It seems like this summer just began, and we’re already seeing back-to-school sales and teachers readying their classrooms. A new school year brings an opportunity for a fresh start, and who better than our teachers to tell us what they think will improve teaching and learning in the coming school year.
A recent survey by Educators for Excellence (E4E), a national organization of more than 30,000 educators united around a common set of values and principles for improving student learning and elevating the teaching profession, digs into what teachers really think on two critical issues of our time: the science of reading and the role artificial intelligence (AI) in education.
Science of Reading
This upcoming school year, more districts across the country will be implementing instructional materials aligned to the science of reading based on new state legislation and local improvement efforts. In fact, 61% of surveyed teachers say their district has implemented new reading materials as part of this national movement. So, mission accomplished, right? Unfortunately, having great materials that translate into improved teaching practice is not automatic. In fact, only 26% of teachers indicate these new materials have changed practice very much.
So why this contradiction? Shouldn’t new materials lead to changed instruction in reading?
Teachers themselves indicate one of the key challenges. The E4E survey shows that educators do not feel that they have been supported to implement the new materials effectively, even though they have received some professional learning to do so. After all, we know instructional materials do not teach kids; teachers teach kids.
Policymakers can support improved instruction on the science of reading by improving the quality and quantity of professional learning that integrates instructional materials and science of reading that teachers receive. There are evidence-informed approaches to curriculum-based professional learning for leaders to consider, such as:
- Provide teachers with sustained and specific professional learning opportunities throughout the year and timely support when they have questions. Education leaders at all levels must acknowledge that learning how to use new instructional materials effectively is not done in one workshop before the school year begins. Teachers need follow-up from initial professional learning to fine-tune implementation of instructional materials.
- Integrate professional learning on science of reading aligned materials and pedagogy in day-to-day teaching where possible by using their actual instructional materials. This will help educators put theory into practice, and help teachers put together the puzzle pieces of pedagogy and instructional materials rather than adding that to their plates.
- Empower school leaders with dedicated professional learning on their unique role in supporting implementation of science of reading instructional materials.
Artificial Intelligence
Teaching and learning will also continue to be affected by the rapidly accelerating use of artificial intelligence in classrooms and communities across the country. It’s hard to believe that ChatGPT was just made widely available last school year. Only months later, using an AI assistant is routine for educators and students alike. We as a society are all grappling with what this fast-changing technology means for our workplaces, learning and social interaction. Teachers are no different.
The E4E survey shows, “While some teachers — 17% — are already confidently leveraging AI, and others — 13% — oppose its use in the classroom altogether, the majority of teachers exist somewhere in the middle. These teachers in the middle understand its utility, but they also cite the need for more training in order to implement it, they have concerns about its use, or both.” This is a ripe opportunity to provide teachers with vital professional development and support on how to use AI effectively. Educators will not only be major users of new technology, they will be training and monitoring the use of AI for their students. Ensuring they have the tools they need to be successful in their deployment of AI tools will serve as the first line of defense against unintended consequences. The social interactions between teachers and students, and among students as well, are at the core of the educational experience. This emerging technology should be applied with purpose to facilitate the deeper human connections that we know lead to student growth and improved learning outcomes.
Using high quality instructional materials—including those on science of reading—and AI are not mutually exclusive issues. With limited time and resources, school and system leaders should make meaningful connections between HQIM and AI. In the E4E survey, the most popular area in which teachers would like more training is on how to use AI to lesson plan and to differentiate instruction. Teachers want help on how and when to use the instructional materials they have—and ones they can access via AI—to maximize student learning. Moving beyond buzzwords to meaningful changes in teaching and instruction is what our teachers and students deserve this school year. Teachers are ready to take on these challenges if those in leadership roles are ready to support them.
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HMH core, intervention, and supplemental programs are rooted in the science of reading. Find out more about our evidence-based approach to teaching a child to read.
Discover best practices for integrating AI in the classroom.
