Candidates for Montgomery County Executive answer questions during a recent Labor Forum.
MCAAP President Dr. Christine Handy, Mr. Mike Bayewitz and Mr. James Allrich (MCAAP Board of Director Chapter Vice Presidents), ask the tough questions that need answers to the Candidates for Montgomery County Executive, in their recent Labor Forum. Don't miss their questions and the Candidate response's here.
Given today’s immigration situation, she says she is grateful to her superintendent Dr. Moisés Aguirre for providing school leaders with tremendous guidance, and for his willingness to put himself on the front lines to “uphold our values of equity, safety, and respect for all regardless of immigration status.”
Given today’s immigration situation, she says she is grateful to her superintendent Dr. Moisés Aguirre for providing school leaders with tremendous guidance, and for his willingness to put himself on the front lines to “uphold our values of equity, safety, and respect for all regardless of immigration status.”
As Angie recalls her own family’s deportation stories, she says, “Today, if kids do not feel safe or are suffering from hunger, it’s hard to talk about curriculum. There is a lot for us to think about.”
As Angie recalls her own family’s deportation stories, she says, “Today, if kids do not feel safe or are suffering from hunger, it’s hard to talk about curriculum. There is a lot for us to think about.”
Born in San Francisco, California, Angelina Santana recalls a much gentler time for immigrant families. Today, as assistant principal at Eastlake High School in Chula Vista, California, AFSA Local 150, Angie is devoted to helping her students find the opportunities and resources they need for success, regardless of their families’ status.
Years ago, when her parents and older brother were sent back to Mexico, extended family on this side of the border made an all-out effort to bring them back to the United States in time for Angie’s birth. Raised in San Francisco, she quickly learned the importance of mentoring in her own life and has been committed to mentoring others ever since.
The women in her life—her aunts in Mexico and her “spiritual godmother,” Consuelo Lopez—were “the childhood mentors who left an imprint.”
Another mentor, teacher Alec Lee, helped start and lead the Aim High summer program for lower-income students at Lick-Wilmerding Middle School, one of the affluent schools in San Francisco. “The program helped kids like my older brother and me avoid the gang violence between Sunnydale and Hunter’s Point.”
Attending Aim High inspired her to consider going to high school there, even though she initially wanted to stay with her friends in Visitation Valley. In high school, she encountered two other major influences, Mrs. Eleanor McBride and Ms. Malia Dinell, both science teachers.
“Even though English wasn’t my first language,” she says, “I didn’t have to struggle much because they were so hands on. We were all learning new science words, and I eventually learned to love science.”
Thanks to Lee, McBride and Dinell, she went on to Santa Clara University, where she met Dr. Ramon Chacon, “a father figure on campus to all the Latino students, especially those of us with Mexican-born parents.”
In college, most biology majors were viewed as pre-med, so Angie saw herself that way, too. “But I discovered that I fainted at the sight of blood and even though everyone told me that it would pass, it didn’t.”
Having worked at Aim High as a teacher’s aide in science, Angie thought of teaching as a career alternative. Everything went according to plan. Along the way, she earned a Master of Arts in Secondary Education at San Francisco State University. When the time came to find work, she says, “There was a great need for science teachers and being a Spanish-speaking female Latina was the best case scenario.”
Parkway Heights Middle School in South San Francisco was her first home, and she loved it. “I fell in love with the kids’ energy. Many people have problems with middle schoolers, but I thought they were exciting.”
At Parkway Heights, she discovered a virtually abandoned lab, cleaned it out, and brought in supplies. The students loved it.
Her next adventure was at Menlo-Atherton High School. At that time, the Bay...
I’ve been in public education long enough to have seen pendulum swings, policy cycles, silver bullets, and reforms that promised the moon but barely scratched the atmosphere to even create a crater. I’ve seen technology arrive in waves: desktops, laptops, smartboards, tablets; each announced as the evolution that would transform the classroom.
But artificial intelligence is different. It is not a wave. It’s a tide change.
And as someone who champions AI integration in schools, who speaks nationally about the opportunities and responsibilities school leaders hold during this unprecedented transition, I feel obligated to sound an alarm that is both urgent and hopeful.
Because the truth is simple: AI, automation, and robotics are accelerating faster than our education systems, our policy frameworks, and our workforce pipelines can adapt and the consequences for young people could be devastating if we don’t pivot immediately.
The Workforce Is Changing at a Pace Schools Can’t Ignore
For decades, we assumed that technological disruption would eliminate some jobs, reshape others, and create new ones. That was the pattern of the Industrial Age, the Information Age, and even the early digital era.
But AI breaks this cycle. This time, the displacement is exponential; the job creation is not keeping pace. Recent analyses indicate that:
Up to 30% of U.S. jobs could be automated by 2030, according to multiple economic forecasts.
Nearly 60% of jobs will be significantly altered by AI, even if not fully replaced.
A quarter of all jobs may eventually be performed entirely by AI systems.
And most concerning; the jobs most vulnerable are precisely the entry-level, clerical, administrative, and routine-skilled roles that once served as the “first rung” of the ladder for the emerging workforce we are educating currently.
These were the jobs students could step into while pursuing college degrees, supporting their families, or gaining early career experience. Those rungs are disappearing.
We are already seeing businesses reduce hiring for early-career roles because AI tools can process invoices, draft documents, code basic functions, respond to customer inquiries, analyze spreadsheets, schedule logistics, and manage workflows at a fraction of the cost and time.
This is not theoretical. This is happening.
And yet much of secondary and post-secondary education still operates like the job market of the 1950s; prepare, test, sort, and send students on a linear path toward a degree, hopeful that opportunity awaits.
Hope is not a strategy.
New York State’s Portrait of a Graduate: A Strong Step, But Not the Destination
New York State’s NY Inspires “Portrait of a Graduate,” ...
I’ve been in public education long enough to have seen pendulum swings, policy cycles, silver bullets, and reforms that promised the moon but barely scratched the atmosphere to even create a crater. I’ve seen technology arrive in waves: desktops, laptops, smartboards, tablets; each announced as the evolution that would transform the classroom.
But artificial intelligence is different. It is not a wave. It’s a tide change.
And as someone who champions AI integration in schools, who speaks nationally about the opportunities and responsibilities school leaders hold during this unprecedented transition, I feel obligated to sound an alarm that is both urgent and hopeful.
Because the truth is simple: AI, automation, and robotics are accelerating faster than our education systems, our policy frameworks, and our workforce pipelines can adapt and the consequences for young people could be devastating if we don’t pivot immediately.
The Workforce Is Changing at a Pace Schools Can’t Ignore
For decades, we assumed that technological disruption would eliminate some jobs, reshape others, and create new ones. That was the pattern of the Industrial Age, the Information Age, and even the early digital era.
But AI breaks this cycle. This time, the displacement is exponential; the job creation is not keeping pace. Recent analyses indicate that:
Up to 30% of U.S. jobs could be automated by 2030, according to multiple economic forecasts.
Nearly 60% of jobs will be significantly altered by AI, even if not fully replaced.
A quarter of all jobs may eventually be performed entirely by AI systems.
And most concerning; the jobs most vulnerable are precisely the entry-level, clerical, administrative, and routine-skilled roles that once served as the “first rung” of the ladder for the emerging workforce we are educating currently.
These were the jobs students could step into while pursuing college degrees, supporting their families, or gaining early career experience. Those rungs are disappearing.
We are already seeing businesses reduce hiring for early-career roles because AI tools can process invoices, draft documents, code basic functions, respond to customer inquiries, analyze spreadsheets, schedule logistics, and manage workflows at a fraction of the cost and time.
This is not theoretical. This is happening.
And yet much of secondary and post-secondary education still operates like the job market of the 1950s; prepare, test, sort, and send students on a linear path toward a degree, hopeful that opportunity awaits.
Hope is not a strategy.
New York State’s Portrait of a Graduate: A Strong Step, But Not the Destination
New York State’s NY Inspires “Portrait of a Graduate,” ...
I’ve been in public education long enough to have seen pendulum swings, policy cycles, silver bullets, and reforms that promised the moon but barely scratched the atmosphere to even create a crater. I’ve seen technology arrive in waves: desktops, laptops, smartboards, tablets; each announced as the evolution that would transform the classroom.
But artificial intelligence is different. It is not a wave. It’s a tide change.
And as someone who champions AI integration in schools, who speaks nationally about the opportunities and responsibilities school leaders hold during this unprecedented transition, I feel obligated to sound an alarm that is both urgent and hopeful.
Because the truth is simple: AI, automation, and robotics are accelerating faster than our education systems, our policy frameworks, and our workforce pipelines can adapt and the consequences for young people could be devastating if we don’t pivot immediately.
The Workforce Is Changing at a Pace Schools Can’t Ignore
For decades, we assumed that technological disruption would eliminate some jobs, reshape others, and create new ones. That was the pattern of the Industrial Age, the Information Age, and even the early digital era.
But AI breaks this cycle. This time, the displacement is exponential; the job creation is not keeping pace. Recent analyses indicate that:
Up to 30% of U.S. jobs could be automated by 2030, according to multiple economic forecasts.
Nearly 60% of jobs will be significantly altered by AI, even if not fully replaced.
A quarter of all jobs may eventually be performed entirely by AI systems.
And most concerning; the jobs most vulnerable are precisely the entry-level, clerical, administrative, and routine-skilled roles that once served as the “first rung” of the ladder for the emerging workforce we are educating currently.
These were the jobs students could step into while pursuing college degrees, supporting their families, or gaining early career experience. Those rungs are disappearing.
We are already seeing businesses reduce hiring for early-career roles because AI tools can process invoices, draft documents, code basic functions, respond to customer inquiries, analyze spreadsheets, schedule logistics, and manage workflows at a fraction of the cost and time.
This is not theoretical. This is happening.
And yet much of secondary and post-secondary education still operates like the job market of the 1950s; prepare, test, sort, and send students on a linear path toward a degree, hopeful that opportunity awaits.
Hope is not a strategy.
New York State’s Portrait of a Graduate: A Strong Step, But Not the Destination
New York State’s NY Inspires “Portrait of a Graduate,” ...
I’ve been in public education long enough to have seen pendulum swings, policy cycles, silver bullets, and reforms that promised the moon but barely scratched the atmosphere to even create a crater. I’ve seen technology arrive in waves: desktops, laptops, smartboards, tablets; each announced as the evolution that would transform the classroom.
But artificial intelligence is different. It is not a wave. It’s a tide change.
And as someone who champions AI integration in schools, who speaks nationally about the opportunities and responsibilities school leaders hold during this unprecedented transition, I feel obligated to sound an alarm that is both urgent and hopeful.
Because the truth is simple: AI, automation, and robotics are accelerating faster than our education systems, our policy frameworks, and our workforce pipelines can adapt and the consequences for young people could be devastating if we don’t pivot immediately.
The Workforce Is Changing at a Pace Schools Can’t Ignore
For decades, we assumed that technological disruption would eliminate some jobs, reshape others, and create new ones. That was the pattern of the Industrial Age, the Information Age, and even the early digital era.
But AI breaks this cycle. This time, the displacement is exponential; the job creation is not keeping pace. Recent analyses indicate that:
Up to 30% of U.S. jobs could be automated by 2030, according to multiple economic forecasts.
Nearly 60% of jobs will be significantly altered by AI, even if not fully replaced.
A quarter of all jobs may eventually be performed entirely by AI systems.
And most concerning; the jobs most vulnerable are precisely the entry-level, clerical, administrative, and routine-skilled roles that once served as the “first rung” of the ladder for the emerging workforce we are educating currently.
These were the jobs students could step into while pursuing college degrees, supporting their families, or gaining early career experience. Those rungs are disappearing.
We are already seeing businesses reduce hiring for early-career roles because AI tools can process invoices, draft documents, code basic functions, respond to customer inquiries, analyze spreadsheets, schedule logistics, and manage workflows at a fraction of the cost and time.
This is not theoretical. This is happening.
And yet much of secondary and post-secondary education still operates like the job market of the 1950s; prepare, test, sort, and send students on a linear path toward a degree, hopeful that opportunity awaits.
Hope is not a strategy.
New York State’s Portrait of a Graduate: A Strong Step, But Not the Destination
New York State’s NY Inspires “Portrait of a Graduate,” ...
I’ve been in public education long enough to have seen pendulum swings, policy cycles, silver bullets, and reforms that promised the moon but barely scratched the atmosphere to even create a crater. I’ve seen technology arrive in waves: desktops, laptops, smartboards, tablets; each announced as the evolution that would transform the classroom.
But artificial intelligence is different. It is not a wave. It’s a tide change.
And as someone who champions AI integration in schools, who speaks nationally about the opportunities and responsibilities school leaders hold during this unprecedented transition, I feel obligated to sound an alarm that is both urgent and hopeful.
Because the truth is simple: AI, automation, and robotics are accelerating faster than our education systems, our policy frameworks, and our workforce pipelines can adapt and the consequences for young people could be devastating if we don’t pivot immediately.
The Workforce Is Changing at a Pace Schools Can’t Ignore
For decades, we assumed that technological disruption would eliminate some jobs, reshape others, and create new ones. That was the pattern of the Industrial Age, the Information Age, and even the early digital era.
But AI breaks this cycle. This time, the displacement is exponential; the job creation is not keeping pace. Recent analyses indicate that:
Up to 30% of U.S. jobs could be automated by 2030, according to multiple economic forecasts.
Nearly 60% of jobs will be significantly altered by AI, even if not fully replaced.
A quarter of all jobs may eventually be performed entirely by AI systems.
And most concerning; the jobs most vulnerable are precisely the entry-level, clerical, administrative, and routine-skilled roles that once served as the “first rung” of the ladder for the emerging workforce we are educating currently.
These were the jobs students could step into while pursuing college degrees, supporting their families, or gaining early career experience. Those rungs are disappearing.
We are already seeing businesses reduce hiring for early-career roles because AI tools can process invoices, draft documents, code basic functions, respond to customer inquiries, analyze spreadsheets, schedule logistics, and manage workflows at a fraction of the cost and time.
This is not theoretical. This is happening.
And yet much of secondary and post-secondary education still operates like the job market of the 1950s; prepare, test, sort, and send students on a linear path toward a degree, hopeful that opportunity awaits.
Hope is not a strategy.
New York State’s Portrait of a Graduate: A Strong Step, But Not the Destination
New York State’s NY Inspires “Portrait of a Graduate,” ...
I’ve been in public education long enough to have seen pendulum swings, policy cycles, silver bullets, and reforms that promised the moon but barely scratched the atmosphere to even create a crater. I’ve seen technology arrive in waves: desktops, laptops, smartboards, tablets; each announced as the evolution that would transform the classroom.
But artificial intelligence is different. It is not a wave. It’s a tide change.
And as someone who champions AI integration in schools, who speaks nationally about the opportunities and responsibilities school leaders hold during this unprecedented transition, I feel obligated to sound an alarm that is both urgent and hopeful.
Because the truth is simple: AI, automation, and robotics are accelerating faster than our education systems, our policy frameworks, and our workforce pipelines can adapt and the consequences for young people could be devastating if we don’t pivot immediately.
The Workforce Is Changing at a Pace Schools Can’t Ignore
For decades, we assumed that technological disruption would eliminate some jobs, reshape others, and create new ones. That was the pattern of the Industrial Age, the Information Age, and even the early digital era.
But AI breaks this cycle. This time, the displacement is exponential; the job creation is not keeping pace. Recent analyses indicate that:
Up to 30% of U.S. jobs could be automated by 2030, according to multiple economic forecasts.
Nearly 60% of jobs will be significantly altered by AI, even if not fully replaced.
A quarter of all jobs may eventually be performed entirely by AI systems.
And most concerning; the jobs most vulnerable are precisely the entry-level, clerical, administrative, and routine-skilled roles that once served as the “first rung” of the ladder for the emerging workforce we are educating currently.
These were the jobs students could step into while pursuing college degrees, supporting their families, or gaining early career experience. Those rungs are disappearing.
We are already seeing businesses reduce hiring for early-career roles because AI tools can process invoices, draft documents, code basic functions, respond to customer inquiries, analyze spreadsheets, schedule logistics, and manage workflows at a fraction of the cost and time.
This is not theoretical. This is happening.
And yet much of secondary and post-secondary education still operates like the job market of the 1950s; prepare, test, sort, and send students on a linear path toward a degree, hopeful that opportunity awaits.
Hope is not a strategy.
New York State’s Portrait of a Graduate: A Strong Step, But Not the Destination
New York State’s NY Inspires “Portrait of a Graduate,” ...
I’ve been in public education long enough to have seen pendulum swings, policy cycles, silver bullets, and reforms that promised the moon but barely scratched the atmosphere to even create a crater. I’ve seen technology arrive in waves: desktops, laptops, smartboards, tablets; each announced as the evolution that would transform the classroom.
But artificial intelligence is different. It is not a wave. It’s a tide change.
And as someone who champions AI integration in schools, who speaks nationally about the opportunities and responsibilities school leaders hold during this unprecedented transition, I feel obligated to sound an alarm that is both urgent and hopeful.
Because the truth is simple: AI, automation, and robotics are accelerating faster than our education systems, our policy frameworks, and our workforce pipelines can adapt and the consequences for young people could be devastating if we don’t pivot immediately.
The Workforce Is Changing at a Pace Schools Can’t Ignore
For decades, we assumed that technological disruption would eliminate some jobs, reshape others, and create new ones. That was the pattern of the Industrial Age, the Information Age, and even the early digital era.
But AI breaks this cycle. This time, the displacement is exponential; the job creation is not keeping pace. Recent analyses indicate that:
Up to 30% of U.S. jobs could be automated by 2030, according to multiple economic forecasts.
Nearly 60% of jobs will be significantly altered by AI, even if not fully replaced.
A quarter of all jobs may eventually be performed entirely by AI systems.
And most concerning; the jobs most vulnerable are precisely the entry-level, clerical, administrative, and routine-skilled roles that once served as the “first rung” of the ladder for the emerging workforce we are educating currently.
These were the jobs students could step into while pursuing college degrees, supporting their families, or gaining early career experience. Those rungs are disappearing.
We are already seeing businesses reduce hiring for early-career roles because AI tools can process invoices, draft documents, code basic functions, respond to customer inquiries, analyze spreadsheets, schedule logistics, and manage workflows at a fraction of the cost and time.
This is not theoretical. This is happening.
And yet much of secondary and post-secondary education still operates like the job market of the 1950s; prepare, test, sort, and send students on a linear path toward a degree, hopeful that opportunity awaits.
Hope is not a strategy.
New York State’s Portrait of a Graduate: A Strong Step, But Not the Destination
New York State’s NY Inspires “Portrait of a Graduate,” ...
I’ve been in public education long enough to have seen pendulum swings, policy cycles, silver bullets, and reforms that promised the moon but barely scratched the atmosphere to even create a crater. I’ve seen technology arrive in waves: desktops, laptops, smartboards, tablets; each announced as the evolution that would transform the classroom.
But artificial intelligence is different. It is not a wave. It’s a tide change.
And as someone who champions AI integration in schools, who speaks nationally about the opportunities and responsibilities school leaders hold during this unprecedented transition, I feel obligated to sound an alarm that is both urgent and hopeful.
Because the truth is simple: AI, automation, and robotics are accelerating faster than our education systems, our policy frameworks, and our workforce pipelines can adapt and the consequences for young people could be devastating if we don’t pivot immediately.
The Workforce Is Changing at a Pace Schools Can’t Ignore
For decades, we assumed that technological disruption would eliminate some jobs, reshape others, and create new ones. That was the pattern of the Industrial Age, the Information Age, and even the early digital era.
But AI breaks this cycle. This time, the displacement is exponential; the job creation is not keeping pace. Recent analyses indicate that:
Up to 30% of U.S. jobs could be automated by 2030, according to multiple economic forecasts.
Nearly 60% of jobs will be significantly altered by AI, even if not fully replaced.
A quarter of all jobs may eventually be performed entirely by AI systems.
And most concerning; the jobs most vulnerable are precisely the entry-level, clerical, administrative, and routine-skilled roles that once served as the “first rung” of the ladder for the emerging workforce we are educating currently.
These were the jobs students could step into while pursuing college degrees, supporting their families, or gaining early career experience. Those rungs are disappearing.
We are already seeing businesses reduce hiring for early-career roles because AI tools can process invoices, draft documents, code basic functions, respond to customer inquiries, analyze spreadsheets, schedule logistics, and manage workflows at a fraction of the cost and time.
This is not theoretical. This is happening.
And yet much of secondary and post-secondary education still operates like the job market of the 1950s; prepare, test, sort, and send students on a linear path toward a degree, hopeful that opportunity awaits.
Hope is not a strategy.
New York State’s Portrait of a Graduate: A Strong Step, But Not the Destination
New York State’s NY Inspires “Portrait of a Graduate,” ...
I’ve been in public education long enough to have seen pendulum swings, policy cycles, silver bullets, and reforms that promised the moon but barely scratched the atmosphere to even create a crater. I’ve seen technology arrive in waves: desktops, laptops, smartboards, tablets; each announced as the evolution that would transform the classroom.
But artificial intelligence is different. It is not a wave. It’s a tide change.
And as someone who champions AI integration in schools, who speaks nationally about the opportunities and responsibilities school leaders hold during this unprecedented transition, I feel obligated to sound an alarm that is both urgent and hopeful.
Because the truth is simple: AI, automation, and robotics are accelerating faster than our education systems, our policy frameworks, and our workforce pipelines can adapt and the consequences for young people could be devastating if we don’t pivot immediately.
The Workforce Is Changing at a Pace Schools Can’t Ignore
For decades, we assumed that technological disruption would eliminate some jobs, reshape others, and create new ones. That was the pattern of the Industrial Age, the Information Age, and even the early digital era.
But AI breaks this cycle. This time, the displacement is exponential; the job creation is not keeping pace. Recent analyses indicate that:
Up to 30% of U.S. jobs could be automated by 2030, according to multiple economic forecasts.
Nearly 60% of jobs will be significantly altered by AI, even if not fully replaced.
A quarter of all jobs may eventually be performed entirely by AI systems.
And most concerning; the jobs most vulnerable are precisely the entry-level, clerical, administrative, and routine-skilled roles that once served as the “first rung” of the ladder for the emerging workforce we are educating currently.
These were the jobs students could step into while pursuing college degrees, supporting their families, or gaining early career experience. Those rungs are disappearing.
We are already seeing businesses reduce hiring for early-career roles because AI tools can process invoices, draft documents, code basic functions, respond to customer inquiries, analyze spreadsheets, schedule logistics, and manage workflows at a fraction of the cost and time.
This is not theoretical. This is happening.
And yet much of secondary and post-secondary education still operates like the job market of the 1950s; prepare, test, sort, and send students on a linear path toward a degree, hopeful that opportunity awaits.
Hope is not a strategy.
New York State’s Portrait of a Graduate: A Strong Step, But Not the Destination
New York State’s NY Inspires “Portrait of a Graduate,” ...
I’ve been in public education long enough to have seen pendulum swings, policy cycles, silver bullets, and reforms that promised the moon but barely scratched the atmosphere to even create a crater. I’ve seen technology arrive in waves: desktops, laptops, smartboards, tablets; each announced as the evolution that would transform the classroom.
But artificial intelligence is different. It is not a wave. It’s a tide change.
And as someone who champions AI integration in schools, who speaks nationally about the opportunities and responsibilities school leaders hold during this unprecedented transition, I feel obligated to sound an alarm that is both urgent and hopeful.
Because the truth is simple: AI, automation, and robotics are accelerating faster than our education systems, our policy frameworks, and our workforce pipelines can adapt and the consequences for young people could be devastating if we don’t pivot immediately.
The Workforce Is Changing at a Pace Schools Can’t Ignore
For decades, we assumed that technological disruption would eliminate some jobs, reshape others, and create new ones. That was the pattern of the Industrial Age, the Information Age, and even the early digital era.
But AI breaks this cycle. This time, the displacement is exponential; the job creation is not keeping pace. Recent analyses indicate that:
Up to 30% of U.S. jobs could be automated by 2030, according to multiple economic forecasts.
Nearly 60% of jobs will be significantly altered by AI, even if not fully replaced.
A quarter of all jobs may eventually be performed entirely by AI systems.
And most concerning; the jobs most vulnerable are precisely the entry-level, clerical, administrative, and routine-skilled roles that once served as the “first rung” of the ladder for the emerging workforce we are educating currently.
These were the jobs students could step into while pursuing college degrees, supporting their families, or gaining early career experience. Those rungs are disappearing.
We are already seeing businesses reduce hiring for early-career roles because AI tools can process invoices, draft documents, code basic functions, respond to customer inquiries, analyze spreadsheets, schedule logistics, and manage workflows at a fraction of the cost and time.
This is not theoretical. This is happening.
And yet much of secondary and post-secondary education still operates like the job market of the 1950s; prepare, test, sort, and send students on a linear path toward a degree, hopeful that opportunity awaits.
Hope is not a strategy.
New York State’s Portrait of a Graduate: A Strong Step, But Not the Destination
New York State’s NY Inspires “Portrait of a Graduate,” ...
I’ve been in public education long enough to have seen pendulum swings, policy cycles, silver bullets, and reforms that promised the moon but barely scratched the atmosphere to even create a crater. I’ve seen technology arrive in waves: desktops, laptops, smartboards, tablets; each announced as the evolution that would transform the classroom.
But artificial intelligence is different. It is not a wave. It’s a tide change.
And as someone who champions AI integration in schools, who speaks nationally about the opportunities and responsibilities school leaders hold during this unprecedented transition, I feel obligated to sound an alarm that is both urgent and hopeful.
Because the truth is simple: AI, automation, and robotics are accelerating faster than our education systems, our policy frameworks, and our workforce pipelines can adapt and the consequences for young people could be devastating if we don’t pivot immediately.
The Workforce Is Changing at a Pace Schools Can’t Ignore
For decades, we assumed that technological disruption would eliminate some jobs, reshape others, and create new ones. That was the pattern of the Industrial Age, the Information Age, and even the early digital era.
But AI breaks this cycle. This time, the displacement is exponential; the job creation is not keeping pace. Recent analyses indicate that:
Up to 30% of U.S. jobs could be automated by 2030, according to multiple economic forecasts.
Nearly 60% of jobs will be significantly altered by AI, even if not fully replaced.
A quarter of all jobs may eventually be performed entirely by AI systems.
And most concerning; the jobs most vulnerable are precisely the entry-level, clerical, administrative, and routine-skilled roles that once served as the “first rung” of the ladder for the emerging workforce we are educating currently.
These were the jobs students could step into while pursuing college degrees, supporting their families, or gaining early career experience. Those rungs are disappearing.
We are already seeing businesses reduce hiring for early-career roles because AI tools can process invoices, draft documents, code basic functions, respond to customer inquiries, analyze spreadsheets, schedule logistics, and manage workflows at a fraction of the cost and time.
This is not theoretical. This is happening.
And yet much of secondary and post-secondary education still operates like the job market of the 1950s; prepare, test, sort, and send students on a linear path toward a degree, hopeful that opportunity awaits.
Hope is not a strategy.
New York State’s Portrait of a Graduate: A Strong Step, But Not the Destination
New York State’s NY Inspires “Portrait of a Graduate,” ...
I’ve been in public education long enough to have seen pendulum swings, policy cycles, silver bullets, and reforms that promised the moon but barely scratched the atmosphere to even create a crater. I’ve seen technology arrive in waves: desktops, laptops, smartboards, tablets; each announced as the evolution that would transform the classroom.
But artificial intelligence is different. It is not a wave. It’s a tide change.
And as someone who champions AI integration in schools, who speaks nationally about the opportunities and responsibilities school leaders hold during this unprecedented transition, I feel obligated to sound an alarm that is both urgent and hopeful.
Because the truth is simple: AI, automation, and robotics are accelerating faster than our education systems, our policy frameworks, and our workforce pipelines can adapt and the consequences for young people could be devastating if we don’t pivot immediately.
The Workforce Is Changing at a Pace Schools Can’t Ignore
For decades, we assumed that technological disruption would eliminate some jobs, reshape others, and create new ones. That was the pattern of the Industrial Age, the Information Age, and even the early digital era.
But AI breaks this cycle. This time, the displacement is exponential; the job creation is not keeping pace. Recent analyses indicate that:
Up to 30% of U.S. jobs could be automated by 2030, according to multiple economic forecasts.
Nearly 60% of jobs will be significantly altered by AI, even if not fully replaced.
A quarter of all jobs may eventually be performed entirely by AI systems.
And most concerning; the jobs most vulnerable are precisely the entry-level, clerical, administrative, and routine-skilled roles that once served as the “first rung” of the ladder for the emerging workforce we are educating currently.
These were the jobs students could step into while pursuing college degrees, supporting their families, or gaining early career experience. Those rungs are disappearing.
We are already seeing businesses reduce hiring for early-career roles because AI tools can process invoices, draft documents, code basic functions, respond to customer inquiries, analyze spreadsheets, schedule logistics, and manage workflows at a fraction of the cost and time.
This is not theoretical. This is happening.
And yet much of secondary and post-secondary education still operates like the job market of the 1950s; prepare, test, sort, and send students on a linear path toward a degree, hopeful that opportunity awaits.
Hope is not a strategy.
New York State’s Portrait of a Graduate: A Strong Step, But Not the Destination
New York State’s NY Inspires “Portrait of a Graduate,” ...
I’ve been in public education long enough to have seen pendulum swings, policy cycles, silver bullets, and reforms that promised the moon but barely scratched the atmosphere to even create a crater. I’ve seen technology arrive in waves: desktops, laptops, smartboards, tablets; each announced as the evolution that would transform the classroom.
But artificial intelligence is different. It is not a wave. It’s a tide change.
And as someone who champions AI integration in schools, who speaks nationally about the opportunities and responsibilities school leaders hold during this unprecedented transition, I feel obligated to sound an alarm that is both urgent and hopeful.
Because the truth is simple: AI, automation, and robotics are accelerating faster than our education systems, our policy frameworks, and our workforce pipelines can adapt and the consequences for young people could be devastating if we don’t pivot immediately.
The Workforce Is Changing at a Pace Schools Can’t Ignore
For decades, we assumed that technological disruption would eliminate some jobs, reshape others, and create new ones. That was the pattern of the Industrial Age, the Information Age, and even the early digital era.
But AI breaks this cycle. This time, the displacement is exponential; the job creation is not keeping pace. Recent analyses indicate that:
Up to 30% of U.S. jobs could be automated by 2030, according to multiple economic forecasts.
Nearly 60% of jobs will be significantly altered by AI, even if not fully replaced.
A quarter of all jobs may eventually be performed entirely by AI systems.
And most concerning; the jobs most vulnerable are precisely the entry-level, clerical, administrative, and routine-skilled roles that once served as the “first rung” of the ladder for the emerging workforce we are educating currently.
These were the jobs students could step into while pursuing college degrees, supporting their families, or gaining early career experience. Those rungs are disappearing.
We are already seeing businesses reduce hiring for early-career roles because AI tools can process invoices, draft documents, code basic functions, respond to customer inquiries, analyze spreadsheets, schedule logistics, and manage workflows at a fraction of the cost and time.
This is not theoretical. This is happening.
And yet much of secondary and post-secondary education still operates like the job market of the 1950s; prepare, test, sort, and send students on a linear path toward a degree, hopeful that opportunity awaits.
Hope is not a strategy.
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I’ve been in public education long enough to have seen pendulum swings, policy cycles, silver bullets, and reforms that promised the moon but barely scratched the atmosphere to even create a crater. I’ve seen technology arrive in waves: desktops, laptops, smartboards, tablets; each announced as the evolution that would transform the classroom.
But artificial intelligence is different. It is not a wave. It’s a tide change.
And as someone who champions AI integration in schools, who speaks nationally about the opportunities and responsibilities school leaders hold during this unprecedented transition, I feel obligated to sound an alarm that is both urgent and hopeful.
Because the truth is simple: AI, automation, and robotics are accelerating faster than our education systems, our policy frameworks, and our workforce pipelines can adapt and the consequences for young people could be devastating if we don’t pivot immediately.
The Workforce Is Changing at a Pace Schools Can’t Ignore
For decades, we assumed that technological disruption would eliminate some jobs, reshape others, and create new ones. That was the pattern of the Industrial Age, the Information Age, and even the early digital era.
But AI breaks this cycle. This time, the displacement is exponential; the job creation is not keeping pace. Recent analyses indicate that:
Up to 30% of U.S. jobs could be automated by 2030, according to multiple economic forecasts.
Nearly 60% of jobs will be significantly altered by AI, even if not fully replaced.
A quarter of all jobs may eventually be performed entirely by AI systems.
And most concerning; the jobs most vulnerable are precisely the entry-level, clerical, administrative, and routine-skilled roles that once served as the “first rung” of the ladder for the emerging workforce we are educating currently.
These were the jobs students could step into while pursuing college degrees, supporting their families, or gaining early career experience. Those rungs are disappearing.
We are already seeing businesses reduce hiring for early-career roles because AI tools can process invoices, draft documents, code basic functions, respond to customer inquiries, analyze spreadsheets, schedule logistics, and manage workflows at a fraction of the cost and time.
This is not theoretical. This is happening.
And yet much of secondary and post-secondary education still operates like the job market of the 1950s; prepare, test, sort, and send students on a linear path toward a degree, hopeful that opportunity awaits.
Hope is not a strategy.
New York State’s Portrait of a Graduate: A Strong Step, But Not the Destination
New York State’s NY Inspires “Portrait of a Graduate,” ...
