On this point, we are failing as a nation. Though , only 1 in 5 and share the same racial or ethnic background. At the district level, .

Much has been written about the need to diversify the pipeline of future educators. Less discussed — and arguably even more important — is the reality that educators of color are thinking about leaving their jobs, or education altogether. They desperately need help, right here, right now.

Run-of-the-mill support won’t cut it. Faced with , leaders of color need guidance and tools specific to their experiences navigating the schools as people of color. When leaders of color thrive, so do and .

We are fortunate to have access to this type of support, regularly meeting with more than a dozen other men of color who work as school and district leaders through .

For us, coming together in community with a group of guys who get what we’re going through has been life-changing. We love our jobs, but sometimes they don’t love us back. This can be exhausting and demoralizing. Dedicated space just for us affords us the chance to reflect on our experiences and to exhale, regroup and re-energize our leadership. This experience is not the norm. 

These discussions are anchored in the , a flexible roadmap to help educators of color navigate leadership journeys. The research-backed tool articulates 10 essential competencies — knowledge, skills, mindsets, dispositions and behaviors — that interviews with more than 300 education leaders of color across the country revealed are most critical to their success. This resource is focused specifically on fostering resilience among educators of color and reinforcing steady, confident leadership in the face of many distinct challenges.

How can districts tailor similar development and support for educators of color?

In Atlanta, I (Dr. Hunter) lead many courses. For each essential competency, I’ve identified and created aligned professional development opportunities that enable our guys to unpack key concepts, pause and reflect on their responses to various scenarios, and get real practice being both proactive and reactive to a range of leadership dilemmas. Eighteen aspiring leaders come together once or twice a month for these sessions, which take place at the district office during the week and at the Georgia State University Principals Center on weekends. Leadership coaches also provide 1:1 virtual support.

As one example, take the Executive Stance competency. Mastering that just-right balance between confidence and humility is crucial when helping families feel secure in the face of a crisis or when asking staff to lean into new ways of working together. Being assertive without coming across as “aggressive” looks different for a man of color than it does for, say, a white woman. The goal is to empower team members to lead in ways that are true to their identities and will be received well by their communities. All leaders — especially those of color — need opportunities to practice to get their unique Executive Stance just right. The Atlanta Public Schools leadership team wants principals across the district hitting home runs when they’re on the job, and the best way to make that happen is by giving leaders as many at-bats as possible with all the curveballs we know are coming their way.

In Los Angeles, I (Dr. Nava) offer professional development to educators of color in alignment with the district ’s focus on cultivating a diverse, well-supported workforce. The district is unusual in that it runs a two-year principal induction program in house — the Los Angeles Administrative Services Credential program, which is approved by the California Commission on Teacher Credentialing. Participants serve in administrative roles, complete assignments at their schools and receive 40 hours of leadership coaching each year .Since 2016, 600 educators have participated in the program.

Men of color make up about 20% of the program’s participants, and many are responsible for managing athletics or school discipline. These are important functions for a school, but an educator who doesn’t have instructional leadership experience will not be prepared for the principalship. Through the program, I help aspiring leaders of color share their professional goals with their principals and advocate for opportunities to observe and practice instructional leadership. For example, a participant might request to assist the principal in executing a data review session with the math department and to shadow the principal before, during and after a subsequent classroom observation to more deeply understand the planning protocols and the coaching and feedback process.

If a principal is unable to provide on-site learning, I ensure that aspiring leaders gain meaningful experience elsewhere, such as by mentoring novice teachers or leading district-run training sessions. I pair this real-world practice with coaching, where I teach, model and dig into the essential competencies in ways that reflect each leader’s personal and professional goals. 

Overall, we both prioritize pushing leaders of color to engage in purposeful self-reflection around the essential leadership competencies. Having a conversation with oneself — by writing in a journal or reflecting aloud — can be really hard, especially when thinking about a mistake or misstep. But doing it surrounded by others who’ve been there and can help illuminate often-overlooked strengths feels safer. 

Most importantly, this work has reaffirmed for each of us a deep commitment to cultivating the next generation of leaders for American schools and society by promoting a more diverse and inclusive vision of extraordinary leadership. Our students deserve nothing less.

By searching for district communications and media coverage in each state from fall 2022 through summer 2023, CRPE identified districts publicly responding to AI last school year. We conducted more thorough research on these districts and .

Most of the reactions have revolved around ChatGPT, the large language learning model-based chatbot . 

Many large districts were initially wary of the new technology, with , and issuing , largely because of concerns over cheating. 

But many are adapting. New York City Public Schools , with Chancellor David Banks acknowledging a and a determination to “embrace its potential.” 

in Washington State reported that while it blocked ChatGPT to “get out ahead of it,” the district doesn’t plan to stop it long-term. In April, the district established a committee of teachers learning how to use ChatGPT to work on related policies.

In California’s , Superintendent Don Austin embraced ChatGPT’s potential to enhance learning and improve efficiency. Likening AI pushback to early resistance to calculators and the internet, the superintendent this spring to start using the technology. 

Supporting learning and emotional well-being

While most districts CRPE reviewed have not released precise plans for using AI, some are exploring opportunities. 

The introduced a tool called that functions like a literacy tutor that listens to students read and corrects mistakes in real time. The district piloted the tool at four schools last spring and had a small group of teachers experimenting with a tool to help create unit and lesson plans.

is piloting , an AI-powered “tutorbot” created by Khan Academy to give students individualized support across core subjects. The program , offering personalized prompts, diagnosing errors and helping students develop deeper reasoning skills, and gives teachers .

in Arizona and in Texas are piloting AI-enabled “early warning” programs that track student performance and send alerts if kids are off track. Mesa’s program collects academic, social and emotional data from teachers and students to predict up to three months in advance whether a student will pass or fail coursework. 

Creating new AI courses and standards

Other districts are designing curriculum to build students’ AI literacy. Most are in states creating conditions to help steward the advancement of AI curriculum. 

Baltimore County Public Schools an AI program at three high schools this year that will feature . The program is a byproduct of a 2020 state innovation grant, which funded district staff to develop curriculum and lead an advisory council.

In Georgia, the district is opening up a K-12, AI-themed that will provide progressively more sophisticated study of AI . This will in core subjects, and Gwinnett hopes that piloted lessons will spread across the entire district. The Georgia Department of Education worked with Gwinnett to write new academic standards so all schools in the state can launch their own AI courses.

A dozen districts in Florida, including those in the , are rolling out AI and data science programs this year in partnership with the , part of the university’s broader goal to infuse AI into K-12 curriculum across the state. The state is also providing funding to train teachers. 

Supporting teacher development

A small number of districts reviewed are using AI to strengthen teacher practice or generally orient educators to the technology as a teaching tool. 

This year, Spokane Public Schools in Washington, St. Vrain Valley School District in Colorado and Keller Independent School District in Texas an instructional coaching platform called that films classroom instruction and uses AI to offer teachers feedback and in developing an “action plan” to implement suggestions.

in Maryland launched training sessions this summer to help teachers learn how to incorporate AI into their lessons as part of a three-year agreement with nonprofit training partner aiEDU, which provides curricula and learning resources. 

Improving communications and operational efficiency

Districts are using AI to provide individualized guidance to students and parents. In April, the announced a chatbot to answer parents’ and guardians’ questions online and track whether issues were resolved. In August, unveiled a chatbot “student adviser” that provides parents real-time access to grades, test results, and attendance and assists its “” program. is one of many Arizona districts using , a chatbot digital assistant that helps students navigate the federal student financial aid — FAFSA — application. 

Districts are also using AI-powered technology to support safety and operational efficiency. in Florida uses AI to . uses AI-powered, self-driving floor cleaners, and in North Carolina uses AI to detect student illnesses as part of their pandemic response. 

Districts face essential questions about AI in 2023-24

A year ago, few districts or stakeholders were paying much attention to AI. Now, it’s clear that this technology will evolve faster than districts can develop formal training and guidance for staff. Leaders need to respond by thinking through how they train their workforce to responsibly use AI, and prepare for fundamental shifts in teachers’ roles and students’ opportunities in the coming years.

We suggest that districts:

• engage early adopter educators to discuss strategies and guidelines;
  
• communicate regularly and transparently with parents;
  
• train teachers on responsibly using AI; and
  
• partner with organizations, industry and higher education institutions who have AI expertise and can weigh in on best practices. 

We also urge state departments of education and regional associations to provide guidance and tools to help districts navigate AI. Students, parents, teachers and employers are looking to districts to do this well and to provide a learning environment that is both safe and reflective of the 21st century and beyond.