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Introducing AI to Educators

Introducing AI to Educators

Green Curved Lines

Introducing AI to Educators

In my innovation plan, I propose a three-year professional development initiative designed to equip afterschool program coordinators and directors with the knowledge and skills to integrate AI tools into their daily operations. The goal is to increase program efficiency, reduce staff burnout, and build a foundation for responsible and ethical technology use. My plan aims to reimagine how afterschool programs function by replacing outdated practices with streamlined digital enhancements.

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Research states that most professional development misses the mark because it relies heavily on one-time workshops, which have a poor track record for improving educator practice and student achievement. Instead of repeating ineffective methods, schools must adopt new approaches that lead to real change in educator practice and support student growth in knowledge and critical thinking (Gulamhussein, 2013). My innovation plan embraces that challenge by offering sustained, active, and context-specific learning opportunities that empower educators to innovate with confidence.

Five Key Principles of Effective Professional Learning

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1. Duration: Professional Development that last longer has a greater impact Gulamhussein, 2013).

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We will implement a year-long PL design that tackles the following key areas:

  • Monthly sessions (Year 1),

  • Monthly Train-the-Trainer model (Year 2)

  • Quarterly follow up educator PD (Year 3)

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2. Implementation Support: Quality modeling and collaboration matters (Goodwin, 2015).​

  • Modeling of AI tools during training sessions

  • Peer practice and collaboration in monthly meetings using guided questions and conversation stems

  • Feedback-driven adjustments based on ongoing surveys and input

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3. Active Learning: Educators should be actively involved in the learning process (OCSB, 2016).

  • Hands-on, low-stakes learning activities

  • Task-based, relevant AI use that aligns with coordinators’ day-to-day responsibilities

  • Opportunities for experimentation and reflection

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4. Modeling: Seeing new practices in action helps teachers understand how to apply them effectively (Gulamhussein, 2013).

  • Each session will include a live demonstration of the AI tool in a realistic, afterschool-specific context

  • Trainers and early adopters will model both technical usage and best practices for ethical, responsible AI use

  • Coordinators will also practice modeling during Year 2 as they prepare to train site-level staff

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5. Content Specific Learning: Professional learning should be tailored to the specific role, grade level, or discipline of the educator (Gulamhussein, 2013).

  • Training content is customized for afterschool coordinators and program directors, not general classroom teachers

  • AI tools and tasks are chosen based on their relevance to program administration, lesson planning, communication, and data tracking

  • Sessions are adapted based on interest survey data to prioritize the tools staff are most likely to use

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Together, these five principles ensure that the PL plan is not just informative, but relevant, actionable,

and sustainable for the unique needs of afterschool program staff.

Professional Learning Outline

Innovation Lead (Me):

  • Overall Design & Delivery: I will lead the design of the sessions, model AI tools in action, and provide the core direct instruction during each session.

  • Facilitate Initial Trainings: I will guide the first round of monthly sessions (Year 1) to build foundational skills and model how to lead future sessions.

  • Support Coaches-in-Training: During Year 2, I will mentor site coordinators as they step into training roles themselves.

Site Coordinators:

  • Lead Peer Learning & Collaboration: Coordinators will take turns facilitating small group discussions, peer practice sessions, and collaborative curriculum-building workshops. This builds leadership capacity and models the “train-the-trainer” approach.​

Guest Experts / External Partners:

  • Specialized Deep Dives: Professional AI educators and digital wellness partners will lead quarterly sessions on advanced AI tools, data privacy, and ethical AI use.

  • Ongoing Coaching: They may also provide coaching labs or “office hours” for deeper practice as needed.

Program Directors:

  • Oversight & Advocacy: Directors will champion the PL plan, ensure buy-in, and coordinate funding and scheduling. They will also help evaluate progress and align the training goals with grant requirements and district expectations.

Who Will Lead What Components:

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Collaboration

To ensure coordinators not only learn new tools but also benefit from each other’s experience, collaboration will be woven throughout the professional learning plan. Coordinators will have regular opportunities to share how they’re integrating AI tools into their daily work, troubleshoot real challenges together, and celebrate successes in small, supportive groups. These collaborative groups will meet during each training cycle and also connect quarterly for deeper sharing, peer feedback, and co-creation of resources.

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Resources

  • ​Innovation Plan

  • AI platforms: Magic School AI, ChatGPT, Claude AI

  • Shared Google Drive for collaboration and file storage

  • Meeting space for in-person training sessions

  • Design and presentation tools: Canva Pro (already purchased)

  • Data and project management: Smartsheets (subscription needed)

  • Communication apps: Talking Points or Class Dojo

  • External AI trainer or guest expert (pending funding and approval)

Instructional Design

I will use the BHAG (Big Hairy Audacious Goal) and Fink's Three Column Table framework to design professional learning with the end in mind, ensuring that all learning experiences are purposeful and aligned with the goals of my innovation plan. This approach will help identify what success looks like for afterschool program coordinators and directors, what learning experiences are necessary to achieve that success, and how progress will be assessed along the way (Fink, n.d.). By starting with a bold, clear objective and mapping backwards from that goal (Harapnuik, 2016), I can create a focused and actionable learning pathway that empowers educators to confidently integrate AI tools into their programs.

What's My Big Hairy Audacious Goal (BHAG)?

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Empower afterschool program staff to confidently integrate AI tools into daily operations, reducing stress, increasing efficiency, and building a sustainable foundation for tech-enhanced learning and work environments.

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Timeline

The timeline is structured over a three-year period, with each year building upon the previous to ensure sustainable growth, consistent support, and increased ownership among staff.

Year 1: Foundation

Year 2: Groundwork

Year 3: Expansion

Audience: AISD ACE Coordinators and Project Directors
Focus: Building awareness, buy-in, and AI tool confidence

  • Month 1: Staff interest survey to identify high-priority AI tasks

  • Months 2–9: Monthly 1-hour, low-stakes PL sessions

    • Each session includes hands-on training with one AI tool

    • Integrated digital wellness and responsible AI use segment

    • Monthly “homework” practice task

  • Quarterly: (Months 3, 6, 9)

    • Dedicated collaborative group sessions

    • Small teams come together to share successes, troubleshoot challenges, and provide feedback on AI implementation

    • Guided conversation prompts and reflection protocols to structure discussions

  • Ongoing: Feedback collection through post-training surveys

Audience: ACE Coordinators + Site Staff
Focus: Train-the-Trainer implementation and classroom integration

  • Months 1–2: Secure principal approval and finalize training calendar

  • Month 3: Teacher interest and needs survey

  • Months 4–6: Monthly coordinator-led training for campus educators

    • Practice facilitation during monthly ACE coordinator meetings

  • Months 5–7: Continuous feedback from both coordinators and educators

  • Ongoing: Adjust sessions based on collected data and staff readiness

Audience: All AISD ACE staff and broader Texas ACE network
Focus: Advanced application, student involvement, and sharing results

  • Month 1: Student survey to evaluate understanding and needs

  • Months 2–8: Quarterly educator PD sessions

    • Topics: Creativity with AI, progress monitoring, ethics in AI use

  • Month 9: Present outcomes and lessons learned at OSTICON

  • Ongoing: Staff, educator, and student feedback collection

  • End of Year: Comprehensive review and refinement of AI integration strategies

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