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AI for Administrators –

Leveraging Artificial Intelligence to Streamline School Leadership

Access today’s presentation at:

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AI for Administrators –

Leveraging Artificial Intelligence to Streamline School Leadership

CCRESA Lead and Learn Session

December 9, 2025

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Today’s Facilitators

Jennifer Graham,

Regional Consultant -

North Central Region

Digital Learning & School Connectivity

Brian Whitson,

Regional Consultant -

Piedmont-Triad Region

Digital Learning & School Connectivity

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3rd Party Tools Disclaimer

This presentation is intended to support educators worldwide in exploring digital tools and technologies that can enhance teaching and learning. The tools and strategies highlighted here are shared as suggestions and examples—not as required or endorsed solutions. We recognize that access to, and approval for, specific digital tools may vary based on local, district, state, or national guidelines.
We aim to model best practices for integrating technology in education, including responsible data privacy and cybersecurity. Educators are strongly encouraged to follow their local policies and consult with their school or district (or Public School Unit/PSU, if applicable) technology teams before using digital tools with students—especially those involving student data or requiring account creation.

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Data Privacy & Security Concerns

We caution educators when using AI tools to be vigilant regarding both their own data privacy and the data privacy of their students. Make sure to follow all laws of your country, governing regions, and school organizations.

COPPA (Children’s Online Privacy Protection Act (United States),
GDPR (General Data Protection Regulation (European Union)), etc

Never use any personal identifiable information (PII) in any AI tool.

Follow any laws, rules, policies, and procedures before signing up and using for any AI tools and be sure to carefully review the tool’s privacy policy, terms of services, etc.

Be sure to follow all rules, laws, policies, and procedures regarding secure items including testing data and questions.

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AI Beliefs - A Tool & “Humans in the Loop”

When using AI tools, the data privacy and safety of students should always be a primary consideration.
Never share the personal information of students with a digital tool. Know and follow your school/district’s process before sharing any information from the Student Information System (SIS).
AI is a tool that should be used to enhance (augment) learning, not circumvent it.
AI is tool that requires “HUMANS TO BE IN THE LOOP.”

Humans must be included in the loop using AI.

AI is a tool that should be used to enhance (augment) learning, not circumvent it.
We must help students learn how to use AI appropriately, legally, and ethically.

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Activity #1 -

NOTICE & WONDER

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Activity #1

What do you NOTICE?

What do you WONDER?

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AI Generated Image of Downtown Raleigh

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Reflection #1

How did this activity reflection “HUMANS IN THE LOOP?”

How can we remember the importance of “HUMANS IN THE LOOP?”

Complete Padlet Section 3.

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Today’s Learning Goals:

Expand background knowledge, and experience with Generative Artificial Intelligence (AI) through experience and co-learning with colleagues.
Develop and refine a leadership focus toward Gen AI use for both educators and students.
Explore and practice how Gen AI tools can assist in creating a more effective workflow for administrators.

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Activity #2 -

90 Second Showdown

Your group gets 1 minute to decide where you stand as a table.

You’ve got 30 seconds to deliver your boldest mic-drop take.

No fence-sitting. Own it. Defend it. Let’s hear your group’s truth.

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90 Second Showdown

Question 1:

Gen AI tools can make educators more efficient.

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90 Second Showdown

Question 2:

Educators should be allowed to use Gen AI tools to evaluate student work.

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90 Second Showdown

Question 3:

Should comprehensive guidelines for student and educator use of generative AI tools be established before adoption, or can they be developed concurrently with their use?

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Activity #3-

Training AI Data

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Training AI Data

How are Generative AI Tools trained?
What things should be considered regarding the datasets used by Gen AI tools?
As an administrator, what considerations are necessary regarding the Gen AI tools datasets?

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How are Gen AI tools Trained?

Step 1: Input data is collected—books, websites, code, music, articles, more�Step 2: Tokenization breaks down text into small chunks (tokens).�Step 3: The model uses probability to predict the next token or word.�Step 4: It assembles those predictions into a coherent response (output).�Important: These models don’t think or understand—they generate based on patterns.�Key takeaway: It's powerful pattern recognition, not human reasoning.

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Created by Vera Cubero

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Image designed by Vera Cubero, NCDPI

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SIMULATION: Training AI Data

AI tools are only as good as the data sets on which they are trained.

Data Set Training Lesson - from MIT Media Lab “An Ethics of Artificial Intelligence Curriculum for Middle Schools Students”

Lesson on Training AI Data Sets

Teachable Machine Website

What questions could we pose to students on training AI data?

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Pick 2 for 2:

Follow Up Discussions & Considerations

Why is it important to understand how and who trained the datasets used by Gen AI tools?

How can we teach students and educators to mitigate the impact of bias in datasets?

What impacts could using datasets like this have when using Gen AI tools?

What could we do to get better outputs with data sets?

What questions could we pose to students on training AI data?

Complete column 4 in the Padlet.

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Activity #4-

Data and Surveys

from the Field -

STICK to the Facts!

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Why is AI such a big deal in K-12 education?

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“Future of Jobs” Report

Biannual report
Focused on evolving technological, societal, and economic trends
Focused on the trends and drivers that will shape the labor market by 2030
Surveyed over 1,000 leading global employers

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Key Trends

Link to World Economic Forum Report
Link to Infographic

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How does this data impact:

K-2 Principals?

3-5 Principals?

6-8 Principals?

9-12 Principals?

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AI Literacy | A Gen Z Survey Results

Gen Z (~ages 13-18 | Born 1997 to 2012) survey on AI found:

“Specifically, Gen Z:

Do best when it comes to understanding AI, such as selecting what tasks and products commonly use AI.
Is less sure about questions involving using AI, such as writing the best prompts for AI to give the best answers.
Is least confident when it comes to evaluating and identifying critical shortfalls with AI, such as whether AI systems can make up facts. “

Opportunity include teaching and expanding AI Literacy and providing experiences for students to safely interact with AI while being guided and facilitated with knowledge educators.

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AI Literacy | A Gen Z Survey Results

From the Survey “How Can We Upskill Gen Z As Fast As We Train AI?”

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From the Survey “How Can We Upskill Gen Z As Fast As We Train AI?”

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Padlet Section 5

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Break Time - Do AT LEAST

Use the restroom
Walk
Stretch
Eat a snack
Drink water, coffee, etc.
Talk with someone about something unrelated to work
Send/reply to a text

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Activity #5 -

Mindsets Around

Leading with AI

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Action Steps for Admins Leading in AI

Develop a basic understanding of the form and function of AI
Acknowledge Misconceptions About AI
Identify Trends and Patterns in the Development and Use of AI Tools
Learn the Jargon of AI

➡️ Choose Definition List OR Quizlet Cards
✅ Test Your Knowledge Quiz

Know the Gartner Hype Cycle (next slide)

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Gartner Hype Cycle

The Gartner Hype Cycle charts the journey of a new technology as it introduced and ultimately where it ends up finally.

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Gartner Hype Cycle

Innovation: The "Science Fiction" phase. Buzz is building, but few schools actually have it. It sounds magical.
Inflated Expectations: The "Silver Bullet" phase. Everyone is talking about it, districts are panic-buying it, and the promises are unrealistic. "This will fix the achievement gap!"
Disillusionment: The "Hangover" phase. We bought it, we tried it, it broke, or it’s sitting in a closet. The criticism sets in.
Enlightenment: The "Practical Workaround" phase. We stopped expecting magic and started finding specific, realistic use cases where the tech actually helps.
Productivity: The "Utility" phase. It’s boring. It works. We don't even call it 'technology' anymore; it’s just school supplies.

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Matching

Levels of Gartner Hype Cycle:

Innovation
Inflated Expectations
Disillusionment
Enlightenment
Productivity

The promise that all software (SIS, LMS, Assessment) will magically talk to each other perfectly to create a "360-degree view of the child" without any manual data entry.
We are past the "give everyone a laptop and test scores will rise" hype. Now, we use them as functional replacements for textbooks and pencils. We know their limits (distraction) and their benefits (access/equity).
Cameras or software that analyze student facial expressions to detect social-emotional distress or engagement levels automatically.
The ability for two students to type on the same document simultaneously. This was mind-blowing in 2012. Now, it is the baseline expectation for group work.
The realization that simply adding digital "badges" and leaderboards to boring content doesn't actually motivate students intrinsically; it just rewards the kids who were already going to do the work.

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Activity #6 -

Summarizing Research

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Activity #7 -

Level Up Your Data Workflow Using Notebook LM

Complete column 7 in the Padlet.

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Activity #8 -

AI Scenario Sandbox:

Navigating School

Decisions Together

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What if you were a school leader...

Oh wait! You are!

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What if you were a school leader...

Oh wait! You are!

Scenario 2: Launching AI in River Valley Schools

River Valley Unified wants to pilot generative-AI tools (e.g., chatbots and image generators) in grades 6-12 next semester. Proponents argue that the tools could personalize feedback on writing, spark creativity in art classes, and offer real-time language translation for multilingual learners.

Before the school board votes, district leaders must address several open questions, and then craft a recommendation - to either proceed with the pilot, delay for further study, or explore alternative approaches.

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Equity & Access – Not every student has a reliable device or home internet. How will the district prevent a new “AI gap” between students?�

Academic Integrity – Teachers worry about plagiarism and over-reliance on AI-generated answers. What safeguards or assessment changes are needed?�

Data Privacy & Safety – The vendor’s terms allow it to store prompts and outputs on external servers. Are additional parent permissions or data-sharing agreements required under state and federal law?�

Bias & Content Filtering – Early tests show the tool occasionally produces culturally biased examples. What review process—and what professional learning—will ensure responsible classroom use?�

Teacher Workload & Training – Some staff are enthusiastic; others feel unprepared. How much time and funding should be allocated for professional development, and who will lead it?�

Budget & Sustainability – The pilot license is free for six months, but renewal will cost $75 per student annually. What metrics will determine whether the investment is worthwhile?�

Community Voice – Parent groups are divided: some see opportunity, others fear “robots replacing teachers.” How will the district gather input and communicate its decision?

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What if you were a school leader...

Oh wait! You are!

Scenario 3: Addressing Ethical Concerns

A school is facing concerns from parents about the ethical implications of using generative AI in the classroom. Some parents worry about the potential for misuse of the technology, such as creating deepfakes or spreading misinformation. They are also concerned about screentime and the potential of AI to “do the thinking” for the students.

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Questions for Consideration:

How can the school address parents' concerns about the ethical use of generative AI?
What policies and procedures should be in place to ensure the responsible use of generative AI?
How can the school promote digital citizenship and media literacy among students?
What role should the school play in educating the community about the benefits and risks of generative AI?

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