Opening note
This is the first edition of something I had been meaning to build for a while.
It is not going to be an AI newsletter. Or an EdTech newsletter. Or a "here are five tools to try this week" newsletter.
It is going to be me thinking out loud, in public, about what it means to keep learning and keep growing in a profession that does not always make space for either.
What I published
Three episodes dropped this week. Different formats, different guests, but the same quiet thread ran through all of them: the people moving fastest right now are not waiting for permission.
Al Kingsley pushed on reform, equity, and the questions schools are not asking. Tom Raithby showed what happens when a teacher with a real problem decides to build anyway. Matthew Wemyss explored what leaders are missing about students and AI.
What I'm reading
Ultralearning, by Scott Young. The chapter on directness kept stopping me.
Young's argument is that we get better at things by doing them, not by studying adjacent versions of them. A teacher who wants to use AI better should build with it, not attend another CPD session about it.
What I'm thinking
The best teachers I know share something with the best coaches, founders, and writers: they are genuinely curious about their own development, not just their students'.
I keep thinking about what it means to model that publicly, to let people see you in the act of learning rather than just performing expertise.
One thing worth your time
The DEEP AI Literacy Audit. If you have not done it yet, it is the fastest way to get an honest picture of where your school actually stands on AI readiness.
Closing thought
If that sounds useful, welcome. Let's go.