Educators recognize AI’s capabilities in enhancing learning and supporting teaching and identify ways to maximize efficacy.

Educators discuss professional development at the start of a new semester.

Teachers describe students arriving in their class with fewer grade-level skills than in previous years, and they attribute this to testing and boxed curriculum.

Teachers perceive an imbalance between the critical need to differentiate student learning and the lack of support built into provided curricula.

Educators examine and discuss their relationship with mandated, or “boxed,” curriculum.

This year, teachers feel especially burdened by large class sizes.

Educators balance their desire for meaningful professional learning with long-held frustration around traditional “PD” models.

Interview Case Study: Why teachers adapt or disregard provided curriculum

Teacher burnout continues to escalate, and the end of the school year offered an occasion for discussions of burnout factors.

Teachers continue to grapple with the impact of AI tools on student learning and on their own practice without a unified or settled position on AI tools yet emerging in online educator communities.