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his book discussing the possibilities of artificial intelligence (AI) teachers, such as
computer programs that ask questions and provide feedback on assignments, Alexa-
like chatbots that help when students get stuck, or learning companions that support
individualized learning. However, he explains that AI will never fully replace human
teachers and the gift that they are in the lives of students of any generation.
At the end of each chapter, White offers tips for the 5-Gen leader, resulting
ultimately in 50 tips for transitioning to 5-Gen leadership. Many of these tips seem
appropriate to leaders in schools, community groups, and even families.
For leaders who want to understand the impact of generations on the educational
landscape or who wish to lead in multigenerational organizations, 5-Gen Leadership
provides many tips and suggestions. One can gain actionable information to support
her effectiveness as an educator and leader when working with different generations.
As an example, last year I was fortunate to have the opportunity to substitute teach
in a middle-level classroom. I saw firsthand how student expectations have changed,
how technology is considered routine rather than novel, and how the pandemic has
radically altered teaching and learning. Also, on a recent visit to a local elementary
school, I saw educators embracing new ideas about teaching and learning that White
said are necessary to foster the success of Gen Alpha. I observed more than five
types of student chairs, modular worktables with wheels, and 50 tubs with items for
student projects so students could choose how to learn and what to create as they
learned coding basics, applied their reading skills, and engaged in project-based
learning.
White’s encouragement to develop one’s multigenerational lens is important.
Many will benefit from leaning into a coaching model and incorporating some
of his ideas for making professional learning appealing to younger generations.
White’s futuristic thinking about how AI might be used in schools to push educators’
thinking is challenging—even as one notes White’s important message that human
connections make schools special places and that AI cannot replace the warm smile
of a caring and knowledgeable teacher or leader.
White offers numerous, relevant examples that provide new perspectives for
readers to teach young students, understand their own Gen Z children, relate to
Millennial graduate students, connect with Boomer friends in various settings, and
try to make sense of how the pandemic changed all our relationships. One may also
wonder how these generational differences manifest themselves in other countries
and in people from different races and backgrounds.
Many leaders want to reach across generations by supporting early-career
educators, being successful in their own careers, and connecting with retired
educators or veteran colleagues. Leaders can embrace these strategies to update
colleagues’ technology skills; reimagine mentoring; recruit, engage, and coach
younger educators; create a welcoming environment; and help members of all
generations feel valued within their organization.

References
White, M., & Carter, D. L. (2021). Leading schools in disruptive times: How to survive hyper-
change (2nd ed.). Corwin.

52 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators