1.2 — Board & District Leadership Ongoing LearningFrontier
What this is
Structured, ongoing learning programs for school board members and senior district leadership (superintendent, cabinet, principals) on technology, AI, data governance, digital wellness, and student development (cognitive development, attention, ethical reasoning). Includes scheduled learning sessions, peer-district visits, researcher and student briefings, and standing committees or working groups that develop substantive judgment over time. Distinct from 3.1 Teacher PD (implementation-level) and 3.5 Admin Modeling (visible practice).
Why it matters
Governance on AI and technology depends on shared learning across both boards and senior leadership. Structured ongoing education — peer briefings, researcher conversations, school visits — equips trustees and district leaders to engage substantive questions, support thoughtful innovation, and bring meaningful judgment to decisions that increasingly come up at every meeting.
Connects to
The Framework: Condition #1 (Shared Vision). ISTE Standards for Education Leaders.
Maturity levels
Not Started
No structured ongoing learning for trustees or senior leadership on technology, AI, or digital wellness. Both groups rely on staff briefings at the moment of decision. This is the current norm across most districts — substantive practice is still developing nationally.
Emerging
Occasional learning sessions for board or senior leaders on technology or AI topics, typically tied to specific proposals. No structured learning agenda spanning trustees and district leadership. Policies considered individually rather than as a coherent interrelated set.
Established
Scheduled learning sessions for both board and senior leadership (superintendent, cabinet, principals) on the K-12 technology ecosystem at least twice per year. Both groups can articulate key issues, risks, and trade-offs in public. Comprehensive policy set adopted and on a defined review cadence.
Expanding
Standing technology/AI/digital wellness committee or working group that includes trustees AND senior leaders. Both groups learn regularly from peer districts, researchers, and student voice, with shared substantive vocabulary. Policy set is coherent and audited for internal consistency. Decisions and rationale are publicly articulated.
Go deeper with
Example resource
NSBA AI and EdTech guidance for boards; AASA leadership resources for superintendents