1 00:00:01,639 --> 00:00:05,360 Speaker 1: Welcome to Get Connected with Nina del Rio, a weekly 2 00:00:05,480 --> 00:00:09,440 Speaker 1: conversation about fitness, health and happenings in our community on 3 00:00:09,440 --> 00:00:13,360 Speaker 1: one oh six point seven light FM. 4 00:00:13,480 --> 00:00:17,160 Speaker 2: Thanks for listening to Get Connected AI. It's at home, 5 00:00:17,200 --> 00:00:20,840 Speaker 2: it's at work, and definitely in education. How can we 6 00:00:21,000 --> 00:00:24,720 Speaker 2: embrace AI tools and use them to our advantage? For 7 00:00:24,760 --> 00:00:27,080 Speaker 2: the next few minutes, we'll talk about AI in education 8 00:00:27,240 --> 00:00:31,240 Speaker 2: and specifically how it can help amplify, not replace, human coaching. 9 00:00:31,880 --> 00:00:35,559 Speaker 2: Carolyn Quintana is the new CEO of Teaching Matters and 10 00:00:35,640 --> 00:00:38,239 Speaker 2: former Deputy Chancellor of Teaching and Learning at the New 11 00:00:38,280 --> 00:00:41,400 Speaker 2: York City Department of Education. Carolyn Kintana, thank you for 12 00:00:41,440 --> 00:00:42,280 Speaker 2: being on to Get Connected. 13 00:00:43,440 --> 00:00:45,559 Speaker 3: Hello Nina, thank you so much for having me. 14 00:00:46,040 --> 00:00:51,160 Speaker 2: The website is Teachingmatters dot org. This is an organization 15 00:00:51,200 --> 00:00:53,640 Speaker 2: that works with schools. Can you talk about your core 16 00:00:53,680 --> 00:00:56,200 Speaker 2: purpose and mission? What are the teachers and schools you 17 00:00:56,240 --> 00:00:56,920 Speaker 2: work with as well? 18 00:00:57,960 --> 00:01:01,160 Speaker 3: Absolutely, I'm actually just finishing my third month as CEO 19 00:01:01,240 --> 00:01:03,760 Speaker 3: of Teaching Matters. It's been an incredible experience so far. 20 00:01:04,600 --> 00:01:08,080 Speaker 3: Teaching Matters is an organization deeply committed to the growth 21 00:01:08,120 --> 00:01:11,840 Speaker 3: and development of people, from our own coaches and staff 22 00:01:12,400 --> 00:01:15,160 Speaker 3: to the teachers and the leaders that we support, building 23 00:01:15,240 --> 00:01:19,920 Speaker 3: up their classrooms, helping leaders build ecosystems of support around them, 24 00:01:20,160 --> 00:01:22,480 Speaker 3: and everything that we do is in service of one 25 00:01:22,480 --> 00:01:26,360 Speaker 3: core mission to ensure that every child, regardless of zip code, 26 00:01:26,400 --> 00:01:30,119 Speaker 3: has access to a high quality academic experience that leads 27 00:01:30,160 --> 00:01:32,760 Speaker 3: to deeper learning and that genuinely prepares them for the 28 00:01:32,800 --> 00:01:33,840 Speaker 3: world beyond school. 29 00:01:34,280 --> 00:01:37,360 Speaker 2: Since you mentioned your new arrival, congratulations on becoming the 30 00:01:37,400 --> 00:01:40,360 Speaker 2: new CEO of Teaching Matters. The organization is marking its 31 00:01:40,360 --> 00:01:44,040 Speaker 2: thirtieth anniversary. What was exciting to you about joining the organization. 32 00:01:45,120 --> 00:01:48,800 Speaker 3: It's work that feels especially urgent right now, and thank 33 00:01:48,840 --> 00:01:51,919 Speaker 3: you for that. It's been really exciting to join the organization. 34 00:01:52,800 --> 00:01:55,040 Speaker 3: I know that even before the pandemic, we were seeing 35 00:01:55,080 --> 00:01:58,320 Speaker 3: deep inequities and gaps and student outcomes, and so the 36 00:01:58,360 --> 00:02:01,400 Speaker 3: work that we do has really already had an impact 37 00:02:01,440 --> 00:02:04,720 Speaker 3: on student outcomes, on teacher development and their sense of 38 00:02:04,720 --> 00:02:08,560 Speaker 3: self efficacy. I was a coach myself long ago. I 39 00:02:08,639 --> 00:02:11,560 Speaker 3: know what it takes to build up strong classrooms in 40 00:02:11,560 --> 00:02:13,560 Speaker 3: that way, and so I really value the work that 41 00:02:13,600 --> 00:02:16,360 Speaker 3: Teaching Matters is doing, and that they're doing it in 42 00:02:16,400 --> 00:02:19,480 Speaker 3: a city that has one a large number of students, 43 00:02:19,520 --> 00:02:22,079 Speaker 3: and then two such great impact in terms of how 44 00:02:22,120 --> 00:02:23,720 Speaker 3: we help inform what happens in the field. 45 00:02:24,160 --> 00:02:26,480 Speaker 2: What is the data show actually about the difference that 46 00:02:26,520 --> 00:02:30,080 Speaker 2: instructional coaching for educators makes and what advantage does it 47 00:02:30,120 --> 00:02:31,360 Speaker 2: give both teachers and students. 48 00:02:32,400 --> 00:02:34,920 Speaker 3: We've had tremendous impacts so far. So in the districts 49 00:02:34,919 --> 00:02:37,120 Speaker 3: where we've worked or in the schools where we've worked, 50 00:02:37,760 --> 00:02:42,119 Speaker 3: we've seen tremendous gains already. We've seen more consistent classroom 51 00:02:42,160 --> 00:02:45,240 Speaker 3: practices and that's actually what closes those achievement gaps, and 52 00:02:45,280 --> 00:02:49,880 Speaker 3: those results are encouraging. Last year, Teaching Matters partner districts 53 00:02:50,000 --> 00:02:53,200 Speaker 3: posted larger ela gains than the city average. So we 54 00:02:53,240 --> 00:02:56,720 Speaker 3: saw gains of thirteen point three percentage points versus the 55 00:02:56,720 --> 00:03:00,480 Speaker 3: eleven point five percentage points overall. And that was hire 56 00:03:00,520 --> 00:03:03,480 Speaker 3: for English Language learners and for our black students. And 57 00:03:03,520 --> 00:03:06,000 Speaker 3: these results show that New York City can close the 58 00:03:06,000 --> 00:03:09,920 Speaker 3: GAP's fastest when teachers get that sustained and ongoing coaching 59 00:03:09,960 --> 00:03:11,440 Speaker 3: and curriculum aligned support. 60 00:03:11,760 --> 00:03:14,920 Speaker 2: We're speaking with Carolyn Quintana. She's the new CEO of 61 00:03:15,000 --> 00:03:18,120 Speaker 2: Teaching Matters. You can find out more at Teachingmatters dot org. 62 00:03:18,440 --> 00:03:21,240 Speaker 2: Teaching Matters works with schools to enrich professional learning for 63 00:03:21,360 --> 00:03:25,480 Speaker 2: educators that is evidence based, culturally responsive, and proven to 64 00:03:25,600 --> 00:03:28,839 Speaker 2: increase teacher effectiveness. This is get Connected on one six 65 00:03:28,880 --> 00:03:32,080 Speaker 2: point seven Light FM. I'mina del Rio and onto the 66 00:03:32,080 --> 00:03:35,520 Speaker 2: topic at hand. AI. So you've been working in public 67 00:03:35,600 --> 00:03:38,880 Speaker 2: education for over twenty years as a teacher of principal coach, 68 00:03:39,160 --> 00:03:42,480 Speaker 2: most recently as Deputy Chancellor for Teaching and Learning at 69 00:03:42,480 --> 00:03:45,440 Speaker 2: New York City Public Schools. To start with, what would 70 00:03:45,440 --> 00:03:48,640 Speaker 2: you say about how AI is impacting or being received 71 00:03:48,680 --> 00:03:49,480 Speaker 2: in classrooms. 72 00:03:50,640 --> 00:03:54,720 Speaker 3: It's mixed. I think that the way that schools are 73 00:03:54,760 --> 00:03:58,680 Speaker 3: embracing AI has AI has had a mixed reception in 74 00:03:58,720 --> 00:04:03,440 Speaker 3: schools at this point. In districts where policies or guidance 75 00:04:03,480 --> 00:04:07,360 Speaker 3: and guardrails has really been made available for schools, there's 76 00:04:07,720 --> 00:04:10,080 Speaker 3: more of a willingness and a little bit more of 77 00:04:10,120 --> 00:04:14,040 Speaker 3: an ease in terms of giving AI a go, both 78 00:04:14,080 --> 00:04:17,719 Speaker 3: for adults figuring out how it helps them do planning 79 00:04:17,960 --> 00:04:22,480 Speaker 3: and simplify their administrative tasks and really be a little 80 00:04:22,520 --> 00:04:24,440 Speaker 3: more creative in what they're putting in place in the 81 00:04:24,440 --> 00:04:29,080 Speaker 3: classroom to better support students, create more personalized activities that 82 00:04:29,120 --> 00:04:31,800 Speaker 3: actually can can better support our English language learners, our 83 00:04:31,800 --> 00:04:34,760 Speaker 3: students with disabilities, or students who just may need an 84 00:04:34,760 --> 00:04:38,800 Speaker 3: additional boost. We're also thinking about ways that students can 85 00:04:38,839 --> 00:04:44,200 Speaker 3: engage with the technology to support themselves to maybe move 86 00:04:44,279 --> 00:04:47,720 Speaker 3: beyond the textbook. But that's working best in those places 87 00:04:47,720 --> 00:04:50,279 Speaker 3: where we have those kinds of policies in place that 88 00:04:50,400 --> 00:04:55,000 Speaker 3: allow the users to understand what's permissible and what's not, 89 00:04:55,120 --> 00:04:58,080 Speaker 3: but also when the technology is necessary and when it 90 00:04:58,200 --> 00:05:01,320 Speaker 3: just isn't, and that kind of discernment kind of thinking 91 00:05:01,360 --> 00:05:04,440 Speaker 3: around it is something that is incredibly important in terms 92 00:05:04,440 --> 00:05:08,039 Speaker 3: of making sure that kids are still doing the heavy lift, 93 00:05:08,279 --> 00:05:11,120 Speaker 3: the adults are still doing the heavy lift and not 94 00:05:12,400 --> 00:05:15,760 Speaker 3: pushing off to technology. What's really going to build that 95 00:05:15,839 --> 00:05:16,599 Speaker 3: kind of learning? 96 00:05:17,120 --> 00:05:20,440 Speaker 2: Certainly for adults, there's this concept no matter what sector 97 00:05:20,520 --> 00:05:22,880 Speaker 2: you work in, that this could replace what I do. 98 00:05:23,600 --> 00:05:28,160 Speaker 2: How are you using AI to help teachers evaluate rather 99 00:05:28,240 --> 00:05:30,960 Speaker 2: than replace the teaching they do? 100 00:05:32,200 --> 00:05:35,760 Speaker 3: This is a great question, Nana, Thank you. Many folks 101 00:05:35,880 --> 00:05:39,640 Speaker 3: are or teachers have expressed some concern about whether or 102 00:05:39,680 --> 00:05:42,600 Speaker 3: not the profession will change as a result of AI. 103 00:05:43,240 --> 00:05:47,520 Speaker 3: And while there is certainly room for AI to help 104 00:05:47,520 --> 00:05:51,680 Speaker 3: inform how we teach, it shouldn't replace a teacher. We 105 00:05:51,760 --> 00:05:54,320 Speaker 3: know that the science of learning and development tells us 106 00:05:54,360 --> 00:05:59,760 Speaker 3: that interpersonal relationships actually help build a better connection to learning, 107 00:06:00,160 --> 00:06:05,560 Speaker 3: help kids actually process and retain information, They lower cortisol levels, 108 00:06:05,600 --> 00:06:08,919 Speaker 3: help release endorphins, and so those human interactions and human 109 00:06:08,960 --> 00:06:13,800 Speaker 3: relationships are incredibly important in the classroom. We know that 110 00:06:14,320 --> 00:06:17,880 Speaker 3: we can use AI to help amplify what's happening in 111 00:06:17,920 --> 00:06:21,080 Speaker 3: the classroom, but the minute that it actually replaces the 112 00:06:21,160 --> 00:06:24,520 Speaker 3: thinking that students are doing, and students are not developing 113 00:06:24,800 --> 00:06:29,160 Speaker 3: the skills, the content, or that capacity and the stamina 114 00:06:29,200 --> 00:06:35,200 Speaker 3: that goes with it to really continue to be problem solvers, creators, builders, thinkers, 115 00:06:35,200 --> 00:06:36,719 Speaker 3: and that's what we need them to be able to 116 00:06:36,760 --> 00:06:40,120 Speaker 3: do beyond school. And so we really need to be 117 00:06:40,120 --> 00:06:44,880 Speaker 3: thoughtful about how we're helping teachers understand how to use 118 00:06:44,920 --> 00:06:47,880 Speaker 3: the technology to better meet the needs of students, to 119 00:06:47,960 --> 00:06:51,520 Speaker 3: maybe make some of their lessons more engaging, but certainly 120 00:06:51,560 --> 00:06:54,479 Speaker 3: not to replace that work. We also know that in 121 00:06:54,520 --> 00:06:57,280 Speaker 3: the younger grades, it's really important for students to to 122 00:06:58,240 --> 00:07:01,440 Speaker 3: use the dakotables in their hands to actually do the 123 00:07:01,520 --> 00:07:04,760 Speaker 3: work with pen and pencils, So that they're really learning 124 00:07:05,600 --> 00:07:08,800 Speaker 3: to not only learning the information and going through the motions, 125 00:07:08,839 --> 00:07:11,560 Speaker 3: but also retaining better and so being really careful about 126 00:07:11,600 --> 00:07:14,080 Speaker 3: when we're putting kids on computers and when we're asking 127 00:07:14,080 --> 00:07:15,400 Speaker 3: them to do the work themselves. 128 00:07:15,520 --> 00:07:19,880 Speaker 2: Some examples, you've described AI as helping coaches see patterns 129 00:07:19,920 --> 00:07:22,200 Speaker 2: in classroom interactions. What does that mean? What would that 130 00:07:22,240 --> 00:07:23,160 Speaker 2: look like in practice? 131 00:07:24,080 --> 00:07:26,960 Speaker 3: Yep, that's great. So we have an opportunity right now 132 00:07:27,840 --> 00:07:30,160 Speaker 3: we're in the middle of a pilot. We had an 133 00:07:30,160 --> 00:07:33,560 Speaker 3: opportunity already to do some learning through funding from the 134 00:07:33,640 --> 00:07:35,440 Speaker 3: Gates Foundation, and now we're in the middle of a 135 00:07:35,560 --> 00:07:40,240 Speaker 3: pilot using AI in the classroom through Teach Effects funded 136 00:07:40,280 --> 00:07:43,040 Speaker 3: by the Overdeck Family Foundation, that is allowing us to 137 00:07:43,720 --> 00:07:48,120 Speaker 3: compare sets of schools that are using an AI enabled 138 00:07:48,120 --> 00:07:51,520 Speaker 3: tool in secondary math classrooms and sets of schools that 139 00:07:51,680 --> 00:07:55,600 Speaker 3: are not using the tool. And so what the AI 140 00:07:55,760 --> 00:07:59,360 Speaker 3: analyzes is teacher student talk, so things like how much 141 00:07:59,400 --> 00:08:02,520 Speaker 3: time students been asking or answering questions and then surface 142 00:08:02,600 --> 00:08:06,280 Speaker 3: those patterns for reflection. It's not to evaluate teachers, but 143 00:08:06,360 --> 00:08:09,640 Speaker 3: to allow our coaches to use that low inference data 144 00:08:09,760 --> 00:08:12,960 Speaker 3: or those insights to actually guide their support and that 145 00:08:13,000 --> 00:08:16,800 Speaker 3: way we can strengthen their practice. What's also really beneficial 146 00:08:16,840 --> 00:08:20,880 Speaker 3: of it is that often schools don't have enough dosage 147 00:08:20,920 --> 00:08:23,160 Speaker 3: of coaching and so the number of days that really 148 00:08:23,200 --> 00:08:26,520 Speaker 3: can help support either because they can't afford it or 149 00:08:26,560 --> 00:08:28,680 Speaker 3: they haven't invested in coaching in that way. And so 150 00:08:29,360 --> 00:08:33,360 Speaker 3: this technology actually helps us bridge the gap between visits 151 00:08:34,120 --> 00:08:37,600 Speaker 3: and allows teachers to use those insights to guide their 152 00:08:37,640 --> 00:08:41,360 Speaker 3: own development. And so we're giving teachers more feedback. It's immediate, 153 00:08:41,440 --> 00:08:44,200 Speaker 3: it's faster, it's letting you know the levels of question 154 00:08:44,320 --> 00:08:47,760 Speaker 3: that you asked, the amount of student voice that was 155 00:08:47,800 --> 00:08:51,760 Speaker 3: in the classroom. It even can help analyze things like tone, 156 00:08:52,120 --> 00:08:55,280 Speaker 3: all on a closed platform, ensuring that there is safety 157 00:08:55,600 --> 00:08:57,920 Speaker 3: that student likenesses are not making it out into the 158 00:08:57,920 --> 00:09:01,079 Speaker 3: public sphere, which is really really important, right, making sure 159 00:09:01,120 --> 00:09:04,000 Speaker 3: that we're amplifying human coaching and doing it in a 160 00:09:04,080 --> 00:09:04,600 Speaker 3: safe way. 161 00:09:05,280 --> 00:09:08,800 Speaker 2: How can AI tools and teacher training help address post 162 00:09:08,800 --> 00:09:12,240 Speaker 2: COVID trends in education like declining academic performance and widening 163 00:09:12,320 --> 00:09:13,359 Speaker 2: achievement gaps. 164 00:09:14,320 --> 00:09:18,160 Speaker 3: We saw that the pandemic actually had a great impact 165 00:09:18,320 --> 00:09:22,280 Speaker 3: on gaps that were already there, especially in reading in math. 166 00:09:22,400 --> 00:09:26,319 Speaker 3: We were already seeing concerns in terms of our assessment 167 00:09:26,600 --> 00:09:30,200 Speaker 3: data for reading proficiency and for math proficiency. And we 168 00:09:30,280 --> 00:09:35,360 Speaker 3: know that the single biggest factor in student success is 169 00:09:35,440 --> 00:09:39,160 Speaker 3: teacher quality and that time spent with the teacher. So 170 00:09:39,360 --> 00:09:42,840 Speaker 3: our work focuses on making high quality coaching more accessible 171 00:09:42,840 --> 00:09:45,560 Speaker 3: and whether we're using AI as a tool to help 172 00:09:45,600 --> 00:09:47,880 Speaker 3: amplify that or it's the work that we do through 173 00:09:47,880 --> 00:09:52,640 Speaker 3: our codified coaching practices, we're making sure that we are 174 00:09:52,679 --> 00:09:56,679 Speaker 3: supporting teachers to develop a sense of self efficacy and 175 00:09:56,720 --> 00:09:59,640 Speaker 3: to really improve the way that they can meet the 176 00:09:59,679 --> 00:10:02,960 Speaker 3: needs the students in front of them. Where As I 177 00:10:03,000 --> 00:10:05,160 Speaker 3: mentioned running this pilot with those ten New York City 178 00:10:05,200 --> 00:10:07,760 Speaker 3: schools to study how AI can help speed that up 179 00:10:07,840 --> 00:10:11,040 Speaker 3: and strengthen that feedback cycle and that way teachers can 180 00:10:11,040 --> 00:10:13,880 Speaker 3: make those adjustments more often and more quickly, which helps 181 00:10:13,920 --> 00:10:17,440 Speaker 3: students learn faster. And it's a way to extend the 182 00:10:17,440 --> 00:10:20,200 Speaker 3: reach of already great coaching and to ensure that every 183 00:10:20,240 --> 00:10:22,680 Speaker 3: student gets the benefits of strong, consistent instruction. 184 00:10:23,040 --> 00:10:26,320 Speaker 2: So, looking forward, if we imagine a New York City 185 00:10:26,320 --> 00:10:29,360 Speaker 2: class room five years from now, what would you say 186 00:10:29,440 --> 00:10:30,600 Speaker 2: great teaching would look like. 187 00:10:31,400 --> 00:10:34,480 Speaker 3: I think it would. It's interesting to know I just 188 00:10:34,600 --> 00:10:36,679 Speaker 3: came back from attending an AI conference, and this was 189 00:10:36,720 --> 00:10:39,400 Speaker 3: a question that we talked about there. It's really imagine 190 00:10:39,480 --> 00:10:42,199 Speaker 3: what it would look like sound like five or ten 191 00:10:42,280 --> 00:10:45,040 Speaker 3: years from now, and I believe that great teaching will 192 00:10:45,040 --> 00:10:47,800 Speaker 3: feel even more human. AI will handle some of the 193 00:10:47,800 --> 00:10:50,760 Speaker 3: heavy lifting on data and feedback, and that should allow 194 00:10:50,880 --> 00:10:55,840 Speaker 3: teachers to spend more time connecting with students, designing engaging lessons, 195 00:10:55,840 --> 00:10:59,800 Speaker 3: and personalizing learning. Really giving kids an opportunity to build things, 196 00:11:00,080 --> 00:11:04,880 Speaker 3: to break things, to create, to understand how learning happens, 197 00:11:04,920 --> 00:11:06,840 Speaker 3: and to practice the skills that they'll need for the 198 00:11:06,840 --> 00:11:11,840 Speaker 3: world beyond school communication, collaborating, working on a team together, 199 00:11:12,200 --> 00:11:16,880 Speaker 3: putting together plans, pulling information from multiple sources to create something. 200 00:11:17,240 --> 00:11:19,880 Speaker 3: Our vision is that every teacher, whether they're brand new 201 00:11:19,960 --> 00:11:23,280 Speaker 3: or a veteran, has access to a virtual coaching partner 202 00:11:23,280 --> 00:11:26,600 Speaker 3: that can help them reflect, grow and continuously improve. And 203 00:11:26,640 --> 00:11:29,559 Speaker 3: that means that every student in every classroom would benefit 204 00:11:29,960 --> 00:11:33,440 Speaker 3: from a teacher who feels supported, confident, empowered, and who 205 00:11:33,520 --> 00:11:36,360 Speaker 3: has the energy to move around with them in those 206 00:11:36,400 --> 00:11:38,640 Speaker 3: creative ways. And that's the future that we're working toward 207 00:11:38,720 --> 00:11:39,480 Speaker 3: at Teaching Matters. 208 00:11:40,000 --> 00:11:44,000 Speaker 2: Our guest is Carolyn Kintana. She's the CEO of Teaching Matters. 209 00:11:44,080 --> 00:11:47,400 Speaker 2: You can find out more at teachingmatters dot org. Thank 210 00:11:47,400 --> 00:11:48,520 Speaker 2: you for being on to get connected. 211 00:11:50,000 --> 00:11:53,000 Speaker 1: This has been get connected with Nina del Rio on 212 00:11:53,000 --> 00:11:55,760 Speaker 1: one oho six point seven light Fm. The views and 213 00:11:55,800 --> 00:11:58,480 Speaker 1: opinions of our guests do not necessarily reflect the views 214 00:11:58,520 --> 00:12:00,600 Speaker 1: of the station. If you missed in part of our 215 00:12:00,640 --> 00:12:03,000 Speaker 1: show or want to share it, visit our website for 216 00:12:03,120 --> 00:12:07,319 Speaker 1: downloads and podcasts at one oh six seven lightfm dot com. 217 00:12:07,400 --> 00:12:08,200 Speaker 1: Thanks for listening.