As former district leaders—one a superintendent and the other a former high school principal as well as a chief information officer—we’ve had the privilege of working with schools across the nation as they grapple with the rapid integration of artificial intelligence (AI) in education. Through our experiences and ongoing consultations with districts, we’ve gained valuable insights into how education leaders can effectively navigate this AI revolution.

By discussing with students AI’s potential impact on their learning experiences, three major themes have emerged: the desire for personalized learning experiences, confusion around AI’s permitted usage, and the need for equitable access to AI-enhanced education. These themes are reflected in the national discourse as well.

“I’m concerned that my schools aren’t embracing AI or teaching us how to use it,” said Jared Peterson, a senior at Allen High School in Allen, TX, in an Education Next article. “For example, all eight of my teachers have warned us that we can’t use AI for any of our schoolwork. Only one of the eight has encouraged us to experiment with AI, but not on schoolwork. [And] one of my teachers did a presentation on both the benefits and the dark side of AI technology but focused more on the dark side of AI.” As of this writing, 23 states have adopted guidance to assist schools in implementing AI. However, this guidance is intentionally open-ended to allow for the explosive growth in this industry. Whether you are in one of these states or not, as a principal, you are surely dealing with the inconsistencies our students are describing.

Scott Elder. PHOTO COURTESY OF SCOTT ELDER

Working with the Council of the Great City Schools (CGCS) and CoSN, we guide districts and schools through this transformative period. We use the K–12 Gen AI Maturity Tool, created by CGCS, CoSN, and Amazon Web Services to inform our work and assist in developing AI strategic plans.

The Gen AI Maturity Tool provides an invaluable framework for districts and schools to assess and enhance their AI integration. Based on our experiences and the feedback we’ve received from districts implementing these resources, we’ve identified some critical steps for school leaders to follow:

  1. Establish a cross-functional generative AI leadership team with defined roles and key performance indicators to guide effective AI implementation across academic, operational, technology, and business sectors.
  2. Strengthen the foundation for Gen AI initiatives by embedding AI-specific ethical guidelines and data privacy standards into the district’s core values.
  3. Develop a detailed AI alignment roadmap that directly connects Gen AI applications to existing district goals, enhancing their relevance and impact.
  4. Implement AI solutions that foster equitable and personalized learning experiences, addressing educational disparities and tailoring education to individual student needs.
  5. Use AI to streamline administrative tasks and enhance decision-making processes, increasing efficiency and effectiveness in district operations.
  6. Engage stakeholders through a comprehensive communication strategy that includes regular updates and training sessions on AI’s role and benefits in the district.

Let’s delve into some of these steps, sharing the strategies we’ve seen work effectively across diverse district contexts.

Developing Clear AI Policies

In our work with districts nationwide, we’ve seen a significant gap in the development of AI policies. According to a Pew Research Center survey, 13% of U.S. teens have used AI chatbots like ChatGPT for schoolwork, highlighting that many districts do not have clear policies governing the use of such tools. This finding underscores the urgent need for well-defined AI policies.

Thomas Ryan. PHOTO COURTESY OF THOMAS RYAN

We strongly recommend the formation of a Gen AI leadership team to develop these policies and guide the district’s AI implementation. This team should ideally comprise superintendents, district leaders, chief technology officers, and representatives from various departments, including academics, finance, and legal.

Effective AI policies typically cover several key areas. They define acceptable uses of AI tools in academic work and teaching, outline robust protections for student and staff data, and address ethical considerations such as bias, transparency, and accountability. Policies should also clarify issues around intellectual property, including ownership and attribution of AI-generated content and updating copyright policies. Additionally, ensuring that AI tools are accessible to all students, regardless of abilities, is crucial.

Districts that have implemented comprehensive AI policies report greater consistency in the application of AI and improved stakeholder trust.

Implementing Strong Procurement and Security Practices

Robust procurement and security practices for AI technologies are of critical importance. We believe districts that prioritize these practices will provide a safer teaching and learning environment with fewer data breaches and higher satisfaction with their AI tools.

Based on successful practices we’ve observed, we recommend the following strategies:

  1. Conduct thorough needs assessments before procuring AI tools.
  2. Evaluate potential AI providers based on reliability, data practices, and educational alignment.
  3. Ensure new AI tools integrate with existing systems.
  4. Implement strong data protection measures, including encryption and access controls.
  5. Regularly audit AI systems for security vulnerabilities.
  6. Develop incident response plans for potential AI-related security breaches.
  7. Train staff on AI security protocols and best practices.
  8. Update cybersecurity policies to include AI-specific considerations.
  9. Implement centralized role-based data access controls for AI tools.
  10. Develop processes to monitor systems that use AI and how they are used.

District leaders that have implemented these practices report feeling more confident in their ability to harness AI’s benefits while minimizing risks.

Leveraging AI for Equitable and Personalized Learning

In my role as a superintendent, I (Scott) have seen firsthand how AI can promote equity in education. Again, we believe that districts using AI-powered personalized learning tools will see improvements in personalizing student learning experiences, increased engagement, and the development of skills necessary for future success, particularly among historically underserved student groups.

In our efforts to incorporate generative AI tools into school district operations, it’s essential to uphold rigorous standards and protocols. By establishing ethical guidelines aligned with the Blueprint for an AI Bill of Rights, we help school leaders ensure that AI procurement adheres to privacy laws and ethical considerations. The process includes thorough reviews for compliance, and protocols for asset evaluation and upgrades, ensuring district technology remains cutting-edge. Additionally, vendor agreements mandate timely updates on AI enhancements, supporting informed district decisions. Central to these processes is the strict management of data privacy and the cultivation of enduring, goal-aligned vendor relationships. We also help districts prioritize environmental sustainability in selecting AI solutions, reinforcing our commitment to responsible stewardship.

To ensure equitable AI implementation, we advise district leaders to:

  • Use AI systems trained on diverse datasets to minimize bias.
  • Adopt AI tools that support universal design principles.
  • Choose AI systems that adapt to different cultural contexts.
  • Train educators to effectively use AI tools to support diverse learners.
  • Regularly assess the impact of AI tools on different student groups.

Implementing the Generative AI Maturity Tool

The Generative AI Maturity Tool that we mentioned earlier is a structured approach for integrating AI. To effectively integrate AI technologies, it’s crucial for educational institutions to conduct a comprehensive assessment of their current AI readiness across all dimensions of the tool. This initial evaluation helps in identifying priority areas requiring immediate attention. Subsequently, developing an action plan with specific, measurable objectives lays a clear path forward. Allocating the necessary resources is essential for successful implementation. It’s often advisable to initiate this integration through pilot projects or small-scale implementations, which allow for controlled experimentation and learning. Regular monitoring of progress and gathering stakeholder feedback are critical steps in ensuring the plan remains responsive and effective. Based on the insights gained, adjustments to the approach may be necessary to better meet the goals. Moreover, communicating progress and celebrating milestones serve to engage and motivate the school community, fostering a culture of innovation and continuous improvement.

We consistently remind leaders that AI adoption is an ongoing process. Regular reassessments and strategy adaptations are crucial as AI technologies evolve.

The K–12 Gen AI Readiness Maturity Rubric is an invaluable tool in this process. We encourage districts to customize it to their unique needs and, once it’s publicly available under a Creative Commons license, to share their experiences. This collaborative approach contributes to its value as a community resource.

Final Thoughts

As we continue to advise districts across the country, we’re consistently impressed by the innovative ways educators are leveraging AI to transform learning environments. We encourage all district leaders to remain committed to the core mission of providing high-quality, equitable education that prepares all students for success in an AI-driven world.

Scott Elder is an associate with the K–12 Strategic Technology Advisory Group and a former superintendent of Albuquerque Public Schools. Thomas Ryan, PhD, is co-founder of the K–12 Strategic Technology Advisory Group. Learn more at k12stag.com.

References

Horn, M. (2024, Fall). Artificial intelligence, real anxiety. Education Next, 24(2). educationnext.org/artificial-intelligence-real-anxiety-how-should-educators-use-ai-prepare-students-future/

Sidoti, O., & Gottfried, J. (2023, November 16). About 1 in 5 U.S. teens who’ve heard of ChatGPT have used it for schoolwork. Pew Research Center. pewresearch.org/short-reads/2023/11/16/about-1-in-5-us-teens-whove-heard-of-chatgpt-have-used-it-for-schoolwork/