The First 5 Steps on the Roadmap for Moving Forward

In Part I, I explored the difference between AI in education and AI education and why both are essential if we want to prepare students for a rapidly changing world.

In Part II, I focused on the gap between policy and practice and introduced six areas that schools and districts should address as they move from conversation to implementation:

• Establish clear, shared expectations
• Invest in educator readiness
• Teach AI literacy intentionally
• Align AI use with digital wellness
• Engage stakeholders
• Review, measure, and adjust

Now, we have to consider how schools actually begin this work. In this part of the series, I will share the first five steps of the roadmap moving forward.

There is no single plan that will fit every school or district. Community needs, resources, policies, student populations, and levels of readiness will vary across school systems within states and across the country.

Given the pace at which AI is advancing, schools should not wait until they have every answer to every question asked. They just need a starting point, a shared process, and a willingness to learn and adjust along the way. And to be successful, they need to be involved in thoughtful and consistent conversations.

Having the Right People at the Table

AI implementation should not be the responsibility of one person, department, or leadership team. I have said this many times when presenting at conferences and working with school districts. AI implementation requires multiple perspectives.

In the past year, schools that have formed an AI Task Force and included members from different backgrounds and roles in education have had the most success.

School and district task forces should include:

• classroom educators from varying grade levels and content areas
• students
• families
• school and district leaders
• curriculum and instructional technology staff
• special education and student-support representatives
• data privacy, cybersecurity, or legal personnel
• community or workforce partners

Having members from each group leads to a more thorough evaluation and a deeper understanding of AI from different perspectives.

Educators understand classroom realities. Students understand how AI is being used. Families can ask questions, express concerns, and support needs.

On the tech side, technology and legal professionals can help address privacy, security, contracts, age requirements, and compliance with relevant laws. School leaders can connect the work to curriculum, professional learning, communication, and long-term planning.

Connecting these voices creates a stronger foundation for decisions and helps prevent policies from being created in isolation. And it does not require a large task force to be impactful. The goal is to make sure the people affected by the decisions have a meaningful role in shaping them.

Here are the steps that I recommend for schools. During my workshops, speaking events, and writing, I try to help build out policies and systems that will have an impact.  I also expand on each of these and create interactive experiences to help educators and students, develop skills and become more knowledgeable about AI and responsible use of it.

Step 1: Understand What Is Already Happening

Before schools write new policies or purchase new tools, they need to understand their current status.

Students and educators may already be using AI in a variety of ways, including:

• brainstorming
• lesson planning
• generating questions
• summarizing information
• creating drafts
• translating text
• producing images
• providing feedback
• researching ideas
• completing assignments

Some uses may be appropriate and productive, while others may raise concerns about privacy, accuracy, bias, academic integrity, or overreliance. My work with AI and the law addresses these concerns.

Schools cannot create effective expectations without first understanding what is happening. Over the past year, sitting with student focus groups, moderating panels, and visiting classrooms have all helped me to gain additional insights into what schools look like in an AI era.

Schools need to know where confusion exists, what educators need, what students already understand, and where gaps in guidance may be creating risk. The information gathered should guide the next steps.

Step 2: Define Shared Principles

Before writing detailed rules, schools should identify the principles that will guide AI use. These principles provide a common foundation across classrooms and grade levels, even when specific expectations vary. Common and shared language around AI is essential.

Possible shared principles might include:

• Human judgment remains essential.
• Learning remains the priority.
• AI should support thinking rather than replace it.
• AI use should be acknowledged when appropriate.
• AI-generated content should be evaluated for accuracy, bias, and relevance.
• Technology use should align with student well-being and instructional purpose.
• Access and expectations should be equitable.

These principles can help educators make decisions when a new tool, classroom scenario, or student question arises. And they are especially important because schools cannot anticipate every possible use of AI. A policy can provide boundaries and shared principles that help people make responsible decisions within those boundaries.

Step 3: Create Clear Expectations for Use

One of the most common challenges educators face is determining when AI use should be allowed. The appropriate role of AI depends on the learning goal, the age of the student, the type of assignment, the information being shared, and the amount of independent thinking required. Schools may benefit from creating an AI-use continuum. For example:

AI Use Is Not Permitted

Students are expected to complete the task independently because the goal is to assess their individual knowledge, thinking, or skill.

AI Use Requires Educator Approval

Students may use AI only after discussing the intended purpose with the educator.

AI Use Is Permitted With Disclosure

Students may use AI for specific parts of the process but must explain how it was used.

AI Use Is Encouraged for a Defined Purpose

AI is intentionally used for brainstorming, comparison, feedback, revision, simulation, or another identified learning goal.

AI Use Is Embedded in the Assignment

Students are expected to interact with AI, evaluate its output, identify limitations, and reflect on its role in their work.

This type of continuum gives educators more flexibility and helps students understand that responsible use depends on context. The expectation should always connect to the purpose of the learning experience.

Step 4: Prepare Educators Through Practical Professional Learning

Educator readiness is one of the most important parts of implementation and it was the focus of my doctoral research two years ago.

Teachers should not be handed a policy and expected to figure out the rest on their own. They need time to explore, ask questions, test tools, and express concerns. Educators need opportunities to examine questions such as:

• What is the learning goal?
• How might AI support the learning?
• How might it interfere with the learning?
• What should students be expected to do independently?
• What privacy or safety concerns exist?
• Would another approach be more effective?

Having conversations and addressing questions like these will help educators build confidence and consistency.

Step 5: Teach AI Literacy Across the Curriculum

AI education should not only be addressed in a computer science class. AI literacy should be developed across subjects and grade levels. Some examples are:

• In language arts, students might compare a human-written passage with an AI-generated one and analyze voice, evidence, and credibility.
• In social studies, they might examine how bias appears in responses about historical events.
• In science, students might verify an AI-generated explanation against trusted scientific sources.
• In math classes, students might evaluate whether an AI-generated solution is correct and explain where the reasoning succeeds or fails.
• In world language classes, students might compare AI translations and identify where meaning, tone, or cultural context is lost.

With activities like these, we can teach students how to question, evaluate, and make decisions about the use of AI and its accuracy.

These first five steps provide a practical starting point for schools and districts working to move from uncertainty to intentional action. By bringing the right people together, understanding current AI use, defining shared principles, creating clear expectations and common language, preparing educators, and building AI literacy across the curriculum, schools will establish a stronger foundation for responsible implementation. But the work does not end here.

In Part IV, I will continue the roadmap by exploring how schools can connect AI use with digital wellness, communicate clearly with students and families, and create an ongoing process for reviewing, measuring, and adjusting their approach.

Subscribe to my ThriveinEDU newsletter to stay informed.

If Your Organization Is Beginning This Work

I help schools and other organizations (law firms, healthcare professionals, business owners) implement AI responsibly through policy guidance, professional learning, and classroom-ready strategies grounded in both instructional practice and legal insight.

My sessions focus on helping teams:

• understand what AI can and cannot do

• recognize responsible-use considerations

• build confidence using emerging tools

• align implementation with organizational priorities

If your school, district, or organization is beginning conversations or looking to dive in and learn more about AI policy, professional learning, or responsible implementation, I’d welcome the opportunity to support your next steps through leadership workshops, keynote sessions, or strategic planning partnerships.

Preparing people is what makes AI implementation successful. Contact me via bit.ly/thrivineduPD or email Rdene915@gmail.com, for my training and speaking services.