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District outlines professional‑learning pathways and guidance on classroom use of AI
Summary
The district described its professional‑learning plan for the year, emphasizing depth over breadth, teacher leadership pathways, supports for special education and multilingual learners, and a cautious, privacy‑aware approach to classroom AI tools.
District staff briefed the board on the district’s professional‑learning model for the coming year, describing recurring pathways and new offerings aimed at deepening teacher practice and supporting classroom implementation of new curriculum.
Presenters said the district prioritized depth over breadth and sought teacher feedback from last year to design pathways on topics including teacher leadership, inquiry‑based social studies for K–5, a multi‑level writing pathway, supports for special education case management and targeted programming for paraeducators. External partners named in the presentation included ACES, InquireEd, Amplify and university faculty who will support teacher leadership and TESOL work.
The district said it is also building teacher familiarity with AI tools for instruction. Administration advised that teachers focus on Google’s Gemini rather than ChatGPT because Gemini is covered under the district’s existing Google data‑privacy agreements; the presentation said the district has vetted a small number of other paid tools for teacher use. The administration described AI use cases for teachers as summary generation, mini‑tutoring supports during independent work, personalization of materials and efficiency gains in lesson development, while noting that tools should not supplant human instruction.
Staff reported positive feedback from prior pathway sessions and said 99% of teacher responses to the sessions were positive for authentic application. The district plans to post pathway resources on the new website staff portal and to continue three pathway days (including an election‑day session and a March session) so teachers get sustained exposures.
The board asked clarifying questions about platforms, schedules and supports for special education teachers; presenters said there are two separate special‑education pathways this year to address caseload management and skill building. The administration said paraeducator training is planned and that one March session will be required for paraeducators.
No vote was taken; the board requested the administration post materials to the staff portal and return with updates on participation and outcomes.
