ICYMI: AI Is Already in Your Classrooms. Are Your Teachers Ready?

Artificial intelligence is already changing how educators plan lessons, create materials, differentiate instruction, assess learning, and communicate. In many districts, however, teachers are navigating these tools without consistent training, shared expectations, or a clear understanding of responsible use.

That creates an important distinction for school leaders: providing access to AI is not the same as preparing educators to use it well.

During BloomBoard’s recent webinar, AI Is Already in Your Classrooms. Are Your Teachers Ready?, Dr. Michelle Watt, Director of the Arizona AI Alliance and former district CIO, and Dr. Ali Shull, Visiting Assistant Professor and Program Coordinator at Doane University, discussed what meaningful AI readiness looks like. Moderated by BloomBoard’s Dr. Kristie Jackson, the conversation explored the knowledge teachers need, the role of district leaders, and how schools can build responsible AI expertise from within.

Here are five of the most important takeaways.

1. AI readiness requires more than selecting a tool

Districts are at very different points in their AI journeys. Some are still determining which tools should be approved. Others have developed guidance, introduced staff training, or begun experimenting with classroom applications.

But even districts that have taken those initial steps may not be as AI-ready as they think.

Dr. Watt described how her former district selected approved enterprise tools, created acceptable-use guidelines, and worked to raise AI literacy across the organization. Teacher use increased, but student use remained extremely limited. Teachers had access and guardrails, but many still did not feel prepared to connect the tools to their instructional goals.

“We saw increasing teacher use, but really little to no use with students—and that was a big flag that we were not as AI-ready as we had hoped.” — Dr. Michelle Watt

> View the clip: What does being AI-ready mean?

This experience points to a common implementation gap. A district may have approved tools and policies in place, but teachers also need the confidence and practical experience to use AI meaningfully with students.

2. Teachers need AI literacy, fluency, and professional judgment

AI is a tool. Its value in education depends on how thoughtfully it is used.

Dr. Shull emphasized that teachers need a foundational understanding of what AI can and cannot do, including its limitations and potential biases. They must also be prepared to fact-check AI-generated information and determine whether an output aligns with their learning goals, district objectives, and students’ needs.

Responsible use also requires an understanding of privacy, copyright, academic integrity, and FERPA requirements. These are not separate from instructional practice; they are part of the professional judgment educators must bring to every AI-supported decision.

“Just because the tool is there doesn’t mean you have to include it in everything. Make sure you’re using it mindfully and connecting it to your learning goals.” — Dr. Ali Shull

> View the clip: What knowledge and skills do teachers need to use AI?

The objective is not to use AI in every lesson. It is to recognize when a tool can reduce the cognitive load of lower-value tasks, give teachers more time, or help students devote more energy to the most important learning.

3. The most effective AI learning is practical and job-embedded

Teachers do not need another abstract introduction to AI that ends without a clear connection to their classrooms. They need a supported environment in which they can test tools, apply new knowledge with students, reflect on what happened, and improve their practice.

That principle is at the center of the AI for Educators certificate offered by Doane University in partnership with BloomBoard. The three-course program builds from foundational AI literacy to practical classroom application and student-centered use.

Rather than completing assignments that are disconnected from their work, educators create resources they can use in their schools. Examples discussed during the webinar included:

• Evaluating AI tools for appropriate educational use
• Testing and refining prompts
• Creating an instructional resource to share with students, families, or colleagues
• Using AI to strengthen an existing lesson or assessment
• Designing learning experiences that preserve critical thinking and productive struggle
• Applying AI with students and reflecting on the results
• Building the skills to support colleagues and help guide implementation

“It’s not just, ‘Here’s this ambiguous topic, and hopefully you can implement it soon.’ The work is based on doing an activity with your students, in your real situation, and then talking about it.” — Dr. Ali Shull

> View the clip: AI for Educators Program Overview

> View the clip: AI for Educators Course List Overview

This approach allows educators to experiment in a supported setting instead of trying to navigate rapid technological change on their own. It also helps districts develop teachers who can translate broad AI goals into effective classroom practice.

4. AI leadership should be shared across the district

AI cannot sit solely with the technology department—or with a few enthusiastic early adopters.

The strongest district strategies bring together the people responsible for technology, student data, curriculum, instruction, professional learning, and classroom implementation. Teachers must be part of that work because they understand the instructional problems a tool may help solve and the realities of using it with students.

Districts should also make room for employees who are cautious or skeptical. As Dr. Watt noted, the people who are concerned, nervous, or unsure about AI bring essential perspectives to conversations about moving forward safely.

“It’s not just the people who are out in front and excited about this. People who are concerned, nervous, or not sure they want to get on board are really important voices in the room.” — Dr. Michelle Watt

> View the clip: Bringing stakeholders together around AI

5. AI strategy must be continually revisited

AI readiness is not a one-time initiative that a district can check off as complete. Tools will change. New features will appear. Staff knowledge, student use, and community expectations will continue to evolve.

Dr. Watt identified three essentials for district AI readiness:

1. Approved tools: Establish and communicate which tools are available and who can use them.
2. Clear guidance: Create ongoing opportunities to discuss how AI can be used appropriately in classrooms and for learning.
3. AI literacy and fluency: Continually build staff knowledge and their ability to apply it effectively.

Districts should regularly assess where they are in each area, establish milestones, and gather feedback from teachers and students. A training session may have been delivered, but a pulse survey or classroom feedback may reveal that educators still need more support.

“This isn’t something you can check off and say, ‘Done.’ These are things that you continually need to evaluate.” — Dr. Michelle Watt

> View the clip: How can districts begin to develop an AI strategy?

Building AI capacity from within

AI is not going away, and asking teachers or students simply not to use it is not a sustainable strategy. Districts have an opportunity to move beyond reactive policies and build the internal expertise needed to make thoughtful, learning-centered decisions.

That work begins with educators. When teachers understand AI, apply it in authentic settings, and have a voice in district planning, they can become trusted leaders who model responsible practices and help colleagues navigate change.

The goal is not AI adoption for its own sake. It is ensuring that technology supports great teaching, protects what matters most about learning, and helps educators and students use new tools with purpose.

Explore the complete collection of webinar clips: Watch the AI webinar showcase

Interested in building practical AI expertise within your district? Click here to earn more about the job-embedded AI for Educators certificate from Doane University and BloomBoard and contact us at hello@bloomboard.com to find out about grant-funding opportunities.