POLICY OPTIONS

Practice Guidelines — Though not capital-p "policy", practice guidelines are often the most useful type of policy expression that schools and districts can offer, especially in the face of something like genAI, which is rapidly evolving and difficult to fully define and govern. Because practice guidelines can be customized, if needed, to content areas and grade bands, they can provide the most specific direction to help support teaching and learning. Sometimes, guidelines are introduced first, are tested and refined, and become official policy over time. They can also exist alongside "capital-p policy." Practice guidelines can originate from the central office, school or department.

Amendments to Existing Policies or Guidelines — Schools and districts often have existing policies that, with a bit of additional language, can often provide sufficient guidance to teachers and students about expectations related to genAI. This can also be a temporary measure while more robust guidelines and policies are drafted and considered. 

Stand-Alone District-Level Policy — This is usually the strongest and broadest expression of a district's values around and aspirations about genAI. It can provide heft to school-level guidelines and help ensure a coherent approach across all schools and grade levels. Generative artificial intelligence is relatively new, difficult to clearly define, and changing quickly. Therefore, any stand-alone district policy will need to do the work of powering strong practices while also remaining broad and open enough to withstand the rapid cycles of innovation that the industry is driving, and that the rest of us are somewhat at the mercy of. Grain size should be kept fairly large, and any guidelines kept high-level.

Classroom-Level Policy — Created by teachers, this is usually the most specific and fine-grained policy expression about AI, especially at the secondary level. It may appear in course syllabi or other guiding classroom documents. While classroom policy should be aligned with district policy and/or guidelines, it will likely provide additional and more nuanced guidance. It is likely that classroom policies will vary by teacher, subject and grade level; this variation is appropriate given the many different possible uses of genAI and the technology's variable affordances and limitations which can differ by content or skill area.