Written by: John Howe
AI & Automation Tutor
Best Practice Network

Artificial intelligence has well and truly arrived in education.

Whether schools feel ready for it or not, learners and staff are already experimenting with tools such as Microsoft Copilot, ChatGPT and other AI-powered platforms. Some people are excited by the possibilities. Others are concerned about safety, accuracy and whether learners will use AI to avoid doing the work themselves.

From my experience teaching AI, I have found that most people sit somewhere in the middle.

They can see that AI has potential, but they are not always sure what responsible use looks like in practice. That is why schools need to move beyond simply asking, “Should we allow AI?” and start asking a better question:

“How can we use AI safely, responsibly and effectively?”

Where are schools with AI now?

The honest answer is that schools are at very different stages.

Some are actively exploring AI and encouraging staff to test tools in a controlled way. Others have started producing guidance or an AI policy. Some schools are still trying to decide whether tools should be permitted at all.

This variation is understandable. AI has developed quickly, and many schools are trying to respond while already managing busy workloads, safeguarding responsibilities, data protection and constant changes in technology.

"AI does not wait for an official strategy to be written. Staff are already using it, without the school having a clear picture of what information is being entered."

One of the biggest challenges is that AI does not wait for an official strategy to be written. Staff and learners may already be using it, sometimes without the school having a clear picture of which tools are being used, what information is being entered or whether the output is being properly checked.

That is why ignoring AI is not really a long-term option.

Who is using AI?

AI use is not limited to IT teams or technology specialists.

Teachers may use it to generate lesson ideas, improve the wording of resources, create questions or adapt an activity for different learner needs. Support and administrative staff may use it to draft communications, organise information or produce an initial version of a document.

School leaders may use AI to help explore strategic ideas, summarise information or create a starting point for policies and plans.

Learners are also using AI. They may ask it to explain a difficult topic, help structure an assignment, generate revision questions or provide feedback on their writing.

The important point is that using AI does not automatically mean somebody is cheating or taking shortcuts. It depends on how the tool is being used, what the learner is expected to demonstrate and whether they understand and take responsibility for the final work.

"AI should not be treated an unquestionable expert... The person using the tool still needs to review the result. It can support the process but shouldn't remove human judgement."

The phrase “starting point” is something I use in my lessons a lot.

AI should not be treated as an unquestionable expert. It can produce confident answers that are inaccurate, incomplete or poorly suited to the situation. The person using the tool still needs to review the result, apply their own knowledge and decide whether the content is appropriate.

When I teach AI, I encourage learners to think of it as an assistant rather than a replacement. It can support the process, but it should not remove human judgement, responsibility or professional expertise.

Schools need guidance, governance and clear policies

Good AI governance does not need to begin with a huge technical document that nobody reads. It can start with clear answers to practical questions:

• Which AI tools are approved for use?
• What information must never be entered?
• When should staff or learners disclose their use of AI?
• How should AI-assisted learner work be assessed?
• Who checks whether an AI tool is suitable?
• How will the school review its approach as the technology changes?

A useful AI policy should make responsible use easier to understand. It should not be so vague that nobody knows what it means, or so restrictive that it prevents sensible innovation.

Policies also need to be supported by training. Sending out a document and asking staff to read it is unlikely to be enough. People need opportunities to see realistic examples; practise using tools and talk openly about what could go wrong.

Why schools would benefit from an AI practitioner

This is where the role of an AI practitioner becomes particularly valuable.

Schools do not necessarily need someone whose only focus is building complex AI systems. They need someone who can connect the technology with the school’s real needs, responsibilities and ways of working.

An AI practitioner can help a school:

• Identify where AI is already being used
• Understand staff confidence and training needs
• Support the development of practical policies
• Evaluate potential tools and use cases
• Identify risks before new solutions are introduced

The practitioner can also act as a bridge between senior leaders, teaching staff, support teams and technical specialists.

An AI practitioner can help turn that idea into a defined project with an intended outcome, clear boundaries and appropriate checks.

How can the AI Practitioner for Schools programme help?

The AI Practitioner for Schools programme can help develop the knowledge and confidence needed to support responsible AI adoption across a school or trust.

Rather than focusing only on how to write better prompts, the programme can help participants understand the wider picture. This includes identifying useful opportunities, recognising risks, working with stakeholders, considering governance and supporting change.

A practitioner might explore a school process that takes too much time, collect feedback from the people involved and consider whether AI could improve it. They would then need to think about data, privacy, accuracy, fairness and how the result would be reviewed by a human.

"The practitioner is not there to force AI into every process. Knowing when not to use it is just as important as knowing where it could help."

This creates a much stronger approach than simply choosing a new AI tool because it is popular.

The practitioner is not there to force AI into every process. Sometimes the right conclusion will be that AI is not suitable, or that a smaller trial is needed before a school commits to wider use. Knowing when not to use AI is just as important as knowing when it could help.

Moving from reactive responses to proactive planning

Now, many conversations about AI in education are reactive.

A new tool appears. A learner uses AI for an assignment. A member of staff raises a concern. The school then must decide what to do.

A proactive approach looks different.

It means understanding current use, setting clear values, agreeing acceptable boundaries and identifying areas where AI could genuinely support the school. It also means involving the people who will be affected, rather than making decisions about them without their input.

Schools could begin by:

• Reviewing how staff and learners are already using AI
• Identifying the main opportunities and concerns
• Agreeing responsible AI principles
• Developing clear and accessible guidance
• Providing practical training
• Testing small, well-defined projects
• Reviewing the impact before expanding their use

This approach will not remove every risk. No policy or training programme can do that. It will, however, give schools a much better chance of making informed decisions instead of responding to each new issue in isolation.

Final thoughts

AI is not going to replace good teaching, professional judgement or the relationships that make education work.

Used badly, it can create inaccurate content, introduce new risks and encourage overreliance.

Used thoughtfully, it can support creativity, reduce some repetitive work and help people explore information in new ways. The difference will not be the technology alone. It will be the people, policies and decisions surrounding it.

Schools do not need to have every answer immediately, but they do need to start the conversation. Developing AI practitioners within schools can provide the knowledge, ownership and practical leadership needed to turn that conversation into responsible action.

The goal should not be to use AI everywhere.

Finally, as early adopters of AI, we all have a responsibility to include everyone in the process, communication is key with all stakeholders involved to create open and transparent dialogue. So, everyone involved has a voice that’s heard, to shape the best processes to help AI become integrated into Schools for the benefit of all.

If you would like to find out more about the AI Practitioner for Schools Apprenticeship, you can explore the programme here.