AI Rec 3 Provide High-Quality Professional Development

State K-12 and postsecondary agencies should provide leadership by working with local districts and institutions to develop plans to provide and incentivize high-quality professional development for AI. 

The plans should aim to enhance student learning.

The research is clear: professional learning helps teachers and faculty enhance their teaching skills and grapple with change. To help educators integrate AI into their daily teaching, states should support professional programs that provide preservice training, professional development and ongoing support and continuing education for all teachers – perspective and veteran – in a way that enhances learning outcomes and prepares students for the future. 

Preparing Educators for AI 

States should encourage robust training programs that help both new and veteran K-12 and postsecondary faculty understand how to use AI tools in their teaching. In addition, ongoing professional development will help prepare educators to deal with the ethical implications of AI use in the classroom. 

Spotlight: MS Intro to AI Course

The Mississippi AI Network offers 64 continuing education credits to educators at no charge. The Introduction to AI course provides a comprehensive overview of artificial intelligence, exploring its history, foundational principles, ethical considerations, diverse applications and more. This 16-week Canvas course includes 64 hours of content, allowing participants to progress at their own pace.

The introduction to AI course, presented in a train-the-trainer format, provides a comprehensive overview of artificial intelligence, covering fundamental concepts, technological advancements, and real-world applications. It begins by distinguishing AI from automation and tracing its history, including the evolution of integrated chips. Participants explore emerging AI technologies and delve into applications across various industries.

The curriculum includes hands-on experience with AI project cycles, data handling, modeling, evaluation and deployment, with a focus on ethical considerations and societal impacts.

Ongoing Support

Beyond initial training, states might consider:

• creating ongoing workshops, webinars and online courses so educators can update their knowledge and skills on the latest AI technology and pedagogical strategies. 
• developing and providing AI certification courses that lead to credentials for integrating AI tools into their instruction.
• providing additional support for K-12 teachers and postsecondary faculty who may be less familiar with technology. States should make sure that AI resources and training are distributed across K-12 districts and postsecondary institutions based on local capacity or need. 
• incentivizing and supporting partnerships between schools and postsecondary institutions to provide teachers with the latest AI research, tools and professional learning opportunities. At the same time, postsecondary institutions could use these opportunities for research that could inform practice and policy.
• evaluating professional development efforts to ensure that educators are receiving the training they need and determine if that training is helping teachers integrate AI successfully.  
• using K-12 coaches to assist schools and postsecondary institutions
• incorporating AI expertise into their help desks, educational technology support centers and regional education service centers so teachers can get assistance with AI tools, best practices, lesson plans and more

Finally, states should build strong feedback loops on the front end of implementation, so they can continually gather input from districts, schools and teachers. This input should be used by states to adjust policy, training and support as needed.

References

Borenstein, J., Jordon, S., & Howard, A. (2017). The ethics of using AI in education: Promises and challenges. International Journal of Artificial Intelligence in Education, 28(4), 675-691.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.

Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Corwin.

Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.

Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.