A Call to Educational Leaders
As educational leaders, we are facing a reality that many schools have not fully acknowledged: artificial intelligence aka AI, is already in our classrooms. Students are using AI tools to brainstorm ideas, summarize information, generate study guides, and even complete assignments. Teachers are using AI to create lesson plans, differentiate instruction, draft parent communications, and analyze data. Whether our organizations have formal AI policies or not, AI is already influencing teaching and learning.
One challenge I have observed is that many educators are expected to navigate AI independently. While schools may have acceptable use policies, policies alone are not enough. A list of rules cannot prepare teachers to make informed decisions about when AI enhances learning, when it creates risks, or how to teach students to use these tools responsibly. Effective leadership requires a workforce that understands both the opportunities and limitations of AI.
Another concern is the growing gap in professional development. In many schools, educators receive little training on topics such as prompt design, evaluating AI-generated content, protecting student data, or identifying algorithmic bias. As Long and Magerko (2020) argue, AI literacy extends beyond simply using technology; it includes understanding how AI systems work, understanding their limitations, and knowing their impact on society. Without this knowledge, educators may either avoid AI altogether or use it without fully understanding the consequences.
AI leadership is also an equity issue. Students who have access to AI tools and knowledgeable teachers are gaining opportunities to develop skills that will be increasingly useful in college and future careers. Meanwhile, students in schools with limited resources or insufficient teacher training may be left behind. Governance should not focus solely on preventing misuse; it should also ensure equitable access to AI literacy and learning opportunities.
One actionable step leaders can take immediately is to establish a monthly AI learning community. This requires little to no budget and can be integrated into existing staff meetings or professional learning communities. Educators can share successful practices, discuss ethical concerns, review emerging tools, and collaboratively develop classroom guidelines. Building staff confidence through ongoing conversations may have a bigger impact than creating another policy document.
The future of AI in education will not be shaped by policies alone. It will be shaped by leaders who prioritize learning, support informed decision-making, and create opportunities for educators and students to develop AI literacy together. Effective AI governance begins with people, not paperwork.
References
CoSN. (2025). AI in K–12 education toolkit. Consortium for School Networking.
Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 1–16. https://doi.org/10.1145/3313831.3376727
Robert, J. (2026, January 12). The impact of AI on work in higher education. EDUCAUSE. https://www.educause.edu/content/2026/the-impact-of-ai-on-work-in-higher-education
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