Dr. Catlin Tucker's "Skills Before Tools," a Review

Dr. Catlin Tucker, a leading author and presenter on education, whose work I have found highly valuable when looking at Tier One and MTSS, released an AI framework in early January of 2026. Given the value of her work in other realms, her thoughts on Generative AI are worth the price of admission. The framework and a series of podcasts/articles detailing the framework can be found on her website.

What's In It

The framework is clearly focused on the idea of skills - building sequentially - with regards to AI: "a small set of throughline skills that research consistently shows are essential for meaningful learning...what's changed [now] is how clearly their importance shows up when students begin interacting with AI" (2).

These five skills are:

1. Questioning & Purpose Setting - students clarify and plan before acting

2. Clarity in Communication - students express themselves clearly

3. Evaluation & Judgment - students reflect on information and analysis

4. Revision & Improvement - students use feedback and edit their work

5. Ethical Awareness & Accountability - students learn to be responsible and thoughtful

Each of these skills is then broken down in a clear grid, with the vertical detailing the grade level and the horizontal applying Tucker's pedagogical expertise to construct clear guidance. First, the actions of the students are detailed (an objective). Then the objective is translated into action under the heading of "What Does This Look Like in Practice." The third column details what teachers are explicitly teaching, in a broad way. Finally, the last column provides metacognitive prompts - an essential aspect in an era where AI can be the "cognition."

What's Not In It

Without a great deal of fluff or detail - the framework itself is a great starting point but not ending point for the conversations that need to be had on what should be taught in our schools. The biggest weakness is a lack of philosophical complexity with regards to the nature of generative AI and humankind. This is essential for providing our children with a metacognitive understanding to underpin their relationship with each other and the tool.

Similarly, the framework does not engage with companion bots, wariness of created or viral media, or the support teachers themselves might need to enact such guidance. Given a shorter, pedagogically-focused document, this is unsurprising but a clear need is here for these aspects as well.