I started teaching because I wanted to make an impact on six-year-olds, and that's still the honest answer. What's changed is the radius. I'm less focused now on the thirty kids in a classroom and more interested in the people who shape them: school leaders, organisations, and the systems they work inside.
Most people use AI as a task doer. Hand it a job, get an output, move on. What I've found, in my own work and in watching others try, is that the real value shows up when you treat it as a thinking partner too. That's where the gap is, and it's the gap I work in.
Right now I'm leading AI adoption across a campus inside a large international school group. The work is practical: building tools, running experiments, working with teachers who are sceptical and students who are curious, and trying to understand what responsible implementation looks like when you take it out of the policy document and into a real school day.
I write to stay honest. It's easy to have a view on AI adoption from a distance. Writing forces you to test it against what's actually happening. The posts here are working notes from inside an organisation genuinely trying to change, not a finished account of one that already has.
