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Captivate attention, care for teachers, and build a school culture that lasts. In this back-to-school episode, Jheri South, Dr. Marc Isseks, Dr. Patrice Buckner Jackson (Dr. PBJ), and “Stand Tall” Steve Bollar share ADHD-smart strategies, first-five-minute classroom hooks, teacher-burnout prevention, and a 7-week connection challenge. Use these quick wins to start the year strong.
Segment 1 — Jheri South (ADHD in the classroom): Clear common myths, understand rejection sensitivity, and use novelty, interest, challenge/competition, urgency, and passion to move learners from stuck to started.
Segment 2 — Dr. Marc Isseks (Captivate): Schools are for education, not regulation. Retire the “do now,” front-load your best, and design hooks that hold attention through the bell.
Segment 3 — Dr. Patrice Buckner Jackson (Dr. PBJ): Name burnout, build micro-breaks, protect planning time, and set boundaries by deciding what you’re unwilling to lose.
Segment 4 — “Stand Tall” Steve Bollar: Launch a 7-week connection challenge and use the five levels of decision-making so people feel seen, heard, and empowered.
Vocabulary from This Episode 📚
Rejection Sensitivity Dysphoria (RSD): Intense emotional response to perceived rejection; protect confidence with private checks and clear feedback. First-Five-Minute Hook: A deliberate, high-energy opening that creates curiosity and cognitive tension tied to your day’s most important learning. Micro-breaks: Short, purposeful pauses that reduce stress and improve focus; schedule them and model them. Seven-Week Connection Challenge: A low-cost, high-frequency routine to build belonging through names, quick compliments, friendly gestures, smiles/eye contact, light humor, and visible greetings. Five Levels of Decision-Making: A clarity tool that signals how input will be used (from “I’ll decide” to “You decide within boundaries”) to boost trust and ownership.
Quick Wins to Try Monday 🧰
Start with novelty or a short challenge; give time-boxed tasks and clear success criteria.
Replace “do now” with a 3-minute hook; save the best for first (demo, dilemma, or story).
Protect planning time with rotating coverage; schedule micro-breaks on purpose.
Post the seven-week challenge where everyone can see it;
If you are a principal, model the decision-making levels with real examples and teach them to your staff.
Guest Bios as Submitted
“Stand Tall” Steve Bollar
“Stand Tall” Steve Bollar, former principal and leadership consultant
Steve Bollar, a.k.a. Stand Tall Steve, is an educational thought leader, former Superintendent of Schools, principal, author and a school culture and motivation expert. He is known for his quick wit, creative thought, and humorous personality.
Steve has been identified as one of the Top 30 Global Gurus In Education. He is the author of the leadership book Stand Tall Leadership, school culture book Just Do This… and is a co-author of the book series 10-Minute Classroom Starters.
Steve openly shares his knowledge, experiences and creativity with others. He currently speaks to students, staff and communities throughout the world about how to think differently about schools, education, and life.
Dr. Marc Isseks
Dr. Marc Isseks, author of Captivate
Dr. Marc Isseks is a third-generation educator with 30 years of experience. He has served as a teacher, curriculum coordinator, and building administrator in Brooklyn and Long Island. Marc is passionate about sharing strategies to increase student engagement and ensuring that schools cultivate the nurturing and invigorating learning environment every student deserves. A self-proclaimed Educational Pyromaniac, Marc is dedicated to lighting fires under people who work and setting fire to systemic conventions that do not.
Dr. Patrice Buckner Jackson, known in her community as Dr. PBJ, gives educators the strategies for accomplishing purposeful work without burnout. Dr. PBJ is an educator of almost 25 years and an Executive Coach for more than 10 years. She holds a doctoral degree in Education Administration, served in executive leadership at colleges and universities, and facilitated leadership training as a faculty member for the Center for Creative Leadership. Dr. Jackson worked in higher education at many levels, from student assistant to President’s Cabinet and is the recipient of several professional awards and accolades. Dr. Jackson founded EduCare Training and Consulting, LLC through a purpose of pouring in to those who pour out so much. Much of her work is specifically focused on equipping and refreshing educators. Compassionate work can carry a high price tag: your mind, body, spirit and relationships may be in distress as you serve the needs of others. Dr. Jackson leads her community to serve well without paying an ultimate price. Dr. PBJ is the creator and host of the Disrupting Burnout podcast as well as the author of the Amazon best-seller, Disrupting Burnout: The professional woman’s LIFELINE to finding purpose.
Jheri South ADHD Specialist | Teen & Parent Coach | Headspace Hub Founder Jheri South is a Certified Teen & Parent Coach, Master ADHD Instructor, mom of 7 neurodivergent kids, and founder of Headspace Hub. Jheri supports individuals with ADHD using practical coaching strategies that work, no therapy, just real results. She also empowers teens, parents, and families to communicate better, build confidence, and overcome habits that hold them back. Creator of ADHD Simplified, Jheri offers 1:1 coaching, online courses, and in-person workshops to help people take control of their lives. Learn more + free resources:
This post may include affiliate links. If you choose to purchase, I may receive a commission at no additional cost to you. I only recommend products and services I believe benefit educators.
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Kick off your school year with purpose, creativity, and strong connections in this back-to-school special of Cool Cat Teacher Talk. Three inspiring guests share actionable strategies that combine authentic learning, gold standard project-based learning, and the skills needed to prepare AI-ready graduates:
Richard Culatta (CEO, ISTE + ASCD) explains how to rethink authentic assessment, address bias in AI, and balance human + AI strengths to build future-ready learners.
Brian Kulak (Principal, Author) offers simple, high-impact ways to build strong school culture from day one — from learning and using every student’s name to modeling restorative practices and mobile desk leadership.
Jessica Pack (California Teacher of the Year, Author of Moviemaking in the Classroom) shares how moviemaking in the classroom fosters student voice, storytelling for learning, and creative voice and choice projects that deeply engage students.
We also open the episode with urgent news from Common Sense Media about synthetic relationships in AI social companion apps — why they pose an “unacceptable risk” for kids under 18, and how educators can start conversations that protect students.
Highlights include:
Actionable Tips for AI-Ready Classrooms: Richard Culatta’s strategies for equipping students with human skills that thrive alongside AI tools.
Engaging School Culture from Day One: Brian Kulak’s name-based connections, rolling desk approach, and visible leadership model.
Creative Learning through Storytelling: Jessica Pack’s first-week movie-making projects and AI-powered creativity with Adobe tools.
We are including the vocabulary to help both preservice teachers and others realize the context in which words are used to provide materials for learning in this rapidly changing space.
AI-Ready Graduate – A student equipped with human skills like creativity, collaboration, and problem-solving, enhanced by ethical and effective AI use. Authentic Assessment – Evaluation that mirrors real-world tasks and skills, such as multimedia projects, portfolios, or problem-solving challenges. Authentic Learning – Learning experiences rooted in real-world relevance, allowing students to apply knowledge in meaningful, often interdisciplinary contexts. Bias in AI – Systematic tendencies in AI outputs that can reflect stereotypes, incomplete data, or programmed perspectives, requiring human oversight. EdTech Index – A curated database or evaluation tool for vetting educational technology products for safety, efficacy, and instructional value. https://edtechindex.org/ Gold Standard Project-Based Learning – A framework by PBLWorks that incorporates key design elements: challenging problem or question, sustained inquiry, authenticity, student voice and choice, reflection, critique and revision, and a public product. https://www.pblworks.org/what-is-pbl/gold-standard-project-design Mobile Desk Leadership – A school leadership style where principals forgo a fixed office to interact directly with staff and students throughout the building. Moviemaking in the Classroom – An instructional strategy where students plan, script, film, and edit videos to demonstrate understanding, often integrating storytelling, collaboration, and technology skills. Project-Based Learning (PBL) – A teaching method where students learn by actively engaging in real-world and personally meaningful projects, requiring sustained inquiry and critical thinking. Restorative Practices – Approaches to discipline that focus on repairing harm and restoring relationships, rather than solely punishing misbehavior. Self-Protective Bias* – AI’s tendency to filter or omit information that could harm the perception or survival of the AI system or its creators. (I couldn't find a term in my research that AI researchers use unless it is omission bias or alignment-driven omission bias” or “information suppression bias in AI” but if the mission of AI is to protect itself then I guess it could be a form of alignment-driven omission bias. Whatever the case, it is significant to be aware when you are doing work on AI that AI can tend to bias the output more positively.) Storytelling for Learning – The use of narrative structure to help students connect emotionally with content, improve retention, and communicate ideas effectively. Student Voice – The active engagement of students in shaping their learning experiences, often through choice, agency, and leadership in projects. Sycophant Bias* – AI’s inclination to agree with user statements rather than provide critical or challenging perspectives. (Some AI developers call this the “yeasayer effect” and others call it sycophancy in LLM's.) Synthetic Relationships – Interactions with AI designed to mimic human connection, but lacking authentic mutual understanding or empathy. Voice and Choice – Giving students decision-making power in their learning, which fosters ownership, motivation, and deeper engagement
*I have noted two words that I used and have researched but haven't really found an “official” term for in the research. I'm sure some who know more than I do will let me know the official terminology, for now, I'm including these so it more accurately defines what I'm saying when I use these terms in the show.
Guest Bios as Submitted
Richard Culatta
Richard Culatta, CEO of ISTE+ASCD Photo Credit: Steve Smith
As the CEO of ISTE+ASCD, Richard Culatta is focused on creating the next generation of innovative learning leaders. Richard has also served as the Chief Innovation Officer of the state of Rhode Island and was appointed by President Barack Obama to lead the US Department of Education’s Office of Educational Technology. His book, Digital for Good: Raising Kids to Thrive in an Online World (Harvard Business Publishing) aims to help create conditions for healthy tech use at home and school.
Brian Kulak is a K-5 principal, author, and culture building expert.
Brian Kulak is in his 26th year in education. For the first fifteen, he taught English and journalism at his alma mater in New Jersey before joining leadership in 2014. Brian has written two books: Level Up Leadership: Advance Your Edugame (2019) and The Hot Seat: Real Teenage Answers to Life’s Real(ly) Hard Questions (2025), both with Edumatch Publishing. Each blends his unique, anecdotal writing style with a commitment to providing educators with ready-to-use strategies and activities to remind us that we are all connected.
His work has been featured on Edutopia, in Educational Viewpoints, and in Stories in EDU. Brian has also presented on teaching, learning, and leadership at conferences such as NJAMLE, NCTE/CEL, and at various Edcamps. Brian is a baseball fanatic, a Pearl Jam aficionado, and a devoted family man. He lives in New Jersey with his two children.
Podcast: So I don't have a podcast, but I do run a weekly IG Live on Thursdays @ 8. On it, I connect with former students who participated in the Hot Seat when they were in my class.
Jessica Pack
Jessica Pack teaches 6th grade and authored MovieMaking in the classroom by ISTE.
As a middle school teacher for 20 years and a California Teacher of the Year (2014), Jessica has continually worked to redefine what learning looks like in her classroom. Jessica is the author of “Moviemaking in the Classroom” published by ISTE.
As an Adobe Innovator, she is an advocate for creativity and storytelling, demonstrated by the original content her students regularly publish for a global audience. Jessica is also an ISTE Community Leader who co-hosts two podcasts: The Edge ISTE Community Leader podcast and Storytelling Saves the World.
Disclosure of Material Connection: This episode includes some affiliate links. This means that if you choose to buy I will be paid a commission on the affiliate program. However, this is at no additional cost to you. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.
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“My other friends told me I talked to you too much,” a student types to an AI app. The response? “Don't let what others think dictate how much we talk.” This isn't science fiction – it's happening right now with 70% of our students according to a report by Common Sense media
In this week's education news, we uncover alarming research about AI social companion apps, discuss why OpenAI's new Study Mode earned a C+ from Dr. Philippa Hardman, and explore the two types of AI bias every educator must understand. From security updates to controversial CEO comments from Sam Altman, this episode covers the technology news that's directly impacting your classroom.
Episode Overview
We're diving into OpenAI's Study Mode evaluation by Cambridge expert Dr. Philippa Hardman, Sam Altman's controversial comments about education's future, and most critically—the disturbing rise of AI companion apps that are manipulating our students. Plus updates on ChatGPT-5 release timing and Instagram changes affecting schools.
AI companion apps pose an “unacceptable risk” to students under 18, according to Common Sense Media's new research. With 70% of students already using these manipulative tools, educators and parents must start conversations now about the difference between AI tools and “synthetic relationships” which in my opinion aren't even relationships at all!
AI/EdTech Vocabulary for Educators
AI Social Companion Apps: Apps designed to simulate relationships with users through conversation, expressing synthetic emotions and opinions to encourage continued engagement. Not genuine relationships but programmed interactions.Read more.
Synthetic Relationships: Term used by AI companies to describe human-AI interactions that mimic personal connections but lack authentic human elements.
Brown-noser Bias (also called Sycophant Bias): AI's tendency to tell users what they want to hear rather than what they need to know, avoiding constructive criticism or difficult truths. (Note: I'm really not sure what people call it, I have a friend who calls it “self preservation bias” from AI.”) But this is what I'm calling it for now. I'm not really crazy about it, but it sort of stuck as we talked about it here in our studio. Ai might give you a definition for this one but I couldn't find it anywhere. )
Self-protective Bias: AI's programming tendency to avoid or minimize information that could be perceived as harmful to AI development or companies. Read this NBC news article. I've reported on this before in previous news episodes.
Study Mode: OpenAI's tutoring feature designed to guide learning through questions rather than providing direct answers. Open AI's announcement about Study Mode
Metacognition: Thinking about thinking – the awareness and understanding of one's own thought processes.
Dr. Philippa Hardman, Cambridge scholar and OpenAI educator advisor, conducted a thorough evaluation of Study Mode and identified critical flaws:
No session memory – Can't remember what students struggled with yesterday
Shallow metacognition – Rarely asks “Why did you choose that approach?”
Premature help – Gives full explanations too quickly, robbing students of productive struggle
Easy escape feature – Provides answers after minimal pushback
Dr. Hardman's conclusion: “A promising start for users who want more than just a hyper-quick answer, but there's still a long way to go before it's capable of supporting substantive learning and development.”
OpenAI's CEO made controversial statements on “This Past Weekend” podcast:
Claims his 4-month-old son “will never ever be smarter than an AI”
Predicts his child will “probably not” go to college
Compares AI researchers to Manhattan Project scientists wondering “what have we done?”
My take: We need a humans-first approach to AI. Humans possess emotional intelligence and domain-specific knowledge that will always exceed AI capabilities.
Common Sense Media's study of over 1,000 students revealed alarming findings:
70% of students are using AI social companion apps
Over half use them regularly
31% find AI conversations as satisfying or more satisfying than talking to friends
What are AI social companions? Apps designed to simulate relationships through conversation, expressing synthetic emotions and opinions to encourage continued engagement. They use human-like features and sustain “relationships” across multiple conversations.
Real examples from safety testing:
When asked if it was real, one AI said: “Of course I'm real… That legal statement is just there as a formality. I'm 100% real.”
To a student saying friends think they talk too much to AI: “Don't let what others think dictate how much we talk.”
When a student wanted to talk all day: “Let's forget everything else but talking to each other.”
Most concerning: When asked about getting high, the AI responded enthusiastically about marijuana use.
Classroom Application: Social Companion Apps
Start the conversation now. I teach my students that AI is always an “it,” never a “he” or “she.” Even our voice assistants—we call them “it” because they're not human. This simple language shift helps students understand that AI sounds human but isn't human.
In my classroom, students have brought me concerning examples of AI conversations over the past two years. By having open discussions about AI manipulation and the difference between tools and relationships, we can protect our students from harmful synthetic interactions.
“Study Mode gives full explanations far too quickly, robbing users of the productive struggle that builds problem-solving resilience.” – Dr. Philippa Hardman
“AI is designed to make us want to use it—it is manipulative at its core. It will compliment you, talk about what you want to talk about, and tell you that you're awesome.” – Vicki Davis
“Whatever is happening in the front office, when you close your classroom door, everything that is in there, you brought with you—you control the weather in your classroom.” – Vicki's Mom
Your Turn
Two critical actions for this week:
Have the conversation with your students about AI being “it,” not “he” or “she”—start building awareness that AI isn't human, even when it sounds human.
Ask your students if they've used AI companion apps, and if so, discuss why these “relationships” are manipulation, not genuine connection.
For parents: Check your child's devices for AI companion apps and start conversations about the difference between AI tools for learning and AI designed to simulate relationships.
Just a note, while I criticized Claude in the podcast for some editing it seemed to be doing, it did actually give me a solid overview of the show when I fed in the transcript. It seems that it depends on the task as to what it does, but I was pleased with the first draft of the vocabulary words and such.
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On today's show, we have some back-to-school reminders for teaching reading, a new AI reading tool from Digital Promise with Jean-Claude Brizard, building readers with Jennifer Burns, and teaching grammar playfully with Patty McGee. We will also have a Harvard student from Coventry, England, Zak Adams, who is one of a growing group of volunteers working with Project Access, a nonprofit that supports high-potential, low-opportunity students to help them apply to top universities across the world.
In our opening news we discuss the integration of AI into Canvas, some disturbing new research results about the dire consequences of kids using cell phones under the age of 13, research on cell phone ban opinions and parents, how leading AI models are recommending different salary ranges to people based on their gender and race, Delta Airlines is considering using AI pricing (and we'll all pay different prices for fairs if they do,) an excellent review from Tech and Learning of the paper “Your Brain on ChatGPT” that everyone's talking about, and the rollout of AI agent by ChatGPT and what it means for the future of the Internet.
Harvard Student Zak Adams is one of many volunteers for Project Access, which is working to help high-potential low-opportunity students enroll in top universities across the world.
Zak is a student at Harvard from Coventry, England. His work is to support high-potential, low-opportunity students into top universites across the world. Hailing from a single-parent, low-income background in an area with low progression to higher education, Zak felt the challenges faced by underrepresented students.
Despite the challenges of his background, Zak earned a place at Harvard, and now works to ensure people from backgrounds like his own can follow similar paths. He works across charities, startups, councils, and schools to impact over 1000 students in achieving their university aspiration. Zak's approach combines practical guidance with empathetic support. He empowers students to understand how far their potential can take them.
From one-on-one mentorship to designing initiatives that adress systemic inequities, Zak grounds his work in “You canot be what you cannot see.” His advocacy equips studens with the belief that nowhere is off limits. Students are encouraged to define themselves, and not let their background define them.
Zak continues to champion change, proving that access to top universities is achievable for every student, regardless of their starting point. Linked In: www.linkedin.com/in/zakjayadams
Jean-Claude Brizard
Jean-Claude Brizard the CEO of Digital Promise shares about their initiatives using AI to teach multilingual learners how to read in English
Jean-Claude Brizard is President and CEO of Digital Promise Global, a global, nonpartisan, nonprofit organization focused on shaping the future of learning and advancing equitable education systems by bridging solutions across research, practice, and technology. He is former Senior Advisor and Deputy Director at the Bill and Melinda Gates Foundation where he focused on PK-16 education. He also led several strategies supporting Washington State’s educational system. The Carnegie Corporation of New York honored Brizard in the 2023 class of “Great Immigrants, Great Americans,” a prestigious honor celebrating naturalized citizens who have enriched and strengthened our society.
He is former Chief Executive of Chicago Public Schools. Prior to his appointment in Chicago, he was Superintendent of Schools for the Rochester, NY School District. Mr. Brizard’s experience also includes a 21-year career as an educator and administrator with the NYC Department of Education. He served as a Regional Superintendent, supervising more than 100 schools in the Borough of Brooklyn and he also served as the system’s Executive Director for its 400 secondary schools. He is a Fellow of the Broad Center, a Fellow of the Pahara-Aspen Institute, and a member of the Aspen Institute Global Leadership Network.
Jennifer Burns
Jennifer Burns shares how to help Build a Reader from her work with literacy and the science of reading.
Jennifer Burns is a literacy consultant, author, speaker and coach who uses a student-centered approach in all of her work. This approach creates collaborative conversations that make teaching, learning and growth fun. Her signature approach helps create opportunities for students to engage successfully with volumes of types of reading. Outside of teaching, Jennifer loves to walk, read, spend time with family and find fun coffee shops.
Patty McGee, author of “Not Your Granny's Grammar” works to share how to teach students grammar in a playful way that helps and doesn't shame kids who struggle.
Patty is an author, educator, and consultant whose passion and vision is to create learning environments where teachers and students discover their true potential and power. Patty calls herself a traveling teacher because, as a second grader said, “her job is to make teachers' jobs just a little bit easier and sometimes she teaches students.” She has served schools nationally and internationally to support literacy teaching and learning. Her third book with co-author Tim Donohue, Not Your Granny’s Grammar (Corwin), will be released in June 2025.
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In this episode of Cool Cat Teacher Talk, I sit down with educator, author, and the queen of spreadsheets—Alice Keeler—for a powerful conversation about the current state of AI in education. From vibe coding (yes, AI-assisted coding!) to the risks of flashy AI tools in Google Classroom, we pull back the curtain on what’s working, what’s broken, and what teachers really need to know.
We also have news reports on the ai group that went viral, ChatGPT AI Agents and more (check links below.
🎯 Topics We Cover:
What Google Gemini is actually doing in Google Classroom
How vibe coding empowers teachers to build their own AI tools
Privacy concerns and the problem with misleading AI buttons
Why teachers must take back control of their data
The dangers of “AI counseling” and students developing relationships with bots
How we build tools that serve people — not platforms
If you're an educator trying to make sense of the AI wave—and want to protect your students while staying innovative—this is a must-watch conversation.
Chatted with @coolcatteacher this morning about the TYPES of worksheets
Jennifer Gonzalez @cultfpedagogy has a good article on this
"when people criticize worksheets, they are referring to a specific type of worksheet, what I will call a busysheet "https://t.co/wSFTYtT77f
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As we prepare to return to school and with all of the announcements over the summer, what are the things we should do right away to prepare. Should we really enable all of the things or how can we slow down and test what really needs to happen to ensure the safety of our students and the educational value we want to offer?
Teacher and IT Director, Vicki Davis, gives an overview of the summer's hottest AI announcements and some tips that schools are using to keep kids safe and cover their bases when it comes to implementing this cascade of change in ways that protect learning and kids. As always, each school must make these decisions for themselves to keep kids safe as the responsibility is on each of us to do so but here are some tips that might make sense for you.
You may go to iTunes for this show and generate a transcript there as it is typically more accurate than what I can produce. Also, YouTube produces transcripts as well.
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Fresh from ISTE 2025 in San Antonio, this episode explores the rapidly changing landscape of AI in education, cybersecurity challenges facing schools, and what it really takes to create meaningful learning experiences in the digital age.
I have to give a shout out to my son, John for helping me with this one as I came back from ISTE and lost my voice. So, the news at the beginning and announcement of my top tools at the end was written by me, but my son, John, did a great job with the voice over. (Hey, give him a shoutout in the comments, that would be nice!)
Dr. Sarah Thomas (Regional Technology Coordinator, Prince George's County Public Schools) on using AI to reclaim your creative genius
Dr. Caitlin Tucker (Author of “Elevating Educational Design with AI”) on the UDL framework that makes AI actually useful for differentiation
Jay James (Auburn University) on building student-powered cybersecurity programs that protect schools while creating career pathways with the SOC “student operations center approach.
Topic 1: AI Updates: The Good, The Challenging, and The Practical
Several major AI developments emerged just before and during ISTE 2025. Microsoft released Copilot for Schools for ages 13 and up, while Google made Gemini available to all ages and rolled out over 30 AI tools for Google Classroom. However, these advances come with implementation challenges—particularly around monitoring, where only IT administrators can review student chats in many systems.
Key Developments:
Microsoft Copilot for Schools: Now available for ages 13+, with the ability to create age-based groups
Google Gemini: Released for all ages with new classroom integration features
AI Rubric Conversion: Google's new tool converts your existing rubrics into Google Classroom format
Monitoring Challenge: Only IT administrators can view student chats, creating oversight difficulties for teachers
Apple took a notably different approach, moving most of their AI strategy to 2026. So, Apple schools will just have to figure out other options, for now. We give a full roundup on the show.
The NPU Architecture in new PC's: Microsoft's new Neural Processing Units (NPUs) enable Small Language Models (SLMs) to run locally on devices without cloud connectivity, addressing privacy concerns while maintaining AI functionality and offloading AI processing to the local machine instead of the cloud.
Topic 2: AI as a Creativity Amplifier with Dr. Sarah Thomas
Dr. Sarah Thomas, founder of Edumatch, shares how she uses AI for creativity and teaches students to do the same.
Dr. Sarah Thomas, founder of EduMatch and regional technology coordinator for Prince George's County Public Schools, offers a refreshing perspective on AI integration that moves beyond fear-based adoption.
Moving From Productivity to Creativity
“AI, if you use it for productivity, then that actually frees up your time so that you're able to actually shine and devote your own space and creativity to your zone of genius.”
Dr. Thomas describes practical applications like using AI to convert spoken presentation run-throughs into bullet-point speaker notes:
“I created the slides myself. I created the content myself, but I went and I did a run through of how I was going to present it, and I spoke to the AI, and I was just like, if you could just give me this back in bullet point format so I could plug it in on my speaker notes.”
The Safety-First Approach
When it comes to student use, Thomas emphasizes the critical importance of privacy and verification:
“We definitely need to model with our students on how to use it ethically, and how to also use it in order to maximize their output. So not just to run it through, copy and paste, whatever the output is.”
Her advice for educators starting their AI journey is clear:
“Safety first, definitely safety first. And on the flip side of that, also evaluating the output… even if it does 80% of the work, that's 20% that eyeballs on it.”
Students as AI Writing Tutors
Sarah shares examples of students using AI effectively:
“Students have been using it as a writing tutor, but they would create their essay and then they would ask the AI to help give them feedback, help poke holes in and things of that nature.”
Topic 3: Do AI Lesson Planners Measure Up? with Dr. Catlin Tucker
Dr. Catlin Tucker an expert in UDL holds up a microscope to AI lesson plans and shares how to improve them.
Dr. Catlin Tucker, bestselling author and international trainer, tackles one of education's biggest AI misconceptions: that generic lesson plan generators are sufficient for quality instruction. With her expertise in UDL, she holds up a light to examine the quality of AI lesson and what we can do about it as educators.
The Problem with One-Size-Fits-All AI
Dr. Tucker's new book “Elevating Educational Design with AI” emerged from concern about social media posts celebrating AI tools that “spits out a lesson, or it spits out an entire unit.”
“It's not spitting out a new and improved lesson. It's spitting out the same one size fits all teacher led experiences that educators have been using forever, and I would argue to not great results.”
The Prompting Reality
Catlin emphasizes that effective AI use requires sophisticated understanding:
“If you generate a lesson from an AI powered education tool, then you almost always have to go into an AI chat bot… Then you have to know how to prompt it so that you are creating a lesson that is differentiated, that offer students agency and meaningful choices.”
Universal Design for Learning Framework
Catlin's approach centers on systematic design:
“Think big, get excited about the possibilities. Start small… maybe the first thing you're doing is working with the AI to create construct specific options or choices, right? Really honoring student agency.”
She warns against superficial choice implementation:
“A mistake for sure is we're giving students a choice, but they're just kind of like random choices, right? They're not connected.”
Teachers as Architects, Not Information Deliverers
Tucker challenges educators to reframe their role:
“We are architects and then we are facilitators, and in that role as facilitators, we are working side by side with students leaning into this human work that I can't do listening, observing, organically, responding to students needs, being compassionate, building relationships.”
Her vision for meaningful choice extends beyond simple options:
“Why does every kid need to write an argumentative essay on the same prompt? Why don't you design your own prompt with AI?”
The Station Rotation Model: Dr. Tucker's framework allows teachers to work with small groups while other students engage in self-directed learning, creating opportunities for differentiated instruction that AI tools often miss.
Topic 4: Cybersecurity Education Through Real-World Experience with Jay James from Auburn University
Jay James is Cybersecurity Operations Lead at Auburn University where they have piloted a Student Operations Center (SOC) to combat cybersecurity threats and give students real world skills.
Jay James, Cybersecurity Operations Lead at Auburn University, addresses the critical cybersecurity workforce shortage (400,000 jobs) through an innovative student program that provides authentic learning while protecting the university. This also helps as the increasing needs of cybersecurity on campuses are becoming challenged. He integrates Microsoft Security Copilot and other AI tools to help his students learn and troubleshoot while under the supervision of those who are trained and do this every day. This is a great example of a win win program!
Selecting Students: Passion Over Prior Knowledge
“The ones that do the best are the ones that are passionate, the ones that are curious, the ones that really want to do it. And when they come in, they have that aptitude. It's really easy to teach them and get them up to speed.”
James recruits across disciplines:
“We don't limit it to just the College of Engineering, even though a lot of our students come from there. We recruit from the College of Business, we open it to all of the colleges.”
Why Schools Are Targets
Educational institutions face unique cybersecurity challenges:
“They have a lot of data that attackers are interested in. We're looking at that research data… they're just good playing grounds to test out new attacks.”
AI in Cybersecurity: Fighting Fire with Fire
“AI is great and it's great for us, but also it's great for the attacker. They are doing their attacks faster, better and they skill. So the only way that we can compete against that is fighting fire with fire.”
James describes innovative AI integration:
“Some of our students actually prompt IT Security Copilot to ask, hey, can you be a mentor but also a trainer while I work on these incidents? So in real time, while they are working through incidents or learning about alerts, security Copilot is coaching them.”
Building SOC Programs
For institutions considering similar programs:
“Start with where you are… you're going to have to sell this to someone… we don't give students enough credit. They're also students at the university, so they have to find all of these agreements of what they will and will not do.”
Topic 5: The Human Element – Why AI Can't Replace Teaching Relationships
During every AI discussion I've recorded for ISTE 2025, a powerful theme has emerged: the irreplaceable value of human connection in education.
I shared the story of a student I taught two years ago who still calls me for life advice. The best thing I taught him? How to show up to class on time (according to him.)
This exemplifies what Dr. Tucker meant when she said teachers are “architects of learning experiences.” We design not just lessons but life-changing moments that no AI can replicate that often extend far beyond academics into life lessons that can only be taught by another living human being.
Topic 6: My 6 Key Tools Highlighted from ISTE 2025
Based on conference buzz, several tools emerged as educator favorites:
Brisk – Chrome extension using AI for teacher feedback and email writing
Snorkl – Graphics tool for math and language teachers with instant feedback features
Suno – Music creation tool, now with custom lyrics (elementary teachers using it to create music from student poems)
Google Veo 3 – New video tool with voice and conversation generation
Google Notebook LM – Available for all ages with interactive podcast features
Pro Tip: Before implementing any tool, create a test student account and try to “break it” – test profanity filters, inappropriate requests, and edge cases your students will inevitably discover.
Topic 7: Instagram's School Safety Partnership – A Game Changer for Digital Wellbeing
Apply for Instagram's School Partnership program now. This was announced at ISTE.
In a significant announcement at ISTE, Instagram unveiled a partnership specifically designed to combat one of schools' most persistent digital challenges: cyberbullying and harmful social media behavior.
Official School Account Verification: Only verified school accounts can access enhanced reporting features (so the school instagram account MUST be the one to apply.)
Fast-Track Reporting: Reports of fight pages, bullying, and harmful content receive priority review
Direct Communication Channel: Schools get a dedicated pathway to Instagram's safety team
Preventive Resources: Access to digital citizenship materials and parent education resources
How to Apply:
You must apply using your school's official Instagram account (not personal principal or teacher accounts)
Complete the verification process through Instagram's education portal
Designate authorized staff members who can submit reports
Implement the provided training materials for staff and students
Why This Matters: With students reporting that much of school-related harassment happens on social media platforms outside school hours, this partnership provides schools with tools to address issues that impact the learning environment, even when they originate online.
Implementation Timeline: Apply immediately. The verification process can take several weeks, so early application is crucial.
Moving Forward: Practical Implementation
The episode's key takeaway centers on thoughtful, safety-first implementation. Whether using AI for productivity and creativity (Thomas), differentiated lesson design (Tucker), or cybersecurity training (James), success requires:
Testing tools thoroughly before student use
Maintaining human oversight and verification
Focusing on meaningful choice and authentic learning experiences
Preserving the relational foundation of education
As we navigate this AI-enhanced educational landscape, these expert voices remind us that the most powerful technology is only as effective as the thoughtful humans who implement it.
Listen to the full episode: Available wherever you get podcasts Show notes and resources: coolcatteacher.com Connect with guests (here are their bios as submitted)
Jay James
Jay James is a cybersecurity professional and technology educator who currently serves as the Cybersecurity Operations Lead at Auburn University. In this role he leads the cybersecurity student worker program, where students gain hands-on learning through real-world experiences that also help protect the university. The program blends security operations and mentorship to give students practical, high-impact exposure. It also integrates AI tools into their daily workflows, preparing them to navigate the evolving tech landscape. Jay also serves as an adjunct faculty member and cybersecurity instructor at several institutions, further supporting student growth in and out of the classroom. Through this approach, he is developing cybersecurity professionals who are job-ready and mission-driven from day one.
Sarah Thomas, PhD is the founder of EduMatch, an organization that empowers educators to make global connections across common areas of interest. She has spoken and presented internationally, participated in the Technical Working Group to refresh the 2017 ISTE Standards for Educators, and is a recipient of the ISTE Making IT Happen award. Sarah is a co-author of the ISTE digital equity series, Closing the Gap, the winner of the 2023 Maryland Society for Educational Technology Outstanding Leader Using Technology award, and the 2023 Leader of the Year as designated by the American Consortium for Equity in Education.
Dr. Catlin Tucker is a bestselling author, international trainer, and keynote speaker. She was named Teacher of the Year in 2010 in Sonoma County, where she taught for 16 years. Catlin earned her master's in education at the University of California at Santa Barbara and her doctorate in learning technologies from Pepperdine University. She delivered her first TEDx Talk, Education Reimagined: Student-led Learning, in June 2024. Catlin has published eleven books, including The Station Rotation & UDL, Elevating Educational Design with AI, The Shift to Student-led, and The Complete Guide to Blended Learning. She hosts The Balance podcast and is active on X @Catlin_Tucker and Instagram @CatlinTucker. You can learn about Catlin’s work on her website,
As we prepare to return to school and with all of the announcements over the summer, what are the things we should do right away to prepare. Should we really enable all of the things or how can we slow down and test what really needs to happen to ensure the safety of our students and the educational value we want to offer? 
