Professional Practice

Ongoing, context-specific, job-embedded PD covering technology, AI, media literacy, and digital wellness — new-hire onboarding, annual training, role / subject / experience-differentiated pathways, sustained over time rather than one-shot training events.

Coaching and chronic-support layer — instructional coaches, tech integration specialists, peer mentors, protected co-planning time. Translates PD learning into durable classroom practice, addressing the implementation gap PD alone cannot close.

Structured mechanisms for students to participate in district tech / AI / media policy and curriculum decisions — committee representation, regular consultation, and authority to influence what gets adopted.

Expectations for how teachers themselves use technology, AI, and media in their professional work — lesson prep, grading, parent communication, classroom modeling. Practice models the message; without it, student-facing AI literacy work loses credibility.

Expectations for how superintendents, central office, principals, and other leaders use technology and AI in their own work, and how they visibly model intentional practices. Leadership use is the cultural ceiling for everyone else.

Integration of certified librarians and media specialists into curriculum planning, teacher PD, student instruction, and tech/AI governance — treating them as core instructional staff, not resource-room logistics.

Integration of counselors, social workers, psychologists, and mental-health staff into the tech / AI / media wellness ecosystem — through training, protocols, curriculum partnership, and shared response to incidents.

Documented procedures for tech-mediated incidents — cyberbullying, AI-generated harassment, deepfakes, sextortion, AI misuse, data breaches. Defines roles, communication pathways, coordination with mental-health staff, law enforcement, and families. Distinct from 2.4 (academic integrity).