What does a “Portrait of a Graduate” look like in the age of AI? As the future workplace grows increasingly unpredictable, district leaders must rethink how they equip students for success.
During Tech & Learning’s recent regional leadership summit in Texas, a panel of district leaders discussed evolving workforce readiness strategies and what districts can do to prepare students for the jobs of tomorrow.
The panel included:
- Quintin Shepherd, Superintendent of Schools, Pflugerville ISD
- Kyle Berger, Chief Technology Officer, Arlington ISD
- Melissa McCalla, Chief Technology Officer, Pasadena ISD
- Frank Murray, Chief Technology Officer, Belton ISD
“What’s a skill that has actually become more important because of AI, not less?”
Berger: A skill now becoming more important is human judgement. And just the ability to think critically.
McCalla: Critical thinking plus accountability. If we’re making decisions about AI, are we thinking critically about it down the road, and the impact that will have.
Murray: We’ve always taught kids to evaluate output, but now AI is gaslighting everyone so much, you don’t know what to believe. So they have to be able to evaluate that.
Shepherd: Leadership is a key skill. Finding that relationship between people who want to bring about meaningful change. And now that goes beyond just human relationships, especially with AI agents. So how do you lead humans and agents who intend meaningful change in your organization?
“What’s one thing schools need to be doing if we’re serious about preparing students for an AI-shaped workplace?”
Shepherd: The tools are there for them to succeed, so our job is to make sure they know they’re there and can avail themselves of these tools. It doesn’t matter what job they go into, but it’s going to be a world in which an agent force will be working alongside them, and how they can prepare for that.
Murray: We’ve embraced AI in our district – we know that by 2030, the top skill they’re going to need is how to use AI for work, so we have to prepare them for that, especially when it’s going to be around for the rest of their lives. They’re already using AI as a thought partner, not so much to cheat.
McCalla: Are we building the practical workforce we need for the future? Are we doubling down on the careers beyond AI (trades, etc) we will need in 13 years, especially with so much of the current service workforce, such as electricians and plumbers, retiring.
Berger: We need to be working together with students as a partner in AI.
Murray: We also need to be teaching them about using AI and making a human connection. It’s not about the tools we’re giving teachers, but teaching them to use those tools so that they can have more time with students.
Shepherd: When you think of evolution, I think we’re in a phase of punctuated equilibrium for AI. And I think we’re not that far off from getting the best model, but that’s going to be shut off from the general population, and we’re gonna be told, “It’s too dangerous.” So it’s going to be “This is for Thee, and this one is for Me.” The top models will be for governments and high-end business. So consequently, if we are close to the final model of available AI, then it’s okay for teachers to finally really start learning it now so that they can start introducing it in the classroom. It’s leveled out a bit so this is the version we can teach around.
“What are employers telling you they want from graduates that might surprise educators? Has anything you’ve heard from employers actually caused you to change what you’re doing?”
Berger: Employers want employees who can actually communicate and type their own emails. Employers want that level of authenticity, but also the critical thinking piece of it. We can all find the right answer now, but do you know how you got to it? The human element in the loop.
McCalla: They want to see resiliency – do our graduates have the ability to take feedback and move forward. How are you teaching that when they hit failure, they don’t get defensive, and then learn from that. Also, are we creating opportunities to not be task-completion focused.
Shepherd: I’ve been a superintendent for 22 years, but three years ago, an employer said to me, “If an employee has to be managed, then they’re unemployable at any level of our organization.” So how are we teaching kids to self-manage themselves?
Murray: I would echo resiliency. Simply teaching kids not to quit.
“What’s one thing schools need to STOP doing if we’re serious about preparing students for an AI-shaped workplace?”
Murray: Why are we not grading along the process rather than just the final product? We need to change the approach and pedagogy because of AI.
Shepherd: It might be more productive if we could walk away from grading in general altogether.
McCalla: Again, we need to get out of the task-completion process. We need to ask where’s the design process, where’s the feedback loop – we need to stop the current cycle to actually learn. We need to get away from “Just tell me what the answer is” thinking. It’s about the learning process.
Berger: Again, moving beyond grades and final product. We have to break the cycle, and focus on the process of learning. Getting the depth of understanding going beyond there and how we got there.
“What’s one thing schools need to START doing if we’re serious about preparing students for an AI-shaped workplace?”
Shepherd: Teaching kids how to make a job, not get a job. How though? I would tell them to find something that you love, and then find something completely different that you love, and then that find the infinitesimally small space where those come together, and that’s where the job is.
Murray: We need to help them create their own careers. One student built his own very successful site after he came to me, and rather than just saying, “No,” I encouraged their innovation.
Berger: Yes, we need to start “stop!” preventing access, and really engage in the conversations to support innovation. We have to stop blocking all the time, and teach the proper way to innovate with AI and other tools in the real world, the right and ethical way.
McCalla: It’s tough seeing kids in elementary school stop loving to learn, so we need to think about why that happens, and how we can change it so they keep on loving learning. So when they get out of our doors and into the real world, they believe that learning is a lifelong process, and that will help them guide them to those jobs and careers.
Shepherd: We need to teach them that it goes beyond the simple pursuit of happiness, which I see as one part of enjoyment, one part satisfaction, and one part finding meaning in what I’m doing. If you can get those three things right, then that’s the definition of happiness. AI can’t do any of that, so that’s the answer.
