Flipping the Focus

08/14/2026

As another school year approaches, I keep noticing a shift in the conversation about AI in education.

The question is becoming less “What can AI do?” and more “Do our organizations have the capacity to learn, adapt, and make good decisions with it?”

In my latest article, I explore why organizational capability may be the visible challenge but organizational learning and leadership are increasingly the conditions required to meet it.

Perhaps the most important question for leaders entering 2026–27 is this:

If we cannot yet know exactly where AI will take education, have we built organizations capable of learning their way forward?

I’d welcome your perspective.

https://www.linkedin.com/pulse/why-leadership-feels-fundamentally-different-age-ai-chris-stewart-sjeic/?lipi=urn%3Ali%3Apage%3Ad_flagship3_detail_base%3BdqA1%2B0IUR9Se4x7xAW%2BVRw%3D%3D

07/21/2026

📢 Learning to code helps students develop resilience, logical thinking, and creativity while bringing ideas to life.

💪By increasing their own coding confidence, educators can create engaging learning experiences that prepare students for a rapidly changing future.

💡🐍Learn to code with Python through this and other courses I've developed! ⬇️ ⬇️ ⬇️

07/18/2026

📢Coding equips young people with problem-solving, creativity, and computational thinking skills that extend far beyond computer science.

🌟At the same time, building educator confidence helps ensure these opportunities become accessible to every learner.

Take this and other courses I've developed ⬇️⬇️⬇️

07/16/2026

📢 Coding develops creativity, critical thinking, and problem-solving skills that prepare students for the future.

💪Empowering educators with confidence in coding ensures more learners have the opportunity to succeed.

Learn to code with Python through one or more of my courses ⬇️⬇️⬇️

07/07/2026

📢From Adoption to Impact: Building Learning Organizations in K12 Education

Throughout this series, I have explored a deceptively simple question:

❓How do organizations learn❓

At first glance, the answer appears obvious. Schools and districts invest heavily in professional learning, collaboration, innovation, implementation, and improvement efforts. Learning happens every day.

Some organizations seem to continuously improve. They adapt to new challenges, build upon prior successes, and sustain learning despite changes in staff, leadership, and priorities.

Others repeatedly encounter familiar challenges. Knowledge remains isolated. Initiatives lose momentum. Valuable expertise disappears when people move on. Lessons learned must be rediscovered.

🌟The difference, I would suggest, is not the amount of knowledge an organization possesses.

🌟The difference is how effectively knowledge moves.

Throughout this series, I examined five actions that appear to support organizational learning...

❗Check out the final article in this series to find out more

⬇️⬇️⬇️

https://www.linkedin.com/pulse/from-adoption-impact-chris-stewart-mmfyc

07/05/2026

📢Check out the latest in the "From Adoption to Impact" Series: How Organizations Build Organizational Memory | Part 5 - Remember

In Part 4, I explored how learning organizations improve by examining evidence, reflecting on experience, and refining their practices over time. Through feedback, collaboration, and continuous improvement, organizations can strengthen what they know and how they operate. But even when valuable learning occurs, another challenge remains.

-People retire.
-Staff change roles.
-Teams reorganize.
-Leaders move on.
-Priorities shift.

Without deliberate effort, valuable knowledge can disappear. This leads to the fifth and final action in the organizational learning cycle:

🌟Remember🌟

If ‘Create’ asks how knowledge emerges, ‘Share’ asks how knowledge moves, ‘Apply’ asks how knowledge changes practice, and ‘Refine’ asks how organizations learn from experience, then ‘Remember’ asks a question that may be even more important:

❓How does learning endure❓

Check out my latest article to learn more! ⬇️⬇️⬇️

https://www.linkedin.com/pulse/from-adoption-impact-how-organizations-build-memory-chris-stewart-whz4c

07/02/2026

📢 Don't miss the latest in my "From Adoption to Impact" Series: How Organizations Learn from Experience!

Part 4 - Refine

In the previous article, I explored how organizational learning becomes visible when knowledge influences practice. Professional learning communities, collaborative inquiry, and collaborative problem-solving help organizations move beyond discussion and into action. But applying knowledge is not the same as improving outcomes.

An organization can introduce new instructional strategies, implement new initiatives, and change professional practice without knowing whether those changes are actually making a difference. This leads to the fourth action in the organizational learning cycle:

📝Refine.

If ‘Create’ asks how knowledge emerges, ‘Share’ asks how knowledge moves, and ‘Apply’ asks how knowledge changes practice, then ‘Refine’ asks an equally important question:

❓️How do organizations learn from experience❓️

🌟Check it out to learn more!

⬇️⬇️⬇️

https://www.linkedin.com/pulse/from-adoption-impact-how-organizations-learn-chris-stewart-mymkc

Part 4 - Refine In the previous article, I explored how organizational learning becomes visible when knowledge influences practice. Professional learning communities, collaborative inquiry, and collaborative problem-solving help organizations move beyond discussion and into action.

06/30/2026

📢From Adoption to Impact: How Organizational Learning Becomes Practice

Part 3 - Apply

In the previous article, I explored how organizational learning depends on the movement of knowledge. Ideas, resources, experiences, and expertise must travel beyond the individuals who create them if organizations hope to learn collectively. But sharing knowledge is not the same as using it.

An organization can communicate effectively, collaborate extensively, and exchange ideas continuously without significantly changing practice. This leads to the third action in the organizational learning cycle:

✨Apply✨

If ‘Create’ asks how knowledge emerges and ‘Share’ asks how knowledge moves, then ‘Apply’ asks a more important question:

How does knowledge change what people do?

Check out the latest installment in this second "From Adoption to Impact" series of articles to learn more!

⬇️⬇️⬇️

https://www.linkedin.com/pulse/from-adoption-impact-how-organizational-learning-becomes-stewart-sznqf

Part 3 - Apply In the previous article, I explored how organizational learning depends on the movement of knowledge. Ideas, resources, experiences, and expertise must travel beyond the individuals who create them if organizations hope to learn collectively.

06/28/2026

📢Check it Out! "From Adoption to Impact: How Organizational Learning Spreads."

Part 2 - Share

In the previous article, I explored how organizational learning begins with creating knowledge. Professional learning, inquiry, innovation, and experience all contribute to the development of new ideas and expertise. But creating knowledge is only the beginning.

An organization can possess tremendous expertise and still struggle to improve if that expertise remains isolated within individuals, teams, departments, or schools. Learning only becomes organizational when knowledge moves beyond the people who originally created it.

This leads to the second action in the organizational learning cycle:

Share.

If ‘Create’ answers the question, "How does new knowledge emerge?" then ‘Share’ asks an equally important question: How does knowledge travel?

Learn more through my latest article: https://www.linkedin.com/pulse/from-adoption-impact-how-organizational-learning-spreads-stewart-x4oic

Part 2 - Share In the previous article, I explored how organizational learning begins with creating knowledge. Professional learning, inquiry, innovation, and experience all contribute to the development of new ideas and expertise.