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Learn21's Weekly EdTech Update

December 4, 2025

Other Duties as Assigned: A Leadership Mindset for an AI-Era Workforce

By Dr. Stacy Hawthorne

Every job description has that one line at the end. The catch-all, the afterthought, the clause that makes HR attorneys feel safe and younger employees feel slightly uneasy:


“Other duties as assigned.”


For some, those four words feel vague or even unfair. What does that actually mean? What exactly am I responsible for? Where does my job end?


But if we pause and zoom out, "other duties as assigned" is less about an employer adding miscellaneous chores and more about something fundamentally human: our capacity to adapt, serve, grow, and rise.


I say this as someone who, truthfully, doesn’t have a job description myself. Not now, and not in the last two roles either. When people ask how I know what to focus on, I tell them the same thing every time:


My job is to remove obstacles so the people I lead can be the best versions of themselves.


That’s it. That’s the entire job description.

And yet, embedded in that mindset is something powerful: an embrace of “other duties” not as tasks but as opportunities.


A Story From Home

Years ago, one of my daughters called me and said, “Mom, my company is asking me to do something that’s not in my job description. Should I even be doing this?”


It was such an honest question, one many early-career professionals struggle with. They see a job description as a contract, a carefully defined box. Step outside the box, and you may feel like you’re doing unpaid emotional labor. Stay inside the box, and you feel “safe.”


We talked for a while about something my own parents and grandparents modeled:


When you do what is within your control, and you do it with excellence, you set yourself apart.


You become the person colleagues rely on. You become the person leadership trusts. You become the person opportunities find.


Fast forward to today, and that daughter has been promoted multiple times. She’s known inside her organization as someone dependable, capable, thoughtful, and resilient. Not because she did the tasks she was hired to do, but because she embraced the ones she wasn’t.


“Other duties as assigned” became her competitive advantage.


A Work Ethic We Can Relearn

My grandparents were part of the Greatest Generation. They came home from World War II and helped build a country through service, sacrifice, apprenticeship, and ingenuity. They didn’t talk about “other duties as assigned,” they lived it. If something needed doing, they did it. If a skill needed learning, they learned it. Their value wasn’t measured in bullet points on a job description but in the breadth of their capability.

We often romanticize that era, but there’s a lesson there worth reviving:


Skill, adaptability, and character will always be employability’s best currency.


We need that mindset again, especially now.


Because in 2025… the “other duties” may be assigned to AI

We are entering a workforce reality where tasks will move. Some responsibilities will shift to automation, agents, and LLMs. Entire sections of some job descriptions will disappear. Others will emerge that weren’t even possible a year ago.


And so the question isn’t: “What am I technically responsible for?”


The better question is: “Where can I add meaningful value?”


This is why “other duties as assigned” is not a loophole in a contract, it’s an invitation to evolve.


It’s a design construct that gives us room to learn new tools.

Room to practice leadership before we have the title.

Room to become a person who sees needs and meets them.


Because when AI takes over repetitive, predictable tasks, the differentiator becomes distinctly human qualities: curiosity, initiative, creativity, reliability, and generosity.


“Other duties as assigned” is where those qualities get revealed.


The Leadership Opportunity for All of Us

What if instead of treating that line as a warning, we treated it as a door?


What if we encouraged our teams, and more importantly ourselves, to step into other duties as a chance to:

  • Try something new
  • Build trust
  • Demonstrate resourcefulness
  • Strengthen relationships
  • Contribute to culture
  • Develop future-ready skills
  • Become someone others can count on


These are the qualities that make people promotable, team-oriented, and future-proof.


And they’re the same qualities that make organizations resilient in uncertain times.


A New Way to Read That Famous Line

So here’s my proposal: What if “other duties as assigned” really means:


“You are valued not just for what you do, but for who you are becoming.”


And what if we embraced that, not as pressure, not as exploitation, but as an open landscape for growth?


What if that clause isn’t the least important part of a job description… but actually the most human part?


At its best, “other duties as assigned” is an invitation to lead from wherever you sit.

To evolve alongside the work.

To offer your gifts where they’re needed most.


And in a world where AI is taking on more of the tasks, our willingness to step into those undefinable spaces may become one of the most important skills we bring.

A quick but important note: this mindset works only in healthy, supportive workplaces. “Other duties as assigned” should never become shorthand for chronic overwork, inequity, or unreasonable demands. In toxic environments, no amount of initiative or work ethic can compensate for the absence of trust, respect, or psychological safety. Leaders have a responsibility to create conditions where stepping up is appreciated, not exploited—and where growth opportunities are offered, not imposed.

Media Literacy Minute

Media Literacy Minute

AI Chatbots for Mental Health: High Risk for Kids and Teens

Common Sense Media cautions that AI chatbots designed for mental-health support are not recommended for children and adolescents, finding they pose a high risk due to issues with accuracy, unsafe responses, and inadequate privacy protections. The review shows these tools can provide misleading or harmful guidance and lack the safeguards necessary for young users, so educators and caregivers should avoid relying on them and prioritize vetted, human-led mental-health supports. 


Four Practical Steps for Rolling Out AI Literacy

A district’s playbook shared in EdWeek outlines four concrete steps for implementing AI literacy: make sure district leaders understand how AI works, get teachers on board with clear purpose and training, decide where lessons fit into the school schedule (often using library/media specialists), and update lessons each year so content stays age-appropriate and cumulative. 



The Enduring Power of Books in a Digital Era

A recent Monocle piece argues that in a world dominated by fast, algorithm-driven content, reading physical books remains vital for developing deep focus, empathy, and reflection—and that true media literacy depends on maintaining these habits. The article emphasizes that books offer the kind of slow, sustained engagement that digital media often undermines.

Using Data Responsibly: Revisiting the Student Data Principles

By Mike Porter

This article continues a series exploring data use, misuse, and governance in K–12 education. The Student Data Principles—originally developed by CoSN and the Data Quality Campaign in 2014 is still a critical set of tenets to help guide educational decision-makers. Each installment will present the principles, offer current insights, pose key questions for leaders, and suggest practical steps districts can take to strengthen their data governance practices.


Why Revisit the Student Data Principles?

The Student Data Principles, despite being over a decade old, are still highly relevant in today’s rapidly evolving EdTech landscape. Current innovations, such as generative AI, cloud platforms, and advanced analytics, represent new ways of collecting and utilizing data. Therefore, robust data governance is evermore crucial. 


So far, we have covered these foundational Principles:

  • Student data should be used to further and support student learning and success.
  • Student data is most powerful when used for continuous improvement and personalizing student learning. 
  • Student data should be used as a tool for informing, engaging, and empowering students, families, teachers, and school system leaders.
  • Students, families, and educators should have timely access to information collected about the student.
  • Student data should be used to inform—and not replace—the professional judgment of educators.


These tenets anchor a broader vision for responsible data use, prioritizing transparency, deep partnership, and educators' vital role in data interpretation.


Now, we look at the next two Principles. 

  • Students’ personal information should only be shared, under terms or agreement, with service providers for legitimate educational purposes; otherwise the consent to share must be given by a parent, guardian, or a student, if that student is over 18. School systems should have policies for overseeing this process, which include support and guidance for teachers.
  • Educational institutions, and their contracted service providers with access to student data, including researchers, should have clear, publicly available rules and guidelines for how they collect, use, safeguard, and destroy data.


Key Questions for Reflection

The two additional principles get to the heart of a robust K-12 data governance program. They get to the core of the acronyms: COPPA and FERPA, and implore you to look at your policies around data sharing. To ensure that you’re doing right by your community, ask these questions:

  • Are you familiar with your district’s policies on directory information? What’s more, are you training your administrators and administrative assistants on that policy?
  • How are you handling your FERPA Notifications? Is it clear to parents?
  • Critically, has your district leadership revisited the definition of a “School Official”? 


These reflections remind us that effective data governance is about best practice rooted in federal law. 


Action Steps for Leaders

To align your district’s work with the Principles, consider the following:

  • Practice data minimization: audit your access levels in your SIS; reduce the data elements shared with EdTech vendors to what is required, and investigate Data Loss Protection tools.
  • Develop your Professionals: Ongoing, job-embedded training is important for all your staff – think coaches, after hours program workers, and of course teachers. At the bare minimum, staff need to be able to identify who to go to in their districts for clarification around data privacy. Commit yourself to ongoing learning through CoSN.
  • Network, network, network. Talk with your colleagues from other districts and shamelessly “borrow” practices working for them. At a state level, make sure you are staying current with ETLA and the Student Data Privacy Consortium. Finally, follow CoSN’s updates; while FERPA is 50 years old, the interpretations of it continue to evolve. 


These steps help leaders move beyond compliance toward a deeper, more systemic approach to data use.


Closing Thought

Data should serve to empower students, inform practice, and strengthen the teaching and learning process. Like all tools, it needs to be carefully handled by trained practitioners.

Big Ideas

Big ideas image

Automated Cyber Attack Detailed

Reminiscent of Skynet from The Terminator, the AI firm Anthropic details evidence of an AI-initiated cyber attack. To be clear, this was not a case of a human bad actor using AI to generate phishing emails; it was a case of AI itself executing the attacks. In a handful of cases, the attacks were successful. While human bad actors set the AI in motion, the AI agents acted more or less autonomously. Anthropic disrupted many of the attacks, but it’s likely “they’ll be back.” 


Defining “Intelligence” in Artificial Intelligence

It seems obvious that we understand what the “artificial” part of AI is. But less clear is what constitutes “intelligence.” This article notes that the traditional definition of defining successful AI, the Turing Test, has been surpassed by readily available technologies. Yet most people feel as if AI has not yet reached human-levels of cognition. This article posits that is because we keep moving the goal posts of what constitutes human intelligence. 


The Not-So-Secret History of Emoji’s

Inquiring minds have often pondered life’s deeper questions like why are we here? Is there existence outside of this universe? Where did the inspiration for The Emoji Movie come from? This article details the origin story of the now ubiquitous emoji. The genesis is a computer science bulletin board at Carnegie Mellon in 1982, as students needed a way to indicate jokes online. (I guess computer science jokes need help.)  Spoiler alert, the movie is pretty :-(.

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