K-12 Education Policies

Montana, Maine, Alaska, Nevada, and Michigan recently joined the growing number of states with official AI guidance for K12—bringing us to 31 states and 1 U.S. territory. Common priority areas across these new state guidelines include: • Human-Centered Approach - Ensuring AI augments rather than replaces human capabilities, judgment, and decision-making, with educators remaining central to instruction • Data Privacy and Security - Protecting student data and ensuring FERPA, COPPA, and state laws • Ethical Use and Academic Integrity - Establishing clear policies on plagiarism, proper attribution of AI-generated content, and responsible use practices • Professional Development - Encouraging districts to prioritize professional learning for educators on AI tools, pedagogy, and classroom integration strategies • Transparency and Accountability - Communicating clearly with stakeholders about AI use, disclosing when AI is employed, and establishing responsibility for tool selection and outcomes • Equity and Fair Access - Ensuring all students and schools have access to AI technologies, preventing widening of the digital divide • Policy Development and Governance - Creating board-approved guidelines, acceptable use policies, and frameworks for ongoing evaluation and continuous improvement Notably, Maine and Nevada also include AI for Education resources like our Drafting a GenAI Academic Policy and AI in Education 101 for Parents guide. This state-level policy development reflects the need and activity already happening at the district level, with recent research showing that 68% of districts have purchased an AI-related tool. We're also hearing from partners that it serves as a catalyst where state guidance exists—motivating districts and schools to begin their own local AI policy development. For those who want to learn more, we’ve compiled all of the current state level guidance for K12 in a single resource which includes summaries and links for each individual state. There you can also find all of the AI for Education resources shared as part of various state level guidance, including: • Drafting a GenAI Academic Policy at Your School • AI in Education 101 for Parents • Top 5 Questions for GenAI EdTech Providers • An Essential Guide to AI for Educators (free course) • Prompt Framework for Educators: The Five "S" Model • Prompt Library for Educators • How to Use AI Responsibly EVERY Time • AI Adoption Roadmap for Education Institutions Link in the comments!

'In England over 1.57 million children and young people are identified as having special educational needs (SEN), over 17% of all pupils. The most identified needs are associated with Autism, Speech Language and Communication (SLC), and social, emotional and mental health. This group of children and young people are more likely to have experienced high levels of isolation, exclusion, and bullying'.... 'existing research indicates that having a Special Educational Need or Disability (SEND) can lead to increased risk of being criminally and/or sexually exploited within the UK' This is the final of 3 reports focusing upon #modernslavery by Modern Slavery and Human Rights Policy and Evidence Centre and focuses upon children and young people with SEND. As with most forms of #humanrights exploitation and abuse the most vulnerable in society are at the most risk of exploitation or least able to find support or a positive solution. They often have no voice or are not listened to. The report highlights that there is a paucity in data being formally collected and analysed: 'anecdotal evidence from our previous study suggests anywhere between 50- 80% of children and young people identified as experiencing exploitation, on practitioner caseloads, have some form of SEND' The report makes a series of recommendations that could be taken to provide support, raise awareness / training and to minimise common aspects like children and young people being isolated, the following relate to Department for Education: '1. All recommendations below indicate an urgent need for joined up government policy and approaches to modern slavery and harm to children and young people with SEND, more inclusive educational policy and an urgent need for implementation of improved support and additional resourcing for children and young people with SEND. This would support school leadership to implement the recommendations within their settings. 2. The Department for Education need to support all school leaders to have the resources, scope and guidance to create more inclusive, open spaces conducive to creating cultures of conversations which create important sites for early help and preventative intervention to address child exploitation. 3. The Department for Education needs to reduce the use of restrictive practices such as isolation through updated guidance of Reducing the need for restraint and restrictive intervention (2019) and its extension to mainstream educational settings. 4. The Department for Education needs to recognise that exclusion is a safeguarding concern and requires a multi-agency response, recognising that prevention via inclusive school policies is a protective factor. This needs to be recognised within safeguarding policies and guidance.'

The #1 most underutilized growth engine in youth sports? Parents. Too many directors treat families like spectators or checkbooks. They collect fees, sign up for snack shack shifts, maybe share a post or two. But here’s the problem: 👉 Your program can’t grow if only you are carrying the message. 👉 Directors burn out chasing awareness alone. 👉 Entire communities never hear about your program, because you don’t have enough voices in the game. That’s how you end up invisible. Low turnout at tryouts. Struggling fundraisers. Empty bleachers. And it’s not because your program isn’t great It’s because no one knows it exists. The solution? Parent Ambassadors. Here’s how to build a team of them in 30 days: ✅ Recruit 3 parents who are already connectors in your community. ✅ Give them a simple share kit: a monthly script, one graphic, one talking point. ✅ Assign a small, specific action: one post, one phone call, one flyer drop. ✅ Celebrate them publicly: make them feel like part of the team behind the team. The result? Your message travels farther than your own posts ever could. Families feel like stakeholders, not customers. And your program builds community momentum, not just participation. Here’s the truth: If parents only show up on the sidelines, You’re missing your biggest amplifier. Directors who activate families don’t just run teams. They run movements. — 🧠 Want real-world strategies for building connected, coachable, and culture-driven teams? Subscribe to Grow the Game, your leadership playbook for youth sports: 👉 https://lnkd.in/gFwgbm3t

#continuation #Parenting which is a process needs to be refined as and when the need arises. Continuing with yesterday's discussion on 21 habits of Parents, listing here the solutions and #healthier #parenting approaches : 1. Practice taking small steps with children while remaining emotionally and physically available. Encourage open conversations about fears and anxieties on both sides. 2. Shift discipline to private spaces, maintain respect, and address behaviour rather than labelling the child’s character. 3. Create judgement‑free spaces for children to speak openly. Listen to understand, not just to correct or fix. 4. Reframe mistakes as learning opportunities. Use curiosity instead of punishment to build accountability rather than fear. 5. Model accountability by apologizing when wrong. This teaches responsibility and reduces fear around mistakes. 6. Involve children in shared decision‑making. Guide them instead of overriding autonomy to build confidence. 7. Focus on individual growth, effort, and strengths rather than comparisons with others. 8. Express care without expectations. Avoid using personal sacrifices to induce guilt; acknowledge children’s unique journeys. 9. Actively name and normalise emotions using age‑appropriate language. Teach regulation instead of suppression. 10. Build respect through warmth, fairness, and consistency. Children respect when they feel safe, not scared. 11. Extend autonomy beyond academics to emotions, preferences, and values, recognising children as individuals. 12. Teach children that it is okay to say “no” respectfully in uncomfortable situations. 13. Model emotional regulation, naming feelings, and repairing conflicts so children learn through observation. 14. Separate parental self‑worth from children’s achievements. Focus on effort rather than outcomes. 15. Build emotional closeness through time, shared interests, and genuine involvement instead of expecting gratitude. 16. Acknowledge and validate present feelings even when answers are unclear, building trust and security. 17. Avoid glorifying suffering. Teach problem‑solving and healthy coping instead of passing down emotional neglect. 18. Align expectations with developmental capacity and offer support during stress through co‑regulation. 19. Respect boundaries as healthy individuation. Privacy and choice strengthen relationships. 20. Pay attention to what is being said, not just how. This shows children their voice matters. 21. Verbally express love through reassurance and affirmation to provide emotional safety. Hope this helps, dear Parents.

🚀 Key Takeaways from the Education Policy Outlook 2024 by OECD Education and Skills 👉 See: https://lnkd.in/dnTn6TaH 📍 A forward-looking analysis on reshaping teaching in the face of global challenges. Here’s what stands out: 📉 Addressing Teacher Shortages: ▪️Nearly 50% of school principals across OECD countries report teacher shortages hindering instruction—up from 29% in 2015. ▪️Factors: Ageing workforce (41% of teachers are over 50), declining student enrollments, and poor salary competitiveness. ▪️Solutions: Diversify pathways into teaching, improve working conditions, and restructure career progression. 🖥️ Adapting to Digital Transformation: ▪️Despite heavy investments, AI and EdTech tools are not significantly improving student outcomes. ▪️Teachers need digital fluency and pedagogical skills to integrate AI meaningfully. Collaborative co-design of tools with educators is vital. 🎯 Improving Teaching Quality: ▪️Shift focus from traditional tasks to fostering evidence-based practices and continuous professional development. ▪️Support for teacher well-being, mentoring, and innovative pedagogical methods remains key. 🌍 Global Megatrends Impacting Education: 1️⃣ Demographic changes: Ageing populations affect teacher supply and demand. 2️⃣ Digitalisation: Requires a balance between integrating technology and improving foundational skills. 3️⃣ Rising inequalities: Socio-economic gaps in digital readiness and educational outcomes remain significant. 📚 Vocational Education and Training (VET): ▪️Highlighted as a sector needing transformative AI integration to prepare for green and digital transitions. ▪️Projections show a 10% rise in demand for educators in VET and higher education by 2027. 💡 Recommendations for Policymakers: ▪️Develop robust evaluation frameworks to address disparities in teacher supply and demand. ▪️Invest in tailored AI-enabled decision tools for better resource management. ▪️Address gaps in teacher training and infrastructure for equitable digital adoption. 📖 Conclusion: To foster a thriving teaching profession, we need innovative, inclusive, and sustainable policies. From foundational skills to AI, teaching must evolve to ensure equitable, high-quality education for all. #EducationPolicy #DigitalTransformation #VET #AI #TeachingProfession EU Employment & Skills Cedefop European Training Foundation Eurofound EfVET European Association of Institutes for Vocational Training (EVBB) European Vocational Training Association - EVTA EURASHE eucen World Federation of Colleges and Polytechnics (WFCP) UNESCO-UNEVOC WorldSkills International National Centre for Vocational Education Research (NCVER) Teresa e Alexandre Soares dos Santos - Iniciativa Educação ENAIP Veneto Euro App Mobility Agência Nacional Erasmus+ Educação e Formação SEPIE - Servicio Español para la Internacionalización de la Educación Amanda Bickerstaff Ethan Mollick

Big shifts are happening in Career & Technical Education. The national framework is moving from 16 Career Clusters® to 14 Career Clusters® — a streamlined model designed to better reflect today’s workforce and tomorrow’s careers. For years, the 16-cluster model (developed by Advance CTE) has guided CTE programming across states, including here in West Virginia. But industries evolve. Technology reshapes jobs. Career pathways blur. And our frameworks must evolve too. So what changed? The updated 14-cluster framework: ✔️ Reduces redundancy ✔️ Better aligns with high-growth, high-demand industries ✔️ Integrates emerging fields (AI, cybersecurity, advanced manufacturing, sustainability) ✔️ Strengthens connections between academic standards and real workforce skills ✔️ Makes pathways clearer for students and educators This isn’t just a numerical adjustment. It’s a recognition that: • Energy and environmental systems are transforming • Digital technologies cut across every industry • Health sciences and human services increasingly overlap • Business, entrepreneurship, and innovation are embedded everywhere For educators, this means: – Revisiting course alignment – Reviewing pathway maps – Updating advisory councils – Rethinking how we communicate options to students and families For students, it means: Clearer pathways. Stronger alignment to real careers. More flexibility to move between related industries. For states and districts, it’s an opportunity to reexamine how we design programs — not just to “fit the cluster,” but to truly prepare learners for the modern workforce. As someone who works at the intersection of STEM, CTE, and place-based learning, I see this as an invitation. An invitation to: • Integrate industry context more intentionally • Build stronger employer partnerships • Design learning experiences that reflect the actual economy our students are entering Frameworks matter. But how we bring them to life in classrooms — that matters even more. What are your thoughts on the move from 16 to 14 clusters? How is your state responding? #CTE #CareerClusters #WorkforceDevelopment #STEM #EducationLeadership #ACTE #WVACTE

The Central Board of Secondary Education has officially launched the Parenting Calendar 2026–27 to strengthen the partnership between schools and parents and support students’ emotional, social, and academic well-being. Key Highlights of the CBSE Parenting Calendar 2026–27 1. Focus on Holistic Child Development The calendar is aligned with the vision of the National Education Policy #NEP2020 and moves beyond academics. It emphasizes: Emotional well-being Mental health support Social and life skills Parent-child bonding Inclusive education Resilience building 2. Structured Parent–School Engagement CBSE wants schools to conduct planned interactions throughout the year instead of only routine PTMs. The calendar includes: Monthly parent engagement activities Reflection exercises for parents Teacher-led discussions Workshops and awareness sessions Home-based learning support ideas 3. New Additions in 2026–27 Edition This year CBSE added important sections like: Inclusion & sensitivity for diverse learners Coping with changes in curriculum and academics Developmental parenting approaches Psycho-social support initiatives Awareness on evolving student challenges 4. Mental Health & Emotional Safety A major focus is student mental health. Schools are encouraged to: Conduct emotional wellness activities Create safe communication spaces Build parent awareness around stress, anxiety, peer pressure, and digital challenges Support children during academic transitions 5. Parenting Workshops Schools may organize: Positive parenting workshops Digital safety sessions Adolescent behavior understanding Communication skill sessions Emotional regulation awareness programs 6. Purpose of the Calendar CBSE says the goal is to create: A nurturing ecosystem Shared responsibility between school and family Better emotional resilience in children Improved student well-being and engagement Why This Matters This is a significant shift in Indian education because CBSE is formally recognizing that: A child’s growth depends not only on marks and curriculum, but also on emotional safety, communication, family support, and mental well-being. The calendar also indirectly puts responsibility on schools to take parent engagement and student wellness more seriously. Official CBSE Parenting Calendar PDF You can access it here: https://lnkd.in/dh_4XkSv #WellbeingWednesday: MSaarthi

We're preparing students for jobs that may not even exist yet. So why would we organize careers the same way we did 20 years ago? That's the thinking behind one of the biggest updates to career and technical education in more than two decades. The National Career Clusters® Framework has been modernized for the first time since 2002. Yes, one of the most visible changes is the move from 16 Career Clusters® to 14. But I don't think the number is the story. The "why" is. Over the past 20 years, artificial intelligence, automation, and emerging technologies have transformed nearly every industry. New occupations have emerged, while employers increasingly value durable, transferable skills like communication, collaboration, adaptability, critical thinking, and problem-solving. The updated framework reflects that shift by: - Better aligning career pathways with today's economy and emerging industries. - Recognizing that areas like Digital Technology, Marketing & Sales, and Management & Entrepreneurship are relevant across nearly every industry—not confined to a single career field. - Emphasizing transferable skills that prepare students for a changing workforce, not just a single occupation. For me, the biggest takeaway is this: We're moving away from asking students, "What do you want to be when you grow up?" And toward asking, "What skills do you want to develop, and what problems do you want to solve?" That's a much more powerful way to think about career readiness. Career exploration becomes even more important because students aren't preparing for one career—they're preparing for a lifetime of learning, adaptation, and opportunity. I believe that's the real story behind this modernization. How do you see career exploration evolving over the next decade? Sources Advance CTE – Modernized National Career Clusters® Framework: https://lnkd.in/gE-hQwBD Advance CTE – Framework Crosswalk & Implementation Resources: https://lnkd.in/ga8t3-5k #CareerReadiness #CTE #EducationLeadership #FutureOfWork #CareerClusters #WorkforceDevelopment #CollegeAndCareerReadiness #FutureReady

𝗣𝗿𝗲𝗽𝗮𝗿𝗶𝗻𝗴 𝗦𝘁𝘂𝗱𝗲𝗻𝘁𝘀 𝗳𝗼𝗿 𝗟𝗶𝗳𝗲, 𝗡𝗼𝘁 𝗝𝘂𝘀𝘁 𝗘𝘅𝗮𝗺𝗶𝗻𝗮𝘁𝗶𝗼𝗻𝘀 𝘈 𝘭𝘦𝘢𝘥𝘦𝘳𝘴𝘩𝘪𝘱 𝘱𝘳𝘪𝘰𝘳𝘪𝘵𝘺 𝘧𝘰𝘳 𝘊𝘉𝘚𝘌, 𝘐𝘊𝘚𝘌 & 𝘚𝘵𝘢𝘵𝘦 𝘉𝘰𝘢𝘳𝘥𝘴 Examinations determine ranks. Life determines outcomes. Bridging this gap is now a strategic responsibility for 𝘀𝗰𝗵𝗼𝗼𝗹 𝗹𝗲𝗮𝗱𝗲𝗿𝘀𝗵𝗶𝗽, fully aligned with the intent of the 𝗡𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝗣𝗼𝗹𝗶𝗰𝘆 (𝗡𝗘𝗣) 𝟮𝟬𝟮𝟬. While NEP calls for holistic, competency-based education, implementation on the ground still leans heavily toward exam scores, rote learning, and narrow performance metrics. To truly prepare students for the real world, school systems must deliberately expand their focus. Key life competencies that deserve structured integration: 🔹 𝗖𝗼𝗺𝗺𝘂𝗻𝗶𝗰𝗮𝘁𝗶𝗼𝗻 & 𝗮𝗽𝗽𝗹𝗶𝗲𝗱 𝘀𝗸𝗶𝗹𝗹𝘀 – articulation, collaboration, problem-solving 🔹 𝗘𝘁𝗵𝗶𝗰𝘀, 𝗲𝗺𝗽𝗮𝘁𝗵𝘆 & 𝗰𝗶𝘃𝗶𝗰 𝗿𝗲𝘀𝗽𝗼𝗻𝘀𝗶𝗯𝗶𝗹𝗶𝘁𝘆 – learning what is right for society, not just exams 🔹 𝗛𝗲𝗮𝗹𝘁𝗵, 𝗻𝘂𝘁𝗿𝗶𝘁𝗶𝗼𝗻 & 𝘄𝗲𝗹𝗹-𝗯𝗲𝗶𝗻𝗴 𝗹𝗶𝘁𝗲𝗿𝗮𝗰𝘆 – foundational to learning and long-term success 🔹 𝗙𝗶𝗻𝗮𝗻𝗰𝗶𝗮𝗹 𝗹𝗶𝘁𝗲𝗿𝗮𝗰𝘆 – budgeting, saving, compounding, risk awareness 🔹 𝗗𝗲𝗯𝘁 𝗮𝘄𝗮𝗿𝗲𝗻𝗲𝘀𝘀 – understanding productive vs harmful debt early 🔹 𝗗𝗶𝗴𝗶𝘁𝗮𝗹 𝗰𝗶𝘁𝗶𝘇𝗲𝗻𝘀𝗵𝗶𝗽 – online ethics, privacy, discipline, and responsibility For CBSE, ICSE, and State Boards, the leadership challenge is clear: ➡️ Move from 𝗿𝗮𝗻𝗸-𝗰𝗲𝗻𝘁𝗿𝗶𝗰 𝘀𝘂𝗰𝗰𝗲𝘀𝘀 𝘁𝗼 𝗰𝗮𝗽𝗮𝗯𝗶𝗹𝗶𝘁𝘆-𝗱𝗿𝗶𝘃𝗲𝗻 𝗼𝘂𝘁𝗰𝗼𝗺𝗲𝘀 ➡️ Align assessment with 𝘀𝗸𝗶𝗹𝗹𝘀, 𝘃𝗮𝗹𝘂𝗲𝘀, 𝗮𝗻𝗱 𝗮𝗽𝗽𝗹𝗶𝗰𝗮𝘁𝗶𝗼𝗻, not memorisation ➡️ Empower educators to focus on 𝘁𝗲𝗮𝗰𝗵𝗶𝗻𝗴, 𝗺𝗲𝗻𝘁𝗼𝗿𝗶𝗻𝗴, 𝗮𝗻𝗱 𝗶𝗻𝗻𝗼𝘃𝗮𝘁𝗶𝗼𝗻 The true measure of an education system is not how many toppers it produces. It is how many 𝗮𝘄𝗮𝗿𝗲, 𝗰𝗮𝗽𝗮𝗯𝗹𝗲, 𝗲𝘁𝗵𝗶𝗰𝗮𝗹, 𝗮𝗻𝗱 𝗴𝗿𝗼𝘂𝗻𝗱𝗲𝗱 𝗰𝗶𝘁𝗶𝘇𝗲𝗻𝘀 it prepares—ready to navigate life, work, and society with responsibility. NEP 2020 provides the vision. 𝗟𝗲𝗮𝗱𝗲𝗿𝘀𝗵𝗶𝗽 𝗺𝘂𝘀𝘁 𝗱𝗲𝗹𝗶𝘃𝗲𝗿 𝘁𝗵𝗲 𝗲𝘅𝗲𝗰𝘂𝘁𝗶𝗼𝗻. #NEP2020 #SchoolLeadership #CBSE #ICSE #StateBoards #HolisticEducation #FutureReadySkills #EducationReform #Leadership #India

California now has a model AI policy for schools. The districts that get the most out of it will be the ones treating it as a starting line. The Department of Education posted it in late June and sent it to superintendents on July 6. Expect county offices to build implementation guidance around it, and expect your board to ask where your district stands. Most cabinets will answer with a policy document. That is the right first move. The policy itself invites a second one. And that question is not staying inside California. The policy is stronger than most people expect. It says the educator of record keeps sole authority over final grades. It says detection software cannot be the sole basis for discipline. It gives parents the right to request human review of any AI output that informed a decision about their child. What it does not give you is a way to sort the next tool. Those rules cover the cases the working group could name. The one a vendor pitches your cabinet in October will not be on the list. One design move handles that. Before a tool goes anywhere near a decision, name its influence level. The framework I built for this work, the District AI Decision Architecture, names four. Informs. The tool summarizes or organizes, and a person makes the meaning. Board briefs, meeting summaries, translations. Recommends. The tool proposes options or next steps, and a named human owns the choice. Vendor shortlists, schedule options, draft family communications. Supports a decision. The output becomes part of a formal cabinet or board decision package, verified by a person before it moves. Budget models, enrollment projections. Acts on its own. The tool carries out a narrow, reversible, low-stakes task, with an audit log and an override. This one is already arriving inside platforms you own. The rule that holds them together: the higher the stakes, the less the AI may do. And one line never moves. Nothing decides about a student. Read the state policy closely and you will find the same line drawn three different ways. What makes this practical is that it travels. Your board understands it in ninety seconds. Your principals can apply it to whatever a vendor pitched them last week. Your counsel can map it to policy language. None of it depends on California. A district in any state can name influence levels this week, model policy or not. And every new use case that shows up next year gets sorted the same way instead of argued from scratch. Strong AI governance is not about slowing anything down. It is about keeping human judgment exactly where your community expects to find it, and being able to show them that on request. If a board member asked which of your tools already acts on its own, could your cabinet answer this week? Founder, CFC #EducationalLeadership #AI #Superintendent #PublicEducation #CFC