December 06th, 2025

Learning has always been the heartbeat of my leadership. It’s what fuels my curiosity, shapes my decisions, and reminds me that leadership is not about knowing everything—it’s about staying open enough to grow.

That belief came to life this fall when I was accepted into ISTE’s Generation AI Cohort 2, a yearlong fellowship focused on how educators can thoughtfully and ethically integrate artificial intelligence into teaching and learning. At the end of September, I had the opportunity to attend the in-person kickoff in Charlotte, North Carolina, where I spent several days immersed in learning, reflection, and connection.
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I came home with new insights, a renewed sense of purpose, and a reminder that leadership is best lived in community.

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​Learning in Community

Learning in Community. From the moment I walked into the kickoff, I was surrounded by a group of like-minded educators from across the United States—leaders, teachers, and coaches who care deeply about the intersection of technology, humanity, and education.

We learned together, yes, but we also lived that learning. Conversations flowed beyond the meeting rooms and into meals, coffee breaks, and laughter-filled evenings. Those unstructured moments were just as meaningful as the sessions themselves. They reminded me that learning doesn’t only happen through content; it happens through connection.
There’s an old African proverb that says,
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“If you want to go fast, go alone. If you want to go far, go together.”
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Charlotte reminded me of that truth. The power of this fellowship isn’t just in the curriculum—it’s in the community. Each conversation added a new layer of understanding, and each connection deepened my commitment to keep learning side by side with others.

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​Technology Should Reinforce Relationships

One idea from the kickoff has stayed with me:
Technology should reinforce relationships.

That single sentence reframed my thinking. Too often, technology in schools becomes transactional—used to deliver information, grade assignments, or check boxes. But if it doesn’t strengthen relationships, it isn’t serving its highest purpose.
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AI has the potential to personalize learning, streamline work, and expand creativity—but only if we use it to enhance human connection, not replace it. As educators, we are called to model that balance. We teach best when our use of technology mirrors the empathy, collaboration, and curiosity we hope to see in our students.

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​Students as Conductors, Not Instruments

One of the most powerful metaphors I heard during the kickoff was this:
Students should be the conductors of the orchestra, not just the instruments.

That line stopped me. It captured everything I believe about learning.
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Our goal isn’t to have students follow a script—it’s to help them design their own. We want them to know when to use AI as a creative partner and when to rely on their own critical thinking and originality. That shift requires a new kind of teacher comfort and courage.
It means being willing to hand students the baton and trust that they can lead the melody. It also means being transparent about our own learning curve as we explore what teaching looks like in an age where information is no longer the hardest thing to find—but discernment is.

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The Balance Between Human and Artificial Intelligence

Throughout the sessions, I found myself reflecting on a simple but essential question: When do we hand off tasks to AI, and when do we keep them?

There’s wisdom in knowing the difference. Some tasks—like sorting data, drafting outlines, or generating practice problems—can be automated. But creativity, empathy, and judgment? Those still belong to us.
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The more I learn about AI, the more I see that the goal isn’t to outsmart machines—it’s to use them wisely while keeping what’s distinctly human at the center.

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​AI Readiness and Responsibility

The ISTE Profile of an AI-Ready Graduate beautifully captures what this balance can look like. An AI-ready student is curious, critical, ethical, collaborative, and adaptable. They know how to think with technology, not be defined by it.

Yet many students today aren’t learning how to use AI responsibly. It isn’t because they don’t want to—it’s because no one is teaching them. Teachers are navigating uncharted waters, and few districts have clear guidelines or training in place.
That’s why part of this fellowship focuses on the importance of policy. Every district needs to clearly define expectations around AI use—not to control creativity, but to guide it. Clarity breeds confidence, and confidence leads to innovation.
When students and teachers understand what’s allowed, what’s ethical, and what’s possible, they can begin using AI not as a shortcut but as a catalyst for learning.

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​My Learning Last Month

Leaving Charlotte, I felt a sense of renewed purpose. I didn’t just gain new strategies—I gained perspective.
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This year, my action research project will explore how AI can strengthen collaboration and connection among teachers and students. I want to know what happens when technology is used not as a wall between people but as a bridge that brings them closer together.
The work ahead will require courage, curiosity, and community—all things I found in that fellowship room in North Carolina.

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Takeaway

This experience reminded me that leadership and learning are not meant to be solitary. The best growth happens when we learn with others, share our reflections, and let curiosity guide the way.

AI may be changing the tools we use, but it doesn’t change the heart of our work: people. Relationships will always be the foundation of meaningful learning.
As I continue this journey, I’ll keep learning in community, leading with curiosity, and reflecting along the way. Because leadership, at its core, is simply learning—shared out loud.
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Here’s to being a lead learner—in leadership and in life. Lead. Learn. Live. Repeat.