TERI / Layer 3 — Professional Practice / 3.4
Checkpoint 3.4

3.4 — Teacher Tech Use Guidelines & Modeling

What this is

Expectations for how teachers themselves use technology, AI, and media in their professional work — from lesson prep and grading to parent communication to classroom modeling — so that their practice reinforces what they teach students.

Why it matters

Adults model the technology relationship as much as students do. The way teachers use phones, AI, and other tools in their own work shapes what students see modeled — which is why intentional teacher modeling reinforces the curriculum rather than running parallel to it.

Connects to

The Framework: Condition #3 (Mentoring & Modeling). Operationalizes AI Use Guidelines (1.4) at the teacher level.

Maturity levels

Not Started
No expectations. Teachers use (or do not use) AI and technology in their professional work without guidance. Modeling happens accidentally, if at all.
Emerging
General expectations exist informally. No written guidelines on AI use by teachers for prep, grading, or communication. Modeling is inconsistent and building-dependent.
Established
Written guidelines on teacher AI and tech use across professional work — prep, grading, parent communication, in-class modeling. Includes attribution expectations when teacher work is AI-assisted. Teachers trained on intentional modeling as an instructional move. Integrated with AI Use Guidelines (1.4).
Expanding
Modeling is treated as a core instructional move, not an afterthought. Teachers openly demonstrate when, why, and how they use AI with students, including attribution and reflection on what the AI did vs. what they did. Teacher tech habits (focus, device use, deep reading) are treated as part of the learning environment. Teachers have permission and support to model their own learning and adjustments.

Go deeper with

Example resource
TeachAI Toolkit — teacher modeling guidance
Also consider