Hey, Parents, What's in Your Kid's Backpack this School Year?

What's in your backpack?

As summer winds down and we gear up for a new school year, allow me to share new plans, protocols and guidance that we are introducing in the Needham Public Schools this fall related to the use of technology and tech tools, including AI.

More than ever we must enlist parents and caregivers to understand the kind of classroom environment we intend to create for your children; we need parental support in these efforts if we are to guide our students responsibly. 

• Cell Phones  I have previously written about how we planned to study the use of cell phones in school, particularly at the middle and high school levels. We have made adjustments to our school policies which limit cell phone possession and use, and families can read more about our new protocols here: Guidance on Cell Phones and Social Media Use in Schools We believe these common sense guidelines will allow our students to stay focused during academic time and less distracted by social media. Over the course of the fall and into winter we expect to assess how the procedures are working and will share the data with the community and to make appropriate adjustments.

One important note: Without parent support and a willingness to stand firm (e.g., not allowing your young student to bring a phone to school), we will fail our kids.

• AI in the Needham Public Schools  The technological advancement of artificial intelligence (AI) is prevalent and fast becoming a staple of our work and personal lives, and this is increasingly true in the classroom environment.

Since Generative AI “arrived” on our doorstep in 2022, the Needham Public Schools has been committed to thoughtfully investigating how these new technologies impact teaching and learning – both from the perspective of student and teacher. In “Generative AI and K-12 Education: An MIT Perspective”, Reich et al. encourages schools to “facilitate access to AI with thoughtful guardrails” and that “educators consider what productive thought students should engage in”. In Needham, we are committed to deepening our understanding of AI and at the same time, continue providing teachers and students with appropriate training, coaching and tools to engage with these new technologies in ways that are safe, relevant and innovative. Members of our Instructional Technology team have collaborated to develop and share Guidelines for Using Generative AI in classrooms across the district.

Even as we grapple with this new technology landscape in the classroom, Teachers at Needham High School, particularly those within the English Department,  have recently shared with school administration their concerns about the impact of AI on student-teacher relationships and student learning. A recent article in The Atlantic highlights the negative impact of AI in the college classroom especially as it relates to writing.

Although these concerns touch all aspects of teaching and learning at the high school, the impact of AI has been especially significant on the English curriculum. This year, meaningful and positive changes will take place in the English Department at Needham High School to best serve the academic and social emotional growth of our students and to best align the English curriculum with the Portrait of a Needham Graduate competencies, which are necessary for success in our quickly changing world. Please read here for additional information: English Department statement on AI.

Our approach is one in which we acknowledge the power and possibility of AI while at the same time create guardrails and clear rules and practices that will help - not hurt - our students in the long run.

• Strategic Plan & Technology The School Committee has recently adopted a new five year strategic plan based on the Portrait of a Needham Graduate, the district's framework for learning. Within the plan for the 2025-26 school year is a commitment to understanding more fully how AI can responsibly and ethically be used to strengthen district management, programs and student learning. Please check out the 25-26 District Action steps for additional information.

To learn more about how we are supporting students' safe and responsible use of technology and social media, please check out our online resources: Digital Wellness in the NPS

Keep It Simple.

 

Following are excerpts of my remarks to the Needham High School Class of '25 delivered on June 1, 2025.

Class of ‘25: Keep it simple. 

A recent visit to the Needham Schools by fellow Needham High School Class of 1983 alum, Sunita (Suni) Williams, reminded me how our lives can take unexpected turns and that this world can be a complicated place. Sometimes we just need to pause, step back and take a deep breath - to keep it simple. Suni Williams, who sat right where you are 42 years ago, inspired me to remember to slow down, enjoy the ride, and appreciate the people around me. 

Suni visited three schools, and in each school visit, Suni explained what it was like on the International Space Station and what it meant to be its commander. Rather than being “stranded” she described her nine month journey as being an "extended business trip.” She has a gracious and positive outlook on life! Suni discussed science experiments, rocket mechanics, microgravity, and her spacewalks. 

After explaining all the science and her remarkable travels to fourth graders, middle schoolers, high school students, and teachers from all levels, she took questions. The question she was asked the most?

“How did you go to the bathroom?”

Here we had a graduate of the Naval Academy, a decorated Navy pilot and astronaut who holds the spacewalking record for a woman (over 62 hours!), who commanded an international team, had her eight-day mission extended by nine months. Yet, the thing we all needed to know was: “How did you go to the bathroom?”

If you think about it, this question kind of makes sense… pretty basic stuff, really. Pretty simple. This international celebrity, scientist, and Navy pilot has spent 600 days in space. Most of us have little in common with her, but the one thing we do share, the one thing we can relate to, is, well, we all gotta go.

When it comes down to it, we often try to understand the world and other people by what we have in common. Sometimes we must look beyond obvious differences for connection. It’s a basic human need to relate with those around us, despite our differences. Sometimes we have to roll back the facades, layers and barriers to get to a simple understanding in order to make meaning, to build community.

As Suni talked to students that day I appreciated two simple ideas she shared.

The first is this: Our world is a beautiful and special place, and we need to take care of it. Suni told students to take time to enjoy the world around us. She recalled her father driving the family around New England in autumn to see the vibrant fall foliage. “How beautiful this is!” he gushed, as Suni and her siblings rolled their eyes and just wanted to go home and play. Now, in her adult life, Suni appreciates the simple joy of looking at the fall colors. From her perch on the ISS, she could look out at planet Earth, watching enormous storms form in the Atlantic or snow blanket the Rockies; they traveled through auroras and witnessed amazing lights all the time marveling at the simple yet powerful beauty of our planet. 

She also watched wildfires burn out of control and smoke cover parts of the Northern Hemisphere; they could witness explosions and missiles hitting targets in the Middle East and Ukraine. Her message was simple and clear: We have a beautiful yet fragile planet; we need to take care of it and one another.

The second message Suni shared was this: People are fundamentally good. It’s a powerful message, and it’s simple and true. Despite our many differences, divided politics, anxieties, fears, racism, and inequality—human beings are basically good, fair, just, and kind-hearted. 

Perhaps this simple notion is at odds with the world today, but Suni and the ISS crew, which includes Russian cosmonauts, worked, ate, and lived together in a tiny space, overcoming language barriers, customs, and international politics.  They depended on each other; they broke bread together, laughed and celebrated birthdays and holidays. Suni has come to realize that despite our differences, humans are fundamentally caring and loving—it is with humility and curiosity we must find goodness in others.

Class of ‘25, congratulations on all you have accomplished to get here. We are all proud of you and wish you well as you venture out beyond Needham into a beautiful but fragile world that requires you to seek connections with those who are different and to see the beauty and humanity within those you encounter. 

When your lives become hectic, when the work is punishing, when you are lonely, when everything seems overwhelming and insurmountable—step back, take a deep breath, lean on a friend and keep it simple. 

As Suni reminds us: Our world is a beautiful place, and people are fundamentally good.

Beauty and goodness. Keep it simple. 

After all, it’s not rocket science.

Generation Distracted: Next Steps Around Phones and Social Media in the Needham Public Schools

Last August I shared with the community the need to study and discuss the impact the use of cellphones and social media was having on our young people especially as it relates to school. Since then the Needham Public Schools School Wellness Advisory Committee (SWAC) dedicated its efforts to understanding the impact of cell phones and social media on our students. Through a comprehensive process of review, data analysis, expert consultation, and research into best practices—including visiting phone-free schools—we explored the effects of phone use on academics, well-being, and safety, while also evaluating digital literacy instruction. 

Last month, SWAC provided an important update to the School Committee which detailed initial findings and recommendations regarding cell phone and social media policies. The committee is recommending three broad areas for the school community to consider and implement:

Student Phone Use: This involves guidelines and rules around the use of cellphones in school. We have proposed language for the student handbooks that limits the use of cellphones in school to avoid learning distractions and the overall disruption of the instructional environment.

Digital Literacy & Citizenship This includes the critical importance of equipping our students with robust digital literacy and citizenship skills. The Media & Digital Learning Department is actively reshaping and reconsidering how we teach these essential skills across all grade levels. We believe that fostering responsible digital habits requires a cohesive and developmentally appropriate approach, both within and beyond the classroom. We want students to be responsible and safe consumers of digital media in ways that strengthen their learning and personal and social relationships.

Community Norms: We believe working with parents, families, and community members to help young people understand their responsibilities around the use of social media and to delay the introduction of cellphones before middle school should be an important component of a comprehensive plan around phones and social media. I met with PTC Presidents recently to discuss cell phones and social media, and we got excited about parent and community initiatives like Wait until 8th, an initiative to encourage parents to wait before purchasing a phone for children until they reach 8th grade.

As I wrote last August to the community our goal must be to prioritize student well-being, responsibility, and academic success. In partnership with staff, students, and parents, we can ensure a learning environment that fosters focus, well-being, and responsible digital citizenship for all our students. The next step involves engaging the entire community in thoughtful discussions around these recommendations, and I encourage you to look out for opportunities to share your perspectives and contribute to shaping a positive and healthy digital landscape for our young people.

DOGE in the Needham Public Schools

No, no, no... Not THAT DOGE!!

I mean Developing Opportunity, Growth, & Excellence in the Needham Public Schools through the renewal and implementation of the district’s strategic vision and plan - also known as the Portrait of a Needham Graduate - is our collective commitment to students. We are not cutting back or reducing our commitment to students, we are doubling down!

Let me provide additional context.  Over these past six months we have been engaged in a process to update our strategic plan for the next five years.  Over 60 folks representing students, staff, families, community leaders, higher ed, and business convened in the fall to review our current plan, consider future trends, and suggest new ideas and opportunities for the 2026-2030 plan based on our district’s vision.  We shared an update to the School Committee in December and have since shared draft plans with district staff for their feedback.

One of the highlights of our work has been a review of the five competencies that we expect all Needham Public Schools students to demonstrate before they graduate from high school.  The newest version maintains the core competencies and also clarifies and strengthens the expectations we have for our students and one another.  Please take a look at the existing and proposed new Portrait of a Needham Graduate (PONG) competencies here:  Draft PONG

The School Committee will review a draft of both the Portrait competencies and strategic plan at their next meeting on April 1st, and I encourage the community to listen in and provide feedback to the School Committee on this important roadmap for our schools and students. You may comment to the School Committee directly at schoolcommittee@needham.k12.ma.us or send ideas and suggestions to me: dan_gutekanst@needham.k12.ma.us

Developing Opportunity, Growth, & Excellence in the Needham Public Schools through a new strategic plan will allow us to strengthen the education for each student in a way that celebrates and respects their unique skills and abilities, diverse backgrounds, and joyful energy. We look forward to your feedback and partnership!

A lesson from my Dad sticks with me today.

The current news out of Washington regarding the detention and deportation of immigrants coupled with the administration's new edicts about the transgender community is unsettling for members of the Needham community. Unfortunately, we've been here before. In February 2017 I sent the following letter to Needham students and their families, and it's important to share it once again:

Dear Needham High School Students:

In the last several weeks there has been much news from Washington about stopping certain Muslims from entering the country, deporting undocumented immigrants, and halting Federal support for transgender youth.

While these actions taken by the administration may not directly affect each Needham student or community member, collectively these actions impact us all by sending a message that an individual human being is not welcomed, wanted, or valued.  And when any one individual is humiliated or demeaned, our entire community is impacted - our sense of belonging, dignity, and respect is fractured and makes all of us vulnerable and less safe.

At a time when it seems easy to target and marginalize certain people, I'd like to share a personal story.

Once as a young boy I accompanied my dad to his office in downtown Chicago.  This was a big deal for a little kid, taking the train into the city, and it was especially meaningful to spend time with my very busy father for a whole day.  Dad was a serious and no nonsense man who never slowed down and worked hard every day. And he also walked fast on crowded downtown sidewalks, dodging people and rushing through the crowds! As we careened toward his office, I struggled to keep up as I wondered in awe at the hustle and bustle of a chaotic urban scene, dwarfed by skyscrapers.

Suddenly, in mid step, Dad halted and I stumbled into him. He stepped just a foot or two away from me, and I observed him lean into a tattered, bearded, and destitute man slumped against a building with his thin and dirty hand extended to my father. Everything around me seemed to stop as Dad whispered something into the man's ears, and the man nodded slowly as my father pressed a bill into his fingers and held this man's hands for just a moment.  Before I knew what was happening, my father stepped away, grabbed my hand, and we were back on our way, darting between taxis and delivery trucks on our way to his office.

Oh, boy did I have questions!  What just happened? My dad just talked to a stranger! He even gave him money! Had he done this before? Why? My very serious, self reliant, "be wary of strangers" and "mind your own business" father paused on his way to work and engaged, however briefly, with someone he did not know - a person clearly down on his luck. I had a great day at the office with my father, wondering the entire time about the encounter with the stranger.

Later that evening on the way to bed, I approached my dad who had his head buried in the newspaper and asked him what he said to the man: How much money did he give him? Did he know him? Wasn't he afraid of the man?  Why did he help him? My father put down the newspaper, looked me straight in the eye, paused, and then said simply: "Everyone matters."

It took me a long time to completely understand what Dad meant that day. Eventually, I came to understand the many lessons my parents offered me and my siblings about caring for others, being a good citizen and neighbor, and recognizing that all people - especially those who may be struggling - are a meaningful part of the broader community, no matter what we look like or how we seem to others. My father never did tell me what he whispered to that stranger, but it really was irrelevant because his simple action impressed upon me the human need to be seen, included and respected.  I learned that day that we are all connected and "Everyone matters." 

I want students and their families whose immigration status is uncertain, transgender students, or any student who feels disconnected, marginalized or targeted because of skin color, religious belief, or disability, to know that the Needham Public Schools has your back, and we support you. While Federal officials may roll back certain protections, the Needham Public Schools will uphold our values and abide by Massachusetts laws which provide additional and greater protections to ensure all of Needham's youth - not just some - can attend school and access education in an inclusive and safe environment.

We will support you and your families because we believe in you and know that our community is enriched by the contributions of each extraordinary young person. And we also know that even if only one of us is hurting, if only one of us feels unsafe, all of us have a responsibility to stand up and take care.

Because we know and we believe: Everyone Matters.

Respectfully,

Dan. Gutekanst

What's Happening with Literacy in the Needham Public Schools?

 

One of the many hot topics in elementary education right now is literacy. The topic has taken on renewed attention due to a nationwide focus on the science of reading and the reality that there are students who have struggled to learn with some of the traditional models of instruction available.

Many thanks to my colleague, Dr. Carmen Williams, Needham’s Assistant Superintendent for Instruction and Innovation, for providing this context about how the Needham Public Schools is thinking about literacy learning:

As reported during the May 21, 2024 Needham School Committee meeting, we are in Phase 3 of our elementary school literacy pilot. During Phase 3, we are actively studying the implementation of four curriculum programs: American Reading Company (ARC), Benchmark Advance, Collaborative Classroom, and Units of Study. We have 164 classroom teachers, special education teachers, instructional assistants, and literacy coaches participating in the pilot. Teachers were trained on materials over the summer and continue to meet monthly to receive follow-up training, plan collaboratively, and gather evidence on program components.

Pilot programs were selected during Phase 2 with teacher and principal feedback. The pilot programs selected meet the minimum requirements for teaching MA DESE curriculum Framework Standards and are aligned with the science of reading. Our work to evaluate these programs further to ensure they are also aligned with the vision of the Portrait of a Needham Graduate, our goals for culturally-sustaining pedagogy, clear and consistent assessment practices for data-driven instruction, and opportunities for interdisciplinary projects. Evaluation of materials includes classroom observations, students' work samples, assessment data, and teacher and student feedback.

Selecting curricular materials is a challenge because providers cannot guarantee results. While the MA DESE has recommended several providers based on their review, there are many providers still waiting to be reviewed. Additionally, their review is based on the components and offerings within a program and not on statistically sound student outcome data. Our review process and selection involves:

● A landscape analysis and review of selections of districts within our network;

● Teacher feedback from those piloting programs and those who are not;

● Parent feedback through an information night hosted on January 28th at Broadmeadow;

● A review committee representing various leadership and instructional roles throughout the district; and

● Using the budget process to propose new curriculum materials and consider state grants as a possible source of funding.

Additional information about the K-5 Literacy Pilot was recently shared with Citizens for Needham schools here.

You may also learn more about the literacy pilot at the upcoming January 7th School Committee meeting scheduled for 6:30 p.m. at Broadmeadow.

Who are you voting for in November?

This a question many of our educators are being asked by their students right now. The question also reminds me what former Ohio school superintendent Paul Imhoff urged school leaders everywhere to remember: "Our classrooms always must be places where we model the power of a civil discussion among those who are passionate about multiple sides of an issue." 

It's an important reminder because it has become increasingly challenging for educators to encourage conversation and dialogue in classrooms about controversial topics, particularly at the secondary level.  It's difficult and tricky to decide, for example, how far a conversation in a social studies classroom should go about the terror attacks against Israel and the subsequent war in Gaza. Equally perplexing for teachers and administrators is how much space and room can one allow for political discourse, especially in 2024 when political rancor and divisive speech from the highest offices in the country leave many educators confused and frustrated about how to react and respond.

Yet, it is a key function and responsibility of our public schools to allow multiple perspectives and voices, representing the many and diverse lives of our students, to be nurtured and supported within the classroom. This election season I have provided guidance for our teachers to help them understand both their role and their responsibilities in promoting a classroom and school culture that embraces discourse and conversation as part of our educational mission. The guidance reminds teachers that:

• Vigorous and age appropriate debate, dialogue, and discussion should be encouraged and celebrated within the context of approved school and educational programs.

• Classroom assignments, instruction, and programs should be based on the approved curriculum and can include political, religious, or controversial ideas and issues that reflect the approved curriculum. Teachers cannot take sides in a political debate and should avoid offhanded comments that may alienate students.

• Our students, all of whom come from a variety of family backgrounds representing many different ethnic, faith, and political traditions, look to their parents and teachers for guidance and understanding. Our job is not to tell them what to think, but rather to assist them to discern the truth and help them understand the world around them in a learning environment that is inclusive, fair-minded, and politically impartial.

None of this is easy!  However, I am confident that our teachers, staff, and administrators have the tools, experience, and resources they require to support our students and help them navigate an increasingly complex world.