Joaquin I.

The student information system is the hub, and the surrounding systems should exchange data so they work together. This is the approach Joaquin describes taking at The Jewish Leadership Academy.

Invited by Veracross to speak at ATLIS26, Joaquin said the session would cover how JLA built a more connected edtech ecosystem centered on the SIS and made sure its systems effectively talk to each other.

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The priority is helping teachers explore safe, interactive, and personalized uses, rather than only rolling out a tool. Joaquin also credits the product team for continuing to add features.

After a Flint professional development session, Joaquin wrote that the hands-on training inspired many teachers to explore new ways to safely incorporate AI into the classroom in a way that feels interactive and personalized.

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The aim is a more differentiated learning experience for every student, not a single-product fix.

In a post about contributing to an Edtech Magazine article, Joaquin described using Zoom, Panopto, and Flint at The Jewish Leadership Academy to create a more differentiated learning experience.

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The reasoning is that schools already produce recordings and can use them more effectively.

Joaquin joined a conversation on Zoom Video Management and shared a perspective on how schools can get more value from their video content, pointing readers to the recording.

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The point is to learn from practitioners and keep the conversation going with fellow technology leaders, rather than sit through vendor pitches.

Recapping ATLIS26, Joaquin thanked Sohan Choudhury, Kara Heichelbech, and Jason Nast for joining a panel and said the discussion covered real use cases and strategies. Sohan Choudhury, Kara Heichelbech, and Jason Nast are named as panel participants, not as the source of Joaquin's own views.

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The post names the problem — school systems that do not talk to each other — and the approach taken, which is the frame for everything else they post about.

Joaquin I. was invited by Veracross to speak at ATLIS26, the annual conference run by the Association of Technology Leaders in Independent Schools.

• The post says the session covers how The Jewish Leadership Academy has built a more connected edtech ecosystem, centered on the student information system, so that the school's separate tools exchange data with each other.
• This is the clearest statement in the supplied posts of what the day-to-day work actually is: making existing systems work together rather than adding another standalone product.

For brands planning a campaign

A vendor with a real integration story, or anything adjacent to a student information system, has an obvious opening for a speaking slot, co-hosted session, or joint case study. A company selling a standalone tool would need to show how it fits into a connected stack before this audience would see the value.

A reader trying to understand the technical approach should see this before the more general conference posts.

Joaquin I. contributed to an Edtech Magazine article on how AI tools support personalized learning, and describes the practice at The Jewish Leadership Academy using Zoom, Panopto, and Flint to create a more differentiated learning experience for students.

• The post names the exact tools and the outcome being pursued, which makes it the most concrete description of a working setup in the supplied material.
• The article itself was not included in the reviewed evidence, so only the post's summary of it can be relied on.

For brands planning a campaign

A tool in or near this stack — video platforms, lecture capture, AI tutoring — has a documented practitioner use case to reference and a person who is willing to talk about it publicly. A media or content partnership is also plausible, since this shows willingness to work with trade press.

It is the best evidence of their reach among peers.

A post recapping ATLIS26 thanks Sohan Choudhury, Kara Heichelbech, and Jason Nast for joining a panel, and describes the discussion as covering real use cases and strategies rather than vendor pitches.

• Joaquin I. frames the value of the conference as people sharing what is actually working in schools.
• The post shows they organize and take part in sessions that mix school leaders with company representatives.

For brands planning a campaign

A panel, roundtable, or webinar format is a realistic partnership shape, and a company wanting access to independent-school technology leaders should consider being a participant rather than a sponsor. The willingness to name co-panelists publicly is useful for gauging who else is in their circle.

It is the clearest example of the adoption work that sits alongside the systems work.

A post about a Flint professional-development session describes hands-on training that led teachers to explore ways of using AI in the classroom that feel interactive and personalized.

• It also credits the product team for new features and notes how quickly the platform is changing.
• The focus is on teacher adoption inside the school, not on the technology in the abstract.

For brands planning a campaign

Professional development is a credible co-delivery format — a vendor could co-run or sponsor teacher training rather than only buying impressions. The post also shows a customer willing to praise product updates publicly, which matters for a company looking for an advocate rather than a one-off mention.

It is the most direct evidence that platform vendors already put them in front of an audience.

Joaquin I. took part in a conversation about Zoom Video Management and describes sharing a perspective on how schools can get more value from their video content.

• The post thanks the host and points readers to a recording.
• It shows the video and content-management side of the work, and that they appear in programming hosted by a platform company.

For brands planning a campaign

Recorded conversations and webinars are a proven format here, especially for video, capture, or content-management products. A company planning outreach can point to this appearance when proposing a similar session.

They presented this approach as an invited speaker at ATLIS26, the independent-school technology leaders conference.

Treats the SIS as the hub and works outward, making neighbouring systems talk to each other rather than adding standalone tools.

For brands planning a campaign

A strong match for vendors selling interoperability, SIS-adjacent products, or data-integration platforms. The natural outreach is a practitioner talk or written case study about stitching school systems together, with the integration work as the subject rather than a product mention.

Examples: Source 1 · Source 2

They contributed to an Edtech Magazine article on how AI tools support personalized learning, and thanked Flint for a professional development session that showed teachers how to bring AI into the classroom in ways that felt interactive and safe.

Classroom-level pilots with specific named tools, paired with teacher training before wider use.

The posts praise named vendors, but nothing in the supplied material states a paid or sponsorship relationship.

For brands planning a campaign

Suited to AI-in-education vendors that want credible K-12 practitioner validation. Outreach should lead with hands-on training and safe-use framing, since that is the part of AI adoption this person writes about most concretely.

Examples: Source 1 · Source 2

For brands planning a campaign

Relevant to video platforms, lecture-capture tools, and content-management vendors serving schools. A recorded conversation or webinar mirrors the format they already take part in and gives the vendor a concrete artifact to reuse.

Examples: Source 1 · Source 2

Posts describe a hands-on Flint session that inspired teachers to explore AI, and credit a conference panel for surfacing real use cases and strategies from other schools.

Hands-on sessions and peer-led exchange rather than top-down rollouts.

For brands planning a campaign

Best fit for professional-development providers and vendors whose product includes onboarding or training. Co-hosting a teacher-facing training session, or contributing to one, is a more natural ask than a promotional placement.

Examples: Source 1 · Source 2

For brands planning a campaign

For brands sponsoring or exhibiting at independent-school edtech conferences, this is a plausible panelist or speaker partner. The pitch should be the practitioner perspective on running these systems in a school, not a brand endorsement.

Examples: Source 1 · Source 2 · Source 3

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The post states the invitation but not an ongoing commercial contract.

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No commercial relationship is stated.

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No commercial relationship is stated.

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No commercial relationship is stated.

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The relationship is industry event participation, not a stated sponsorship.

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The post states the contribution but not a commercial relationship.

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Both writers ask why so much classroom software fails to change results, and both frame the answer around what happens to the student rather than what the dashboard reports.

Malkin's answer is student motivation and attendance, delivered through rewards in a named product, Rang, and he builds his posts around a third-party conversation rather than his own school's rollout. Joaquin's answer is system-level: get the school's existing tools exchanging data and train the teachers who use them.

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Both also describe how online and blended formats change what is possible for students who struggle in a traditional building.

Sailor is a classroom voice in online special education and writes mainly about empathy and human connection, with tools as a secondary concern. Joaquin writes from a technology-leadership position about infrastructure, integration and teacher training, so a reader wanting teaching practice will prefer Sailor and a reader wanting school-level systems will prefer Joaquin.

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Both writers care about adoption beyond the classroom, and both treat AI in education as something a whole community has to understand, not just a tool for teachers.

Li is an observer and market analyst, reading vendor marketing and adoption strategy from outside a school, and often outside a US context. Joaquin reports on what they are actually running and speaking about at one independent school, which makes the material more operational and less about market positioning.

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The reviewed posts show work around Rang, a rewards product aimed at improving attendance, with school kickoffs, teacher professional development, and student orientations delivered across the country, plus a measured claim of attendance improvement.

• That suits a vendor selling an engagement, attendance, or motivation product that wants a partner who can speak to rollout support and student-facing incentives.
• For a brief about connecting an SIS to video or AI tools and training teachers to use them, Malkin is a step removed from the decision the vendor is trying to illustrate.

The reviewed material is two posts from inside the company's own promotion and one commentary on a podcast episode with Alpha School's founder.

• It shows vendor-side messaging and deployment activity, not a school technology leader describing their own stack, budget, or integration choices.
• It also does not show independent-school conference speaking or a personal practitioner account of classroom implementation.
• A vendor wanting a school-side practitioner to co-present a real integration story gets a product-and-program perspective here, not the buyer's seat.

Examples: Source 1 · Source 2

The reviewed posts describe five years of teaching online, argue that virtual settings can work well for students with diverse needs given the right tools, engagement strategies, and partnerships, and note that families report the arrangement fits their situations. A vendor whose product affects students with diverse needs, or whose pitch depends on teacher empathy and connection rather than dashboards, gets direct classroom testimony from someone who teaches these students.

The reviewed posts sit at the classroom and student level, not the school-system level.

• They do not cover system integration, platform administration, conference panels, or vendor training sessions, and they are dated April 2024, so they do not show current activity.
• A vendor that needs a named independent-school technology leader to walk through an SIS-centred integration or a multi-tool deployment would be trading that implementation detail for a teaching perspective.

Examples: Source 1 · Source 2

The reviewed posts analyze a Squirrel AI poster placed in a residential elevator in China, reading it as a deliberate move to lower the barrier to adopting AI education concepts and to bring parents and whole communities into the conversation, and they cover attendance at EDTECH WEEK 2023. That suits a vendor testing market-level positioning, parent-facing messaging, or a discussion of adoption beyond the classroom.

The reviewed material is observational and market-level, drawn from a travel photo and a conference visit.

• It does not document school leadership, an implementation the person ran, or integration work, and the posts are from 2023 and 2024.
• A vendor needing a practitioner to present a working school setup or answer detailed procurement questions would get analysis of how the market talks about AI education, not how a school actually deploys it.

Examples: Source 1 · Source 2