J-C Couture

Leadership Journeys in AI-Powered Schools addresses a comprehensive range of challenging and potential-rich scenarios for the integration of generative artificial intelligence into curriculum, instruction, and assessment. Many school professionals are concerned about the impact that AI tools will have on academic integrity, job security, teacher-student relationships, algorithmic bias, digital privacy, and beyond, particularly as young learners become proficient in free-to-use tools like ChatGPT and Midjourney. This book provides graduate students, teaching faculty, and scholars of teacher education as well as school and district leadership with accessible background information, practical use cases, and change management approaches pertaining to generative AI. School professionals in training will come away with a substantive, evidence-based means of discovering and integrating AI in a way that accommodates common uncertainties and greater preparation to manage risk and lead change.

Leadership Journeys in AI-Powered Schools addresses a comprehensive range of challenging and potential-rich scenarios for the integration of generative artificial intelligence into curriculum, instruction, and assessment. Many school professionals are concerned about the impact that AI tools will have on academic integrity, job security, teacher-student relationships, algorithmic bias, digital privacy, and beyond, particularly as young learners become proficient in free-to-use tools like ChatGPT and Midjourney. This book provides graduate students, teaching faculty, and scholars of teacher education as well as school and district leadership with accessible background information, practical use cases, and change management approaches pertaining to generative AI. School professionals in training will come away with a substantive, evidence-based means of discovering and integrating AI in a way that accommodates common uncertainties and greater preparation to manage risk and lead change.

Education Futures for School Leadership is a comprehensive resource to support school leaders as they encounter the growing complexity and uncertainties that characterize life in schools today. Moving beyond conventional change management literature, this book invites current and aspiring school leaders to apply the interdisciplinary tools of futures studies and strategic foresight to their work. Given our shared global challenges, young people deserve schools that are agile, adaptive, and responsive to many possible futures. Driven by the imperatives of equity and inclusion, the authors provide practical, evidence-informed strategies, real-world examples, and use cases of futures thinking applied to school staff development and change strategies. Each chapter engages with key educational realities: differentiating instructional planning and assessment, the impacts of artificial intelligence and other technologies, the growing psycho-social issues young people are facing, and more. Informed by years of international collaboration with forward-thinking school leaders and scholars, this book is both a field guide and a call to action for navigating the influence of the future on our present moment and the challenges and promises shaping school life today.

Education Futures for School Leadership is a comprehensive resource to support school leaders as they encounter the growing complexity and uncertainties that characterize life in schools today. Moving beyond conventional change management literature, this book invites current and aspiring school leaders to apply the interdisciplinary tools of futures studies and strategic foresight to their work. Given our shared global challenges, young people deserve schools that are agile, adaptive, and responsive to many possible futures. Driven by the imperatives of equity and inclusion, the authors provide practical, evidence-informed strategies, real-world examples, and use cases of futures thinking applied to school staff development and change strategies. Each chapter engages with key educational realities: differentiating instructional planning and assessment, the impacts of artificial intelligence and other technologies, the growing psycho-social issues young people are facing, and more. Informed by years of international collaboration with forward-thinking school leaders and scholars, this book is both a field guide and a call to action for navigating the influence of the future on our present moment and the challenges and promises shaping school life today.

Understanding educational success of Alberta or Finland needs to include an awareness of socio-cultural, political, and economic factors-issues covered in several chapters of this book. Indeed, education policies that drive better equity and equality in these systems must be kept at the center of attention when considering any lessons from these high-performing school systems. Finland has shown, just like Alberta, that educational change should be systematic and coherent, in contrast with the current haphazard intervention efforts of many other countries...my own conclusion is that developing the capacities of schools through interventions like AISI (Alberta Initiative for School Improvement) in Alberta and school-led curriculum system in Finland is much more important than testing the hell out of students, and that some out-of-school policies and support mechanisms to families and children associated with health, well-being and happiness are also necess

We began, prompted by the late Chris Gonnet, Superintendent of Grande Prairie Public Schools, to explore the question 'What Makes a Great School?'in December 2010 at a meeting in Boston. We concluded that it involved many inter-connected elements, but that the key components were focused teacher leadership enabled by being empowered and resourced to make a difference. Rethinking Leadership sees evidence-informed practice as the fulcrum point for leveraging school improvement, especially if it systematically supported within a systematic way at the jurisdiction and provincial levels to build school leadership capacity. We also concluded that the framing conditions for the work of the school - the provincial/ state policies, curriculum requirements, financial arrangements, assessment regimes as well as the policies of school boards and districts - either enables or impairs the ability of a team within the school to create a great school for all students.