Artificial Intelligence is rapidly reshaping how schools, educators, and policymakers think about the future of learning. With OECD shifting its emphasis from test-based rankings toward human flourishing, and governments debating how to integrate digital tools without overwhelming already strained systems, the stakes couldn’t be higher. A McKinsey study found that 20 to 40% of teacher time could be automated with AI—yet the challenge remains: how to balance technology with human connection.

So, how should schools redefine “a good education” in an AI-driven world, and what role does technology really play in shaping students for lifelong learning?

In this episode of Just Thinking, host Kevin Dougherty sits down with Al Kingsley, Group CEO of NetSupport Limited and an international leader in EdTech. Their conversation explores what makes a “good school” in the 21st century, how AI can support rather than replace teachers, and why critical thinking and kindness remain at the heart of education reform.

Key takeaways from the episode…

Redefining success in schools: Kingsley argues that education should shift from narrow test performance to fostering resilience, creativity, and curiosity that empower lifelong learning.

AI as a teaching partner, not a replacement: He stresses the importance of using AI to reduce teacher workload, support one-to-one learning, and build staff confidence—while ensuring transparency and student well-being.

The role of community and kindness: Beyond policy and technology, Kingsley reminds us that education thrives on collaboration, sharing best practices, and simple human kindness.

Al Kingsley serves as the Group CEO of NetSupport Limited, where he has led the development of award-winning EdTech solutions used globally for over 30 years. Alongside his corporate role, he is a prominent education leader—chairing Multi-Academy Trusts, serving on the UK Department for Education advisory board, and guiding digital strategy across the sector. He is also the author of several books on education and technology, including The Awkward Questions in Education: Unpicking the Elephants in the Room from AI to Teacher Retention.

Education is facing seismic shifts as schools adapt to the realities of the fourth industrial revolution and prepare for the fifth—driven by AI and rapid technological change. With superintendents and school leaders under increasing pressure, conversations about how to cultivate authentic intelligence and wisdom, not just data-driven decision-making, have never been more urgent. One leadership tool gaining traction is Power Thinking, a framework that emphasizes unlocking creativity and sustaining vision. The World Economic Forum predicts that 65% of today’s primary school students will end up in jobs that do not yet exist, underscoring the need for such approaches.

So, how do educational leaders balance artificial intelligence with authentic, human-centered wisdom? And what practices allow leaders to sustain themselves and their systems while shaping the future of learning?

On this episode of Just Thinking, host Kevin Dougherty welcomes Dr. Don Hooper, Ph.D., CTL, President of the Center for Quality Leadership and Executive Director of School Research Nexus. Together, they explore Don’s remarkable journey from classroom teacher to nationally recognized superintendent, the philosophy behind his bestselling book Power Thinking: Discover the Unknown by Unlocking Your Brain, and the importance of fostering both innovation and legacy in leadership.

The conversation delves into...

• Authentic vs. Artificial Intelligence: Dr. Hooper urges leaders to embrace “augmented intelligence,” where human wisdom and creativity work alongside AI tools, rather than being overshadowed by them.
• Sustainable Leadership: Through School Research Nexus, Hooper emphasizes getting superintendents “out of the pressure cooker” and into environments that recharge their capacity to lead with clarity and vision.
• Legacy and Purpose: Beyond titles and accolades, Don reflects on the importance of family, mentorship, and leaving behind tools—like his book—that help future generations think deeply and lead with purpose.

Dr. Don Hooper, Ph.D., CTL, is President of the Center for Quality Leadership and Executive Director of the School Research Nexus, where he develops transformative thought leaders and advances innovative practices in education. With more than 25 years as a superintendent, including leadership of Fort Bend ISD, he is recognized for driving cultural change, strengthening governance, and improving student outcomes. As a Certified Thought Leader, he has guided organizations to achieve meaningful results, attract top talent, and build sustainable leadership excellence.

Article written by MarketScale.

In today’s rapidly changing world, effective leadership in education is about more than managing schools—it’s about inspiring a culture of thinking that empowers both teachers and students. As classrooms adapt to new technologies, diverse learning needs, and shifting societal demands, leaders have the responsibility to guide not just the acquisition of knowledge but the development of critical, transferable thinking skills through metacognitive teaching strategies. Research shows that students who are taught explicit thinking strategies are better able to apply what they learn across disciplines and into real-life problem-solving, making leadership in this area essential for long-term success.

So how can educators prepare students to not only absorb information but to fuel their own learning journeys—becoming adaptable, empathetic, and creative problem-solvers in a world that changes daily?

In this episode of Just Thinking, host Kevin Dougherty, Chief Marketing Officer of NeuraPoints, Inc., sits down with long-time friend and retired educator/professor Dawn Bailey to explore the power of metacognition, the joy of learning, and how tools like NeuraPoints can help bridge the gap between content knowledge and deep, transferable thinking. Together, they revisit decades of shared passion for empowering both teachers and students. They share stories, analogies, and practical approaches built on explicit thinking strategies to elevate thinking in today’s classrooms.

Key Takeaways from This Episode:

• The Apple as a Thinking Metaphor: Content is only the starting point; the deeper value comes from exploring multiple perspectives, connections, and applications that transcend the original subject.

• Human Intelligence Fuels AI: Technology can be a powerful vehicle for learning, but human intelligence—critical, reflective thinking—is the fuel that determines its direction and impact.
• The Power of Metacognition: Modeling “thinking about thinking” for students fosters not only academic growth but also the confidence and adaptability needed for lifelong learning, making metacognitive teaching strategies an essential part of modern classrooms.

Dawn Bailey is a retired educator and professor with over 33 years in the field, having served as a teacher, gifted education specialist, coordinator, and principal. She holds a master’s degree in gifted education and educational leadership and is currently completing her dissertation. Throughout her career, Dawn has specialized in empowering teachers and students to think critically, transfer knowledge, and apply learning to real-world challenges.

As the educational landscape rapidly evolves—shaped by advances in communication technology, growing mental health awareness, and post-pandemic classroom dynamics—one key question persists: How can we better connect with and empower both educators and students in the classroom? The stakes are high: studies show that teacher-student relationships directly impact student motivation, academic success, and long-term well-being.

In a time when educators face burnout and learners crave authenticity, how can we develop classroom cultures rooted in connection, adaptability, and trust?

This episode of Just Thinking, hosted by Kevin Dougherty, Chief Marketing Officer of NeuraPoints, Inc., features a rich, heartfelt, and humorous conversation with Ross Kimball, a former educator turned Emmy-nominated performer, speaker, and communication coach. Their discussion explores the crossover between improv and education, and how educators can build more meaningful relationships with their students by embracing spontaneity, authenticity, and presence.

Key Highlights from the Episode:

Improv as an Educational Superpower: Ross shares how the foundational principles of improv—like saying “yes, and,” supporting your partner, and staying present—translate into powerful tools for classroom management, student engagement, and personal development for teachers.

The Improv Mindset for Human Connection: Ross emphasizes the importance of responding instead of reacting, building psychological safety in classrooms and workplaces, and helping students feel seen, heard, and supported.

Personal Transformation Through Communication: Drawing on his own background in both education and entertainment, Ross reveals how trust, clarity, and humor have shaped his journey—and how these same tools can be used by educators and leaders to unlock the potential in others.

Ross Kimball is an Emmy-nominated performer best known for his work on the critically acclaimed series Jury Duty on Amazon. Before stepping into the spotlight, Ross spent years teaching 6th grade and working in special education in both public and private schools in Chicago. With a parallel passion for comedy, he honed his craft in long-form improvisation and eventually auditioned for Saturday Night Live. Today, Ross combines his experience as a teacher, performer, and communication coach to help high-performers and educators improve their presence, clarity, and connection in high-stakes settings. He runs his own coaching business and continues to act, write, and speak across the country.

As cardiovascular disease continues to rank as the leading cause of death globally, the importance of expert cardiac care has never been more evident. The American Heart Association reports that over 800,000 Americans experience a heart attack each year, and many rely on the fast, critical thinking of cardiac specialists to survive. In an era of growing reliance on medical technology and AI, the need for well-trained, compassionate, human decision-makers in cardiac care remains irreplaceable.

What kind of person chooses to shoulder the pressure of life-or-death cardiac decisions? And how does one develop the presence of mind to lead in the most critical of medical moments?

In this episode of Just Thinking, host Kevin Dougherty welcomes Dr. Minh Tran, a cardiothoracic surgeon whose expertise in cardiac care quite literally saved Kevin’s life. Together, they explore Dr. Tran’s unexpected journey from engineering to medicine, the critical role of education and mentorship in developing surgical excellence, and how high-stakes decision-making is core to both medicine and character.

In This Episode:

• From Chemical Engineering to Cardiac Surgery: Dr. Tran recounts his pivot from a career in engineering to one defined by hands-on, heart-centered medical care.

• The People Behind the Practice: He reflects on the mentors, teachers, and family members who shaped his passion and persistence in the field of cardiac care.

• Making Life-Saving Calls: Dr. Tran discusses the intense pressure of cardiac surgery and the critical thinking it demands in every moment.

Dr. Minh Tran is a highly respected cardiothoracic surgeon based in the Dallas-Fort Worth area. He practices at Denton Heart Hospital and the Heart Hospital in Plano. Originally trained as a chemical engineer, Dr. Tran returned to school to pursue medicine and spent over a decade training in surgical disciplines. Today, he is recognized for his calm in emergencies, technical precision, and deep commitment to the field of cardiac care.

Education is at a crossroads. Artificial intelligence is transforming classrooms, but educators still lack tools to assess and nurture how students think. A 2023 UNESCO report warned that without careful implementation, AI could reinforce existing inequalities in education unless paired with strategies that build critical thinking and support equity-centered instruction. The stakes are high for both the future of learning and the workforce.

So, how can schools move beyond fear and utilize AI to promote, rather than replace, human thought?

In this episode of Just Thinking, host Kevin Dougherty sits down with Jared McClure, business developer and AI systems strategist, and Dr. David Hyerle, cognitive scientist and co-creator of NeuraPoints. Together, they explore how NeuraPoints—a visual “language of thinking” can help educators measure cognition, level the playing field for equity, and integrate AI in more human-centered ways that support critical thinking in education.

Key highlights from the conversation include:

• Assessment reimagined: NeuraPoints shifts evaluation from final output to the thinking process, allowing teachers to see students' cognitive pathways in real time.

• AI integration with purpose: Rather than fearing AI, educators can use NeuraPoints to infuse human cognition into digital tools, improving learning outcomes and minimizing shortcuts like AI-generated cheating.
• Equity and access: For multilingual learners and students who struggle with writing or speaking, NeuraPoints provides a nonverbal way to show understanding, supporting true inclusion.

Jared McClure is a seasoned business developer and executive with over 20 years of experience leading startups and consulting across AI, data science, and education technology. He is the founder and CEO of NeuraPoints, where he integrates neurocognitive research with AI to enhance learning and thinking in educational environments. McClure has a proven track record in scaling businesses, building high-performing teams, and delivering strategic solutions across multiple industries.

Dr. David Hyerle is the founder of Thinking Foundation and CEO of Thinking Schools International, where he leads global efforts to implement visual thinking tools for educational transformation. He co-developed the widely used Thinking Maps® model and has authored numerous professional development resources to support cognitive skill-building in classrooms. His work spans over two decades and includes partnerships across more than a dozen countries to promote equity and critical thinking in schools.

Across the country, school districts are searching for sustainable ways to foster equity, achievement, and connection in diverse communities. Amid rapid change in technology and teaching methods, one practice remains consistently vital: active engagement. Research indicates that parental involvement—a crucial component of meaningful engagement—is a significant predictor of student success. According to the National Education Association, students with engaged families are more likely to earn higher grades and graduate.

So, what does it take to build trust, belonging, and future-ready thinking in today’s classrooms and campuses?

In this episode of Just Thinking, host Kevin Dougherty welcomes longtime friend and veteran educator Frank Ramirez. Together, they explore the enduring power of servant leadership in schools, how active engagement drives achievement, and why being a “future-forward thinker” is essential for the next generation of learners.

Key highlights from the episode include:

• Active engagement starts with listening. Ramirez shares how he built student-centered classrooms and campuses by first understanding what students needed to thrive.

• Building trust with families takes time and intention. Personal calls, open-door policies, and cultural awareness helped create authentic partnerships with parents.

• Leadership must look ahead. As a principal, Ramirez embraced future-focused education through project-based learning and technology integration.

Frank Ramirez recently retired after over 25 years in education, having served as a teacher, instructional specialist, assistant principal, and principal across multiple Texas districts. Known for his deep empathy and relationship-first approach, Ramirez shaped schools through empowerment, cultural awareness, and innovation. He remains a passionate advocate for student success and future-focused leadership.

As artificial intelligence continues to evolve at lightning speed, the conversation is shifting from what AI can do to what it should do—and how it compares with, or complements, the uniquely human traits we bring to learning, work, and society. While schools grapple with AI’s integration into classrooms, some educators are asking a deeper question: what does it mean to be truly intelligent in this new era—and how do we protect and elevate human intelligence in the process? McKinsey’s analysis on generative AI forecasts that by 2030, up to 30% of work hours in the U.S. could be handled by machines, highlighting a growing urgency for the workforce to strengthen skills in areas like critical thinking and emotional intelligence.

So, in a world rapidly reshaped by AI, how do we safeguard and elevate the distinct power of human intelligence (HI)? Can technology serve as a tool for connection, rather than a replacement?

In this episode of Just Thinking, host Kevin Dougherty speaks with Dr. Michael Harvey, Teacher in Charge of Electronics and Director of E-learning at Marlborough Boys College in Blenheim, New Zealand. Drawing from Māori knowledge systems and his work in the Human Intelligence Movement, Dr. Harvey explores how AI can enhance—not replace—human intelligence (HI), especially when grounded in indigenous principles of collective learning, relational teaching, and community connection.

Key moments from the conversation:

Dr. Harvey explains how indigenous frameworks and relational learning models in New Zealand emphasize the collective over the individual—offering an alternative to traditional Western metrics of intelligence.

He shares how AI tools, when used thoughtfully, can enhance social-emotional learning by providing data-driven insights into student well-being and engagement.

Harvey makes the case for radically reimagining education—from abolishing age-based grade levels to fostering student-teacher role reversals—as part of a broader transition to human-centric learning.

Dr. Michael Harvey is a future-focused educator and digital learning leader with expertise in integrating AI, culturally responsive pedagogy, and learner agency into secondary education. As Director of E-learning and Electronics at Marlborough Boys College, he leverages tools like ChatGPT, NotebookLM, and AR/VR to design inclusive, metacognitive learning experiences grounded in both cutting-edge tech and Māori educational values. Harvey’s international teaching experience, content development roles, and leadership in communities like the AI Forum of New Zealand reflect his commitment to reimagining education for equity, innovation, and human connection.

As artificial intelligence reshapes education, work, and daily life, educators are grappling with how to prepare students for a future where human skills—not just knowledge—will be paramount. In fact, a growing number of reports highlight that employers increasingly value collaboration, communication, and emotional intelligence over memorized content. Amid this transformation, the Human Intelligence Movement is gaining traction as a grassroots call for reimagining how we teach and learn.

So, what does it really mean to equip students with “human intelligence” in an AI-driven world—and how can our schools rise to meet the moment?

In this episode of Just Thinking, host Kevin Dougherty speaks with Dr. Michelle Ament, Co-President of the Human Intelligence Movement. Together, they explore why now is the time for bold change in education—and how we move from theory to action.

Main topics of conversation…

Outdated education models: Dr. Ament argues that schools are still stuck in a “knowledge era” mindset, preparing students for a world that no longer exists. Instead, she advocates for realigning education around application, critical thinking, and adaptability.

Redefining assessment and success: Traditional assessments focus on knowledge acquisition, but the Human Intelligence Movement calls for measuring skills like emotional intelligence, adaptability, and collaboration—key competencies for future-ready learners.

Learning through doing: Dr. Ament champions experiential, student-driven learning. Whether it’s student-run banks or real-world problem-solving, she shares how hands-on, relevant learning inspires deeper engagement and skill-building.

Dr. Michelle Ament, EdD, is an education leader with deep expertise in experiential learning, human-centered curriculum design, and systems-level transformation. As Chief Academic Officer at ProSolve, she pioneered a K–8 human skills curriculum and developed the Learning, Experienced (LXP) model to embed real-world problem solving and social-emotional learning into schools. In her role as Co-President of the Human Intelligence Movement, she is leading a national effort to shift education away from standardized assessments toward a future that prioritizes adaptability, critical thinking, and collaboration in an AI-driven world.

As schools increasingly prioritize holistic education, the conversation around whole-child development is gaining momentum. A national survey by the American Institutes for Research reveals that while a large majority of teachers support whole-child approaches, many still need additional guidance and resources to implement them effectively. This gap between belief and practice raises important questions about how best to support educators in nurturing every aspect of student growth.

So, what happens when someone outside of the classroom—yet deeply embedded in education—starts asking questions from a completely different angle? What fresh insights can marketing, advocacy, and storytelling bring to the conversation about holistic learning?

In this episode of Just Thinking, host Kevin Dougherty, the Chief Strategy Officer, sits down with Kennedy Kilpatrick, Marketing Director at 806 Technologies. What begins as a look at her unconventional education journey turns into a thoughtful exploration of student advocacy, educator adaptability, and the role of empathy in holistic education and learning design.

Key takeaways from the conversation...

• Missing the Basics: Kennedy reflects on how being fast-tracked into gifted programs led her to master advanced concepts while never fully grasping foundational skills—a common yet often overlooked gap in specialized education.

• The Power of Listening: Whether in classrooms or marketing meetings, Kennedy champions the value of asking questions over giving answers—and how honest conversations unlock meaningful engagement.
• Plan, Pivot, Progress: Drawing on her marketing background, Kennedy emphasizes the importance of reverse engineering goals and staying flexible when plans don’t pan out—a lesson with huge implications for educators developing student learning strategies.

Kennedy Kilpatrick is a results-driven Marketing Director at 806 Technologies with expertise in strategy development, team leadership, and digital marketing. She has led successful multi-channel campaigns, increasing summit attendance by 29% and LinkedIn engagement by 23%, while producing over 40 high-impact collateral pieces. With a strong background in SEO, video production, event planning, and performance analysis, Kennedy excels at crafting data-driven campaigns that enhance brand visibility and drive organizational growth.