Teachers in America
Education is ever evolving. On Teachers in America, we connect with real educators and ed leaders to provide practical instructional tips and talk about the latest teaching trends to help you stay on the forefront of what’s new in education. Tune in to learn from educators who are embracing innovations, rethinking their approach, and focusing on what moves their students forward in learning and in life.
Teachers in America
Getting Started With AI Featuring District Leaders Kris Hagel and John Yellowlees
One Washington school district is putting AI into practice.
Today we're joined by Peninsula School District leaders Kris Hagel and John Yellowlees, who together are making education more accessible using artificial intelligence. Kris and John discuss their AI integration efforts: from helping teachers leverage AI tools for lesson planning and differentiation to encouraging students to explore AI and hone skills like prompt engineering. Plus, they provide insight on getting started with AI and setting principles for using it ethically.
Teachers in America profiles K–12 teachers across the country. Hear firsthand from the people who are shaping young lives in the classroom every day. If you or someone you know would be a good candidate for Teachers in America, please email us at shaped@hmhco.com.
What can we do to reduce workload, reduce burnout, reduce stress, and some of these AI tools can really help teachers save a lot of the time, of some of the minutia that they have to do for their jobs, and so that's been a huge. I think that's one of the huge reasons why teachers are embracing it so much is because they can see it.
Speaker 2:From paper and pencil to Wi-Fi and AI. Education is ever-evolving. On this new season of Teachers in America, we'll keep you on the forefront of what's new. We connect with teachers and ed leaders to talk trending topics and real issues, bringing you inspiring ideas that will influence the future of your teaching. Today, we're excited to welcome Dr Josh Starr to the Teachers in America team. Josh comes with a leadership background, having served as a superintendent of schools, and is currently a managing partner for the Center for Model Schools. This past summer, at the Model Schools Conference, josh had a chance to connect with Peninsula School District leaders, chief Information Officer Chris Hagel and Chief Academic Officer John Yeddlelees, who together are making education more inclusive using artificial intelligence. In this episode, they'll discuss how to integrate AI into the classroom and share strategies for using it ethically. Now here's Josh, chris and John.
Speaker 3:So, john and Chris, thank you for joining me. So first, how are you enjoying the conference?
Speaker 1:I would say the strong focus on pedagogy in all of the sessions and throughout has been really impressive to see so far.
Speaker 3:Yeah. So that's great, and that's what we try to do is focus on teaching and learning. So this is where I think that you have something to teach us about how you can use AI to actually improve teaching and learning, because what I've been seeing in the conversation oftentimes is people may be a little afraid of it that it's going to somehow hurt teaching and learning, because what I've been seeing in the conversation oftentimes is people may be a little afraid of it, that it's going to somehow hurt teaching and learning, but you all have taken a different approach. This could actually elevate and improve teaching and learning and take it to the next level. So talk about what you've been doing in the district.
Speaker 1:Sure. So we started out. We actually had teachers that were working through some learning around AI even before ChatGPT got out. So in the spring of 22, we had a cohort of teachers that were taking some facilitated professional learning through ISTE on some of the AI tools that were available at that time. And we look back at them now and they were pretty rudimentary at the time but they really seemed like they were the forefront of Like what kind of tools?
Speaker 1:Just some very, very basic text generation or image creation tools, more on the machine learning side of artificial intelligence, so things that machines can learn from the data that's out there. It was really just a dip our toe in to see what's going on, to make sure that we're staying in front of what might be coming. But at that time I think we thought we were. We were looking at something that was going to impact us five years down the road, not three months down the road.
Speaker 3:So, but you had you said you had teachers that sort of started doing it. So has this been a teacher led initiative or is just in collaboration with teachers? Cause it's always powerful, I, when leaders at the central office level are saying, hey, let's actually see what real live teachers in real live classrooms are doing. So talk a little bit about that process of how you've gotten teachers involved.
Speaker 1:Sure. So yeah, we're kind of in an interesting place where, unfortunately for us and our district, we had to make some significant budget cuts last year and so we lost a lot of our central office instructional facilitation. A lot of those people were put back in the classroom because we needed to cut about 8% of our budget, and so we've relied really on this being a teacher-led initiative. I mean, we steer it and guide it in a certain direction, but for the most part it's taken on by a group of, I would say, 30 to 35 teachers in our district that really are passionate about it and see the future, and then we just kind of help make sure it goes in the right direction, as they, you know, they start talking and developing and thinking through what this looks like in the classroom.
Speaker 3:Yeah, it's interesting how the crisis of a budget cut can create an opportunity, right? So, john, is the CAO right? How were you, if Chris is starting to come to you and say, hey, teachers are starting to do this interesting stuff? And you got to report to the superintendent and the board and you got to think about, okay, let's bring some sense and order to this so that people aren't just doing whatever they want with this new tool that we still don't really know what it's going to do. So how did you then approach how AI should fit into, sort of the larger environment of the school system?
Speaker 4:Yeah, well, I think it really fits nicely with our work around UDL. We've had an initiative for the past six years, I believe.
Speaker 3:And for UDL. Just talk a little bit about what UDL is Universal Design for Learning.
Speaker 4:So it's really providing students multiple means to access content, to engage in the content, represent their learning. So as part of a broader MTSS initiative that we started about six years ago, we started a weave in UDL as really a means for all students to access content grade level content in a meaningful way. So the more we were working on UDL and as AI emerged as a potential tool to really help that and provide teachers with that, that's kind of where the integration occurred and where the connection with teaching and learning really took place and what?
Speaker 3:what was the response? I mean, what were? So you got? You got your sort of leading edge teachers who are saying, hey, we got to do some stuff with this, guys, let's make it happen. Then you got others who are probably sitting there like I can't deal with one more thing, right. So how have you been able to? What was the response? You started integrating this with udl and started rolling things out.
Speaker 4:I think there's definitely, as in all cases, some early adopters and those that are a little more reluctant and kind of this too shall pass, kind of mentality. And as we began that work this time last year really was engaging in professional learning with our teaching staff, that prior connection, that prior work we'd done around UDL and some of the resources that we've since provided to teachers that are pretty accessible for educational purposes around.
Speaker 3:AI, but how do you deal with quality control?
Speaker 1:Yeah, so that's one of the things and I don't want to speak for John's whole team, but I know I talk to them quite a bit and that you know in those conversations we've been having, is this just another problem that we're generating?
Speaker 1:for ourselves now with all of this content. That's not as quality. It's a little different, though, because you know teachers are actually targeting towards our curriculum, targeting towards the standards that we need to be meeting, not just, you know, downloading the neat cool worksheet out there, and so you know we've, we have some more work to do, and I know that his team is working on that and how we'd vet some of this content.
Speaker 4:But yeah, it's. I think Chris and his team have done some great work in professional learning around prompt that so say, for example, if we're utilizing that or a different tool to generate a behavior plan for a student, for example, the prompt engineering piece and what we're putting into AI is critical, but then sitting down and reviewing what that spits out in terms of, in this case, a behavior plan, with the entire team and those who have expertise around the table is critical.
Speaker 3:Right, I've been, as I've been diving into AI a little more and reading Ethan Mollick stuff and Ezra Klein did some great podcasts that kind of introduced me to some of it.
Speaker 3:This notion of prompting I'm kind of obsessed with this notion of prompt engineering, because it seemed like the intentionality and deliberateness of understanding the question you want to ask and the problem you're trying to solve is, to me, what seems to be the real power of AI, not just the ability to spit information out. So like I'm curious how you actually teach people, how you teach adults that, and I'm also curious about the application for kids for that.
Speaker 1:Yeah, so there's been some good work out on this.
Speaker 1:Like I took and transformed a a course that a professor from Vanderbilt put together on prompt engineering and I took that and his course was 10 hours long and I took it and brought it down to four hours for our cabinet and we did that for adults.
Speaker 1:And then I had one and then one of our AI teacher or teachers that have been really passionate about AI he took my work and then moved it down to a 45 minute lesson that he could do in a staff meeting, if you know when the principal gave him 45 minutes. So you know, it's, it's a skill and it's also, you know, we have a lot we're having a lot of conversations about. You know, is this something that's a skill that we're going to need for a long time, or is this a skill that we're going to need for a little time, like as AI gets better, or is this still going to be something we need For right now? It sure looks like it, and so we're trying to teach it to teachers who are trying to then, you know, teach it to staff. There's some great resources out there. There's organizations that are putting out some really nice frameworks around writing good prompts easy for teachers to understand, to follow and figure out how to you know out how to write a good prompt to get a good response back.
Speaker 3:Right, right, I mean one of the things I've been thinking about. You know, when the coding craze started 15 years ago and coding could be the next coal mining. I think about that with prompt engineering, like, how do you keep people understanding that this is going to be generative? Right, it's going to constantly be new. We've got to constantly be on top of it.
Speaker 1:Yeah, there's a topic or there's a conversation going on right now that I think is really going to be fascinating to watch over the next year, and that's whether I guess, to say it the easiest way is the next coding language going to be English, Because that's what it seems like it's going towards. Maybe it's not the nuts and bolts of where to put colons and commas and everything in a programming language, but how to really say something in very clear and detailed language to get AI to do what you want it to do.
Speaker 3:So a totally different kind of literacy, yeah. So how do you, if that's the case? So this is where I'm curious, like, and from the CAO perspective, when you thinking about more broadly so how do you start integrating that kind of thinking into teaching and learning and curriculum for kids so they can, because they're going to be the ones that are doing it in 2035 and 2040 and 2050 and 2060, right, and they're going to be doing a year region in the Seattle area, right, where you've got a lot of tech. So how do you teach kids to start?
Speaker 4:thinking that way.
Speaker 4:Well, you can chime in on this too, chris but I think on a smaller scale that's what some of our teachers have been doing.
Speaker 4:So we've involved some teachers in some professional learning over the past year, year and a half and some of the same modules that Chris was talking about in terms of those that we administered to our leadership team, principals and others.
Speaker 4:Teachers are then taking that prompt engineering piece and working with their kids. So we have a teacher at one of our middle schools, for example, who is working with kids and students on that prompt engineering piece. So what do you put into chat, gtp to get the response that you're looking for, and really kind of analyzing that and working through that with students, not just the final product but the work that leads up to that final product, say for a social studies assignment that might be administered. So, on a small scale, our teachers are working on that. Those that we've been meeting with are really, again, pioneers in this field but have talked with us quite a bit about how do we expand this more broadly so that all of our staff are getting same professional learning, and that time for professional learning and expanding that training is really kind of the challenge that we face now so what's, what's been the response from kids?
Speaker 3:and I'm also curious about the response from parents too, if you've seen anything with it yeah, chris can speak to that.
Speaker 4:He did some um. Great sir gathered some great survey data last year on that very topic yeah.
Speaker 1:So, um, we we did when we, when we started bringing teachers together last year, we really wanted to collect data and get feedback from the teachers on how this is going and with the kids on how it's going. Kids have, of course, they have kind of an excitement, but also a hesitancy. We're also starting to see more this year of a Some of the kids really being thoughtful about. You know, I really want the things that I write to make sure that they sound like me and I don't want to be the one that uses, you know, just doing this because it's the easy way out. So you kind of get the both sides of that coin.
Speaker 1:You know, some kids really just want to get their project done and get it, or it's like they always have. There's others that are really becoming a little bit more resistant to using AI in some cases because they want to make sure that their voice is heard and that they you know what they say and what they turn in or what they. You know, a lot of kids were last year were thinking like, oh, I'm just going to use this on my college applications, I'm going to use this for everything that I just need to turn in and get it over with. And now kids are kind of rolling that back and saying, no, I want to, I want to, I want to do a better job than what I'm going to get.
Speaker 3:That's fascinating, Right Cause so that and I want to make sure I get this right so so, the assumptions that we as adults have about how kids might use it cheating oh my gosh. Oh, it's easy. You're actually seeing something different because, like no, I want my voice to be included. I think it's really fascinating. So do you have student voice in how you think about all this? Do you engage kids in it? Because, again, I think it's oftentimes as adults, our assumptions about how kids are actually going to respond and what they're thinking may be totally different. So how do you get them activated and helping you think this through?
Speaker 1:Yeah, we've spent a lot, so we did a lot of survey data last year and then this year we've kind of done more on the focus group side. We've talked about AI. Our superintendent has a student advisory council. We've done it there. I've been in meeting with leadership team or teachers and their kids. We also have another group of kids that are going through a teacher apprenticeship program at the high school and I sit down with them regularly because their teacher is big and making sure they're prepared with the AI tools that they're going to need moving forward, and so I have a lot of conversations with the kids. That's how we get some of this feedback around what is you know, how are they feeling and what's going on.
Speaker 4:I've done some real intentional work at one of our high schools, our alternative high school this year with AI and UDL, and I think, like Chris was speaking to that, rather than surveying that, sitting down with students, that focus group type environment, you get a lot of really powerful feedback from that rather than sending out a survey. So, um, and we, we utilize that as we as we move forward.
Speaker 3:So what's?
Speaker 4:but what was like most surprising that the kids said said to you in this I think, like Chris, was alluding to just that desire to have their own voice come through, rather than it be something generated for them on behalf of them. So I think that and we've, you know, done some other innovative work in the district around cell phone usage and or lack thereof, and we make assumptions as adults that this is not what, you know, students want. But when you actually sit down with kids, whether it's the AI or the cell phone piece, the reports we get back are you know, this is great. We having not having cell phones, for example, in the classroom, has allowed us to engage more with our peers and attend to instruction, and the same is true with the conversations we've had around AI.
Speaker 3:Yeah, it's amazing how kids end up rising to a level when they're engaged and interested in all that.
Speaker 2:Learn about more leading edge ideas and best practices at the 2025 Model Schools Conference. Join us from June 22nd to the 25th in Washington DC to hear from epic educators, model schools and innovative districts from across the country. Come out and connect with a community of dedicated educators just like you. Be sure to secure spots for you and your team today.
Speaker 3:So let's talk about scaling a little bit. Let's talk about different applications, I mean, and particularly getting to the idea that you've got a lot of different kinds of kids. Right, they come out, and this is where the UDL piece. But talk more about how you're thinking about scaling and particularly meeting the needs of diverse learners, whether they're neurodivergently diverse, whether they're speaking another language, you know, whatever the case may be, that's one of the challenges that we want to make sure these kinds of tools are equally accessible to everybody. And how are you approaching that with, you know, integrating AI at UDL?
Speaker 1:So I think from you, know from a, I think the easiest way to start with that is probably from the lesson planning standpoint. One of the things with UDL that we heard as you know, we're getting teachers up to speed and getting them implementing UDL practices in the classroom is that it takes a lot of work. It takes a lot of time to build these lessons that work for everybody. Utilizing AI, you can do a much. You can do that much faster. To do more personalization. We started working on some training with some of our teachers this year on building their own AI tools to help them personalize really down to the student level, taking preferences from the kids on how they like to learn, what are the mediums that they like to use to learn with, and then having teachers be able to design lessons specifically for those students. There's some really positive work going there.
Speaker 3:So when I think about differentiation, some of the old model or when I say old, the current model is. Well, take the unit assessment test or the growth measure, do the item analysis? Look at it right. So there's this question of the kind of data you would use to differentiate lessons other than student preference or what you know. So what kinds of data gets put in to that conversation so that the teacher is then using the tool to differentiate appropriately?
Speaker 1:I think we're still a little.
Speaker 1:You know, one of the things that we're still unsure on is some of the data privacy pieces and how you do this safely, and so we're trying to do everything we can to still do it in a manner. We're working on some tools that we think we've figured out most of the data privacy pieces, and those will roll out next year. But for this past year, what we've been doing is things like using nicknames and tying it to data that kids have. You know, not putting in student numbers and their you know, their screening scores or what, any of those types of things, because we're still not comfortable doing that in any safe environment. But we I think we will be next year and I think it's a future of what we're going to see moving forward, and so, yeah, we're really working on what are the kinds of things? Right now it's more of the, you know, do you prefer teacher lecture? Do you prefer reading this? Do you prefer watching a video? You know those kinds of less sensitive pieces of information as you're building out lessons.
Speaker 4:Yeah, I think in general. You know, we know that every classroom there's a wide range of variability, so it's more of that proactive. So differentiation I'm kind of differentiating in the moment based on the students I have in front of me UDL is really that more proactive approach to say that here's the standard we're working on today and before I start the lesson, here's a number of ways that kids can engage in the learning. So there's a wide range of options for students to engage in the content that's related to the standard, then a range of options for them to demonstrate their learning. So it's not the traditional sit and get, I'll do some differentiation. Then everyone will produce an essay at the end.
Speaker 3:Sit and get, I'll do some differentiation and everyone will produce an essay at the end. Yeah, no, that's. That's interesting, and I do think that the next level is going to be this this, the data privacy issues to then connect it to some of the you know quantitative data we have. But you'll be well prepared for that, it sounds like. So part of what I'm also really curious about is the there's a change management process going on here. I'm really curious about that, and I also want to talk about the policy environment. So first talk about just like how you approach this from a change management perspective, to be seen as something that, like, you're leaning into, not resisting, and is not just like one more thing, but it's like, hey, this actually can help us solve it. So like, how have you led the change management aspect? And then I want to talk a little bit about policies.
Speaker 4:Okay, I can start. Yeah, I think that integration is key, you mean, integrating into something existing.
Speaker 4:So I think to your point of seeing it as one more thing. As we started our MTSS work, we talked about this a little bit in our presentation today. Six years ago, udl wasn't really something we were focused in on as part of our MTSS framework. So as we made that, as we learned more about that and integrated it and it's kind of now a foundation of our MTSS work and teaching and learning as AI became more prevalent, we decided this cannot be another thing in addition to what we're doing and it really has to be integrated. So we're integrating it into the work that we do. We're just planning our administrative retreat for August and, rather than have standalone AI learning, we will integrate that into everything that we do with our principals and expect that our principals integrate that into everything that they do.
Speaker 3:So it becomes an accelerant almost. So it becomes an accelerant almost. Yeah, so let's actually I'm really curious about that with leaders, because I've been wondering about, at the leadership level, what kind of AI tools we should be looking at to help adults do their work better. Have you all been thinking about that? Yeah, a lot we could do a whole other podcast on that.
Speaker 1:Maybe we should. Yeah, we're doing a lot of like just operational work around that right now, too, should. Um, yeah, we're we're doing a lot of like just operational work around that right now too. Um, trying to get.
Speaker 1:One of the big things, when you start really digging into how you're going to make change across your entire organization and utilize ai is how do you prepare all of your data across the entire organization to make it accessible? Um, so, there's a lot of work that we're doing now, um, specifically operational departments, moving things in the right places so that we can build upon that. Um, so, yeah, it's, it's. It's a big change, and one you have to lead everywhere, throughout the entire organization.
Speaker 1:One of the things I wanted to talk about as far as change is concerned is you know, we've taken this ai and we've looked at it a little differently than we historically have. Um, some of that we alluded to earlier. With the financial constraints we're in right now, normally we would say, all right, this is what we're doing, we're going to bring in speakers, we're going to get people trained, we're going to do that, and we don't have that ability right now, and so we're trying to figure out how to lead with teachers being passionate about it and we're seeing huge uptake and so, you know, because we also have this focus with our teachers association around teacher wellness this year. So what can we do to reduce workload, reduce burnout, reduce stress, and, you know, some of these AI tools can really help teachers, you know, save a lot of the time, of some of the minutia that they have to do for their jobs, and so that's been a huge. I think that's a huge.
Speaker 3:one of the huge reasons why teachers are embracing it so much is because they can see it and see the actual reduction in some of the things they have to do and the fact that the reading too right is so powerful, because what we've seen and I won't go deep into James C Scott's book around the seeing like a state, but there are all of these examples of how people at the top, or people you know, think that something's going to work and the people at the ground are like this isn't going to work. And when you engage them, you actually design a much better solution. So let's talk about policy for a minute, because that is something that when I talk to superintendents and CAOs around the country you know and I say, what are you doing with AI? They're like well, we're not letting kids use ChatGPT. No one wants us to cheat. You've taken a totally different approach. So talk a little bit about how you constructed kind of a policy environment and guidelines around this.
Speaker 4:I'll let Chris speak to that. I mean, I think a big focus for us from the teaching and learning standpoint has been the ethical use of AI. Chris was kind of a leader in that respect in terms of generating some philosophy and belief statements around AI last year.
Speaker 1:So philosophy and belief statements Talk about that we had pulled teachers out of the classroom a couple times last spring and they said you know what? We really need the district to come together and say something going into next year about what do you believe AI should be in the classroom?
Speaker 3:So like your values and so like any good technologist I took.
Speaker 1:There wasn't a lot written at the time. So you asked ChatGPT. I absolutely did and I'll tell you how. So right then it was about the time when the US Department of Ed came out with their Teaching and Learning with AI document.
Speaker 1:Cosen and the Council of Great City Schools had put out another document on AI in education, and so I read through those, picked out the highlights that were important, and then I took all of the highlights and put it in chat GPT and said come up with a rough draft of this, you know, as far as a school district belief statement around AI in the classroom. And so we then took that, of course, that rough draft, and, you know, ran it through teaching and learning staff and then back to the teachers and said what do you think? And then we all everybody made some edits and that's what we published this year and then on our website you can actually see the citations of the conversations from chat GPT to how we got to where we are, so you can follow along the whole thing. And that has led to a lot of other assistance we've been providing both in our state and nationally. We've, you know we're that principles and belief statement is used in, I think, at least 10 different states across the country.
Speaker 4:It's awesome.
Speaker 1:Yeah, I keep getting Google alerts from other districts that are just crediting us and adopting it. Almost standard.
Speaker 3:What I love about your story, though, is that you started with your own shared values and to say, ok, here's the shared values of our district and here's our beliefs about what it should be, and then you build the policy on top of it. That's really powerful. So if people are just taking it from you rather than doing it on their own, it may actually miss the mark, frankly.
Speaker 1:Yeah, it might, but there's a lot of superintendents that will call us and say, hey, where do we start? And I'm like you know there's a lot of superintendents that will call us and say, hey, where do we start? And I'm like you know what? If nothing else, just take the one off our website and take that one, Just get started Speak at model schools. There you go, that's it All right.
Speaker 3:So we're going to wrap up. I just have one question and then one bonus question. Well, actually two quick questions what's been the biggest surprise or or learning that you've had, like realization that they've had in doing this? Um, and what is like just a quick advice you have for others other than just, you know, download your principles like what, what's so, what, what's been the biggest surprise and what advice do you have for others? And then I have a quick bonus question for you.
Speaker 4:Want to go first. Sure, I think. Biggest surprise I did not realize how effective this would be in terms of, as we started our UDL work, really integrating with UDL, and we've just seen teachers and I think primarily of our, some of our special education teachers really utilize this as a way to be inclusive and create more inclusive learning environments, working alongside general education teachers for our students with disabilities, and that's happened within a 12 month period. So that was surprised me, a pleasant, pleasant surprise.
Speaker 3:All right, chris. What's? What's been the biggest surprise?
Speaker 1:I think teacher adoption really, once they once they see just a little bit of how it can help, how deeply they'll jump in and dig into it Once you open the door and say, yeah, we want you to do this, feel free to explore and figure this out, and how quickly and deeply our teachers will embrace it and figure out. You know what's going to work in their classroom and they really appreciate being a part of the conversation as we're building it, because nobody really knows what two weeks down the road or two months down the road or two years down the road is going to be. But if you're digging in now and taking part now, you can help build what that's going to look like two years from now. So you can be a part of those conversations. And so I think our teachers really have embraced that moving forward Right.
Speaker 3:So what's your one word of advice for folks who are dipping their toe in the AI water?
Speaker 1:Get started. You got to get started. There's still so many people that call and want to know how to get started and there's no roadmap. So just figure, just try something. Something you're not going to hurt anybody if you don't get it right the first time you learn the work by doing the work.
Speaker 4:Yeah, yeah, I'd say the same thing don't be afraid to get started. You will make mistakes and and learn from those and um continue to build capacity.
Speaker 3:But you have to start somewhere all right, quick bonus question what is the most joyous thing you saw in schools this year?
Speaker 1:I would say we just did a tour with our Washington Association of School Administrators one of their leaders who's going to be leading AI work and we toured a bunch of classrooms and just the joy on kids' face when something clicks for them that has never clicked before, be that in a high school resource classroom or even in an elementary classroom Just things that have never really made sense and the use of AI has helped them to just finally have something. Just finally click and go oh yeah, I get it now, it's just that light bulb.
Speaker 1:What about you?
Speaker 3:Yeah, you've got a little more time to think about it. Yeah, I know it's hard to choose.
Speaker 4:With the end of the school year, it's been, you know, a couple of weeks of really being out in buildings and then of your graduations and celebrations, and I'm thinking to the, you know, just seeing some of the highlights from some of our schools. At one of our elementary schools, a group of students with their teacher released a balloon up into the atmosphere and just seeing the kids out in the field and the celebration around that and the curiosity and there was that paired with kind of you know it's the last week of school and field days and so just a great way to wrap up the school year.
Speaker 3:Yeah, those are fun. Well look, chris John, thank you for joining me today in this episode of Teachers in America. Great conversation, a lot for people to learn. I love it. Just get started right. Just start doing. It Sounds like you all I know you're all doing really cutting edge work, so I appreciate you sharing it with us and glad to see you at the conference and we'll keep talking. So thanks for joining me today, thank you, thank you, appreciate it.
Speaker 2:If you or someone you know would like to be a guest on the Teachers in America podcast, please email us at shaped. At hmhcocom. That's S-H-A-P-E-D. At HMHCOcom. Be the first to hear new episodes of Teachers in America by subscribing on Apple Podcasts, spotify or wherever you get your podcasts. If you enjoyed today's show, please rate, review and share it with your network. You can find the transcript of this episode on our Shaped blog by visiting HMHCOcom. Forward slash shaped. That's HMHCOcom. Forward slash S-h-a-p-e-d. The link is in the show notes. The Teachers in America podcast is a production of HMH. Thank you to the production team of Christine Condon, tim Lee, jennifer Guadalupe, mio Fry, thomas Velasquez and Matt Howell. Thanks again for listening.