What happens when educational leadership, evidence-based instruction, and artificial intelligence collide?

In this episode of Eddie Chats, David Blumenthal sits down with Robert Blumenthal, Assistant Principal at Chesterton High School in Chesterton, Indiana, for a candid conversation about the realities of modern education and the opportunities—and tensions—created by AI in schools.

The discussion begins with Robert reflecting on his journey into education, from aspiring historian at Indiana University to unexpectedly stepping into a high school classroom just days before the school year began. He shares what it felt like to manage six teaching periods across four different courses as a first-year teacher and how early professional development experiences helped shape his understanding of evidence-based instruction.

David and Robert then explore some of the biggest challenges facing schools today:

• The growing tension between qualitative student growth and quantitative accountability systems
• The importance of school culture and relationships in driving long-term student outcomes
• Why Multi-Tiered Systems of Support (MTSS) remain difficult to implement at the secondary level
• How AI could help schools coordinate supports and improve collaboration among educators
• The challenge of balancing academic integrity concerns with preparing students for an AI-enabled future

The conversation also dives deeply into artificial intelligence in K–12 education. Robert discusses how his school corporation is developing intentional AI guidance and instruction beginning as early as kindergarten, helping students learn not only what AI is, but how to use it ethically and responsibly.

One of the episode’s most powerful ideas emerges during a discussion about the future of learning:

David and Robert reflect on how AI may fundamentally change what schools prioritize, shifting greater emphasis toward inquiry, critical thinking, judgment, and the ability to ask meaningful questions.

The episode closes with an optimistic discussion about educators’ adaptability and resilience. Drawing on lessons from COVID-era schooling and decades of technological change, Robert expresses confidence that teachers will continue to evolve alongside new tools while remaining focused on what matters most: supporting students.

• Educational leadership and school accountability
• Evidence-based instructional practices
• MTSS at the secondary level
• AI policy in K–12 schools
• Ethical AI use in education
• Research-informed decision making
• Student inquiry and critical thinking
• Teacher adaptability and innovation
• School culture and relationships
• The future of AI in classrooms

Robert Blumenthal is an Assistant Principal at Chesterton High School in Chesterton, Indiana. His work focuses on supporting teachers, improving student outcomes, navigating accountability systems, and helping schools thoughtfully adapt to emerging technologies and instructional challenges.

Eddie helps educators explore education research and discover evidence-informed instructional ideas.

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Eddie Chats features conversations with educators, researchers, and education leaders exploring teaching, learning, AI, research, and classroom practice.

What happens when a school becomes a laboratory for educational innovation?

In this episode of Eddie Chats, David Blumenthal sits down with William Triska, Director of Technology at St. Jude International School in Costa Rica, and a leader within the International Schools Partnership (ISP) network.

William shares how St. Jude operates as a "lab school," testing educational technologies in authentic classroom settings and evaluating them through a lens of learning outcomes, student impact, and what he calls "screen value"—the idea that technology should provide meaningful learning opportunities beyond what would otherwise be possible.

The conversation explores some of the biggest questions facing education today:

• How can schools responsibly evaluate AI tools?
• What role should data play in educational decision-making?
• Why is there often a gap between educational research and classroom reality?
• How can AI support personalization and differentiation without increasing teacher workload?
• What responsibilities do educators have in preparing students for an AI-enabled future?

William discusses his experience as part of the Mark Cuban Foundation 2025 Teacher Fellowship, where educators from across the United States explored practical applications of artificial intelligence in schools. He also shares an ambitious vision for AI-powered curriculum design that could help teachers align resources, collaborate across classrooms, and build more responsive learning experiences.

Perhaps most importantly, the conversation turns toward the human side of education. Rather than viewing AI as a replacement for teachers, William argues that technology's greatest value may be in helping people spend more time on the things that matter most: relationships, creativity, collaboration, and personal growth.

• Lab schools and educational innovation
• Evidence-informed EdTech adoption
• AI and personalized learning
• Data privacy and student information
• Research literacy in education
• Curriculum design and alignment
• Teacher workload and time-saving technologies
• AI fellowship experiences
• Human-centered technology implementation
• The future of education and life competencies

William Triska serves as Director of Technology at St. Jude International School in San José, Costa Rica. His work focuses on educational technology, innovation, AI implementation, and supporting schools in identifying technologies that meaningfully improve teaching and learning.

Eddie helps educators find and apply high-quality education research without spending hours searching through journals and websites.

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Eddie Chats features conversations with educators, researchers, school leaders, and parents exploring the intersection of research, technology, and classroom practice.

Episode Notes

What does it really mean to “suck less” in teaching?

In this episode of Eddie Chats, we talk with Carlton Glassford — educator, podcaster, and author — about classroom practice, teacher improvement, burnout, instructional growth, and the realities of getting better at teaching one day at a time.

Carlton shares lessons from his work in education, the philosophy behind his Suck Less approach, and practical insights for teachers trying to balance effectiveness, sustainability, and continuous learning.

🎙 Podcast: Suck Less Tomorrow: A Podcast for Teachers

Apple Podcasts: https://podcasts.apple.com/us/podcast/suck-less-tomorrow-a-podcast-for-teachers/id1817272469

Spotify: https://open.spotify.com/show/756QH4fQKQu9BR3MPOihed

📘 Book: Suck Less in the Classroom Tomorrow: Honest Advice for Teachers in their First Years (Routledge / Eye On Education)

Learn more: https://www.routledge.com/Suck-Less-in-the-Classroom-Tomorrow-Honest-Advice-for-Teachers-in-their-First-Years/Glassford/p/book/9781041196921

Eddie helps educators explore education research and discover evidence-informed instructional ideas.

Create your account:

👉 https://eddieai.net/mvp-sign-up/

Learn more about Eddie at: https://eddieai.net

Eddie Chats features conversations with educators, researchers, and education leaders exploring teaching, learning, AI, research, and classroom practice.