Skill 1: Develop Conceptual Fluency.

• What it is: Teachers should be able to explain, in simple terms, the difference between general AI, Machine Learning, and Generative AI. They should understand that AI runs on data.

• In Practice: Using analogies like "AI is the whole car, machine learning is the engine" or "Generative AI is like a supercharged autocomplete that has read the entire internet."

Skill 2: Master AI for Professional Productivity.

• What it is: Using generative AI tools (like Gemini, ChatGPT, Microsoft Copilot, School AI, Brisk, Magic School, Diffit ) to streamline administrative and planning tasks. 

• In Practice:

  • Generating lesson plans, learning objectives, and activity ideas aligned to Learning Standards.

  • Differentiating instructional materials for diverse learners (e.g., "Simplify this text about the American Revolution for a 5th-grade reading level" or "Create a version of these math problems with different numbers").

  • Drafting parent communications, newsletter articles, or report card comments.

  • Creating rubrics, exit tickets, and low-stakes quiz questions.

Skill 3: Understand the Core Principles of Prompting.

• What it is: Realizing that the quality of the AI's output depends entirely on the quality of the user's input (the prompt).

• In Practice: Learning a simple prompting formula, such as R-T-F-C (Role, Task, Format, Context).

  • Example: "(Role) You are an expert 8th-grade science teacher. (Task) Create a 3-day lesson plan on photosynthesis. (Format) The output should be a table with columns for Day, Objective, Activity, and Assessment. (Context) The students have already learned about basic cell structures. Align the objectives with NYS Science Learning Standard MS-LS1-6."

Skill 4: Facilitate the Gradual Release of AI to Students.

• What it is: This skill frames AI not as a shortcut, but as a complex tool that requires strategy to use well. This approach reinforces that good instruction and critical thinking are paramount, and AI is a new resource to support them.

• In Practice (The "I Do, We Do, You Do" Model for AI)

Skill 5: Design AI-Infused Learning Activities.

• What it is: Creating lesson plans where students interact with AI as a tool for deeper learning.

• In Practice: Designing activities where AI serves as a "Brainstorming Partner," "Debate Opponent," or "Personalized Tutor."

Skill 6: Teach Critical Evaluation of AI Outputs.

• What it is: Explicitly teaching students how to be critical consumers of AI-generated content.

• In Practice: "AI Detective" activities, fact-checking exercises, and analyzing AI outputs for bias.

Skill 7: Develop and Enforce Classroom AI Policies.

• What it is: Establishing clear guidelines for academic integrity and responsible use.

• In Practice: Co-creating classroom norms and citation practices for AI.

Skill 8: Navigate the Ethical Landscape and NYS Regulations.

• What it is: Understanding the deeper ethical issues of AI and how they intersect with school and district responsibilities.

• In Practice:

  • Leading discussions on data privacy and the terms of service of various AI tools, especially in the context of NYS Education Law 2-d and student data privacy.

  • Evaluating AI-powered ed-tech tools for bias, effectiveness, and privacy implications before adoption.

  • Considering the equity implications of AI: which students have access at home? How can the school bridge that gap?

Skill 9: Foster a Culture of Responsible Innovation.

• What it is: Acting as a mentor and resource for colleagues, helping them navigate the challenges and opportunities of AI.

• In Practice:

  • Leading departmental or school-wide professional development sessions.

  • Curating and sharing high-quality resources, prompts, and lesson plans.

  • Participating in district-level committees to help shape responsible and effective AI integration policies.