of their loans
00:19:11.720 --> 00:19:14.779
and a lot of debt, right? And we also have young
00:19:14.779 --> 00:19:16.680
people who are going in saying like, I wanna
00:19:16.680 --> 00:19:19.799
go to these schools for these names, right? Or
00:19:19.799 --> 00:19:23.559
for someone else I know went there and they maybe
00:19:23.559 --> 00:19:26.160
are not the best match for them, whether support
00:19:26.160 --> 00:19:29.339
wise, financial wise, and maybe they graduate,
00:19:29.359 --> 00:19:32.359
maybe they don't, but they are winding up. with
00:19:32.359 --> 00:19:36.220
so much deficit in their learning, in their life
00:19:36.220 --> 00:19:39.680
experience, in their financial stability. And
00:19:39.680 --> 00:19:43.339
so our responsibility as schools, and that's
00:19:43.339 --> 00:19:45.539
quite frankly, not just schools, as an education
00:19:45.539 --> 00:19:49.460
ecosystem, to do that preparation and start that
00:19:49.460 --> 00:19:51.420
preparation. No one's saying you should not go
00:19:51.420 --> 00:19:53.240
to college knowing, I know not everyone's gonna
00:19:53.240 --> 00:19:56.119
say, I exactly know what I wanna do. But going
00:19:56.119 --> 00:19:59.500
into college with no idea of what you're thinking
00:19:59.500 --> 00:20:02.660
about in the future, is not the right step either.
00:20:02.799 --> 00:20:06.000
And so there is this, you know, in between space
00:20:06.000 --> 00:20:09.160
where schools really and the education ecosystem
00:20:09.160 --> 00:20:11.880
of community partners at a school time programs,
00:20:12.339 --> 00:20:14.500
faith based organizations really need to work
00:20:14.500 --> 00:20:16.839
together to make sure that our young people when
00:20:16.839 --> 00:20:19.500
they graduate high school are making informed
00:20:19.500 --> 00:20:22.660
decisions that will have the best impact on their
00:20:22.660 --> 00:20:26.279
life and on the future of their career. Yeah,
00:20:26.319 --> 00:20:28.339
and I think you make a really good point here
00:20:28.339 --> 00:20:32.799
and as as educators We need to make sure that
00:20:32.799 --> 00:20:35.779
we have our focus towards that future where our
00:20:35.779 --> 00:20:38.940
students are going to be as well right and and
00:20:38.940 --> 00:20:43.079
so I guess as part of that, you know, we've It's
00:20:43.079 --> 00:20:46.799
fallen upon the counselors the CTE teachers to
00:20:46.799 --> 00:20:49.700
kind of have that focus here But but really it
00:20:49.700 --> 00:20:52.839
should be all educators and and so I guess you
00:20:52.839 --> 00:20:56.119
know if we look at it from that perspective should
00:20:56.119 --> 00:21:00.960
a classroom teacher be doing to help not just
00:21:00.960 --> 00:21:04.980
supplement and throw in little tidbits here and
00:21:04.980 --> 00:21:07.579
there, but to make sure that they are focused
00:21:07.579 --> 00:21:10.059
on helping to prepare students for those decisions
00:21:10.059 --> 00:21:12.640
that are going to need to be made, you know,
00:21:12.900 --> 00:21:14.700
by the time that they're graduating from high
00:21:14.700 --> 00:21:17.400
school. I think we were just talking about this
00:21:17.400 --> 00:21:21.599
yesterday to Shira. Teachers are asked to do
00:21:21.599 --> 00:21:24.769
so much. And just when they're like, okay, I
00:21:24.769 --> 00:21:28.529
got this curriculum down, they're like, okay,
00:21:28.650 --> 00:21:31.069
now add something else. And they're like, it's
00:21:31.069 --> 00:21:35.109
a lot of work to be a teacher right now. And
00:21:35.109 --> 00:21:38.450
I think what's important to know is like, you
00:21:38.450 --> 00:21:40.150
don't have to add anything else. You don't have
00:21:40.150 --> 00:21:42.470
to, like you said, have these bite -sized supplements
00:21:42.470 --> 00:21:44.509
that may or may not actually make an impact.
00:21:45.349 --> 00:21:49.460
I would say the first step. is to be able to
00:21:49.460 --> 00:21:51.700
look at what you're currently doing and see if
00:21:51.700 --> 00:21:53.579
there's any connection to some of those soft
00:21:53.579 --> 00:21:56.200
skills. it's not adding more, it's just going
00:21:56.200 --> 00:21:59.019
back and re -looking at what you're doing and
00:21:59.019 --> 00:22:04.660
seeing if, oh, this lesson, actually, I can teach
00:22:04.660 --> 00:22:07.819
a student some leadership skills in this, or
00:22:07.819 --> 00:22:11.900
speaking skills, or advocacy. And so it's really
00:22:11.900 --> 00:22:14.500
just looking at it through a lens with maybe
00:22:14.500 --> 00:22:18.579
a couple questions in mind. And I think, Shira,
00:22:18.579 --> 00:22:23.180
you've done a lot of work in naming what those
00:22:23.180 --> 00:22:26.910
questions and mindsets are. But I think, you
00:22:26.910 --> 00:22:28.730
know, first and foremost, I know we're putting
00:22:28.730 --> 00:22:32.829
a lot on teachers' plates these days, and I think
00:22:32.829 --> 00:22:35.410
I want to emphasize that it's not extra. It's
00:22:35.410 --> 00:22:39.109
just looking at it with a new perspective. Yeah,
00:22:39.109 --> 00:22:42.329
I think that's... Thank you, Alicia. I want to
00:22:42.329 --> 00:22:46.089
start by saying that the things that we're about
00:22:46.089 --> 00:22:49.109
to share and some of the ideas actually aren't
00:22:49.109 --> 00:22:52.450
about setting aside 45 minutes to do a lesson.
00:22:52.779 --> 00:22:57.299
They are about the actions that teachers and
00:22:57.299 --> 00:23:00.420
educators are doing every single day that demonstrate
00:23:00.420 --> 00:23:02.940
a future focused mindset. What we mean by that
00:23:02.940 --> 00:23:05.240
is they're demonstrating a mindset that shows
00:23:05.240 --> 00:23:08.859
young people that what we're learning today is
00:23:08.859 --> 00:23:10.859
not just important for today, but is important
00:23:10.859 --> 00:23:14.900
for your life. And so we actually have, we've
00:23:14.900 --> 00:23:20.119
identified nine specific things that are actions
00:23:20.119 --> 00:23:22.539
that teachers can take in their classroom. And
00:23:22.539 --> 00:23:24.579
none of these are about integrating and having
00:23:24.579 --> 00:23:27.440
a new lesson or finding a new curriculum. And
00:23:27.440 --> 00:23:29.900
we've actually done this as a walkthrough with
00:23:29.900 --> 00:23:31.880
school leaders, where we've said we're going
00:23:31.880 --> 00:23:35.279
to go into classrooms and we're going to collect
00:23:35.279 --> 00:23:37.619
evidence of if we see these things happening,
00:23:38.039 --> 00:23:41.619
right? And what we found was when we see these
00:23:41.619 --> 00:23:43.259
things happening, which I'll share in a minute,
00:23:43.619 --> 00:23:46.549
students are more engaged. and they see relevance
00:23:46.549 --> 00:23:49.849
in their learning. And isn't that the goal for
00:23:49.849 --> 00:23:52.589
all of us that we want our young people to feel
00:23:52.589 --> 00:23:55.970
those two things so that they can be agents of
00:23:55.970 --> 00:23:58.109
their own learning? And so those things that
00:23:58.109 --> 00:24:00.529
we identified, and I'll just rattle them off
00:24:00.529 --> 00:24:03.329
real fast so we have some ideas, are things like
00:24:03.329 --> 00:24:06.289
students having jobs in their classroom. Having
00:24:06.289 --> 00:24:09.349
a role to help be part of a system in that classroom,
00:24:09.390 --> 00:24:11.890
whether that's being the warmer up who puts on
00:24:11.890 --> 00:24:14.269
music as the DJ, whether that's being the paper
00:24:14.269 --> 00:24:16.150
passer out or whether that's being the person
00:24:16.150 --> 00:24:19.109
who does the sweep afterwards, like having roles
00:24:19.109 --> 00:24:22.569
in the classroom. We also can have visuals around
00:24:22.569 --> 00:24:25.230
the classroom that are not just about like, here's
00:24:25.230 --> 00:24:27.250
the anchor chart on how you add fractions with
00:24:27.250 --> 00:24:29.769
unlike denominators, but here's careers that
00:24:29.769 --> 00:24:33.309
use fractions. We can have visuals around the
00:24:33.309 --> 00:24:37.319
room. We can also call young people by professional
00:24:37.319 --> 00:24:40.900
names. When students are doing a science experiment
00:24:40.900 --> 00:24:43.140
and going through that scientific process, instead
00:24:43.140 --> 00:24:44.740
of calling them students or scholars, we can
00:24:44.740 --> 00:24:47.579
call them scientists. If we have students that
00:24:47.579 --> 00:24:50.039
are out there and they're talking to others and
00:24:50.039 --> 00:24:52.279
they might be interviewing people, they might
00:24:52.279 --> 00:24:55.059
be documenting and writing articles, we could
00:24:55.059 --> 00:24:58.259
call them reporters. So we can use this kind
00:24:58.259 --> 00:25:01.599
of language. We can name social emotional skills.
00:25:01.740 --> 00:25:04.200
I'm not saying we have to set aside time to teach
00:25:04.200 --> 00:25:06.940
those skills, but when we see a student who really
00:25:06.940 --> 00:25:09.000
managed their emotion or demonstrated a growth
00:25:09.000 --> 00:25:12.420
mindset, let's say it to students, right? Let's
00:25:12.420 --> 00:25:15.019
make sure they know and let's highlight their
00:25:15.019 --> 00:25:18.480
strengths, right? So many times I'm blown away
00:25:18.480 --> 00:25:20.640
and maybe that's because I was a straight C student
00:25:20.640 --> 00:25:24.140
in high school. But how is it that when a student
00:25:24.140 --> 00:25:29.490
gets a 75 on a test? we start with the 25 % they
00:25:29.490 --> 00:25:32.329
got wrong instead of the 75 % they got right,
00:25:32.750 --> 00:25:35.930
right? And so we have these things, again, none
00:25:35.930 --> 00:25:37.930
of them is setting aside time. A lot of them
00:25:37.930 --> 00:25:40.750
is about making connections to those soft skills,
00:25:40.769 --> 00:25:42.369
durable skills, cross sector skills, whatever
00:25:42.369 --> 00:25:44.990
you wanna call them, naming student leadership,
00:25:45.349 --> 00:25:49.690
being able to say, you know, this career often
00:25:49.690 --> 00:25:52.529
uses the topic that we are studying today in
00:25:52.529 --> 00:25:55.549
very micro ways so that students start to see
00:25:55.549 --> 00:25:58.289
those connections, right? None of these are about
00:25:58.289 --> 00:26:02.190
adopting a curriculum, jumping on an EdTech product,
00:26:02.470 --> 00:26:05.710
being able to set aside time. It's integrated.
00:26:06.089 --> 00:26:08.490
And these are the mindsets and the actions that
00:26:08.490 --> 00:26:10.710
we hope that teachers demonstrate every day that
00:26:10.710 --> 00:26:12.730
show young people the importance of the learning
00:26:12.730 --> 00:26:17.390
they're having. Yeah, so, you know, I think you're
00:26:17.390 --> 00:26:19.289
kind of hitting on what one of my follow up questions
00:26:19.289 --> 00:26:21.710
is going to be here and is, you know, when we
00:26:21.710 --> 00:26:24.759
when we think of preparing students for. what
00:26:24.759 --> 00:26:26.859
that life after high school is going to be. We
00:26:26.859 --> 00:26:29.119
focus on what high school teachers should be
00:26:29.119 --> 00:26:31.819
doing. And I think many of these examples that
00:26:31.819 --> 00:26:36.819
you just mentioned fit very seamlessly into the
00:26:36.819 --> 00:26:38.319
types of things that our elementary teachers
00:26:38.319 --> 00:26:41.059
are doing all the time. That's right. That's
00:26:41.059 --> 00:26:45.259
right. This is not this is we can't be asking
00:26:45.259 --> 00:26:48.880
young people what they want to be when they grow
00:26:48.880 --> 00:26:52.099
up. Right. That is not the question. The question
00:26:52.099 --> 00:26:55.339
starts in a very young age, right? And when I
00:26:55.339 --> 00:26:58.559
was a school leader, we had kindergarten, first,
00:26:58.660 --> 00:27:01.039
second graders learning about community helpers,
00:27:01.180 --> 00:27:03.579
going on career -connected field trips to learn
00:27:03.579 --> 00:27:05.940
about the firehouse, to understand the different
00:27:05.940 --> 00:27:07.819
people that worked in the doctor's office, to
00:27:07.819 --> 00:27:11.220
understand what it took to maintain a park, right?
00:27:11.839 --> 00:27:15.519
These things aren't about preparing students
00:27:15.519 --> 00:27:19.400
for their future. Preparation happens after they
00:27:19.400 --> 00:27:22.990
become aware. They've had a chance to be exposed.
00:27:23.170 --> 00:27:25.869
They've had a chance to explore. Right. And so
00:27:25.869 --> 00:27:29.250
you are absolutely right there. If we are again,
00:27:29.250 --> 00:27:31.789
if we are waiting till high school to start these
00:27:31.789 --> 00:27:34.849
conversations, we've missed the boat and helping
00:27:34.849 --> 00:27:39.170
young people develop who they are and who they
00:27:39.170 --> 00:27:40.890
want to be, what their potential is and what
00:27:40.890 --> 00:27:42.990
their passion and what their purpose is going
00:27:42.990 --> 00:27:45.750
to be. And those are things that really happen
00:27:45.750 --> 00:27:49.890
starting in a very young age for young people.
00:27:49.960 --> 00:27:52.319
young people have a voice and they want to give
00:27:52.319 --> 00:27:56.660
back. And we can start that very early. Yeah,
00:27:56.660 --> 00:27:59.160
that's right. I think you can ask the question,
00:27:59.240 --> 00:28:00.920
what do you want to be when you grow up? If they
00:28:00.920 --> 00:28:03.539
don't know what's out there to answer, like they
00:28:03.539 --> 00:28:07.200
know maybe a few like firefighter, right? Like
00:28:07.200 --> 00:28:10.940
a basketball player, right? The ones that like,
00:28:11.000 --> 00:28:13.599
you know, the ones that come to my teacher, right?
00:28:13.619 --> 00:28:15.400
Because they see teachers every day, but like.
00:28:15.769 --> 00:28:18.910
Even with my seven -year -old, I'll say, hey,
00:28:19.049 --> 00:28:21.609
did you know that there's somebody who studies
00:28:21.609 --> 00:28:24.069
rocks? Because he loves rocks, as many seven
00:28:24.069 --> 00:28:26.130
-year -olds do, right? I'm like, did you know
00:28:26.130 --> 00:28:27.910
that there's people that study rocks and they're
00:28:27.910 --> 00:28:30.490
called geologists? And he's like, no, I didn't.
00:28:30.569 --> 00:28:32.750
And so that was just a career conversation I
00:28:32.750 --> 00:28:35.089
had with him. No further really than that, but
00:28:35.089 --> 00:28:37.730
now he's calling himself a future geologist.
00:28:38.109 --> 00:28:42.430
And so it's... It's interesting. And it doesn't
00:28:42.430 --> 00:28:45.769
have to be a heavy lift. But it does start younger
00:28:45.769 --> 00:28:48.710
than high school for sure. And like I mentioned
00:28:48.710 --> 00:28:53.069
earlier, in the special education world, by law,
00:28:53.230 --> 00:28:55.970
it has to happen before high school. So it's
00:28:55.970 --> 00:28:58.410
interesting to me that this is now a conversation
00:28:58.410 --> 00:29:02.269
that's starting to come beyond the walls of just
00:29:02.269 --> 00:29:04.390
working with students with disabilities. It's
00:29:04.390 --> 00:29:07.630
not about like, we have to start early because
00:29:08.899 --> 00:29:11.039
because of either in special education, it's
00:29:11.039 --> 00:29:12.680
like, no, we need to start early with everybody
00:29:12.680 --> 00:29:15.240
so that they are aware of how to answer that
00:29:15.240 --> 00:29:19.220
question. What do you want to be before they
00:29:19.220 --> 00:29:22.339
before they're asked? Yeah, I want to add right
00:29:22.339 --> 00:29:24.680
ahead. I was just going to add in one thing that's
00:29:24.680 --> 00:29:27.220
just like we actually don't know what the careers
00:29:27.220 --> 00:29:29.440
are that are going to be around like when when
00:29:29.440 --> 00:29:31.880
when my beautiful nephew Leon is going to be
00:29:31.880 --> 00:29:34.789
an adult. Like, we have no idea what careers
00:29:34.789 --> 00:29:36.970
could come up. So I also just want to say to
00:29:36.970 --> 00:29:40.309
adults that are listening, like, yes, young people
00:29:40.309 --> 00:29:42.009
are going to say they want to be basketball players,
00:29:42.190 --> 00:29:44.410
they want to be influencers, right? There's all
00:29:44.410 --> 00:29:47.589
these big things that they want to be. And instead
00:29:47.589 --> 00:29:50.289
of saying, like, no, you're not going to be that,
00:29:50.589 --> 00:29:53.430
let's actually look at what it takes to become
00:29:53.430 --> 00:29:56.569
that career. And then backwards plan to say,
00:29:56.589 --> 00:29:59.180
that's great. You want to be an influencer, right?
00:29:59.240 --> 00:30:01.480
Influencer requires you to be able to tell stories,
00:30:01.579 --> 00:30:04.539
to be creative, to be someone that initiates
00:30:04.539 --> 00:30:06.579
their own time, right? There's so many things
00:30:06.579 --> 00:30:09.519
we don't need to say like, oh, you're not going
00:30:09.519 --> 00:30:12.019
to be that. We can just say like, that's a great
00:30:12.019 --> 00:30:14.079
aspiration. Let's talk about and let's think
00:30:14.079 --> 00:30:16.420
about what it takes to get there, right? Because
00:30:16.420 --> 00:30:19.640
20 years ago, someone would have said like, oh,
00:30:19.640 --> 00:30:21.700
I want to be an influencer. And that wouldn't
00:30:21.700 --> 00:30:23.660
have been people would have laughed. They would
00:30:23.660 --> 00:30:24.799
have been like, you're not going to make money
00:30:24.799 --> 00:30:27.980
off that. But like, Fun fact is that Alicia and
00:30:27.980 --> 00:30:30.380
I have a brother who's an influencer and that's
00:30:30.380 --> 00:30:34.119
like, he's a writer and influencer. He is out
00:30:34.119 --> 00:30:38.519
there and he is creative and he is focused and
00:30:38.519 --> 00:30:40.400
he has to be innovative and he has to manage
00:30:40.400 --> 00:30:42.559
his own time and he has to write his own content,
00:30:42.839 --> 00:30:46.980
right? Like there are so many things that young
00:30:46.980 --> 00:30:50.440
people can aim to be and we don't have to put
00:30:50.440 --> 00:30:52.440
it down. We can just say like, great, let's foster
00:30:52.440 --> 00:30:54.880
the skills because those skills get applied to
00:30:54.880 --> 00:30:58.210
lots of other things. I think I remember my own
00:30:58.210 --> 00:31:00.490
son when he was probably that seven or eight
00:31:00.490 --> 00:31:05.789
year old age. And he said, dad, I really love
00:31:05.789 --> 00:31:10.390
science and engineering and sports. And so he
00:31:10.390 --> 00:31:14.789
developed his own, I think he called it a Syngineer
00:31:14.789 --> 00:31:19.650
Spore. Where he wanted to kind of his career
00:31:19.650 --> 00:31:21.990
path and future was gonna be all about combining
00:31:21.990 --> 00:31:24.849
those things together. sure and I just thought
00:31:24.849 --> 00:31:26.569
that that was really cool and and I remember
00:31:26.569 --> 00:31:29.009
then when he started applying for colleges he
00:31:29.009 --> 00:31:31.430
worked that into some of the essays and stuff
00:31:31.430 --> 00:31:34.210
that he did and just you know I think it showed
00:31:34.210 --> 00:31:37.269
people that how he's got this diverse things
00:31:37.269 --> 00:31:39.730
so that he's been able to explore and and how
00:31:39.730 --> 00:31:42.150
he's going to try to apply that going forward
00:31:42.150 --> 00:31:44.910
so it what you both were kind of talking about
00:31:44.910 --> 00:31:47.869
here I think about is about creating these opportunities
00:31:47.869 --> 00:31:51.170
for students to be able to explore without feeling
00:31:51.170 --> 00:31:56.190
that you have to pressure them into one track
00:31:56.190 --> 00:32:01.349
at some point, right? And, you know, some of
00:32:01.349 --> 00:32:03.670
the skills that we named, right, like, let's
00:32:03.670 --> 00:32:05.710
say even being a geologist, you have to know
00:32:05.710 --> 00:32:08.289
about science and, you know, you have to be able
00:32:08.289 --> 00:32:12.230
to maybe, you know, climb to different areas
00:32:12.230 --> 00:32:14.769
or be able to travel the world or whatever it
00:32:14.769 --> 00:32:18.839
is. Some of those talents. are not just about
00:32:18.839 --> 00:32:21.000
that one career. You can translate anywhere,
00:32:21.019 --> 00:32:23.519
right? So it's just about going with what they're
00:32:23.519 --> 00:32:25.859
interested in, helping them identify what are
00:32:25.859 --> 00:32:27.619
the skills that need to be there, and then maybe
00:32:27.619 --> 00:32:29.339
they don't end up being that. But you know what?
00:32:29.400 --> 00:32:31.079
A lot of those skills are transferable anyway.
00:32:31.119 --> 00:32:34.359
You have to be organized in many different trades
00:32:34.359 --> 00:32:37.990
that you go into anyway. That's right. And just
00:32:37.990 --> 00:32:40.829
one more question here on this topic here is,
00:32:41.069 --> 00:32:43.130
so a teacher that wants to be able to create
00:32:43.130 --> 00:32:45.829
those opportunities for their students in their
00:32:45.829 --> 00:32:50.029
classroom, is there a way that they can leverage
00:32:50.029 --> 00:32:52.670
education technology? And my brain is going to
00:32:52.670 --> 00:32:55.569
AI. You read my mind. You read my mind. I was
00:32:55.569 --> 00:32:59.230
about to give a shout out. So here's one to set
00:32:59.230 --> 00:33:02.160
up. How can teachers... you know, leverage some
00:33:02.160 --> 00:33:04.900
of those technology advances that we can use
00:33:04.900 --> 00:33:08.799
to, you know, kind of without creating more burdens
00:33:08.799 --> 00:33:12.440
or more work for teachers, but just to do it
00:33:12.440 --> 00:33:14.539
naturally included in the things that they're
00:33:14.539 --> 00:33:18.519
doing. Yeah, I'm going to start talking a little
00:33:18.519 --> 00:33:21.539
bit about some particular tools, but I think
00:33:21.539 --> 00:33:25.160
we also at Innovagist recognize that the implementation
00:33:25.160 --> 00:33:30.259
of EdTech, sometimes there's a gap. between the
00:33:30.259 --> 00:33:32.359
intended implementation and the actual implementation.
00:33:32.539 --> 00:33:34.279
And we have been doing some work around that
00:33:34.279 --> 00:33:37.440
too, to make sure that when schools adopt, right,
00:33:37.440 --> 00:33:39.259
they're going through the right process. But
00:33:39.259 --> 00:33:42.200
when we think about careers, there are so many
00:33:42.200 --> 00:33:44.019
ed tech products that are out there. So I'm gonna,
00:33:44.019 --> 00:33:46.539
I'm gonna give a few shout outs, right? So gonna
00:33:46.539 --> 00:33:48.799
shout out Zello. I just came back from Zello's
00:33:48.799 --> 00:33:51.839
Future World Conference as a content partner
00:33:51.839 --> 00:33:55.500
leading a district and state convening. And there
00:33:55.500 --> 00:33:58.740
are really working to not just have their product
00:33:58.740 --> 00:34:01.440
and their tool be something that is, you know,
00:34:01.440 --> 00:34:03.859
here's your 45 minutes to do this. They're really
00:34:03.859 --> 00:34:05.880
trying to build the ecosystem that surrounds
00:34:05.880 --> 00:34:09.000
that tool so that it feels more implemented and
00:34:09.000 --> 00:34:11.019
comprehensive. And so I give them a shout out.
00:34:11.059 --> 00:34:14.199
But I also we have an intentional partnership
00:34:14.199 --> 00:34:17.159
with a new product that's called Orchard Careers,
00:34:17.179 --> 00:34:21.960
and it is an AI powered career advising tool.
00:34:22.400 --> 00:34:26.150
And what I think for sets it apart, is exactly
00:34:26.150 --> 00:34:28.570
what we were just talking about, that there are
00:34:28.570 --> 00:34:31.969
so many interests of young people. We as teachers
00:34:31.969 --> 00:34:35.110
don't have the knowledge to be able to know what's
00:34:35.110 --> 00:34:37.730
out there or to be able to access all the careers.
00:34:38.329 --> 00:34:41.929
And so Orchard Careers, while it has some great
00:34:41.929 --> 00:34:45.449
career advising tools and planning tools and
00:34:45.449 --> 00:34:48.010
career readiness index, one of the things that
00:34:48.010 --> 00:34:49.929
really spoke to me was the idea that is also
00:34:49.929 --> 00:34:53.519
a research tool. So as a teacher, if I am uh
00:34:53.519 --> 00:34:57.179
teaching algebra two and I am launching a sub
00:34:57.179 --> 00:35:00.199
a topic or a unit and I want to find a hook for
00:35:00.199 --> 00:35:03.780
my young people I can go into orchard give information
00:35:03.780 --> 00:35:06.039
about the objective that I'm teaching and it's
00:35:06.039 --> 00:35:07.900
going to help me identify careers that match
00:35:07.900 --> 00:35:10.340
it it's going to give me firsthand videos from
00:35:10.340 --> 00:35:12.619
career professionals right all that sort of stuff
00:35:12.619 --> 00:35:14.820
and so I want to shout those two out because
00:35:14.820 --> 00:35:18.929
I think um They are really working to not be
00:35:18.929 --> 00:35:22.690
a set aside, but to be an integrated tool that
00:35:22.690 --> 00:35:25.489
teachers use that don't require teachers to have
00:35:25.489 --> 00:35:27.969
to really do a lot of intellectual prep. They
00:35:27.969 --> 00:35:30.789
can seamlessly integrate and they can be an added
00:35:30.789 --> 00:35:33.489
value, not a substitute for what they're doing.
00:35:33.670 --> 00:35:36.289
And so I think those are some tools that are
00:35:36.289 --> 00:35:38.429
out there that we know and we work with and we
00:35:38.429 --> 00:35:41.070
want to name, but also recognizing that. it's
00:35:41.070 --> 00:35:43.630
not just about the tool, right? It is about the
00:35:43.630 --> 00:35:45.610
way that the school is adapting it, implementing
00:35:45.610 --> 00:35:47.170
it. So I know Alicia is going to share about
00:35:47.170 --> 00:35:49.170
that framework that we've developed as well.
00:35:49.829 --> 00:35:55.050
Sure. Yeah. I mean, I think as we've been, you
00:35:55.050 --> 00:35:58.329
know, just naturally in the education space for
00:35:58.329 --> 00:36:00.050
a while, but especially in the past couple of
00:36:00.050 --> 00:36:02.230
years, there's been this big boom of ed tech
00:36:02.230 --> 00:36:06.309
and what we've seen is a lot of adoptions of
00:36:06.309 --> 00:36:08.750
ed tech and then, you know, it kind of peters
00:36:08.750 --> 00:36:12.570
out or like it's like, um not as implemented
00:36:12.570 --> 00:36:14.730
like it's there's an excitement maybe from the
00:36:14.730 --> 00:36:17.730
top um it's purchased and then there's an excitement
00:36:17.730 --> 00:36:19.449
of using in the first couple months or maybe
00:36:19.449 --> 00:36:20.929
even the first year and then after that it's
00:36:20.929 --> 00:36:25.090
just like not integrated or the teachers um are
00:36:25.090 --> 00:36:27.070
not exactly sure how to integrate it or it's
00:36:27.070 --> 00:36:32.289
a lot of work to learn um and so we have uh really
00:36:32.289 --> 00:36:36.349
kind of brought to the attention um of some of
00:36:36.349 --> 00:36:39.869
the companies and and some schools around like
00:36:39.840 --> 00:36:43.099
Okay, so first there's like a readiness, like
00:36:43.099 --> 00:36:47.280
there has to be a readiness for that product.
00:36:47.840 --> 00:36:50.840
And then there needs to be some onboarding that
00:36:50.840 --> 00:36:53.059
happens, right, in the first couple weeks. But
00:36:53.059 --> 00:36:56.199
then the true integration that happens is like,
00:36:56.360 --> 00:36:59.639
where is this product living in the reality of
00:36:59.639 --> 00:37:03.679
the work, right? It's not something that... you
00:37:03.679 --> 00:37:06.099
have to be excited about all the time to be able
00:37:06.099 --> 00:37:08.639
to implement or you have to like really be geared
00:37:08.639 --> 00:37:11.500
up to like have as a separate time in your day
00:37:11.500 --> 00:37:13.900
to do it really needs to fit into the system
00:37:13.900 --> 00:37:16.460
and then it needs to be sustainable like beyond
00:37:16.460 --> 00:37:18.900
the people that purchase it. And so I don't share
00:37:18.900 --> 00:37:21.559
if you have other thoughts around how that could
00:37:21.559 --> 00:37:24.239
fit into like future focus mindset and making
00:37:24.239 --> 00:37:27.000
sure that we are we're we're being really intentional
00:37:27.000 --> 00:37:29.900
about the ed tech products that that we're putting
00:37:29.900 --> 00:37:32.710
into schools and for kids. Yeah, I mean, I think
00:37:32.710 --> 00:37:36.230
so many schools are, you know, there is most
00:37:36.230 --> 00:37:38.969
districts have adopted an ed tech platform to
00:37:38.969 --> 00:37:43.710
support future readiness. And in most cases,
00:37:44.070 --> 00:37:47.449
what happens is the students have their 20 minute
00:37:47.449 --> 00:37:50.929
period a day or one time a week that they are
00:37:50.929 --> 00:37:53.670
responsible for doing the activities in the platform.
00:37:54.230 --> 00:37:57.869
And the teachers oftentimes see it as a time
00:37:57.869 --> 00:38:00.610
to check their email or to do something else.
00:38:00.880 --> 00:38:03.159
Instead of seeing and positioning themselves
00:38:03.159 --> 00:38:07.619
as the facilitator of the use of this product
00:38:07.619 --> 00:38:10.260
and making sure that we're seeing it more beyond
00:38:10.260 --> 00:38:16.019
just, hey, I did it to I did it. And what I learned
00:38:16.019 --> 00:38:19.000
is going to inform this, that or the other. Right.
00:38:19.139 --> 00:38:24.099
And so just to recognize that this is not just
00:38:24.099 --> 00:38:27.590
the responsibility of ed tech products. to make
00:38:27.590 --> 00:38:29.190
sure that they're in tech products are being
00:38:29.190 --> 00:38:31.250
used right but it's also the responsibility of
00:38:31.250 --> 00:38:34.349
schools and leaders to make sure that they are
00:38:34.349 --> 00:38:37.250
you know ready for the product that they are
00:38:37.250 --> 00:38:40.010
confident in what they got as onboarding and
00:38:40.010 --> 00:38:42.510
that they're providing guidance for you know
00:38:42.510 --> 00:38:44.230
their teachers and how to integrate so it can
00:38:44.230 --> 00:38:48.230
be sustainable. And as you've worked with uh
00:38:48.230 --> 00:38:50.829
schools with teachers and you kind of help design
00:38:50.829 --> 00:38:55.309
things it do you see a real shift from like a
00:38:55.309 --> 00:38:58.150
move from just students being compliant and just
00:38:58.150 --> 00:39:01.250
kind of doing what they're told to do in that
00:39:01.250 --> 00:39:04.630
type of system, do you see a shift over to where
00:39:04.630 --> 00:39:07.349
they have they have more opportunities to explore
00:39:07.349 --> 00:39:11.090
purpose and be engaged and figure out like what
00:39:11.090 --> 00:39:13.690
actually resonates with them? Yeah, thousand
00:39:13.690 --> 00:39:16.829
percent. Yeah, I think we have to go in that
00:39:16.829 --> 00:39:22.199
direction if regardless, I mean. I know we talk
00:39:22.199 --> 00:39:25.980
right now, we talk a lot about generational differences
00:39:25.980 --> 00:39:32.260
and this current generation of kids is on a lot,
00:39:32.360 --> 00:39:34.440
on all the time. And what I mean by that is it's
00:39:34.440 --> 00:39:37.039
like, there's things going on all the time that
00:39:37.039 --> 00:39:39.599
they're interacting with. And if we go, we say
00:39:39.599 --> 00:39:43.800
like, let's just sit in the classroom and listen
00:39:43.800 --> 00:39:45.920
to a teacher talk about these things for the
00:39:45.920 --> 00:39:50.570
next six hours. I've actually seen it. kids actually
00:39:50.570 --> 00:39:54.269
physically get up and just won't do that anymore
00:39:54.269 --> 00:39:57.739
at all. And I would say that's something that
00:39:57.739 --> 00:40:00.800
as we integrate tools into the classroom, we
00:40:00.800 --> 00:40:03.820
have to think about how are we engaging students?
00:40:04.639 --> 00:40:07.840
Because they're not just sitting there. They
00:40:07.840 --> 00:40:10.460
won't just sit there and get the information
00:40:10.460 --> 00:40:12.219
anymore. And so I think it's really important
00:40:12.219 --> 00:40:16.519
that they're interacting with the tools, that
00:40:16.519 --> 00:40:21.460
students are the ones that are in the driver's
00:40:21.460 --> 00:40:23.750
seat of some of these tools. At the same time,
00:40:23.849 --> 00:40:26.909
we need to be really careful and cautious about
00:40:26.909 --> 00:40:28.590
what we're putting in front of our students.
00:40:28.670 --> 00:40:30.070
And I think there's lots of districts that are
00:40:30.070 --> 00:40:31.989
coming out with policies and screen time and
00:40:31.989 --> 00:40:36.110
AI. But I also think that the responsible use
00:40:36.110 --> 00:40:38.670
does involve students being able to interact
00:40:38.670 --> 00:40:42.210
with EdTech because that is what they're going
00:40:42.210 --> 00:40:44.849
to be doing in the future in their workspaces.
00:40:45.900 --> 00:40:48.840
workspaces right now and across the world are
00:40:48.840 --> 00:40:51.400
full of technology. And so we have to give these
00:40:51.400 --> 00:40:53.719
tools to students to be able to interact with
00:40:53.719 --> 00:40:57.159
them and learn the skills to use them. So how
00:40:57.159 --> 00:40:58.800
do we how do we treat this thing? Because I think
00:40:58.800 --> 00:41:00.900
this follows. But if you have a student that
00:41:00.900 --> 00:41:03.980
says when they're learning something in class
00:41:03.980 --> 00:41:06.780
and they say, when am I ever going to use this?
00:41:07.079 --> 00:41:09.960
Is that like a resistance thing or is that a
00:41:09.960 --> 00:41:16.769
legitimate design question? I mean, yeah, I think
00:41:16.769 --> 00:41:22.090
it's a legitimate design question. I think us
00:41:22.090 --> 00:41:26.389
as educators thinking through not just in our
00:41:26.389 --> 00:41:28.349
intellectual prep, right? And so there's two
00:41:28.349 --> 00:41:30.710
things. Obviously our educators are lesson planning.
00:41:31.130 --> 00:41:33.170
And actually, in a lot of cases these days, they're
00:41:33.170 --> 00:41:34.849
not lesson planning because the lesson plans
00:41:34.849 --> 00:41:37.090
are written for them. But what they actually
00:41:37.090 --> 00:41:39.550
need to do is they need to digest it. They need
00:41:39.550 --> 00:41:41.980
to process it. They need to think about how it
00:41:41.980 --> 00:41:45.599
applies to their specific setting. And so, yes,
00:41:45.599 --> 00:41:47.360
asking how they can use this in their future
00:41:47.360 --> 00:41:51.320
is the larger question, but there are more detailed
00:41:51.320 --> 00:41:54.519
questions around the strengths of our students
00:41:54.519 --> 00:41:57.059
and how we can pull that out during this lesson.
00:41:57.760 --> 00:42:00.539
Right. There are more questions around the skills
00:42:00.539 --> 00:42:03.739
that students will need to complete the task
00:42:03.739 --> 00:42:06.519
that we can uplift and highlight. Right. And
00:42:06.519 --> 00:42:10.260
so those are the more deep questions around more
00:42:10.639 --> 00:42:13.000
you know, obviously focus on how it's connected,
00:42:13.340 --> 00:42:16.940
but how we're fostering something now that's
00:42:16.940 --> 00:42:20.139
connected for their future. And so I think that's
00:42:20.139 --> 00:42:24.079
really key for our educators to not just be thinking
00:42:24.079 --> 00:42:27.179
about what are my needs of students in understanding
00:42:27.179 --> 00:42:30.840
this math concept or being able to complete this
00:42:30.840 --> 00:42:34.159
assignment, but digging in further to say like
00:42:34.159 --> 00:42:36.099
not whether or not they'll be successful, but
00:42:36.099 --> 00:42:38.239
what do they need to be successful and what do
00:42:38.239 --> 00:42:41.119
they have? versus what do I need to foster so
00:42:41.119 --> 00:42:43.420
that they can be successful and navigating this
00:42:43.420 --> 00:42:46.039
larger assignment and tackling this word problem
00:42:46.039 --> 00:42:48.539
and being able to understand the directions for
00:42:48.539 --> 00:42:51.280
the science experience. Those are the more design
00:42:51.280 --> 00:42:53.920
questions that we can be asking that lead to
00:42:53.920 --> 00:42:57.599
the connections. Oftentimes when we ask that
00:42:57.599 --> 00:42:59.320
design question that you started with around
00:42:59.320 --> 00:43:02.880
where do students use this in their future, teachers
00:43:02.880 --> 00:43:07.429
struggle to answer that question without saying
00:43:07.429 --> 00:43:10.510
like in a one sentence answer or saying like
00:43:10.510 --> 00:43:12.989
you might have this scenario instead when we
00:43:12.989 --> 00:43:15.110
dig into those skills we know we're fostering
00:43:15.110 --> 00:43:17.570
them and they can be used from topic to topic.
00:43:17.909 --> 00:43:21.949
Yeah I would answer with not the content like
00:43:21.949 --> 00:43:23.469
how am I going to use this in the future it's
00:43:23.469 --> 00:43:26.130
about it's about the skills you're using to do
00:43:26.130 --> 00:43:28.949
whatever content it is right like this is a really
00:43:28.949 --> 00:43:32.599
hard math problem and you're like there's times,
00:43:32.699 --> 00:43:34.699
no matter what you're doing, that you're gonna
00:43:34.699 --> 00:43:38.659
have to persevere, right? And so it's often not
00:43:38.659 --> 00:43:41.519
about the content the way I would say I would
00:43:41.519 --> 00:43:43.059
answer. Like if a student asked me that, and
00:43:43.059 --> 00:43:46.199
I have been asked that, I was a math high school
00:43:46.199 --> 00:43:50.420
teacher. And I would say it's actually not really
00:43:50.420 --> 00:43:53.809
about the actual problem. It's about... the fact
00:43:53.809 --> 00:43:56.150
that you keep going and that you know not every
00:43:56.150 --> 00:43:58.469
problem that you're going to have is going to
00:43:58.469 --> 00:44:01.050
be one that you can solve right away and and
00:44:01.050 --> 00:44:02.789
and so really uplifting some of those skills
00:44:02.789 --> 00:44:06.670
and and most of the time that was a that was
00:44:06.670 --> 00:44:08.250
accepted as a pretty good answer and we would
00:44:08.250 --> 00:44:10.510
keep going and then we would talk not about did
00:44:10.510 --> 00:44:12.969
you solve the problem but like what did you do
00:44:12.969 --> 00:44:15.949
to be able to keep going and that teaches them
00:44:15.949 --> 00:44:18.630
a little bit more about themselves and you know
00:44:18.630 --> 00:44:20.789
adolescents like to talk about themselves too
00:44:20.789 --> 00:44:25.860
so When I was in the classroom too, and David
00:44:25.860 --> 00:44:28.280
and I both come from our background as social
00:44:28.280 --> 00:44:33.380
studies teachers, I remember being in my classroom
00:44:33.380 --> 00:44:36.659
and feeling like I had control over what was
00:44:36.659 --> 00:44:39.699
going to take place in that space because I knew
00:44:39.699 --> 00:44:43.619
it best for myself and I just projected that
00:44:43.619 --> 00:44:48.519
onto my students. I think I was very tunnel visioned
00:44:48.519 --> 00:44:53.900
in that outlook. But really, I think one of the
00:44:53.900 --> 00:44:55.960
things if I could go back and what I would try
00:44:55.960 --> 00:44:59.219
to do is to build more partnerships outside of
00:44:59.219 --> 00:45:04.360
my classroom walls and really try to, like we
00:45:04.360 --> 00:45:08.019
were talking about here just a moment ago, is
00:45:08.019 --> 00:45:13.210
finding those different ways to. bring these
00:45:13.210 --> 00:45:16.449
different opportunities to students to explore
00:45:16.449 --> 00:45:20.750
outside of the walls of the school. And it really
00:45:20.750 --> 00:45:23.570
comes down then to being able to build those
00:45:23.570 --> 00:45:27.530
partnerships with other businesses, industry,
00:45:28.230 --> 00:45:32.369
non -profits, community groups that exist in
00:45:32.369 --> 00:45:36.389
our communities. you know, I look at it, what
00:45:36.389 --> 00:45:40.530
can a school really do to try to strengthen those
00:45:40.530 --> 00:45:45.289
partnerships between the school and those community
00:45:45.289 --> 00:45:50.230
organizations? I'm just gonna say this. Partnerships
00:45:50.230 --> 00:45:54.449
are not negotiables for schools. Like, we as,
00:45:54.489 --> 00:45:57.309
and I say we, meaning like I put my school leader
00:45:57.309 --> 00:46:02.590
hat on to say like, we cannot do it alone. I,
00:46:02.949 --> 00:46:06.099
when I was a school leader, We had partnerships
00:46:06.099 --> 00:46:09.599
with parents. We had partnerships with community
00:46:09.599 --> 00:46:11.539
members. We had partnerships with government
00:46:11.539 --> 00:46:13.920
officials. We had partnerships with community
00:46:13.920 --> 00:46:16.380
based organizations. We had partnerships with
00:46:16.380 --> 00:46:20.099
different companies, right? We had so many partnerships
00:46:20.099 --> 00:46:23.179
because my teacher simply couldn't do it alone
00:46:23.179 --> 00:46:26.380
and I don't think they should have to. And so
00:46:26.380 --> 00:46:28.960
I think the first thing I will say is that it's
00:46:28.960 --> 00:46:31.980
really important to know that there is not one
00:46:31.980 --> 00:46:35.440
right answer for what a partnership is. There
00:46:35.440 --> 00:46:38.159
is a continuum of partnerships that could start
00:46:38.159 --> 00:46:42.739
very simply at a touch point, right? A literal
00:46:42.739 --> 00:46:47.860
connection, meaning some examples could be a
00:46:47.860 --> 00:46:49.920
firefighter coming and talking to your second
00:46:49.920 --> 00:46:53.539
grade class, right? Taking your students to a
00:46:53.539 --> 00:46:57.260
field trip that highlights in some of the employees
00:46:57.260 --> 00:46:58.980
that are there, right? There could be some simple
00:46:58.980 --> 00:47:03.300
connections all the way to having a collaborative
00:47:03.300 --> 00:47:07.539
partnership which we've seen where schools and
00:47:07.539 --> 00:47:09.599
a non -profit or schools and an out -of -school
00:47:09.599 --> 00:47:12.800
time provider or schools and a industry partner
00:47:12.800 --> 00:47:16.739
literally partner ahead of time to plan out a
00:47:16.739 --> 00:47:19.860
unit of study where that unit of study has shared
00:47:19.860 --> 00:47:23.639
responsibility in teaching, shared responsibility
00:47:23.639 --> 00:47:28.019
in where students are learning, and that happens
00:47:28.019 --> 00:47:30.960
between the partner and the school. So I think
00:47:30.960 --> 00:47:34.079
for schools something to keep in mind is that
00:47:34.079 --> 00:47:36.840
one of the first resources that they can learn
00:47:36.840 --> 00:47:40.880
from and partner with is families. Families have,
00:47:40.880 --> 00:47:44.739
they have careers, they have hobbies, they are
00:47:44.739 --> 00:47:47.980
business owners, they're community members, and
00:47:47.980 --> 00:47:50.280
so I always say like one of the first steps in
00:47:50.280 --> 00:47:52.179
building partnerships is finding out who your
00:47:52.179 --> 00:47:55.360
families are, what their hobbies are, who they
00:47:55.360 --> 00:47:59.239
work for, right, what their careers are, so that
00:47:59.239 --> 00:48:02.139
we can start to tap into them. And the second
00:48:02.139 --> 00:48:04.800
thing I'll say is Schools really need to do that
00:48:04.800 --> 00:48:09.179
in a coordinated way. Thinking from the partnership
00:48:09.179 --> 00:48:12.679
perspective, there is a lot of partnership burnout
00:48:12.679 --> 00:48:16.699
when schools or teachers are not coordinated,
00:48:16.760 --> 00:48:19.579
right? The principal says, hey, everyone in my
00:48:19.579 --> 00:48:22.400
school, every teacher, here's a list of all of
00:48:22.400 --> 00:48:25.519
our career partners, right? And every teacher
00:48:25.519 --> 00:48:27.960
is reaching out to them separately to coordinate
00:48:27.960 --> 00:48:31.980
something. That also doesn't lead to strong impact
00:48:31.980 --> 00:48:34.820
and strong relationships. So number one, starting
00:48:34.820 --> 00:48:38.360
with families. And number two, making it a coordinated
00:48:38.360 --> 00:48:41.480
effort so that your partners don't feel burnout.
00:48:41.880 --> 00:48:44.460
And we take things off of our teachers' plate.
00:48:44.619 --> 00:48:48.559
Not every teacher has to reach out to this certain
00:48:48.559 --> 00:48:50.679
doctor's office or dentist's office that does
00:48:50.679 --> 00:48:54.840
tours for students. There's maybe one coordinator
00:48:54.840 --> 00:48:57.019
who is the reach out that says, actually, I already
00:48:57.019 --> 00:49:00.010
had third and fifth grade. Do this so we've asked
00:49:00.010 --> 00:49:03.409
him as much as we can and so just a few tips
00:49:03.409 --> 00:49:05.730
that I wanted to share And I'll say I know that
00:49:05.730 --> 00:49:08.050
we talked about like making sure that things
00:49:08.050 --> 00:49:10.250
are not siloed that every teacher is a career
00:49:10.250 --> 00:49:13.710
teacher But also there are certain folks in school
00:49:13.710 --> 00:49:15.489
buildings. They might be called different things
00:49:15.489 --> 00:49:19.110
in different places But that are that is part
00:49:19.110 --> 00:49:21.809
of their job is to build community engagement
00:49:21.809 --> 00:49:25.889
community partnerships and so coordinated uh
00:49:25.889 --> 00:49:28.389
also means that there can be like a leader who's
00:49:28.389 --> 00:49:32.449
coordinating those things um like in uh in Maryland
00:49:32.449 --> 00:49:34.530
we have community schools and so there's like
00:49:34.530 --> 00:49:37.690
community school liaisons or coordinators there's
00:49:37.690 --> 00:49:39.789
tight title one schools usually have somebody
00:49:39.789 --> 00:49:43.090
who is you know in charge of building partnerships
00:49:43.090 --> 00:49:46.429
specifically um and then like I mentioned earlier
00:49:46.429 --> 00:49:49.010
in special education there might be might not
00:49:49.010 --> 00:49:51.130
be one per building but in many places there
00:49:51.130 --> 00:49:53.489
are there's like a transition they call it transition
00:49:53.489 --> 00:49:57.699
um coordinator who is supposed to be building
00:49:57.699 --> 00:50:01.659
partnerships with community organizations that
00:50:01.659 --> 00:50:04.280
are specifically to support students with disabilities,
00:50:04.360 --> 00:50:07.260
but that doesn't mean they can't share like with
00:50:07.260 --> 00:50:09.480
other people in the building and build that in
00:50:09.480 --> 00:50:11.719
a coordinated way with another school leader.
00:50:12.019 --> 00:50:15.539
So I think that there are people in certain schools
00:50:15.539 --> 00:50:19.539
that also are probably actively or can be actively
00:50:19.539 --> 00:50:22.469
coordinating this as well. And as I'm listening
00:50:22.469 --> 00:50:24.670
to your responses here that this popped into
00:50:24.670 --> 00:50:27.309
my head and then I'll ask the question first
00:50:27.309 --> 00:50:29.409
and then I'll kind of like follow up with it
00:50:29.409 --> 00:50:33.650
a little bit here too. At what age should a student
00:50:33.650 --> 00:50:38.989
begin their LinkedIn page? Oh my gosh. I actually
00:50:38.989 --> 00:50:43.489
love this question. I've never been asked this.
00:50:43.590 --> 00:50:46.969
The reason I'm asking is like one our resumes
00:50:46.969 --> 00:50:52.320
like. and CB is a thing of the past. And two,
00:50:53.860 --> 00:50:58.219
by making these connections earlier on, are students
00:50:58.219 --> 00:51:02.019
really setting up a network for themselves that
00:51:02.019 --> 00:51:06.340
will help continue whatever they decide to do
00:51:06.340 --> 00:51:09.019
after high school, right? The continuity of their
00:51:09.019 --> 00:51:12.800
education. Yeah. Well, first of all, my mom has,
00:51:12.980 --> 00:51:14.780
I just wrote on my to -do list for my daughter
00:51:14.780 --> 00:51:16.860
when she gets back to start her LinkedIn page.
00:51:21.410 --> 00:51:25.889
My daughter is 16 and a half and so she also
00:51:25.889 --> 00:51:29.730
has been like I don't just do this work for work
00:51:29.730 --> 00:51:32.590
I like literally do this work in my life and
00:51:32.590 --> 00:51:35.889
so my daughter has since she was five years old
00:51:35.889 --> 00:51:39.389
been sewing and creating and now she teaches
00:51:39.389 --> 00:51:42.530
sewing and she makes things and she gets designs
00:51:42.530 --> 00:51:44.389
and she creates her own designs right and like
00:51:44.389 --> 00:51:47.420
so She's got a lot going on in terms of her marketing,
00:51:47.420 --> 00:51:50.019
communication, fashion, design. But that stuff
00:51:50.019 --> 00:51:53.340
has been happening from very early. But when
00:51:53.340 --> 00:51:55.800
I think about LinkedIn, I was just trying to
00:51:55.800 --> 00:51:58.280
think about who I'm connected to. And I actually
00:51:58.280 --> 00:52:01.719
am connected to some high school students, high
00:52:01.719 --> 00:52:04.019
school students who were my past students and
00:52:04.019 --> 00:52:07.079
are now in their high school, flexing a lot of
00:52:07.079 --> 00:52:10.579
their leadership muscle, you know, running clubs
00:52:10.579 --> 00:52:14.099
and things like that. But now that you ask that,
00:52:14.159 --> 00:52:16.900
you know, LinkedIn is where we're making a lot
00:52:16.900 --> 00:52:21.860
of connections to, right? And so what is the
00:52:21.860 --> 00:52:24.139
purpose of our young people and encouraging them
00:52:24.139 --> 00:52:27.840
to have flat resumes that might not get out seen
00:52:27.840 --> 00:52:31.179
versus having them building a live breathing
00:52:31.179 --> 00:52:34.199
LinkedIn profile that shows all the work that
00:52:34.199 --> 00:52:37.059
they're doing? So you're also pushing some of
00:52:37.059 --> 00:52:40.239
my thinking around how we might use LinkedIn.
00:52:40.480 --> 00:52:44.219
I would say Age appropriate for me would be the
00:52:44.219 --> 00:52:46.480
same age appropriate and using other social media
00:52:46.480 --> 00:52:49.599
platforms because it is social media. But I think
00:52:49.599 --> 00:52:52.579
this as LinkedIn it would have a different purpose
00:52:52.579 --> 00:52:55.039
for young people. That's just my initial thought
00:52:55.039 --> 00:52:57.360
and that was a new question for me, but you definitely
00:52:57.360 --> 00:52:59.820
push my thinking. Maybe I'll try with my daughter
00:52:59.820 --> 00:53:02.079
first and then think about how that gets integrated
00:53:02.079 --> 00:53:06.400
into some of the conversations, scope of programming
00:53:06.400 --> 00:53:08.320
and lessons and activities that young people
00:53:08.320 --> 00:53:11.599
are working on in their high schools. Yeah, I
00:53:11.599 --> 00:53:13.900
think the same. I haven't even started thinking
00:53:13.900 --> 00:53:16.139
about LinkedIn at all for my seven year old.
00:53:16.199 --> 00:53:19.219
No, no, I wouldn't expect something. No, but
00:53:19.219 --> 00:53:23.159
I think same. I think as soon as, you know, like
00:53:23.159 --> 00:53:24.619
probably high school is right, because that's
00:53:24.619 --> 00:53:27.980
when they, they can, you know, start looking
00:53:27.980 --> 00:53:31.179
for jobs or things like that. But I do think
00:53:31.179 --> 00:53:34.750
though, what I'm like, if It doesn't mean that
00:53:34.750 --> 00:53:36.889
there couldn't be some sort of exercise before
00:53:36.889 --> 00:53:38.710
you're ready to actually be live on LinkedIn
00:53:38.710 --> 00:53:40.489
where you could talk to kids about what would
00:53:40.489 --> 00:53:43.090
you put on your LinkedIn page, right? And that
00:53:43.090 --> 00:53:47.170
could be interesting too. Yeah. Yeah. So one
00:53:47.170 --> 00:53:49.889
more here on this path. David and I are both
00:53:49.889 --> 00:53:53.010
in Minnesota and we're in very rural areas of
00:53:53.010 --> 00:53:56.130
the state, you know, where there are fewer businesses
00:53:56.130 --> 00:53:59.289
and industries and the ones that do exist there,
00:53:59.590 --> 00:54:04.139
they constantly feel like they're being inundated
00:54:04.139 --> 00:54:07.260
with requests and, you know, they get overwhelmed,
00:54:07.260 --> 00:54:11.059
you know, financial resources and human resources
00:54:11.059 --> 00:54:14.679
to constantly kind of turn and try to find ways
00:54:14.679 --> 00:54:17.119
to help out the school. So what do you think
00:54:17.119 --> 00:54:20.760
like smaller districts could do to still build
00:54:20.760 --> 00:54:24.760
those partnerships that are productive? So I
00:54:24.760 --> 00:54:27.760
want to start with a few things. Number one,
00:54:28.300 --> 00:54:30.340
I'm going to say it again that schools can't
00:54:30.340 --> 00:54:32.800
do this alone. And so when we look around the
00:54:32.800 --> 00:54:34.900
country, there are workforce investment boards
00:54:34.900 --> 00:54:38.559
all over the country that are serving in some
00:54:38.559 --> 00:54:41.760
coordinated capacity roles for districts. And
00:54:41.760 --> 00:54:44.039
so my first thing I would say is that as a school
00:54:44.039 --> 00:54:46.199
or district, if you are not in a relationship
00:54:46.199 --> 00:54:50.739
or aware of what your local local workforce investment
00:54:50.739 --> 00:54:54.000
board is doing to support this, please reach
00:54:54.000 --> 00:54:57.960
out to them. I'm also going to say that. I think
00:54:57.960 --> 00:55:02.820
COVID taught us a lot about the value of virtual
00:55:02.820 --> 00:55:07.860
learning and virtual partnerships. And so as
00:55:07.860 --> 00:55:11.179
a school leader, we were putting on panels a
00:55:11.179 --> 00:55:14.920
lot. And we always were asking employers to come
00:55:14.920 --> 00:55:20.079
in person. And it kind of blew my mind that we
00:55:20.079 --> 00:55:22.260
actually could start asking employers to join
00:55:22.260 --> 00:55:24.599
us virtually. It would take way less of their
00:55:24.599 --> 00:55:28.139
time. It's way less of a lift. And even in some
00:55:28.139 --> 00:55:31.059
cases we could record what they were saying or
00:55:31.059 --> 00:55:33.679
doing. And so there have been instances where
00:55:33.679 --> 00:55:39.960
we have had dentists literally zoom in with the
00:55:39.960 --> 00:55:42.039
permission of the patient that's there and the
00:55:42.039 --> 00:55:45.360
cameras are in people's mouths. Or a plumber
00:55:45.360 --> 00:55:48.500
who is fixing a toilet in real time and it's
00:55:48.500 --> 00:55:53.420
on video. And so I also want to just uplift the,
00:55:53.599 --> 00:55:57.010
it doesn't have to be personal and one -on -one
00:55:57.010 --> 00:55:59.750
all the time, and especially in rural areas.
00:56:00.550 --> 00:56:03.570
It's hard for transportation. It's hard for the
00:56:03.570 --> 00:56:06.050
lift of how many employers there are and how
00:56:06.050 --> 00:56:08.590
much they're getting asked. And so let's definitely
00:56:08.590 --> 00:56:11.829
tap into recognizing that the world has a lot
00:56:11.829 --> 00:56:16.170
of remote working and we can incorporate that
00:56:16.170 --> 00:56:19.690
type of zooming in, that type of virtual relationship.
00:56:19.809 --> 00:56:23.170
I've even seen some virtual internships right
00:56:23.170 --> 00:56:25.250
for companies that do virtual work for young
00:56:25.250 --> 00:56:28.170
people and so let's not limit ourselves only
00:56:28.170 --> 00:56:31.630
to the locations around us but let's open ourselves
00:56:31.630 --> 00:56:34.250
up to the places that are having that type of
00:56:34.250 --> 00:56:37.650
work and are you know really reaching all over
00:56:37.650 --> 00:56:40.409
the country. I want to jump in there really quick
00:56:40.409 --> 00:56:42.590
with one resource and I don't know if you've
00:56:42.590 --> 00:56:45.230
ever heard of explore by the seat of your pants.
00:56:45.989 --> 00:56:50.280
Okay I have not tell me. Absolutely fantastic
00:56:50.280 --> 00:56:54.119
and what they do is it focuses more on stem careers,
00:56:54.539 --> 00:57:00.590
but it is it's all of these. scientists, engineers,
00:57:01.170 --> 00:57:04.250
people in the field. Like they've got someone
00:57:04.250 --> 00:57:07.050
who works with like penguins in Antarctica and
00:57:07.050 --> 00:57:10.329
that person is available to join live with students
00:57:10.329 --> 00:57:12.550
in the classroom to have these interactions.
00:57:13.469 --> 00:57:15.949
And if you can't do that, they also record them
00:57:15.949 --> 00:57:18.090
all to YouTube and they're all available for
00:57:18.090 --> 00:57:21.269
free for teachers to follow along with and to
00:57:21.269 --> 00:57:23.610
bring those people into the classroom space.
00:57:24.920 --> 00:57:27.619
I just bookmarked it. There are so many amazing
00:57:27.619 --> 00:57:29.900
resources. We're going to add this to our list
00:57:29.900 --> 00:57:32.800
because that's a great example of like we don't
00:57:32.800 --> 00:57:36.320
have to be one on one to get the especially when
00:57:36.320 --> 00:57:39.059
we're talking about the exposure and exploration.
00:57:40.199 --> 00:57:42.699
Obviously, when we move into students preparing
00:57:42.699 --> 00:57:45.039
and training, we're going to need more, you know,
00:57:45.199 --> 00:57:47.360
two way. But I think in this space, right, what
00:57:47.360 --> 00:57:49.179
you just mentioned is also very similar to like
00:57:49.179 --> 00:57:51.039
Skype a scientist, right, which is like kind
00:57:51.039 --> 00:57:52.599
of old school. I've been going on for a long
00:57:52.599 --> 00:57:54.260
time and I'm sure it's probably changed his name.
00:57:54.579 --> 00:57:56.260
But I used to use that back in the day when we
00:57:56.260 --> 00:57:58.739
were studying certain topics, we would Skype
00:57:58.739 --> 00:58:00.820
in scientists to our classrooms. This was before
00:58:00.820 --> 00:58:03.820
COVID, right? So that young people could learn.
00:58:04.059 --> 00:58:06.380
So I think similar and then what a great resource
00:58:06.380 --> 00:58:08.940
that is. So I just I just checked out the exploring
00:58:08.940 --> 00:58:13.659
by the seed of your paints. I love it. OK, so
00:58:13.659 --> 00:58:16.179
the next thing that we've got for you here is
00:58:16.179 --> 00:58:18.039
we're going to challenge you a little bit and
00:58:18.039 --> 00:58:21.880
have you decide whether these are future focused
00:58:21.880 --> 00:58:25.320
or future flavored, like not. They might have
00:58:25.320 --> 00:58:28.420
the appearance of future focus, but they're not
00:58:28.420 --> 00:58:31.079
really so. And there's 10 of them. So I think
00:58:31.079 --> 00:58:33.539
what we'll do is we'll just alternate. So OK.
00:58:33.719 --> 00:58:36.659
Alicia, we can start with you. And so I'll give
00:58:36.659 --> 00:58:38.219
you this one and then we'll just go back and
00:58:38.219 --> 00:58:41.659
forth. So, future -focused or future -flavored.
00:58:42.260 --> 00:58:44.780
The first one is every student receives a Chromebook,
00:58:45.059 --> 00:58:48.260
but instruction remains unchanged. Oh, future
00:58:48.260 --> 00:58:51.440
-flavored. We gotta have intentional. That's
00:58:51.440 --> 00:58:58.119
future -bland. Sure, not flavorless future. Unseasoned
00:58:58.119 --> 00:59:02.400
future. That's right. A school holds one annual
00:59:02.400 --> 00:59:07.159
career day. Absolutely future flavored, very
00:59:07.159 --> 00:59:12.760
small flavor. Students complete interest inventories
00:59:12.760 --> 00:59:19.039
but never use the results. Future flavored. I'm
00:59:19.039 --> 00:59:20.519
struggling with flavored because I don't feel
00:59:20.519 --> 00:59:22.179
like there's a lot of flavor in that one either.
00:59:24.119 --> 00:59:27.539
A business gives students a real community problem
00:59:27.539 --> 00:59:32.679
to solve. Future focused if... the teacher takes
00:59:32.679 --> 00:59:35.300
on the problem and it's integrated and connected
00:59:35.300 --> 00:59:37.760
to learning objectives in their classroom. Seems
00:59:37.760 --> 00:59:40.340
like a natural project -based learning opportunity.
00:59:40.719 --> 00:59:42.300
That's absolutely right and hopefully they're
00:59:42.300 --> 00:59:44.960
solving some community need and addressing that
00:59:44.960 --> 00:59:47.099
which would also mean that it is a project -based
00:59:47.099 --> 00:59:49.619
learning experience that also is service learning.
00:59:51.119 --> 00:59:54.139
Okay, next one is the school adds an AI course
00:59:54.139 --> 00:59:58.559
but AI is prohibited everywhere else. Future
00:59:58.559 --> 01:00:03.309
flavored, future flavored. We'll get you a future
01:00:03.309 --> 01:00:07.969
-focused one eventually, I think. Next one is
01:00:07.969 --> 01:00:11.050
students create digital portfolios that include
01:00:11.050 --> 01:00:17.530
reflection, skills, and work samples. Future
01:00:17.530 --> 01:00:21.010
-focused if it's intentional and integrated into
01:00:21.010 --> 01:00:25.389
throughout all of their years. Okay. A makerspace
01:00:25.389 --> 01:00:28.449
is available but only as a reward for students
01:00:28.449 --> 01:00:31.900
who finish their regular work. Future flavored,
01:00:32.260 --> 01:00:35.599
future flavored. Well, we did help to to create
01:00:35.599 --> 01:00:39.119
like a lab, right? Yeah, career and innovation
01:00:39.119 --> 01:00:42.239
lab at Middle Years Academy here in Philadelphia.
01:00:42.239 --> 01:00:45.159
Yeah, so I feel like we have lots of experience
01:00:45.159 --> 01:00:47.900
turning that into future focused. That's right,
01:00:47.920 --> 01:00:51.280
but I can I just say this like we cannot have
01:00:51.280 --> 01:00:55.960
career activities be and be a reward. If that
01:00:55.960 --> 01:00:58.400
was the case, I literally would still be trying
01:00:58.400 --> 01:01:01.699
to get through high school. because we need it
01:01:01.699 --> 01:01:04.780
to be what is an inspiration and engagement strategy
01:01:04.780 --> 01:01:10.400
for all students. Okay, next one is, and I think
01:01:10.400 --> 01:01:14.539
this is for Shira, so identify the transferable
01:01:14.539 --> 01:01:16.900
skills students are practicing during academic
01:01:16.900 --> 01:01:22.019
lessons. Yes, I mean they also can't just identify
01:01:22.019 --> 01:01:25.150
it, they also have to foster it. and reinforce
01:01:25.150 --> 01:01:28.250
it. But yes, that would be an amazing strategy.
01:01:28.590 --> 01:01:32.489
Future -focused, for sure. Okay. Students choose
01:01:32.489 --> 01:01:37.789
from several ways to demonstrate mastery. Future
01:01:37.789 --> 01:01:40.630
-focused. Future -focused, I would say. It sounds
01:01:40.630 --> 01:01:44.050
a lot like universal design, too. We got you
01:01:44.050 --> 01:01:48.789
one. We got you one. And this is our last one.
01:01:49.900 --> 01:01:53.440
It's more advanced courses, but provides no new
01:01:53.440 --> 01:01:58.440
career exploration. It's not even future -flavored.
01:01:58.539 --> 01:02:02.539
It's just learning -flavored. All right. Well
01:02:02.539 --> 01:02:06.559
done. I love that. I think that's great. I'm
01:02:06.559 --> 01:02:08.139
going to use that. I hope you guys are OK, because
01:02:08.139 --> 01:02:10.280
I really love that term, future -flavored, because
01:02:10.280 --> 01:02:11.900
I think that's what a lot of people are doing.
01:02:12.119 --> 01:02:14.210
They're not. future focused, but that's a great
01:02:14.210 --> 01:02:16.110
term. So I'm going to use that as well. Hopefully
01:02:16.110 --> 01:02:19.449
you guys don't mind it. Feel free to liberate
01:02:19.449 --> 01:02:21.630
anything you want. I hate to say the word stealing
01:02:21.630 --> 01:02:25.050
in the education world because it sounds liberating.
01:02:25.190 --> 01:02:27.630
I love that. OK, yeah, I'm going to do that.
01:02:27.969 --> 01:02:30.429
Yes. Educators are liberating all the time. Lots
01:02:30.429 --> 01:02:33.230
of yes. Exactly. I love that. You know, part
01:02:33.230 --> 01:02:35.829
of our nature. We're going to move into our lightning
01:02:35.829 --> 01:02:37.190
round, but we're going to do this with a little
01:02:37.190 --> 01:02:39.389
bit of a twist. So with our lightning round,
01:02:40.269 --> 01:02:42.670
you know, feel free to answer as short or as
01:02:42.670 --> 01:02:45.329
long as you need to, to get the point across.
01:02:45.469 --> 01:02:47.889
And again, it kind of goes alternating between
01:02:47.889 --> 01:02:50.349
David and I who will ask these questions, but
01:02:50.349 --> 01:02:52.969
I don't want you to answer for yourself. I want
01:02:52.969 --> 01:02:55.880
you to answer for your sister. That's spicy,
01:02:56.079 --> 01:02:58.719
I love that. And then you can confirm or deny
01:02:58.719 --> 01:03:01.519
the response, whether it's true or not. Okay,
01:03:02.960 --> 01:03:06.340
so I think I'll start here with Alicia with this
01:03:06.340 --> 01:03:08.420
one here, so you get to answer for your sister.
01:03:09.460 --> 01:03:13.119
What is one future focus change a school could
01:03:13.119 --> 01:03:16.219
make this year without adding a new course position
01:03:16.219 --> 01:03:19.420
or expensive platform that is what you think
01:03:19.420 --> 01:03:24.320
Shira would say? I think Shira would say that
01:03:24.320 --> 01:03:26.360
the jobs are one of those nine things that she
01:03:26.360 --> 01:03:29.579
answered earlier. What do you think, Shira? Did
01:03:29.579 --> 01:03:32.880
I do an okay job? Yeah, I think that's right.
01:03:32.960 --> 01:03:35.699
I think it's about adding in the future -focused
01:03:35.699 --> 01:03:41.000
mindsets for our teachers. Perfect. Okay, so
01:03:41.000 --> 01:03:43.860
this is a two -parter, so you both have to answer
01:03:43.860 --> 01:03:48.480
this. So this would be for Alicia. The top place
01:03:48.480 --> 01:03:53.070
for a Cheese Steak Sandwich in Philly. Oh, I
01:03:53.070 --> 01:03:56.030
have to answer it for her? No, I think it's reverse.
01:03:56.030 --> 01:03:58.289
Oh, she's going to answer. OK. I'm going to answer
01:03:58.289 --> 01:04:02.909
for you. Well, I think that there's obvious ones
01:04:02.909 --> 01:04:07.250
that everybody would choose. But I think Shira
01:04:07.250 --> 01:04:13.090
would say that she doesn't have any favorites.
01:04:13.429 --> 01:04:16.150
That's what I think you would say. So I'm going
01:04:16.150 --> 01:04:19.369
to throw a contender out there. Cafe Carmela
01:04:19.369 --> 01:04:22.309
is kind of new to the game here in Philadelphia,
01:04:22.329 --> 01:04:25.750
and they are a rising star with their cheesesteak.
01:04:26.010 --> 01:04:27.750
That was a hard one for me, because I don't know.
01:04:27.750 --> 01:04:30.190
I know, because yeah, she's from Maryland. Yep.
01:04:30.909 --> 01:04:32.769
So this might be difficult, too. I don't know.
01:04:32.909 --> 01:04:35.550
We'll see. But Shira, what seasoning is essential
01:04:35.550 --> 01:04:39.889
for a Maryland crab boil? Oh, obviously Old Bay.
01:04:41.789 --> 01:04:46.409
Right, Alicia? Am I right? Yes. Okay. Yes. Okay.
01:04:49.769 --> 01:04:52.070
It's like me with Frank's red hot sauce. It just
01:04:52.070 --> 01:04:55.050
goes on everything. Yeah. Yeah, exactly. And
01:04:55.050 --> 01:04:57.590
all things pretty, pretty like up and coming
01:04:57.590 --> 01:05:02.769
here in Philadelphia, too. Lots of lots of french
01:05:02.769 --> 01:05:06.550
fries with Old Bay. All right. So I think we're
01:05:06.550 --> 01:05:10.150
on to Alicia with the next one. Does that sound
01:05:10.150 --> 01:05:15.009
right? Am I going in the right order? Sure. Okay,
01:05:15.009 --> 01:05:18.309
so when Shira was in elementary or middle school,
01:05:18.409 --> 01:05:20.289
what did she want to be when she grew up? And
01:05:20.289 --> 01:05:22.269
I'm asking that question because I know you kind
01:05:22.269 --> 01:05:25.190
of talked about it as a trap earlier on. So I'm
01:05:25.190 --> 01:05:28.010
putting you into the trap. Well, she should know
01:05:28.010 --> 01:05:32.530
this. I should. I've only ever wanted to be one
01:05:32.530 --> 01:05:35.849
thing. You were my first student. I know, but
01:05:35.849 --> 01:05:37.929
I was okay. Anyway, when you were in high school,
01:05:37.929 --> 01:05:44.230
I was like five. So, how would I, no, I'm just
01:05:44.230 --> 01:05:45.670
kidding. You've always wanted to be a teacher,
01:05:45.789 --> 01:05:49.010
but specifically, I know that you want to be
01:05:49.010 --> 01:05:52.349
a teacher on a beach. That's right. So I'm still
01:05:52.349 --> 01:05:54.809
working on the teacher on a beach scene, but
01:05:54.809 --> 01:05:58.909
I definitely wanted to be a teacher. Alicia just
01:05:58.909 --> 01:06:01.329
alluded. We are like over 10 years apart. And
01:06:01.329 --> 01:06:03.849
so she was my first student. I was babysitting.
01:06:03.909 --> 01:06:05.969
I was like pretending to teach with her, all
01:06:05.969 --> 01:06:10.590
the things. That's right. That's right. All right.
01:06:11.090 --> 01:06:14.429
The next one here is, so Shira, what can employers
01:06:14.429 --> 01:06:19.730
teach educators? What can employers teach educators?
01:06:20.309 --> 01:06:22.050
And this is what Alicia would think, is that
01:06:22.050 --> 01:06:25.670
right? Yeah. So I would think that Alicia would
01:06:25.670 --> 01:06:30.929
say that employers can teach educators how to
01:06:30.929 --> 01:06:36.030
support young people in, in like holding a job,
01:06:36.309 --> 01:06:39.320
like what it takes to hold a job. That's what
01:06:39.320 --> 01:06:45.420
I'm going to say. Yeah, I mean, I think I think
01:06:45.420 --> 01:06:49.519
that employers can can teach educators like all
01:06:49.519 --> 01:06:51.920
of those things. I think employers are educators
01:06:51.920 --> 01:06:54.980
anyway, so that's pretty close to what I would
01:06:54.980 --> 01:07:02.119
say. OK. Let's do the next one, and I think this
01:07:02.119 --> 01:07:04.260
one goes for Alicia again. I seem to be asking
01:07:04.260 --> 01:07:06.099
you all the questions, and David seems to be
01:07:06.099 --> 01:07:07.960
asking Shira. That's just how it goes, I guess.
01:07:09.360 --> 01:07:13.320
What's one non -educational book, series, or
01:07:13.320 --> 01:07:15.699
movie you think your sister's been into lately?
01:07:17.679 --> 01:07:21.139
Well, I know that you're a Bravo girl. Everything
01:07:21.139 --> 01:07:24.860
Bravo. All Bravo. And I'm not, so it's hard for
01:07:24.860 --> 01:07:28.159
me to name one, but Shira's always talking about
01:07:28.859 --> 01:07:32.460
like Real Housewives, Bravo stuff. Yeah. I'm
01:07:32.460 --> 01:07:34.079
going to go with that general. Yeah, I know.
01:07:34.619 --> 01:07:37.619
Bravo. Yep. Bravo. Below deck is my favorite.
01:07:37.619 --> 01:07:40.099
And so it goes along with the beach theme and
01:07:40.099 --> 01:07:42.179
the water and what, right? And so maybe they're
01:07:42.179 --> 01:07:44.199
going to need a below deck principle one day
01:07:44.199 --> 01:07:50.199
that I could join. Okay. Last one here of the
01:07:50.199 --> 01:07:52.699
lightning round. You both have to answer for
01:07:52.699 --> 01:07:55.989
each other. And I'll just tell you that We now
01:07:55.989 --> 01:07:59.130
have a integrate this podcast guest playlist.
01:07:59.329 --> 01:08:03.610
So these playlists. But Shira, what would be
01:08:03.610 --> 01:08:06.550
Alicia's keynote walk up song if she's doing
01:08:06.550 --> 01:08:09.369
a conference for us tomorrow? And Alicia, what
01:08:09.369 --> 01:08:17.369
would be Shira's? OK, I got Alicia's. I'm going
01:08:17.369 --> 01:08:19.470
to go with I also really love this song, and
01:08:19.470 --> 01:08:21.250
I think it demonstrates a lot of our innovative
01:08:21.250 --> 01:08:27.119
values. The song is Try Everything by Shakira.
01:08:29.640 --> 01:08:32.119
I love that song, and it's also from Zootopia.
01:08:32.600 --> 01:08:34.899
Yeah, I was gonna say a Zootopia song. Yes, I
01:08:34.899 --> 01:08:38.920
love it. What about me, Alicia? It's my walk
01:08:38.920 --> 01:08:44.460
-up song. Well, I know, I always overthink things.
01:08:44.500 --> 01:08:46.880
This is why it takes a long time for me to answer.
01:08:48.279 --> 01:08:52.220
But I know that, like, I can see you dancing
01:08:52.220 --> 01:08:58.079
to it. I can see you dancing to it. I'm just
01:08:58.079 --> 01:09:00.220
having a hard time picking the song. Can I phone
01:09:00.220 --> 01:09:03.079
a friend? Can I phone a sister? No, come on.
01:09:03.100 --> 01:09:05.220
You want to ask me? I'm going to say. I'm going
01:09:05.220 --> 01:09:10.239
to ask you. How about this girl is on fire, Alicia
01:09:10.239 --> 01:09:15.159
Keys. OK. That comes in my head as well sometimes
01:09:15.159 --> 01:09:18.119
when I'm getting like, all right, here we go.
01:09:19.220 --> 01:09:21.470
That's what I'm going to say. They will both
01:09:21.470 --> 01:09:23.489
be able to play with it. Sorry, I don't know.
01:09:23.529 --> 01:09:26.590
Okay, I love that. And we'll send it to you too,
01:09:26.770 --> 01:09:30.590
so. Cool. Yeah, you know, we're kind of at the
01:09:30.590 --> 01:09:33.729
end here. I just, again, thank you guys so much
01:09:33.729 --> 01:09:36.149
for hanging out with us and having such great
01:09:36.149 --> 01:09:39.090
conversation. It's amazing how fast the time
01:09:39.090 --> 01:09:41.810
just goes by when, you know, you've got great
01:09:41.810 --> 01:09:44.869
people to talk to. So before we do let you go,
01:09:44.949 --> 01:09:47.960
I do want to give you a chance to plug anything
01:09:47.960 --> 01:09:52.739
that you have coming up, anything with Innovagis
01:09:52.739 --> 01:09:56.840
or websites or contact information, socials,
01:09:56.840 --> 01:09:59.479
that sort of stuff, and just give you that chance
01:09:59.479 --> 01:10:02.600
right here. Yeah. Well, of course, you can always
01:10:02.600 --> 01:10:06.039
reach Alicia and I. Our website is innovagis
01:10:06.039 --> 01:10:08.880
.com. You can reach Alicia and I at aliciaat
01:10:08.880 --> 01:10:12.960
or shiraat innovagis .com. I would say some things
01:10:12.960 --> 01:10:15.220
you should check out our website. There are a
01:10:15.220 --> 01:10:18.600
ton of resources on there. We also offer several
01:10:18.600 --> 01:10:22.100
leadership continuing education courses around
01:10:22.100 --> 01:10:24.739
leading future focused schools, around building
01:10:24.739 --> 01:10:27.600
community partnerships, special education leadership,
01:10:27.819 --> 01:10:32.380
MTSS. And this fall, we are offering a community
01:10:32.380 --> 01:10:35.960
of practice for school teams to join virtually
01:10:35.960 --> 01:10:39.800
to continue to build both skills that are important
01:10:39.800 --> 01:10:41.720
for young people. So if what we talked about
01:10:41.720 --> 01:10:44.420
today is of interest, feel free to join us and
01:10:44.420 --> 01:10:46.380
you can learn all about that on our website.
01:10:46.640 --> 01:10:49.619
And Alicia, anything else you want to add? No,
01:10:49.619 --> 01:10:52.119
I mean, you covered it. I think our our website
01:10:52.119 --> 01:10:55.779
in particular has lots of resources and like
01:10:55.779 --> 01:10:58.100
free resources to download, especially some of
01:10:58.100 --> 01:11:01.439
the things we talked about around community engagement
01:11:01.439 --> 01:11:05.500
today as well. Perfect. I've started a list of
01:11:05.500 --> 01:11:08.659
things to link in the show description, so we'll
01:11:08.659 --> 01:11:11.100
add all of those things and people will be able
01:11:11.100 --> 01:11:13.039
to just click on them when they are listening
01:11:13.039 --> 01:11:16.220
or watching the program. Awesome. It was so great
01:11:16.220 --> 01:11:18.819
to join you all today. We really hope people
01:11:18.819 --> 01:11:21.119
visit our website, pick up a copy of Leading
01:11:21.119 --> 01:11:24.119
Future Focus Schools, and just connect with us
01:11:24.119 --> 01:11:27.159
so we can continue the conversation. That's right.
01:11:27.560 --> 01:11:29.979
Wonderful. Thanks, Alicia. Thank you, Sheera.
01:11:30.439 --> 01:11:33.939
Thank you. Thanks for listening to Integrate
01:11:33.939 --> 01:11:36.779
This. Want to take your learning further? Head
01:11:36.779 --> 01:11:39.060
over to our YouTube channel for quick tutorials,
01:11:39.579 --> 01:11:42.520
deep dives, and more ed tech tips you can use
01:11:42.520 --> 01:11:45.949
right away. Don't forget to subscribe and catch
01:11:45.949 --> 01:11:49.250
new podcast episodes every Thursday on Apple,
01:11:50.090 --> 01:11:53.069
Spotify or wherever you get your podcasts. Until
01:11:53.069 --> 01:11:56.909
next time, keep exploring, keep innovating and
01:11:56.909 --> 01:11:58.170
keep integrating this.