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Teachers and union rep urge Parkrose SD to 'teach about AI, not with AI,' seek student‑data protections
Summary
At the March 9 board meeting teachers and a union representative urged Parkrose School District to avoid rushing AI into classrooms, asked for clear student‑data protections and opt‑out options, and requested equity‑centered professional development rather than vendor-driven adoption.
At the Parkrose School District board meeting on March 9, teachers and a union representative urged the district to slow any classroom deployment of artificial‑intelligence tools, prioritize instruction about how AI works rather than using AI to do students’ work, and adopt clear student‑data protections and opt‑out procedures.
A high‑school English teacher who identified herself as Raire told the board she withdrew from an internal research team when the expectation shifted from "teaching about AI" to "teaching with AI." She asked the board for three steps: focus instruction on AI literacy, set firm protections and opt-outs for student data, and direct professional development funding toward equity and educator retention. "We need to teach about AI and not with AI," Raire said during the public‑comment period.
Colin D., a district resident who also spoke as a PFA representative, framed the issue as a defense of the human relationships at the core of schooling. "Learning is deeply relational," he said. Colin said mandatory AI integration risks removing the human capacity that makes school meaningful and urged the district to require data protections and an opt‑out for compulsory uses.
Board members and Superintendent Michael responded that the district is taking a cautious approach. The superintendent said some automated summary features used in student Google searches have already been disabled and emphasized that the district is not poised to purchase AI‑generated curriculum immediately: "We're not in a place where we're going to buy an AI mechanism or buy curriculum that's AI generated," he said, adding the district will present values‑guided options and professional learning in the spring.
Board members asked for more detail about what students already know and how professional learning could equip teachers to teach media and AI literacy. Multiple members thanked the commenters for centering student voice and equity in the discussion.
The board did not take formal action on district AI policy at the meeting; staff said they will return with proposals and professional‑development plans in the coming months.
