The Instructional Bahr

Artificial Intelligence (AI) has been the buzzword lately, but it has positives and negatives, especially for educators. After reading AI for Educators by Miller (2023), I found myself reflecting on what role AI should play in the classroom and, more importantly, how educators can ensure that technology supports rather than replaces the teacher and their impact. Miller’s book is a great book for any educator who is trying to figure out what AI can do for them.  It is easy to feel overwhelmed when you hear or read about AI. There are so many ways to use it and so many options available. What I appreciate most was that Miller provided a very easy read for someone new to AI. He offers strategies and introduces 30 different tools teachers can start utilizing right away. These are easy-to-use pointers for the person wanting to dip their toe in.  One of the most valuable takeaways for me was the idea that AI is a tool but should not be used as a replacement for teachers. Teachers sp...

  In today’s digital age, school leaders are often encouraged to embrace social media not just for announcements, but for connections. When researching for this topic, I tried to find something that would speak to me as a principal. One example came from Principal Zac Bauermaster of Lancaster County, Pennsylvania. Through short posts—like  “Fist Bump Fridays” and hallway greetings—he shows his relationship with students, capturing a positive school culture for all to see. A People magazine feature revealed that 100% of students at his school reported having a trusted adult there—a testament to his visible leadership (Alonso, 2024). As a high school principal, I can appreciate Bauermaster’s attempt to connect with students and the larger community. Middle and high school students are very different, making the things that work for Bauermaster very different than what would work for a secondary setting.  With that said, what is the same is the importance of being present, ...

  In revising my video project, I found myself reflecting on the audience, purpose, and medium (Lawrence, 2022). At first, I planned to use the video to explain the recent FOCUS ACT and its impact on our school. However, after evaluating the nature of the content and revisiting communication strategies discussed in our readings, I changed direction. Instead of using the video to deliver legislative updates, I chose to make a video introduction of myself and kept the details about the FOCUS ACT in a formal written letter. This revision reflection allowed me to think about what exactly I wanted my audience to take away from me. Welcome to Helena High School One of the key takeaways from Lawrence (2022) is that the audience should drive the medium. For a topic as sensitive as the FOCUS ACT—which involves state directives and school-wide adjustments—a written letter felt more appropriate. Written content gives the information weight, clarity, and a sense of documentation (Lawrence, 202...

In a world with immediate gratification and kids wanting things as quickly and simply as possible, infographics can be viewed as very useful when used correctly. After reading Stephen Noonoo’s (2023) article on media literacy, I was struck by his argument that infographics demand critical thinking from students. He makes the case that students should not only learn how to read infographics but also how to design them—an idea I think is worth considering. Noonoo shares several articles and studies that explore common problems: students often misread infographics, which leads to confusion and misinterpretation of information (Noonoo, 2023) . This issue is much bigger than the misunderstanding of one graphic; it could be an indication of a much larger literacy problem. If students can’t correctly interpret a graphic, they may misunderstand data, miss important content, or even form incorrect conclusions. Teaching students to read visuals, just as we teach them to read a text, is just as i...

One of the first things I learned as a high school principal is that leading a school goes far beyond managing day-to-day operations—it also requires communication in various forms. In today’s digital age, having a strong visual and online presence isn’t optional. It’s essential. As I stepped into my role at Helena High School five years ago, I quickly noticed that our school’s digital presence was limited primarily to athletics. While those accomplishments are important and worth celebrating, they represented only a fraction of what made our school excellent. That realization prompted me to try to get a better understanding of what was lacking and then form a plan for how to tell our story better.  According to the Digital Writing  (2022) text and scholars like Chan, Chen, and Leung (2023), building a digital community requires much more than simply posting content sporadically. It requires commitment, a consistent presence, and a clear message. Initially, I took on the respo...