为教育工作者设计AI专业学习的考量要素

Considerations forDesigning AIProfessional Learningfor Educators March 2026 SouthernRegionalEducationBoard SREB.org Table of Contents Summary1Consideration 1: Develop a professional learning plan that builds2in the complexity of AI use over timePhase 1: Building Educator Awareness of AI2Phase 2: Educator Exploration of AI3Phase 3: Application of AI for Learning4Phase 4: Iterating to Develop and Grow AI Fluency5Consideration 2: Design professional learning plans around6best practices for adult learningConsideration 3: Develop expectations for how adults and students8ethically and responsibly use AI for teaching and learningConsideration 4: Incorporate AI career readiness with professional9learning outcomesVoices from the Field10District AI Professional Learning Plan10Building Awareness10Shifting the Exploration11Applying AI for Learning11Supporting the Process12Professional Learning within a Career Pathway13AI Career Pathway Curriculum13Professional Learning to Support Career Pathways13Incorporating Certification Support14Further Professional Learning Considerations15Connecting Digital (AI) Fluency with Careers16Connecting Digital Fluency to Career Readiness and Pathways16Scaling and Customization18References20 This report was written by Leslie Eaves, SREB Project-Based Learning program director, and Jason Adair,SREB director of curriculum and instruction, in partnership with members of SREB’s Commission on AI inEducation’s K-12 Instruction Subcommittee. Summary This report outlines considerations for educational entities in designing high-quality professional learning plansthat enable current K-12 educators to ethically and effectively integrate the use of artificial intelligence. Indeveloping these guidelines, the Southern Regional Education Board purposefully considered the broad use ofAI, rather than any specific tool. AI is both a tool with broad uses, such as creation, data analysis andproductivity, as well as a source of information. It is up to each school, district or state agency to determine AIguidelines for students and staff, and how AI can be used to meet the unique needs of their student population. This document aims to provide guidance for state departments,local education agencies and individual schools to developeducators and eventually their students in the use of AI for learning.SREB considered definitions and characteristics of high-qualityprofessional learning, and recognized that many types ofeducational professionals support the teaching and learning processwith K-12 students. Therefore, throughout this report, we use theterm ‘educator’ to encompass all types of professionals workingwithin a K-12 system, including classroom teachers, counselors,administrators and support staff. Each educational entity will startusing AI at different stages based on their unique needs. This document aims toprovide guidance forstate departments, localeducation agenciesand individual schoolsto develop educatorsand eventually theirstudents in the use of AIfor learning. This report for SREB’s Commission on AI in Education, whichprovided guidance for schools, districts, states and policy leaders tothoughtfully, ethically and effectively incorporate AI at all levels ofeducation. SREB aligned this professional learning framework withrecommendations and other reports for the commission. Educators at all levels will need high-quality professional development opportunities to build their capacity touse AI tools and resources within their specific contexts. Separate professional development plans may benecessary to accommodate different educator roles and their intended uses of AI. Based on this guidance, the commission developed four considerations for designing a professional learningplan to upskill educators. lConsideration 1:Develop a professional learning plan that builds in the complexity of AI use over time.lConsideration 2:Design professional learning plans around best practices for adult learning.lConsideration 3:Develop expectations for how adults and students should ethically and responsiblyuse AI for teaching and learning.lConsideration 4:Integrate AI career readiness with professional learning outcomes. Consideration 1Develop a professional learning plan that builds on the complexity of AI use over time Recommended professional learning phases for incorporating artificial intelligence into the K-12 classroom With numerous initiatives and directives imposed on K-12 educational entities, the instinct is often to adopt a“one-size-fits-all” or “one-and-done” approach to professional development. However, the complexities involved witheffectively integrating AI into the learning process, along with developing educators’ skills with AI, require a phasedapproach over time and need to be designed around research-based adult learning theory. States, districts and schools will need to design a professional learning plan that empowers educators to considerhow best to incorporate AI into thei