Invest in sustained, role-specific, discipline-specific professional learning and structured student AI literacy pathways across PK16¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief recommends ongoing, collaborative, subject-specific professional learning rather than one-off tool trainings, noting that using AI to support ELA instruction differs from math instruction. It cites forthcoming SETDA research that "ongoing, collaborative learning models, rather than isolated workshops, better support teachers as they integrate AI-enabled tools into their evolving instructional practices." It also calls for structured student AI literacy pathways connecting PK16 instruction to college and career readiness.

Design Implications¶

Context¶

Requirements¶

• Professional learning that goes beyond generic sessions to address the unique demands of each subject
• Job-embedded learning allowing educators to develop deeper pedagogical understanding over time

Constraints¶

• Surveys confirm teachers are more likely to use AI-enabled tools for subject-specific instructional planning than directly with students

Target Learners¶

• PK16 educators across grade levels and disciplines
• PK16 students developing AI competencies

Target Learning Goals¶

• AI literacy: the knowledge and skills to critically understand, evaluate, and use AI systems safely and ethically

Claims¶

Related Strategies¶

• Invest in educator professional learning on experiential AI pedagogies using existing federal funding streams
• Invest in dedicated instructional technology leadership roles and role-specific professional learning for AI literacy
• Implement sustained educator development programs including needs assessment, coaching, communities of practice, and experiential learning
• Personalized, subject-specific professional support combining teacher characteristics with school-level collaboration and leadership support
• Eight recommendations for supporting teachers' technology integration, including personalized professional learning and formalized coaching
• District actions for sustained, equitable impact with powerful technology
• Four strategic recommendations for supporting AI literacy across settings
• Allocate ongoing professional development so teachers learn to evaluate and integrate AI systems appropriately
• Integrate AI into nursing curricula through AI-supported case discussions, structured clinical learning activities, and AI literacy training tailored to user groups
• Operationalize the faculty standards through structured professional learning pathways with modules, microcredentials, and peer review
• Provide teachers with adequate training and support for AI use, embedded in leadership-led professional development
• Structure AI-focused professional development as a supported trajectory of planning, reflection, design autonomy, and embedded critical AI literacy
• Reposition educational developers as active pedagogical collaborators in constructive alignment rather than technology implementers
• Provide educational development for instructors on purposefully integrating AI into online learning design
• Prioritize sustained, pedagogically grounded faculty TPACK development over one-off technology workshops and infrastructure investment
• Implement AI-supported STEM instruction through sustained, system-level integration of one to two months or more rather than isolated short interventions
• Integrate AI-enabled personalized STEM education with teacher participation, project-based collaboration, and cross-disciplinary task design, matched to students' cognitive developmental level

Examples¶

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Key Sources¶

• Ruiz, P., Peters Hinton, V., Prado, Y., Noakes, S., Liberman, B., Chillmon, C., Van Nostrand, P., Shell, A., Karim, S., Dallas, D., & Zachariah, I. (2025). Integrating AI-enabled edtech in PK16 education: Five recommendations for state and district leaders. Digital Promise. https://doi.org/10.51388/20.500.12265/273