How AI, Industry Partnerships, and Trust Are Reshaping K–12 | Mike Beighley

In this episode of the TomoClub, Avinash Bansal, Co-Founder of TomoClub, sits down with Mike Beighley, Superintendent of the Whitehall School District, to explore what it truly means to rethink K-12 education as we move toward 2026. With more than 29 years as a superintendent-including over 22 years in one rural district-Mike brings a rare long-term perspective on leadership, stability, and systemic change.

The conversation dives into post-COVID convergence, shifting parent expectations, AI and emerging technologies, and why schools must move from teaching content to empowering students to own their learning. Mike shares how Whitehall redesigned its system through industry partnerships, an innovative Emerging Technology Lab, and a culture rooted in trust, collaboration, and unapologetic progress. This episode is a must-listen for educators and school leaders navigating transformation in a fast-changing world—without pausing the system or losing sight of kids.

Key Points Discussed
29 Years of Rural Leadership – Mike’s long tenure as a superintendent highlights the power of stability, trust, and deep community roots in driving meaningful change.


Why Longevity Matters in School Leadership – Staying in one district enables long-term vision, risk-taking, and transformation that short tenures rarely allow.


Rethinking K–12 in 2026 – Post-COVID education faces new expectations from parents, students, and society that demand fundamental redesign, not small tweaks.


The Age of Convergence – Technology, global politics, societal change, and education collided at once—forcing school leaders to think beyond management into true leadership.


Schools Built for the Wrong Era – The compliance-based, industrial model of education no longer matches a world that requires creativity, adaptability, and entrepreneurship.


From Teaching to Learning – Shifting focus from what adults teach to how students learn empowers ownership, curiosity, and lifelong adaptability.


Students as Owners of Their Learning – Future success depends on students learning how to learn, relearn, and solve problems independently.


Why Emerging Technologies Belong in K–12 – AI, robotics, drones, and advanced manufacturing reflect the real-world skills students will need, not optional extras.


Industry Partnerships Drive Relevance – Collaboration with Ashley Furniture helped align education with Industry 4.0 and future workforce demands.


Broad Skills Over Narrow Training – Teaching electronics, sensors, 3D design, and automation prepares students for many futures—not just one job.


Change Without Pausing School – Transformation must happen while schools are running, requiring embedding innovation into existing systems.


Teacher Burnout as a Wake-Up Call – Exhausted educators and diminishing results signaled the need for radical, system-level change.


Unapologetic Progress for Kids – Moving fast, with intention and care, mattered more than waiting for perfect models or universal comfort.


Redesigning Public Education – Whitehall committed to a full rethink of success, skills, and outcomes—not incremental reform.


Building a Culture That Stays – Strong culture, shared purpose, and focus on kids have driven exceptional staff retention.


⏱️ Timestamp
00:00 Welcome & introduction
01:00 Mike’s journey: 29 years as a superintendent
02:40 Why long-term leadership matters in rural districts
03:30 Rethinking K-12 after COVID
05:30 Changing parent expectations & transparency
07:20 Teaching vs. learning: shifting student ownership
09:00 Why the old education model no longer fits
10:45 Industry partnerships & future-ready skills
12:30 Managing change without “pausing” school
14:40 Teacher burnout, differentiation, and AI
17:00 Building a culture where staff stays
19:30 Buy vs. build: where schools should focus
22:30 The Emerging Technology Lab story
25:40 Personalization, student agency, and collaboration
32:30 Why progress must be messy
40:10 Final reflections on leadership & risk-taking