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Many thanks to those of you who attended today’s Monday.com WorkForms training with Cristina Farah. Once she sends the video recording and slides, they will be posted on the R10 Connect Monday page.

To facilitate future Monday trainings on topics that you need/want to know about, please complete this form (Future Monday Training Request), which will also be posted on the Monday intranet page linked above.

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https://www.juliewinklegiulioni.com/articles/the-magic-of-assuming-positive-intent/

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You've likely heard the old story about a driver on a dangerous, winding, narrow road who barely escapes a head-on collision when another driver comes at him swerving from around a blind bend. That oncoming driver gestures wildly and yells, 'pig!', inspiring an angry response... until the original driver rounds the corner to discover a large pig in the middle of the road and realizes that he had been warned - not insulted.

How frequently does this silly tale play out in the workplace? Today's highly polarized environment teamed with unprecedented levels of stress and burnout have left many of us tender, reactive, and prone to make our own decisions about the motivations of those around us. In some cases, there seems to be societal momentum that carries us toward negative assumptions and responses. And these internal processes affect the person making those assumptions and those around them.

What if we performed a mental reset and made assuming positive rather than negative intent our default instead? Imagine the positive effect on:

Stress, mental health, and physical wellbeing

Trust, communication, and relationships

Business results (like quality, collaboration, innovation, and service)

Assuming positive intent isn't about playing Pollyanna or seeing the world through rose-colored glasses. It's not about rolling over, being weak, or not acting when necessary. It's a deliberate mindset shift rooted in the understanding that we can't read the hearts of others and, as a result, must learn about their motivation rather than assign it. It's the discipline of withholding judgement... until there's something concrete to judge. It allows us to interrupt the knee-jerk reaction to assign malintent and, in the process, preserve precious mental, emotional, and relational resources.

Last week, I was removed from an invitation to a client meeting that had significant implications for my work with the organization. I felt excluded, marginalized, and disrespected. It would have been easy to stew in those emotions and imagine the behind-the-scenes motivations. And it would have been destructive. Because within hours, my client contact called to apologize, explaining that the team had realized they didn't have their act together and didn't want to waste my time while they figured things out. We scheduled a meeting for the following week when they'd be better prepared - and I discovered their positive intent.

Imagine the number of instances like this that occur every day. The potential for negative assumptions and the downward spiral that follows is extraordinary. Equally extraordinary, however, is the magnifying effect of leadership behavior in this regard. Leaders who want to cultivate a culture of assuming positive intent within their groups can start with these three strategies.

Model it - Employees follow a leader's example, so master the art of assuming positive intent. When confronted with issues yourself, consciously take a breath, check the stories you're telling yourself, consider the broader context, play out the negative consequences of negative assumptions, invoke your curiosity, and lead with questions to avoid jumping to destructive (and likely inaccurate) conclusions.

Coach it - Actively help employees look at challenging situations through a different lens and to reframe emotionally-triggering situations with questions like:

What positive experiences have you had with this person?

What challenges might they be experiencing?

What positive reasons might exist for the behavior?

How might the situation work to your benefit?

How can you uncover the real - rather than imagined - motivations for the action?

Broadcast it - Finally, find ways to build examples of positive intentions into the culture. Share stories of personal misconceptions, offer examples of misunderstanding (and those that were averted), and invite others to do the same. Seeding the group narrative with positivity can begin to rewire the habitual thought patterns that our modern world seems to have instilled.

Until the intent becomes visible, assume that it's positive. It's kinder to yourself and others to interrupt the debilitating downward spiral of negative assumptions and instead hold the space for positive thoughts and outcomes. (And don't worry, there will always be plenty of time to respond differently if you discover that the metaphorical 'pig' message from someone was actually an insult rather than a warning!)
This post originally appeared on SmartBrief.

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The Magic of Assuming Positive Intent - Julie Winkle Giulioni

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Today's highly polarized environment teamed with unprecedented levels of stress and burnout have left many of us tender, reactive, and prone to make our own decisions about the motivations of those around us. What if we performed a mental reset and made assuming positive rather than negative intent our default instead?

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https://www.cnbc.com/2023/04/14/dont-say-how-are-you-ask-these-questions-instead-says-happiness-and-relationship-expert.html

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https://www.bamradionetwork.com/track/how-we-can-lead-our-schools-more-efficiently-through-this-part-of-the-school-year-can-chatgpt-help/

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For all the quiet kids (and ex-kids) out there...

-Jessica G

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Kimberly White | Getty Images

If you notice introverted children keeping to themselves, concentrating overly deeply or staying quiet in public settings, don't panic.

Some of the traits that can make parents think something's wrong with their child may actually be "hidden superpowers" that make for successful adults, says bestselling author Susan Cain.

Cain, a renowned TED speaker and lecturer, has written extensively on the experience of introverts, ranging from workplace settings to the lives of teens and kids. In her 2017 book "Quiet Power: The Secret Strengths of Introverted Kids," for example, she implored parents and teachers to embrace their kids' differences, rather than forcing them into extroverted tropes.

About 56.8% of people around the world identify as introverts, according to a global sample of Myers Briggs Type Indicator results published in 2020.

That doesn't mean more than half of the world's population is quiet and withdrawn: It's more about "your sensitivity to stimulation," Wharton psychology professor Adam Grant wrote in a 2014 LinkedIn post.

"Extraverts crave stimulating activities like skydiving and stimulating beverages sold at Starbucks," Grant continued. "Introverts are more likely to retreat to a quiet place, but they're very happy to bring someone else with them."

Some people have trouble recognizing that distinction, leading them to unintentionally stunt introverted kids' growth and development, according to Cain's book. Supporting introverts during their childhood instead can help mold them into high-achieving adults, she added.

That starts with recognizing their "secret strengths." Here are Cain's top three:

Leadership

Traditional models of leaders are looked at as outgoing, talkative, and bold. They embrace new challenges head-on and command a room - all stereotypical traits of extroverts.

But leadership doesn't require "being highly social or attention seeking," Cain wrote. Instead, she believes that true leaders "are motivated by the desire to advance ideas and new ways of looking at the world or to improve the situations of a group of people."

That means "quiet leaders" can have the same impact as outspoken ones. Elon Musk, Bill Gates, Warren Buffetand Mark Zuckerberg are some of the richest and most powerful people in the world - and they all are self-professed introverts.

"Quiet leaders" can solve problems more effectively and better identify what risks are worth taking, due to their ability to process information "more carefully than other people" and their conservative approach to decision making, Cain said in a 2012 "Talks at Google" lecture.

Listening

In the introduction of her book, Cain shares a question that she got asked all the time as a child: "Why are you so quiet?"

It was usually asked out of concern, she noted. People assumed her quietness was a sign of discomfort or anger. In actuality, she was just listening and observing her surroundings.

Listening is one of life's essential soft skills. It helps you make informed decisions, avoid conflictand identify problems - and Cain says introverts make for the best listeners. They "specialize in forging deep, personal relationships, " she wrote. "These traits can transform you into a powerful leader."

What's more, "as avid listeners, introverts can capture information that some extroverts might overlook," McGill University professor Karl Moore and student Willing Li explained in a 2021 Harvard Business Review article. "Unlike extroverts, introverts aren't known to jump to conclusions, and as a result, they garner more attention and appreciation from an audience when they do speak."

Independence

Extroverts are known to thrive in group settings. They are "recharged by external stimuli, such as personal interactions, social gatherings, and shared ideas," said behavioral scientist Francesca Gino in a 2015 Harvard Business Review article.

Introverts, however, contribute their best work and ideas on their own.

"Introverts have a remarkable ability to be independent," Cain wrote. "We find strength in solitude and are capable of using our precious alone time to focus and concentrate."

This is why pushing introverted kids to do group projects, attend social gatheringsor raise their hand to speak publicly may end up backfiring. Encouraging a balance of interaction-heavy situations and solo activities can help children become better, more emotionally sound decision-makers, Chicago-based clinical therapist Fariha Newaz wrote in a 2017 blog post.

It also helps children be more confident and open to new opportunities and challenges, Newaz noted.
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Introverted Kids Have 3 'Secret Strengths' That Help Them Become Highly Successful Adults, Says Bestselling Author Susan Cain

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If you notice introverted children keeping to themselves, concentrating overly deeply or staying quiet in public settings, don't panic. Some of the traits that can make parents think something's wrong with their child may actually be "hidden superpowers" that make for successful adults, says bestselling author Susan Cain.

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Digital Learning Radio is a podcast dedicated to exploring ways to use technology to empower learning within a classroom, campus, or district. Each week, our conversations center around living, learning, and leading with technology. The hosts are members of the Region 10 Education Service Center's Digital Learning Team, and we frequently interview educators and other guests from around the country. Whether you're looking for resources, favorite tech tips and tools, or want to hear ways technology can help us learn, connect, and grow, this podcast is for all educators looking for ways to leverage technology in order to thrive in a digital world.

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Digital Learning Radio is a podcast dedicated to exploring ways to use technology to empower learning within a classroom, campus, or district. Each week, our conversations center around living, learning, and leading with technology. The hosts are members of the Region 10 Education Service Center's Digital Learning Team, and we frequently interview educators and other guests from around the country.

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Veteran teacher and technology enthusiast Heather Esposito watched her colleagues scour education technology tools for anything that would make the intimidating world of virtual learning easier to navigate back in 2020.

Educational technology companies were happy to comply, offering teachers free trials of their products.

"People were just finding ideas and sharing them like, 'I'm trying this and trying that'," said Esposito, who became the first-ever technology coach for the Cherry Hill, N.J., school district in July of 2020. "We didn't really have to purchase much because all the companies were seeing this as an opportunity to offer everything for free, get you hooked, and then eventually say 'It's not free anymore,' and get you to want to buy it."

Now, the cost of that expansion of tech tools is literally coming due.

Cherry Hill, like other districts around the country, has only about one more school year to spend the bulk of its federal COVID relief dollars, which were aimed in part at helping schools improve their digital capacity.

That means some tools teachers embraced over the past couple years could gain a firmer foothold in the suburban Philadelphia district. But many more will get the axe, at least in the form of no districtwide funding.

Even before starting the culling process, Esposito spent a chunk of the past summer buried in a spreadsheet, getting her arms around the myriad of tech tools that sprung up in the district over the past two years.

She and other ed-tech leaders across the country have a big job ahead: The average number of tech products school districts access in a given month has almost tripled over the last several years, from 548 during the 2017-18 school year, to 1,417 during the 2021-22 school year, according to a report released in August by LearnPlatform, an education technology company that helps districts measure the use and effectiveness of their digital products.

What's more, nearly 60 percent of educators surveyed by the EdWeek Research Center this summer said teachers in their district adopted at least three new tools when vendors made them free at the beginning of the pandemic, with nearly a quarter of those surveyed-23 percent-saying teachers tried more than five new tools.

But district leaders are finding that there can be too much of a good thing.

Even if a program is free-or if a teacher is paying for it out of their own pocket-having such a wide array of products can complicate professional development and parent outreach, and force students to master different products as they go from class to class. The use of a wide array of products also has huge implications for student data privacy and cybersecurity. Plus, digital tools need to be accessible for students with a range of abilities and learning needs, and that is not always the case with every product that comes off the shelf.

"I will tell you that school districts are absolutely saying 'we are overwhelmed,'" said Karl Rectanus, the co-founder and CEO of LearnPlatform. Most "no longer believe letting a thousand flowers bloom is the path to success," he added.

Instead, district leaders want to know how to understand what's being used, and how to make evidence-based decisions about which ones to keep.

At the same time, tech leaders are wary of discouraging discovery and innovation or of sending teachers who have become fans of unapproved products underground.

"We want teachers to experiment, try things out, see what works for them," said Mark Racine, the chief information officer for Boston Public Schools. "Oftentimes, I see a technology department take a very hard line and say everything has to fit within [certain parameters]. And then what happens is we start to see people adopt things in the shadows."

Districts have a lot to consider before approving a tech tool

Every district has its own particular set of rules and procedures for deciding which ed-tech products to allow teachers to use, buy districtwide licenses for, and prohibit entirely. Often, schools purchase their own products, with the principal's approval, bypassing district-level evaluations.

The reality is that most districts don't require teachers and principals to choose from a list of approved products in order to use them.

More than one in five educators surveyed by the EdWeek Research Center said teachers in their districts are encouraged to use any tool they want, and that districts try to find a way to cover the cost, if there is one. Only 14 percent of those surveyed said their districts discourage teachers from using tools not officially approved by the district, and only 5 percent said that teachers are prohibited from using tools that aren't adopted by the district.

No matter what their rules are for using tech products, ed-tech leaders should ask a host of questions before they approve a platform for district funding, or even for individual teacher use, educators and experts said.

Those questions include:

Does it meet state privacy laws, which have been changing around the country?

Does it have features, like closed-captioning or text-to-speech, required to make it accessible to students who might struggle to hear or see, or have particular learning needs?

Does it mesh with the district's approach to teaching a particular subject? For instance, if a school or district follows the "science of reading," the platform should support that approach to the teaching of reading in practical and meaningful ways.

Does it replicate a tool the district already has? And will it work with the district's hardware and software?

For instance, some of Cherry Hill's teachers swooned over a literacy program that was at odds with the district's focus on helping students think analytically about what they read. While the tool does a good job of customizing texts to students' reading levels, it spits out pre-fabricated questions that do little more than check for understanding, Esposito said.

Some "teachers get married to things," Esposito said. "They fall in love with things, even though they may not serve a really great purpose."

She ultimately told teachers they could use the free version of that reading program in a pinch, but added, "I can't justify purchasing it because it's really lacking in the area of higher-order thinking, critical thinking."

In examining Cherry Hill's tools, Esposito has been on the lookout for ways to be more efficient. Is there a platform out there she and the tech department can recommend that could eliminate the need for, say, three or four other tools?

For instance, Esposito convinced the district's middle schools to jettison their own tools for formative assessment in favor of one in place at both of the high schools, in part to make life easier for kids transitioning from one level to another.

Similarly, at the beginning of the pandemic, Racine sought to track districtwide trends in product adoption. He saw a lot of interest in communication tools for families who speak languages other than English, and began to look for something the entire district could use.

Having high-quality districtwide options can help "push away the smaller tools that people were adopting that were duplicative. Because why get a free trial of something when the district has provided a full-fledged product?" Racine said.

Being strategic about what the district adopted over the past three years has "allowed us to, as much as possible, squelch individual classroom adoption and really focus our efforts on the small number of tools we knew had the most impact in our classrooms," Racine said.

Some districts take a more systemic approach. In North Carolina's Union County, if a teacher wants to use a particular tool that's not on the district's approved list and it uses student data, Casey Rimmer, the district's director of innovation and education technology, will check to see if Union County has a data sharing agreement with the company.

If there's academic content, she'll check with the curriculum team to make sure it's aligned with the district's goals. She also has the tech team look at the technical specifications: Will the program work with the district's tech infrastructure?

Tools must clear those hurdles even a teacher is going to pay for something out of their own pocket, or by using a crowd-funding site like DonorsChoose.

Even green-lit programs are put in multiple categories. Some are approved and supported by the district, meaning a teacher who runs into trouble using them can get technical help. Others are approved, but not supported. That generally means the program meets basic criteria when it comes to privacy, curriculum, and technical specs, but teachers are on their own for technical troubleshooting if they want to use it.

There are also tools that are totally off the table, including a teacher-student communication app that doesn't allow the district to access a record of the conversations educators have with their students.

To be sure, Rimmer and her staff can't police every classroom, cracking down on teachers who use something on the prohibited list. But if teachers have problems with those tools, Rimmer will tell them "'I'm really sorry. You went rogue. This is on you,'" she said.

Even if a district doesn't purchase or subscribe to a tool, anything that gets used will still require an investment in teacher and student time and effort.

That's why Rimmer encourages teachers to treat choosing a product for their classroom just like they would buying a washer and dryer or a refrigerator for their home: Do your research.

"My role is not to limit what teachers can and can't use, but to better educate them about what good products are," Rimmer said. "Rather than us saying, 'We've evaluated this product and it's trash,' we say, 'These are some questions you should ask when you're thinking about using a product.'"

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Should It Stay or Should It Go? Schools Trim Number of Tech Tools They Use

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Veteran teacher and technology enthusiast Heather Esposito watched her colleagues scour education technology tools for anything that would make the intimidating world of virtual learning easier to navigate back in 2020. Educational technology companies were happy to comply, offering teachers free trials of their products.

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The latest version of ChatGPT has only been around for a few months. But Aaron Romoslawski, the assistant principal at a Michigan high school, has already seen a handful of students trying to pass off writing produced by the artificial-intelligence-powered tool as their own work.

The signs are almost always obvious, Romoslawski said. Typically, a student will have been turning in work of a certain quality throughout the year, and then "suddenly, we're seeing these much higher quality assignments pop up out of nowhere," he said.

Romoslawski and his colleagues don't start with a punitive response, however. "We see it as an opportunity to have a conversation."

Those "don't let the robot do your homework" talks are becoming all too common in schools these days. More than a quarter of K-12 teachers have caught their students cheating using ChatGPT, according to a recent survey by study.com, an online learning platform.

What's the best way for educators to handle this high-tech form of plagiarism? Here are six tips drawn from educators and experts, including a handy guide created by CommonLit and Quill, two education technology nonprofits focused on building students' literacy skills.

1. Make your expectations very clear

Students need to know what exactly constitutes cheating, whether AI tools are involved or not.

"Every school or district needs to put stakes in the ground [on a] policy around academic dishonesty, and what that means specifically," said Michelle Brown, the founder and CEO of CommonLit. Schools can decide how much or how little students can rely on AI to make cosmetic changes or do research, she said, and should make that clear to students. She recommended "the heart of the policy [be] about allowing students to do intellectually rigorous work."

2. Talk to students about AI in general and ChatGPT in particular

If it appears a student may have passed off ChatGPT's work as their own, sit down with them one on one, CommonLit and Quill recommend. Then talk about the tool and AI in general. Questions could include: Have you heard of ChatGPT? What are other students saying about it? What do you think it should be used for? Discuss the promises-and potential pitfalls-of artificial intelligence.

"One of the big concerns right now is that teachers want to encourage curiosity about AI," said Peter Gault, Quill's founder and executive director. Strict discipline at this point "doesn't sit right with teachers where there's a lot of natural curiosity here."

Romoslawski uses that approach. And so far, he hasn't had a student try to use ChatGPT on an assignment twice. "We've gotten to the point where it's a conversation and students are redoing the assignment in their own words," he said.

3. If students use ChatGPT for an assignment, they must attribute what material they used from it

If students are allowed to use ChatGPT or another AI tool for research or other help, let them know how and why they should credit that information, Brown said. Since users can't link back to a ChatGPT response, she suggested students share the prompt they used to generate the information in their citation.

When Romoslawski and his colleagues suspect a student used ChatGPT to complete an assignment when they weren't supposed to, he also brings up citation, in part as a way into the conversation.

"We ask the students 'did you use any resources that you don't cite?'" he said. "And often, the student says 'yes.' And so, then it creates a conversation about how to properly cite and attribute and why we do that."

4. Ask students directly if they used ChatGPT

Don't beat around the bush if you suspect a student may have used AI to cheat. Ask them in a very straightforward way if they did, CommonLit and Quill say.

If students say "yes," Romoslawski likes to get a sense of why. "More often than not, the student was just struggling on the assignment. They had a roadblock. They didn't know what to do," he said. "They were crunched for time, because we're a high-achieving high school and our students are taking some pretty rigorous courses. This was their third homework assignment of the night and they just wanted to get through it."

If the student says "no," but you still suspect them of cheating, ask if they got other help with the assignment. If they still say "no," explain your concerns by pointing out differences between the work they turned in and their previous writing, CommonLit and Quill suggest.

5. Don't rely on ChatGPT detectors alone to determine if there was cheating

There are a number of tools-including one from OpenAI, ChatGPT's developer-that purport to be able to distinguish an AI-crafted story or essay from one written by a human. But most of these detectors don't publish their accuracy rates. And those that do are ineffective about 10 to 20 percent of the time.

"You can't fully rely on that as the sole proof of academic dishonesty," Brown said.

6. Make it clear why learning to write on your own is important

Students in general, and particularly students who take advantage of AI to cheat, need to understand what they are missing out on when they take a technology-enabled shortcut. Educators should try to persuade students that learning to write on their own will help them reason and think, or be critical to future job success, Gault said.

But others will need a more immediate incentive. The strongest argument one teacher came up with, according to Quill's Gault? Tell students that learning to write will make them more persuasive, and therefore, "you can convince your parents to do what you want."

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ChatGPT Cheating: What to Do When It Happens

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The latest version of ChatGPT has only been around for a few months. But Aaron Romoslawski, the assistant principal at a Michigan high school, has already seen a handful of students trying to pass off writing produced by the artificial-intelligence-powered tool as their own work. The signs are almost always obvious, Romoslawski said.

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Teachers can use tools like ChatGPT as one strategy in their efforts to teach students how to think critically and write effectively.

As a learning specialist who, along with supporting the students in my charge, works side by side with colleagues in all content areas, I want to encourage faculty as they consider the impacts of tools such as ChatGPT. For English and social studies teachers, for example, this just might be their "calculator moment": As math teachers had to adapt their teaching when calculators became ubiquitous, so, too, must teachers of courses that are rich with reading and writing, now that AI tools are at students' fingertips.

December 2022 saw a spike in the number of articles, blog posts, and think pieces musing about what ChatGPT and the like might-OK, do -mean for education. Many rang alarm bells, and a few pointed out the shortcomings of the tool as currently configured. I spoke to our division's director of technology just before our winter holiday about what's being talked about in his professional circles regarding these artificial intelligence tools.

It was a lively conversation with far more questions than answers. I did respond with certainty, though, when he asked me what my philosophy is about ChatGPT and tools like it. "If I could turn back time and make sure we do not invent such things, I would."

My response gives away the fact that I'm what can only be described as a Luddite. My watch only tells time. I listen to records. Not too long ago, I had a Nokia phone. Still, I'm no ostrich. I continued, "But that horse has already left the barn. ChatGPT is not coming to our classrooms-it's already here."

Here are some ideas for incorporating AI tools into our classes while retaining and reinforcing critical thinking skills.

Prompt dissection

Zeynep Tufekci, a New York Times opinion writer and associate professor at the University of North Carolina, warns that, as tools like ChatGPT are training themselves on everything written on the internet, there's a fairly good chance that there will be inaccuracies in what is being drafted. She describes the risk of being subjected to " a high-quality intellectual snow job."

There can be an upside, however. In a social studies classroom, students might craft a prompt about a topic they've been considering and then examine the machine's response in forensic detail. This may involve a sentence-by-sentence dissection of what the AI has written. By unearthing possible inconsistencies or straight-up inaccuracies, students reinforce their correct understanding of the topic.

Find the biases

As a variation on the above, students create prompts across a variety of related topics, then evaluate them looking for themes of inaccuracy. Since ChatGPT and their ilk are trained on what exists, underrepresented writing and voices will necessarily be marginalized further through the iterative processes inherent in AI tools.

How can we guide our students to not only recognize these blind spots but also incorporate a greater multiplicity of viewpoints in their scholarship?

Spot the computer essay

For a playful exercise, share two or three pieces of human writing from the past year or two and slip in an example from ChatGPT, and have students discuss what makes these examples human-or decidedly not. Nuance, passion, and, perhaps, even fallibility will be clues that students can investigate.

Here are some writing assignments that will make the use of AI tools superfluous, if not counterproductive.

Use primary sources and first-person accounts

My colleague Joy Xu in the English department asks students to interview someone and connect this person's experience to a text. First of all, the narrative/expository combination provides more points of entry for student writing.

Second, this synthesis ensures that no machine prompt can provide language to express new learning.

Compare two readings

Students will create unique essays that demonstrate their learning, the connections they've made, and the meaning. Again, because these AI tools are trained on what can be found on the internet, the rarer the story, the rarer the computer-generated analysis.

Expect classroom discussion to be used as a resource

This idea, loosely based on another Peter Greene suggestion, considers a key component of what he calls "authentic writing" class discussions. He recommends that the discussion "[become] one of the texts being considered."

A rather positive result that would likely emerge from this idea would be students paying closer attention during classroom conversations. Dare I say they may even take notes?

In The Chronicle of Higher Education, Beth McMurtrie shares that students often submit writing that they consider little more than "an assemblage of words repeated back to the teacher," while we teachers believe that student writing represents their thinking. We want our students to think and to continue to develop their thinking.

Tufekci reminds us in her opinion piece that essay writing teaches students how to conduct research, judge claims, synthesize knowledge, and express that knowledge persuasively and coherently. She continues, "Those skills will be even more important because of advances in AI."

Rather than bury our heads in the sand, let's equip our students for the world of right now and for what it might be going forward.

I'm still going to listen to records, though.

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Some Ideas for Using ChatGPT in Middle and High School Classes

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Teachers can use tools like ChatGPT as one strategy in their efforts to teach students how to think critically and write effectively. As a learning specialist who, along with supporting the students in my charge, works side by side with colleagues in all content areas, I want to encourage faculty as they consider the impacts of tools such as ChatGPT.

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I love the breakdown of the "Results Formula" in this LinkedIn Learning course (did you know that we have so much available to us in LinkedIn Learning through R10?). He argues that for results to happen, we have to have three things in place, Systems, Accountability, and Motivation, and he gives some good resources for thinking through those things!
-Staci

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What does it mean to deliver results? - Delivering Results Effectively Video Tutorial | LinkedIn Learning, formerly Lynda.com

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This video discusses what it means to deliver results.

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"When" by Daniel Pink (recommended by M. Clark)

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"When" by Daniel Pink (recommended by M. Clark)

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I'm about half-way through "When," and I wish I had read this book earlier.  It provides valuable insight into the correlation between timing and results.  Everyone has a chronotype that affects how we feel and how productive we are during the day.  Knowing this helps me understand why I have a mini-crash after lunch (#selfcompassion).  I'm also reconsidering what kind of work I ask teachers to do in PD at what time.  Highly recommended!

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This is a free site for anyone. It has tutorials on MS Office, Google, Creativity & Design, basic computer skills, core skills, and so much more. 

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This is a free site for anyone. It has tutorials on MS Office, Google, Creativity & Design, basic computer skills, core skills, and so much more. 

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LearnFree | Free Online Courses and Practical Skills

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Build practical digital, workplace, study, and everyday life skills with free, self-paced LearnFree courses, tutorials, videos, and learning paths.