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explains that, in current schools, principals and other formal leaders who are non-
digital natives (Baby Boomers and Gen Xers) are leading—or trying to lead—digital
natives from Generations Y and Z who were born with computers and cell phones in
their homes and workplaces.
The teaching profession is in trouble with too many teachers leaving the profession
and too few people choosing to become teachers, according to White. While some
factors are beyond the control of school leaders, White advocates that leaders change
their strategies to help support and retain younger educators by looking for ways
to engage and recognize them, lean into their technology skills, provide leadership
training, and provide coaching feedback rather than evaluation. Dr. Amie Cieminski is
currently an associate
In Chapters 3, 4, and 5, White tackles critical aspects of teaching and learning professor in educational
in which generational differences can become barriers to effective leadership. He leadership at the
offers specific ideas regarding how leaders can move away from managing and University of Northern
adopt a coaching stance so that feedback to younger generations is ongoing and Colorado. She has been
dialogue-based with specific expectations and support for growth. He then explains a Spanish teacher,
that technology has changed everyone’s brains and that people are more distracted. elementary principal, and
director of professional
Therefore, educators need to adjust their teaching methods regardless of whether learning in addition to
they are teaching younger children or older adults. holding other leadership
In Chapter 6, White recommends strategies for creating multigenerational positions within K-12
professional development including an activity (Minding the Gap) in which people education. She is currently
from the different generations can learn about their similarities and differences in a the president of Delta
fun, engaging way. This activity might bridge the gap between older and younger Chapter in Colorado State
Organization.
educators while increasing appreciation for the strengths of each generation and
building stronger teams. He also offers tips for making professional learning amie.cieminski@
more appealing to Gen Z teachers, such as by incorporating apps, infographics, gmail.com
gamification, bright colors, photographs, videos, flexible seating, and time to reflect
and incorporate ideas into future lessons.
In the book’s last few chapters, White explores some newer issues that have come
to light with the COVID-19 pandemic and the younger generations. Specifically, he
urges all educators to use technology efficiently and encourages leaders to equip
teachers with more technology training and resources. One of the most intriguing
ideas in the book is reverse mentoring. Traditional mentoring usually involves a
more experienced veteran training a younger or inexperienced colleague and may
highlight generational differences and create conflict. On the other hand, reverse
mentoring—the idea that all generations can teach and coach each other—might
allow organizations to tap into the strengths of each generation and help educators
of all ages feel valued. Reverse mentoring happened to some extent when novice
technology-savvy teachers supported their Boomer counterparts through remote
teaching at the beginning of the COVID-19 pandemic. White asserts that this type of
mentoring relationship could be leveraged more to engage different generations and
honor their contributions to the mission of the school or organization.
White explains that, as student populations are becoming more diverse in terms
of race and ethnicity, leaders must bring issues of diversity, equity, and inclusion
to the forefront of their leadership. Although White briefly highlights race, he does
not address how these generational differences might intersect with other aspects of
diversity, such as ethnicities, socioeconomic status, genders, and lifestyles. White
also highlights the political activism of Gen Zers regarding climate change, gun
reform, and racial justice and urges 5-Gen leaders to consider how they might find
ways to support students as they constructively voice their opinions. White ends

Educators’ Choice 51