Step 1 — What is the task?

Is this task related to sensitive student information?

Examples include:

• report comments involving concerns
• behavioural or wellbeing documentation
• discipline referrals
• academic integrity investigations
• IEP or learning support documentation
• final grading decisions

➡ YES

Do not use AI.

These tasks require full human judgment and authorship.

➡ NO

Move to Step 2.

Step 2 — Does the task involve identifiable student data?

Examples:

• student names
• grades or assessment records
• learning support information
• counselling notes
• personal information

➡ YES

Only use AI within approved secure systems.

Do not enter identifiable student data into public AI tools.

➡ NO

Move to Step 3.

Step 3 — What role is AI playing?

AI for planning or preparation

Examples:

• brainstorming lesson ideas
• drafting unit outlines
• generating practice questions
• designing rubrics
• creating differentiation strategies

➡ AI use is appropriate.

Always review outputs for accuracy and bias.

AI for communication editing

Examples:

• polishing clarity of emails
• refining tone of newsletters
• improving readability of documents

➡ AI may assist, but ensure the final message reflects your voice.

AI for professional creativity or innovation

Examples:

• designing project-based learning
• generating interdisciplinary ideas
• creating new assessment formats

➡ AI use encouraged with human oversight.

Step 4 — For student assignments: What AI level fits the learning goal?

Choose the appropriate Student AI Stoplight level.

🔴 Level 1 — No AI Use

Use when assessing:

• foundational skills
• independent reasoning
• writing ability
• core knowledge

🟡 Level 2 — AI Brainstorming

Use when students may:

• explore ideas
• generate outlines
• ask questions

Students must produce their own work.

🟢 Level 3 — AI Editing

Use when students complete a draft first, then use AI to improve clarity or grammar.

🔵 Level 4 — AI for Specific Elements

Use when AI supports:

• research assistance
• data analysis
• coding help
• creative exploration

Define which parts AI can be used for.

🟣 Level 5 — AI Collaboration

Use when the goal is:

• exploring AI capabilities
• creative experimentation
• advanced problem solving

Students must still understand and explain their work.

Step 5 — Do students need to show their thinking?

If AI is allowed, consider requiring Proof of Thinking, such as:

• draft history
• reflection statements
• prompt logs
• process journals
• oral explanation of work

This helps evaluate learning, not just output.

Final Check

Before using AI in teaching or allowing it in assignments, ask yourself:

• Does this support student thinking rather than replace it?
• Does this protect student privacy?
• Would students and families still trust the process?
• Does this reflect my professional judgment?

If the answer is yes, AI use likely aligns with the GNS policy.