All AI use by teaching staff should align with five guiding commitments.

Human Authority

Teachers remain responsible for all instructional decisions, assessment judgments, and communication with students and families.

Intellectual Agency

AI should strengthen student thinking, not replace it. Learning tasks must prioritize reasoning, creativity, and authentic student voice.

Privacy Protection

Identifiable student information must never be entered into unapproved AI platforms.

Professional Voice

AI may support drafting or editing, but final materials must reflect the teacher’s professional judgment and knowledge of students.

Responsible Innovation

Teachers are encouraged to explore AI thoughtfully to enhance teaching, differentiation, and creative learning experiences.

The GNS Teacher Stoplight framework helps teachers determine when to use AI in their professional practice.

Category 1 — AI Use Prohibited

AI must not be used for final assessment determinations, or where confidentiality, professional evaluation, or relational trust is central.

Examples include:

• sensitive report comments

• behaviour or wellbeing documentation

• academic integrity investigations

• discipline referrals

• IEP or learning support documentation outside approved systems

• using AI to independently assess, score, or determine achievement levels

• final grades and/or assessment decisions

Any documentation that may carry disciplinary, legal, or formal academic implications must be entirely human-authored.

Guiding question: Would using AI here weaken trust, accountability, or confidentiality?

If yes, AI should not be used.

Category 2 — AI Use Permitted (Planning & Preparation)

AI may assist with planning, brainstorming, preparation, and assessment support, but teachers remain responsible for professional judgment and final grading decisions.

Examples include:

• brainstorming inquiry questions

• drafting unit outlines

• creating practice questions or scenarios

• generating exemplar responses

• designing rubrics or differentiation ideas

• translating general classroom communication

• identifying evidence in student work related to rubric criteria

• suggesting feedback based on a rubric

• providing a second perspective on student work for teacher consideration

Conditions for use:

• no student-identifiable data may be entered into unapproved AI platforms

• teachers must review outputs for accuracy and bias

• materials must be adapted to match the teacher’s context and voice

This category supports innovation aligned with Inspired Pathways within the strategic plan .

Guiding question: Is AI informing my professional judgment — not replacing it?

Category 3 — AI Use Suggested (Clarity & Efficiency)

AI may help refine language, tone, and structure, but the original ideas must come from the teacher.

Examples include:

• refining teacher-written report comments for clarity, tone, or concision

• drafting general newsletters

• adjusting the tone of parent emails

• reformatting student feedback

• summarizing assessment trends

Conditions:

• original feedback must come from the teacher

• comments must remain personalized and evidence-based

• sensitive information must only be used within approved systems

Guiding question: Would a parent or student still recognize my professional voice here?

Category 4 — AI Use Recommended (Innovation & Instructional Design)

may be used more expansively in curriculum design, instructional innovation, and professional work.

Examples include:

• generating ideas for new learning challenges

• creating provocations for inquiry-based learning

• brainstorming cross-curricular project ideas

• generating multiple reading levels of the same text

• creating alternative explanations of concepts

• designing choice boards for different learning styles

• creating scaffolded questions for guided reading

Conditions:

• only approved platforms should be used

• confidential student data must not be included 

• teachers should model transparency when AI meaningfully shapes a learning task

Guiding question: Is AI enabling me to design, differentiate, or innovate in ways that improve learning?

Teachers must follow five essential safeguards when using AI tools.

Human Oversight

Teachers are responsible for every word students and families receive.

Privacy Protection

Only use school-approved AI tools with student information. Do not enter confidential, sensitive, or personally identifiable information into unapproved AI systems.

Bias Review

AI outputs must be checked for inaccuracies, bias, or oversimplification.

Personalization

Student feedback must reflect real evidence of learning.

Transparency

Teachers should model ethical AI use when AI meaningfully shapes instruction.

Teachers are encouraged to design learning experiences that emphasize:

• authentic application

• student voice

• collaboration

• reflection

• real-world audiences

• process documentation

• experiential learning

These types of learning experiences help preserve meaningful human learning in an AI-enabled world.

In an AI-enabled world, assessment practices should increasingly prioritize student thinking processes, reflection, revision, and authentic application of learning rather than solely evaluating final products.

Teachers should:

• clearly communicate the AI Stoplight level for each task

• design assessments that emphasize reasoning and reflection

• require Proof of Thinking when AI use is permitted

• avoid reliance on AI-detection tools as the sole integrity measure

Assessment evidence may include:

• draft history

• process journals

• reflection statements

• oral explanation of work

• prompt logs

The goal is to evaluate learning processes, not just polished outputs.

Artificial Intelligence tools may be used by teachers to support the writing and refinement of report comments. However, AI must always function as a co-pilot rather than an autopilot, assisting teachers in communicating their professional observations while ensuring that the teacher’s judgment and voice remain central to the reporting process.

At Glenlyon Norfolk School, meaningful reporting must be personalized, evidence-based, and student-centred, and teachers remain the primary authority in evaluating and communicating a student’s progress. 

>> Click here to access all the GNS AI Reporting Guidelines

Teachers play an important role in helping students understand the responsible use of AI.

Teachers are encouraged to:

• discuss how AI tools work

• demonstrate critical evaluation of AI outputs

• explain when AI is helpful and when it is not

• model responsible citation and transparency

This supports the development of ethical digital citizens prepared for an AI-enabled world.

If teachers encounter uncertainty about AI use, they should:

• Look for support resources on the GNS Ed.Tech. Blog

• Consult with their department head.

• Contact the Director of Technology.

• Delay the use of the tool until guidance is provided.

• Remember, any new digital tool that requires access to school or student data needs to be approved through a GNS Tech Check.

Responsible innovation requires collaboration and shared decision-making.

GNS encourages teachers to build confidence and skill in responsible AI use.

Teachers are encouraged to:

• experiment thoughtfully with emerging tools

• share effective practices with colleagues

• participate in AI literacy professional learning

• reflect on how AI affects teaching and learning

Professional collaboration will help ensure AI strengthens teaching rather than undermining it.

Artificial Intelligence will continue to influence education, creativity, and professional practice.

At Glenlyon Norfolk School, AI will be used to:

• support innovative teaching practices

• enhance differentiation and accessibility

• free teacher time for deeper student interaction

• prepare students for a rapidly changing world

while ensuring that human judgment, intellectual agency, and community trust remain at the centre of learning.